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Show 122 HANDBOOK FOR TEACHERS OF INTERPRETATION development in high school, is not sufficient to enable the pupil use the selection effectively. Literary material must be chosen to suit the pupil's technical ability as well as his mental, and above all, emotional development. In the books of selections which should be used with this book of theory, each piece of literature has been tried out, tested and found to serve a particular purpose for the grade recommended. The book of selections for high school has been carefully graded and tested as to fitness=-mental, emotional, and technical. The same can be said of the college selections. There are no selections to discard, all may be taught for a definite purpose, all should be found interesting and above all efficacious. Speech Courses. When the selections under Part II, Chapter III-Atmosphere; Chapter IV-Emotion; Chapter VII-Values, have been studied, college students may then take up these studies recommended in this chapter under the general divisions of litera ture, and in any order the teacher desires. The divisions are placed in the continuity they might be taught, but that order is not im perative. It is however most vital that the aims be taught in the same order as given so that the development be psychological and progressive. Better results can be secured if lyrics and dialect can be taken out of the general interpretation courses and placed in segregate.d courses of study. There is so much material and of such diversified nature in the field of either lyrics or dialect, that segre gated study in either field will be found much worth while. We to would therefore recommend that distinct courses be made in each of these an divisions, and that these courses be made prerequisite to In an advanced course, the course in interpretation. advanced entire field of literature may then be covered. The teacher will find here selections which presupposes the prerequisites of the el ementary course, dialect, and well as lyrics. as specialized The advanced course courses in Shakespeare, given in may well be senior year of college. of purpose, and live continuity Interest, Story a recalling and re-seeing-visualization-all of with imagination this, is necessary in order to get a story over to an audience. Keep the selection always in the realm of the interest of the audience. either the junior The or Form. The story form will be apt to include both direct and indirect dis- |
