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"TEACHER'Ss TREASURY of STORIES for every OCCASSION", M.D. BAUGHMAN; PRENCTICE-HALL, Inc., ENGLEWOOD CLIFFS, N.J., USA; stan : plus db : pieczątki ; przesyłka polecona : 9,30 zł.
CONTENTS :
Introduction ........................ 1
Why This Book Can Be as Handy as Your Latin "Pony" ...................... 3
How Can You Best Use This Book ?....... 5
Why Don't You Start Your Own Card File Collection ?....................... 7
How Can You Make Yourself Wanted as a Speaker?........................ 8
Stories 1-2100...................... 13
Subject lndex....................... 351
Author and Source lndex.............. 361
Index to Names and Personalities Referred to in the Text....................... 371
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How Can You Best Use This Book ?
Horace Binney, American lawyer, writer, and public speaker, writing to a friend in 1868, included this passage on books: "I ce-tainly think the best book in the world would owe the most to a good index, and the worst book, if it had but a single good thought in it, might be kept alive by it." Since I am sympathetic with the above view, a topical index has been included at the back of the book. Although the topie items are arranged alphabetically and there is an index, you will, no doubt, at times want to pick up this book and read through parts of it just for enjoyment and entertain-ment. Remember this—in this volume there is help for you if you are to deliver a major address, make an introduetion, serve as toast-master, act as panel moderator, or just teach a elass of normal students.
In the "Speech" category there are "openers," "closers," and other pertinent squibs which can skillfully be woven into your remarks. There are in addition a few tried and tested "relief devices" which serve as recoveries in case your story falls flat, and which sometimes can serve as transition techniques. For example, when a particular story evokes only mild response, you can add, "I told that story to my secretary the other day; she laughed so hard, she fell off my lap ! " When the joke is not well received at all, you might comment, "Well, you may not like my jokes, but you will have to admire my nerve."
Elementary teachers will find appropriate materials, for example, under "children-parents," "pupils," and "teachers." Junior high school and high school teachers will immediately find helpful new expressions listed under "youth," "adolescents," "school," and "education." School administrators will want to familiarize them-selves with the above categories plus the special topies of "principal" and "school administrators."
Athletic coaches, too, can use materials very effectivery from the various headings as well as from the broad category "sports."
Although the topical index and the alphabetical categorization of items will sufBce as aids to finding what you want, I have an additional technique to recommend. At those times when you sit down to browse through the book, keep in the back of your mind the idea that one day you may be in a position to use some of the inspiring or humorous items you come across. When you read a story, aneedote, or illustration that especially appeals to you, write down on a sheet of paper the item number, the page number and what the item is about. Keep the sheet of paper in the book just for this purpose.
If you have to give a formal address before a large audience, or simply an informal talk to a smaller group, you're sure to find material here as helpful to you as the back of your eighth grade arithmetic book. When the subject of your remarks is established, write down all the topics related to it. Then look through the index to find items on these topics. You will discover some that are humor-ous and entertaining, some that provoke thought and meditation, and others that make an intellectual or emotional appeal.
You can: if you wish, make an entirely serious speech or an entirely humorous speech. Uusalry, however, most successful talks by teachers contain both humor and intellectual appeal.
After deciding on some definite response to the introduction, you will be wise to select some clever "openers" for purposes of in-trigue and attention-getting. The body of the speech should be punctuated with some sparklers here and there. A little practice will enable you to weave them in naturally.
You must have terminal facilities—that is, your close should be a planned cłose. Some effective "closers" appear in the section on "speech."
It will be obvious to you that much of this materiał will need to be adapted to fit specifie purposes. Therefore, some łanguage changes will be necessary. Fortunately, most of the items are easily adapted for different purposes and different situations. Telling stories in which you, your relatives or your friends play some of the roles, is often morę successful than merely using random names.
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