| OCR Text |
Show HANDBOOK FOR TEACHERS OF INTERPRETATION 66 aim. that he has gained sufficient ground and by further practice upon the other steps. the class upon one they must never tice on one can master that aim It is always wise to hold long enough to realize good progress, but become tired by continued prac aim be allowed to selection. There is so much material which may be easily be made. Change with used that variation of material can the first evidence of fatigue. "A change is as good as a rest." Earnestness. The second part of this aim is to believe what you there say and to make your audience believe it. The objective his audience he If earnestness. one is is impresses only direct, fore, egotism; he says, "Do the thing, see it, believe it, enjoy it because I say so, I give it to you, I know it." Earnestness, which with his includes directness, says to the enjoy it, audience, "Do it, see it, believe it, Earnestness is convincing. because I believe it is best." It means what it says and says what it believes. Intensiveness is necessary to earnestness. Dignity. to the The last element of this aim-the getting of your ideas auditor-is the greatest; it comprehends directness and earnestness, both on a higher level, and we call it dignity. It does it, see it, enjoy it, because I say so, or be it," rather, "Do it, believe it, see it, enjoy it, because it is right, it is best, it is highest, it is noblest." Dignity is not the spread egoism of the political stump, nor the arrogance of the school orator, who, with foot well forward, chest expanded, and head thrown back, hurls his big forced ego with a know-it-all voice at his listeners. Dignity is personified in simplicity, in humility, in intensive the power which comes from the great soul and deep expe men as Lincoln, in his such rience of "Gettysburg Address." How bit has been murdered in all our schools! this marvelous tragically It is of no value to cram such great things down the throats of chil dren, when they have no comprehension of them, and can have no feeling for them because they lack the power to express them. We grow in power of impression as we develop the power to express. "A mind which cannot find an outlet is in prison." How much can be accomplished by an earnest oral expression teacher, who leads a class really to feel and think, and more than that, to become like this Lin Let students grow into any big experience and coln of all times! not say, "Do it, believe cause I believe but |
