| OCR Text |
Show 16 HANDBOOK FOR TEACHERS OF INTERPRETATION ings, and thus gain sympathy and communion. In this way, com munication came into being. The deaf do not use their voices be cause they never hear the voice and therefore cannot imitate it. But they can see actions and so their communication is limited to "signs," gesture, until they can be trained to speak mechanically. Process of Communication. When the child began to speak, what was the motivation for that process? An external stimulus emotional reaction, which, in turn, was stimulus for a produced motor response which under the direction of higher brain centers an apparatus-thus he spoke. It is very important keep this process in mind always when teaching for the speech; processes of speech composition and reading are the in the case of interpretation, the printed page that same, except becomes the external impulse, instead of the natural cause; in other words, the "will" becomes "its inherent cause." But the intervening was transferred to the vocal to mental or motor steps which should come between the black marks on the page and the speaking process itself should not be skipped. The stimulation to read spontaneously should come from the printed page thus; the author's emotion is first caught, and reproduced in the body of the reader, then the feeling is transferred to the higher mental centers, and from these centers to the voice-and we have oral reading; any other process is merely a recognition of words or mechanical repetition. Even if the page be read a thousand times a In this manner, this same sequence must always be followed. repetition and memorization become a development rather than merely reflex action. If the lesson be made one of feeling, inducing thought and bodily reaction, then the more the printed page is practiced, the stronger will become the capacity to will, the greater will become the power to react, the keener will become the ability to feel, the more exact will become the faculty to think and the In other words; repetition more definite the efficiency to express. the channels of will, reac normal deepened through processes, has, and thinking, communicating emotion, tion, through repeated fol lowing of the same processes as would be evoked in real experience. Interpretation and Other Arts. Little analogy can be made between the teaching of speech arts and that of other arts-such as painting, sculpture, or music. In the speech arts, simple expression, . |
