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Show 84 INTERPRETATION HANDBOOK FOR TEACHERS OF of collateral idea to the next. thinking necessary to get from one will reveal the expansive or the condensive paraphrase the comma, the semi amount of time which a pause requires, but other marks of punctuation colon, the colon, the period, or any Either the never There is determine time. "count one at a comma, two at a four at a period." foundation for the old rule, semicolon, three at a colon, and no been for We should think that such a rule had gotten long ago were it not that our students remind us that it Such bad habits as this holds in effect if not as it memorized rule. into disuse. in practice long after the rule has gone seem to persist and all words which are But, if, and, when, where, that, the, a, can never stand used to complete the grammatical construction, even when set off alone. They always lean on that which follows, touched lightly and hardly ever by commas. Particles should be the is generally pro given their full name value. For instance, If a word group may be mentally nounced thu, and-und, a-u. be sure that retained and conceived as a thought unit, we may it is an idea. Help the Timid. The reading of one idea following another, assist the timid student with time allowed to think and breathe, will If the reader can take confidence in himself. very much to gain this vitalizing time to feel and think between ideas, and to impress find that he is able to con thought and feeling upon others, he will black trol his faculties and to forget himself. The sight of so many terror to students because they have strikes on a page hieroglyphics of simple thought units, not been taught that reading is made up communicative following another just as in natural first grade tion. This step can be so thoroughly mastered in the this step bad too that It is read be instinctively. that, ideas will and school in college. must be taught high Besides forming, the habit of separating ideas and of Color. the pupil should be held to the feeling and thinking during pauses, Such sound its meaning. the make to idea each concept coloring of are and so on not as suggested moaning, groaning, puerile imitations one conversa the normal coloring which we but it is absolutely necessary that There is a different to words shall be retained. give spontaneously vocal color in the way we say "good" and "bad"; "dark" and |
