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Show CHAPTER I GENERAL SUGGESTIONS TO THE INSTRUCTOR "The student must have a definite thing to do each day, and shall be able to have develop from step to step, that the student and to bring into class a lesson assigned, to prepare that lesson, in as as his work any other study. Uni :results the definitely of the makes appear so perfectly subject versal application of speech that it is difficult to gain found often and obvious commonplace, for it that attention which its merits demand."-CLARK AND CHAM BERLIN. Ideal Teacher. which were How to apply the general principles and ideals, discussed in the first part of this cupy our attention. book, should now oc Part One, it is hoped, will inspire and animate the teacher of interpretation who is .not already so inspired, to ,be in the value of interpretation as a scholastic discipline; lieve deeply general aim and cultural development which may be fire his students gained from the study of speech, and to be able to such. Without earnestness, sac with the ambition to "carryon." will efforts surely be puerile. rifice, and devotion, the teacher's demand fine personality, will above The teaching of reading, all, the for infinite patience, zeal and .Iove subject, ability to study the in the interest personal development of needs of each individual, of the a subject coupled with each student, tact, and knowledge method. It of may be difficult, and in flexibility and originality a find such to fact almost impossible paragon, but at least, life, be are qualities which are absolutely necessary. lief, and enthusiasm in importance to the personality of the Conception. Next teacher is a clear conception of the scope and purpose of interpre tation. He must realize that, as an educational factor, interpreta tion is a process of growth, not of acquisition; that the subject must be developed "line upon line, and precept upon precept"; that it is a house that Jack built discipline. In other words, every to see the 46 |
