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Show 67 FIRST AIM: PURPOSE great conception and they will understand true dignity. Afterwards they will never be content to speak only "words, words, words," or rejoice in the pomp and bombast of the Fourth of July orator. Teachers, try it; it will be worth the effort. There is something to innate in the classroom which, somehow, puts a ban on everything outside the usual and commonplace. Students, instead of court ing and emulating the beautiful, the great, the magnificent, begin . "funny," and to act "funnier" whenever any printed page ordinary paths. This is a sad reflection on our educational "uplift"! With this third element of our first aim, dignity, it is imperative that the instructor begin to overcome this tendency to shy from and to make light of great and noble conceptions, but see that the pupil begins to "come up" to the literature. Voice, gesture, and entire personality should from the impulse of the page, and the pupil will to develop begin and to comprehend the big things of life. expand begin the greater things of experience are ex Wherever Ellipses. are sure to be ellipses. When we come into this field, there pressed, language no longer can express our conpeptions, but the expression must be left to the imagination of the reader or the hearer. This, the pupil must fill in and ,expand. In order to make the "Delivery truly amplify the thought, the speaker must actually have in his mind those considerations, added facts, reflections, allusions, and to feel would take them out of their most so on which he wishes to hint to his hearers. The listener may not, indeed, receive precisely the same accompGftying thoughts that the Either the same mind, beget speaker line will be suggested to same in the others as or good thoughts the sympathetic listener, provided a sensitive and trained soul logical, imaginative, and emotional--is allowed to play upon a flexible and sensitive voice." Expansive Paraphrase. This power can be gained through the expansive paraphrase. After the assignment has been studied, the aim found, and the selection discussed, ask the student to para phrase it expansively for oral purposes next day. Also, this is a fine exercise in developing' good oral English. Remember that this paraphrase must be always in the same person as the original. This has in but 'like will 4 4 Clark and Chamberlin. like.' |
