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Show HANDBOOK FOR TEACHERS OF INTERPRETATION 5'8 peared before giving the suggestions needed. It will be interesting and will keep the class alive to ask for comment from the pupils. This may not be a good policy to follow often, because students ate apt to be bombastic, and hypercritical, to pick out minute faults and miss the big points. A recitation is more interesting if varied in its routine as much as possible. This will make a live lesson. Oral interpretation and speech composition classes are best limited to twenty students, in order that each pupil may have time to appear before the class every lesson and receive personal criticism. S. H. Clark well ever, to warns us that, "It is a grave mistake, how that criticism is to take note of defects only. assume is Criti exercise of judgment. historically, judgments are usually most helpful, which draw attention to purposes and progresses pointed toward the normal, healthy, natural in speech, hence the critic should seek first of all to dis cern and cordially recognize every good effort and right attention. "It is always to be remembered that the object of criticism is neither fault finding nor flattery, but the expression of judgment, unbiased and broad. It seeks to be useful to the one criticized, and to the critic, and to the listeners. The soul of true criticism cism, as the word means an Those is helpfulness." 5 Assignment. The amount of work assigned each day should be by repetition of the whole-not by rote memorization-and that will enable the pupil to feel easy in his delivery to the class. Nearly all schools require about two hours' preparation for each recitation. The size of the class has much to do with the assignment, which should take no more time no more than can be memorized than will allow all students to appear before the class and receive as often as possible-preferably every assignment the greater should be the skill criticism from the teacher day. The shorter the demanded. when first assigned should be class, and no comment whatsoever should be made except that the selection is for study, and is to be How to Study. A selection thrown at the heads of the read from the book for the next lesson. .5 How to Teach Reading by S. H. Clark. The new lesson should |
