This historic book may have numerous typos and missing text. Purchasers can download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1916 Excerpt: ...him then attempt to speak the selection in his own words; he will find ordinarily that the words he uses are very nearly those of the original. If it is important (as in poetry) that the exact words of the original be used, he will have little trouble in committing them to memory to use in saying the thoughts he has ...
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This historic book may have numerous typos and missing text. Purchasers can download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1916 Excerpt: ...him then attempt to speak the selection in his own words; he will find ordinarily that the words he uses are very nearly those of the original. If it is important (as in poetry) that the exact words of the original be used, he will have little trouble in committing them to memory to use in saying the thoughts he has memorized. 193. Thought and speaking. Any exercise which allows pupils merely to pronounce words in a mechanical, heedless way is not only valueless, but is positively harmful. From the first the pupil should be taught to think the thoughts of the writer and to express those thoughts in the way natural to the pupil, that is, the way in which he would have said them if they had been original with him. The greatest faults in speaking memorized selections do not usually come from faulty enunciation and pronunciation, but from failure to understand the thoughts read. 194. The speaker's attitude. In preparatory practice the speaker should try to consider himself as the originator of what he is saying and should put himself in the place of the originator. For example if a girl is reciting a speech of Rosalind's from As You Like It, she should try to sound like Rosalind, act like Rosalind, be Rosalind. A boy declaiming a part of the Conciliation Speech should try to be Burke, and to imagine himself speaking to Parliament. In either case the student must be alive to the meaning of what is said, to the circumstances in which it is said, to che people to whom it is said, and should try to make all these evident to the audience. 195. Choosing speeches. Here again the nature of the selection is important. It is better that a boy should speak the kind of declamation that will let him put himself in the place of the one who first spoke it, which is the kind o...
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Illustrated Throughout. Very Good+ 6 x 8" A solid copy in green cloth with gilt lettering on spine; ----------SATISFACTION GUARANTEED---------FAST, COURTEOUS SERVICE------ALL DUSTJACKETS ARE COVERED WITH NEW CLEAR MYLAR PROTECTOR-----