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Show HANDBOOK FOR TEACHERS OF INTERPRETATION 28 Action where the stimulus-pattern is made into a response-pattern. does not require higher brain center activity, as does phonation, and times when the effectors check the speech stimu that is why many lus, we show the excitation in the face, and our friends ask, "What The tale had been told already by the were you going to say?" kinetic apparatus. Delsarte says, "Gesture precedes speech; gesture prepares the way"; it does so because the motor activity precedes the cerebellum reaction which is the cause of articulate speech. Action therefore passes through a shorter circuit than lan nervous guage, although both proceed from one common stimulus, mon one com cause. The process of communication must be always in the mind of the teacher of speech. The printed page becomes the external impulse, The reader wills which the reader wills to translate into speech. to produce this external impulse of the author, which impulse is transmitted to the motor centers, whose activity in turn passes through the same nervous arc as in normal speech-and we speak body. It makes no difference how proficient the interpreter may be, how many years of experience the reader may have had, how long the speaker may have been before the public, nor how marvelous his reputation, his work is as "sounding brass or a tinkling cymbal" unless it has the real motivation of the will impulse. Woolbert and Weaver express this idea very concretely when they the whole body if our thinking is say, "We must learn to think with to be worth much for speech, and more important still we must be You should able to think with the whole body when speaking. with do that notion the over your your brain thinking you get with the entire . only." .. 1 As gesture anticipates vocalization, so it preceded articulate lan The child's pat of affection, or, guage in human development. changed slightly, the slap of disapproval, came some days before the "goo-goo" of the infant told its likes or dislikes. The evolution of speech is a process of learning from our environment how to bring out the innumerable nuances of meaning in the same words by the The thousand, minute use of infinite vocal and bodily variation. 1 Woolbert and Weaver, Better Speech-Harcourt, Brace and Co. |
