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Show 88 HANDBOOK FOR TEACHERS OF INTERPRETATION cannot under orally from Longfellow; not because they cannot feel his because not not they stand him-that is difficult; not learned to emotions-that too, is easy, but because they have not read read sentence structure. The skill necessary to read complex structure will be developed Since line upon line. through drill in building up the paragraphs, will teacher the the in done been grades; this practice should have inter to pupils and keep originality have to use all her enthusiasm these qualities, The teacher of interpretation should have ested. plus, and he will be able to make this step most fascinating. this step A clearer understanding of how to develop Examples. and analyze may be had if we take an, example "Introduction to the Song of Hiawatha." it. Let us take the Ye, who sometimes in your rambles Through the, green lanes of the country, Where the tangled barberry bushes Hang their tufts of crimson berries Over stone walls gray with mosses, Pause by some neglected graveyard, For a while to muse, and ponder On a half-effaced inscription, Written with little skill of song-craft, Homely phrases, but each letter Full of hope and yet of heart-break, Full of all the tender pathos Of the Here and the Hereafter; Stay and read this rude inscription, Read this Song of Hiawatha! The first problem is that of finding the main idea, next, the The idea, and so on until the whole is built up. in pupils will learn to handle this paragraph by practicing reading nearest related this manner and order:1. Ye, stay and read this Song of Hiawatha. 2. Ye, stay and read this rude inscription, Read this Song of Hiawatha. 3. Vel who sometimes pause, |
