gram, since the need of them and their character and frequency, will depend largely on the conditions under which the work is carried on.

No mention of conferences has been made for the reason that provision for them is wholly optional with the teacher. But whenever possible, personal conferences with students should be arranged for as frequently as conditions and time permit. Such conferences should be devoted principally to breathing and voice, especially in the early part of the course, and to such problems and exercises in reading aloud as, in the judgment of the teacher, are suited to the needs of the individual and will best serve to strengthen him at his weak points and help him to overcome faults and mannerisms.

Breathing and vocal exercises should also form a part of the class work whenever practicable. Assignments, covering Part III of the Handbook, have been included in the program. Five or ten minutes should be given to vocal exercises in concert, preferably at the beginning of the recitation period of alternate meetings.

Principles involved in the assignment of problems in the program are referred to by sections.

1.

Introduction

Recitation: The instructor explains briefly the nature and purpose of the work. An interesting narrative, not too difficult for sight reading, may be provided for reading aloud, each student being called on to read twenty lines or more at sight. Irving's Legend of Sleepy Hollow (pp. 2329) affords good material for such exercise. If preferred, the instructor may occupy the hour in reading to the class.

Assignment: Study the Introduction (pp. 1-11) and write a brief synopsis of it to be handed in at the next meeting. Prepare one or two minute talks on some topic relating to oral expression suggested by the Introduction.

2.

3.

4.

5.

Recitation: Brief talks on Introduction, followed by general discussion. Continue sight reading.

Assignment: Twenty-five or thirty lines, selected by the student from a favorite story, to be read aloud before the class, the reading to be preceded by a brief account of the author, the story, and such explanation as may be necessary to make the reading clear and interesting. See sections 2, 3 (pp. 16-17).

Recitation: Readings with introductory comments. Students should stand before the class for this work.

Assignment: Study Chapter I (pp. 15-23) and be prepared to discuss in brief talks any of the sections of the chapter. Bring sentences illustrating change in meaning brought about by change in the manner of speaking sentences (section 1, pp. 15-16). Also bring sentences showing how the intended meaning may be perverted by wrong utterance (section 4, pp. 18-21).

Chapter I

Recitation: Brief talks on Chapter I, and general discussion. Read sentences illustrating effect of utterance on their meaning.

Assignment: Certain members of class to prepare short talks on topics relating to life and work of Irving: e.g. (1) an account of his life; (2) the time in which he lived; (3) his interests; (4) his publications; (5) a personal description of him. Members to whom no topics are assigned prepare orally the adaptation of the Legend of Sleepy Hol low (pp. 23-29) for class reading.

Recitation: Talks on Irving. Reading from the Legend. In the reading the student may assume that the story is his own and that he is telling it to a group of friends.

Assignment: Review sections 3, 4, 5, 6 (pp. 17–23) and apply the suggestions to the further oral study of the Legend. (Preparation should be so thorough as to enable the students to read the lines with conversational naturalness and directness and with eyes frequently lifted from the book.) Study Chapter X, sections 42, 43 (pp. 281-85) and write a brief summary of it to hand in.

6.

7.

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9.

10.

Recitation: Ten-minute discussion of Chapter X, section 42, 43. Finish reading the Legend. Impromptu discussion of the story for elements of interest, style, humor, imagery, characters.

Assignment: Study Chapter II (pp. 30-37). Practice aloud all illustrations and be prepared to explain the phases of the subject they illustrate. Study Chapter XI, sections 46, 47, 1, (pp. 289–92). Practice at home breathing exercises 1, 2, 3 (pp. 292-93).

Chapter II

Recitation: Five minutes for breathing exercises 5, a, b (p. 293). Discussion of Chapter II followed by reading of illustrations.

Assignment: Bring passages from prose or poetry illustrating lack of correspondence between punctuation and grouping. These should be written out to hand in. Prepare problems 1-16 (pp. 37-40), guarding against the danger of being misled by punctuation marks or the lack of them. (Section 8, 2, 3, pp. 33-37.)

Recitation: Five minutes for breathing exercise 4 (p. 293). Reading of passages illustrating lack of coincidence of punctuation and pauses for thought, followed by reading and discussion of problems 1-16.

Assignment: Prepare problems 17-21 with special attention to change of pitch between ideas and images (section 7, 2, p. 31). Memorize problems 19 and 20.

Recitation: Five minutes for deep breathing exercises, 5, (pp. 293-94). Reading and discussion of problems 17– 21, with particular emphasis on change of pitch and conversational variety.

Assignment: Prepare problems 22-25. Give attention to smoothness of utterance of words within groups (section 7, 3, pp. 32-33) and to regular, easy taking of breath at pauses. (Section 8, 1, pp. 33-34.)

Recitation: Five minutes for general breathing exercises. Reading and discussion of problems 22-25, with particular attention to coördination of thinking and breathing.

Assignment: Prepare problems 26-27 for clear, spirited

11.

12.

13.

14.

15.

utterance of the thought. Memorize The Fool's Prayer (problem 26).

Recitation: Read problems 26-27 with little or no reference to principles of grouping mentioned in text but with entire attention given to expression of the thought of the selections.

Assignment: Study Chapter III (pp. 51-61). Practice aloud all examples until the principle they illustrate is revealed in the reading. Be prepared to explain the different sections of the chapter.

Chapter III

Recitation: Five minutes for deep breathing exercises. Recitation on Chapter III with reading of illustrations given in text.

Assignment: Prepare orally problems 1-13. Students to bring in sentences of their own choosing to illustrate relative word values. (Section 11, pp. 53-55.) These may be written out to be handed in, with change of pitch and inflection indicated as in text. Study vocal exercises 6, 7, 8, (pp. 294-95).

Recitation: Ten minutes for vocal exercises (6, 7, 8). Reading and discussion of problems 1-13, followed by reading of illustrations selected by students.

Assignment: Prepare orally problems 14-24. Bring sentences, written out, to illustrate phrase and clause relations (section 12, pp. 55-57). Study vocal exercises 9, 10 (p. 295).

Recitation: Ten minutes for deep breathing and exercises 9, 10. Reading and discussion of problems 14-24, followed by reading of illustrations selected by students.

Assignment: Prepare orally problems 25-34. Bring sentences, written out to hand in, illustrating subordination; also examples of clauses interrupted by subordinate or explanatory phrases (section 13, pp. 57-59). Practice vocal exercise 11 (p. 295).

Recitation: Five to ten minutes for vocal exercise 11. Reading of problems 25-34 with discussion, followed by illustrations selected by students.

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20.

Assignment: Prepare orally problems 35-42. Bring in sentences illustrating contrast and comparison. (Section 14, pp. 59-60.)

Recitation: Five to ten minutes in review of vocal exercises for ease of the throat (pp. 294-95). Reading of problems 35-42 and of illustrations selected by students.

Assignment: Prepare orally the adaptation of The Man Without a Country (problem 43,) for general class reading. Read paragraph on clearness of tone and practice vocal exercises 12 and 13 (pp. 295-96).

Recitation: Five to ten minutes for deep breathing and vocal exercises 12 and 13. Reading of The Man Without a Country. This to be read, not as an example of any principle explained in the chapter, but with attention wholly to the thought.

Assignment: Study Chapter IV (pp. 83-88). Practice the illustrations and be prepared to explain the principles they illustrate. Prepare outline of five-minute talks on subjects of local or current public interest, - these to be handed in at the next meeting.

Chapter IV

Recitation: Discussion of Chapter IV, with reading of illustrations given in text. Speech outlines to be returned with criticisms on subject-matter and organization.

Assignment: Speech outlines to be revised if necessary, and speeches to be prepared for next meeting.

Recitation: Five-minute talks without notes, particular attention being given to pitch variation and conversational directness.

Assignment: Write a paper on the relation of conversation and reading aloud.

Recitation: Five-minute talks continued.

Assignment: Prepare problems 1-20 with special attention to the clear expression of meaning by well centered emphasis. First, read the problems aloud and note how ideas are made clear by inflection and change of pitch; read them again and observe prolongation of emphatic vowels; read them once more for examples of emphasis by pause.