The Art of Narration






What to Expect your Student to Accomplish per Grade Level

Children Narrate by Nature. – Narrating is an art, like poetry-making or painting, because it is there, in every child’s mind, waiting to be discovered, and is not the result of any process of disciplinary education.

A creative fiat calls it forth. “Let him narrate”; and the child narrates, fluently, copiously, in an ordered sequence, with fit and graphic details, with a just choice of words, without verbosity or tautology, so soon as he can speak with ease. This amazing gift with which normal children are born is allowed to lie fallow in their education. Bobbie will come home with a heroic narrative of a fight he has seen between “Duke” and a dog in the street. It is wonderful! He has seen everything, and he tells everything with splendid vigor in the true epic vein; but so ingrained is our contempt for children that we see nothing in this but Bobbie’s foolish childish way! Whereas here, if we have eyes to see and grace to build, is the ground-plan of his education.

Until he is six, let Bobbie narrate only when and what he has a mind to. He must not be called upon to tell anything. Is this the secret of the strange long talks we watch with amusement between creatures of two, and four, and five? Is it possible that they narrate while they are still inarticulate, and that the other inarticulate person takes it all in? They try us, poor dear elders, and we reply “Yes,” “Really!” “Do you think so?” to the babble of whose meaning we have no comprehension. Be this as it may; of what goes on in the dim region of “under two” we have no assurance. But wait till the little fellow has words and he will “tell” without end to whomsoever will listen to the tale, but, for choice, to his own compeers.

This power should be used in their Education. – Let us take the goods the gods provide. When the child is six, not earlier, let him narrate the fairy-tale which has been read to him, episode by episode, upon one hearing of each; the Bible tale read to him in the words of the Bible; the well-written animal story; or all about other lands from some such volume as The World at Home [see example below]. The seven-year-old boy will have begun to read for himself, but must get most of his intellectual nutriment, by ear, certainly, but read to him out of books. Geography, sketches from ancient history, Robinson Crusoe, The Pilgrim’s Progress, Tanglewood Tales, Heroes of Asgard, and much of the same caliber, will occupy him until he is eight. The points to be borne in mind are, that he should have no book which is not a child’s classic; and that, given the right book, it must not be diluted with talk or broken up with questions, but given to the boy in fit proportions as wholesome meat for his mind, in the full trust that a child’s mind is able to deal with its proper food.

The child of eight or nine is able to tackle the more serious material of knowledge, but our business for the moment is with what children under nine can narrate.

Method of Lesson. – In every case, the reading should be consecutive from a well-chosen book. Before the reading for the day begins, the teacher should talk a little (and get the children to talk) about the last lesson, with a few words about what is to be read, in order that the children may be animated by expectation; but she should beware of explanation and, especially, of forestalling the narrative. Then, she may read two or three pages, enough to include an episode; after that, let her call upon the children to narrate, – in turns if there be several of them. They not only narrate with spirit and accuracy but succeed in catching the style of their author. It is not wise to tease them with corrections; they may begin with an endless chain of “and,” but they soon leave this off, and their narrations become good enough in style and composition to be put in a “print book”!

This sort of narration lesson should not occupy more than a quarter of an hour.

The book should always be deeply interesting, and when the narration is over, there should be a little talk in which moral points are brought out, pictures shown to illustrate the lesson or diagrams drawn on the blackboard. As soon as children are able to read with ease and fluency, they read their own lesson, either aloud or silently, with a view to narration; but where it is necessary to make omissions, as in the Old Testament narratives and Plutarch’s Lives, for example, it is better that the teacher should always read the lesson which is to be narrated.

For more information on these guidelines please consult With “The Well-Trained Mind, A Guide To Classical Education At Home”. Jessie Wise and Susan Wise Bauer.

Grades TK, K & First Grade

Read the assigned selections and then do the following five things.

  • Write a narration. Ask your student to describe what was just read, ask questions if you need to. Write out his narration in your neatest printing – you want him to be able to read it. This will go into the history sketchbook.
  • Find the location on a globe or map.
  • Go to the library. Read one or two library books on the subject out loud together.
  • Draw a picture in art class that will be added to your history sketchbook.
  • Neatly glue your work into your sketchbook.

Grade 2

Read the assigned selections and then do the following five things.

  • Write a narration. At the beginning of second grade, you can write half of his narration and he can write the other half (or copy from your model). This will go into the history sketchbook.
  • Find the location on a globe or map. Color a map to add to the sketchbook.
  • Go to the library. Read two to four library books on the subject out loud together.
  • Draw a picture in art class that will be added to your history sketchbook.
  • Neatly glue your work into your sketchbook.

Grade 3

Read the assigned selections and then do the following five things.

  • Write a narration (these narrations should now resemble one- to two- paragraph compositions). This will go in the sketchbook.
  • Find the location on a globe or map. Color a map to add to the sketchbook.
  • Go to the library. Read two to four library books on the subject out loud together.
  • Draw a picture in art class that will be added to your history sketchbook.
  • Neatly glue your work into your sketchbook.

Grade 4

Read the assigned selections and then do the following five things.

  • Write a narration (these narrations should now resemble two- to three- paragraph compositions). This will go in the sketchbook.
  • Find the location on a globe or map. Color a map to add to the sketchbook. You may consider getting an extra map study book for your period for your fourth grader.
  • Go to the library. Read two to four library books on the subject out loud together.
  • Draw a picture in art class that will be added to your history sketchbook.
  • Neatly glue your work into your sketchbook.

Grade 5

Read the assigned selections and then do the following five things.

  • Read and outline the assigned section. Outlines consist of one sentence per paragraph. Write the main idea of each paragraph in a complete sentence.
  • Timeline – Mark this section’s timeline dates on your timeline in your sketchbook.
  • Map exercises. Find the location on a globe or map. Draw a map of the relevant events and put them in your sketchbook.
  • EXTRA READING: Choose any subjects that interest you from the text and research them further with library books or on the Internet (with parent permission). Prepare written summaries of the information on at least two of the topics and enter them into your sketchbook.
  • Draw a picture in art class that will be added to your history sketchbook.

Grade 6 thru 8

Read the assigned selections and then do the following five things.

  • Read and outline the assigned section. Outlines consist of one main idea of each paragraph in a complete sentence with two to four sub-points.
  • Timeline – Mark this section’s timeline dates on your timeline in your sketchbook.
  • Map exercises. Find the location on a globe or map. Draw a map of the relevant events and put them in your sketchbook.
  • EXTRA READING: Choose any subjects that interest you from the text and research them further with library books or on the Internet (with parent permission). Prepare written summaries of the information on at least two of the topics and enter them into your sketchbook. You should especially focus on the great Men and Women of History.
  • Draw a picture in art class that will be added to your history sketchbook.

Find a famous quote by a historical person alive in this period, write it out in your best penmanship and attach it to the correct page in your sketchbook.