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Show SIXTH AIM: THE IMPORTANT IDEA 97 overdone, or come tardy off," "N ow this "To be or not to be." "Brutus will start a spirit soon as c;;;;;;r." emphasis is used to bring out a contrast of ideas, and is ex-, pressed entirely by inflection. In the event that one of the members of the antithesis is omitted or has been expressed before, we include the two ideas in one thought, as for instanc "The quality of mercy is not strained:" (No one will compel you to be merciful, as you have just said.) Shylock has just said, "On what compulsion must I?" (be merciful.) Such Portia tells him that mercy is not pulsory, but that it is given freely, it,' com he would express from rain the "as gentle just as heaven." "Be Hamlet has just dilated not too on fume neither." overdoing so he says, "As you are not This idea he puts across by be not too tame neither." overdo, implication. to e<>: "What should be in that Caesar?" (that is not in Brutus). These examples, just as the first, expressed by inflection, but with these the inflection is double, while in the case of examples are where both members of the contrast are given, the inflection is sim ple, and opposed. One idea uses upward or downward influence as the idea is positive or negative; double meaning expresses itself in double inflection. Care must be taken that neither teacher nor pupil Patronizing. using antithetical emphasis on every idea-and sometimes on every word. Such emphasis gives a falls into the too common habit of very patronizing touch which is often found among teachers of the I want to lower grades. you how the ,,, chlidren, comes out of its'Shcll." it is most antagonizing. I ' We have all heard it, and indeed Little children catch this inflection from read in this way. They read, tacher, and are permitted to "Mary has a C;;W." Pupils and teachers will then comprehend how the voice, not the words, tells the story. The good teacher of reading must have a well-trained ear-an ear that can hear accurately and translate what is heard into real meaning. It is easy for the pupil l |
