Show PROF PR OF CLARKS TWO TV 0 LITERARY LECTURES Clark delivered his two to Ice lec lectures tures on ort Literature and Vocal Expression I Expression sion lOIl and anel The Tho Interpretation of ot the tha Printed Page afternoon Th former was announced for tor the morning but was sas not given ghen then tit en on 01 account of ot President Ansella address to the teachers Those who have attended only Prof Irot darks readings and lectures on var various ar ious phases phased of ot literature have failed t to appreciate the extent exten of his actual range ranee No doubt ho In Is better and more favorably known as a dramatic reader tha thiap as a 1 lecturer b but l he lie la Is n a 1 teacher and therefore ti u thinker as well This Is evident from tram the character of ot his ad nd address dress to professional teachers There Is no question but that Mr Ir Clark Is do doIn doIng In lug Ing an nb Incalculable amount of at good goad goodIn In iii these lectures lectured on the pedagogy or ot hU his subject VOCAL OCAL EXPRESSION Prof Irot Clark wished his hearers always to bear beat In III mind that the tho primary rea rell reason son con why wo we 0 study stull Is because It Is III i an expression of ot the beautiful If It we two 0 wish h facts ta ct We wo go to science It If we desire a I morn we go to ethics Not that literature does doell not tell the truth or embody a n moral All Au great literature Is truthful and moral but It does not exist primarily for tor the pur purpose purpose pose pOPO of teaching truth and morality He wished the th audience also alpo to remember remember ber that the tho study of ot means the getting gelling of ot pictures AH Am an nil example of ot what whal he ho meant by hy beauty In lit tit he quoted the thO opening lines of Epoch Enoch I Arden Long lines of cliff cUrt breaking have hae left I tt u n chasm And In that chasm are arc foam and yel yellow yellow low lott Be ami red lOOts about a narrow wharf In clusters And Mid asked the audience to pause pauso on these thiCe discretions long Ions enough eno gh to gut get the tho picture In like hike manner munner ho he quoted a II number of ot other passages Ilo pointing out the beauty In them He called at nt attention attention particularly to the harmony that exists between sound anti and sense In lit great Im at literature Stately themes themeR like thoo In some somo passages IJa of at Paradise Lost abound In big vow vowels ow els dc light fantastic subjects In III short vowels Prof Irot Clark said some hard harti I things against the picture books I Tide Tho readers aro are full tull of Illustrations that take away Iway the childs Imagination If It a passage speaks of at a horse hOrB drinking water we 10 must have a 1 picture of ot a II horse houe and a n drinking trough on an It If It would not be bo Infinitely better for tor tide the child to retain his mental Image of ot the horse horS he saw aw on ott his hili fathers tather farm If It the children do not know what n a 1 violet It they never can know by looking at atthe atthe the tho picture of ot one In Jn this connection he told of ot an Instance of ot a n boy 00 who had been stimulated to rend read the entire book Les by b hearing a it 1 chapter read and who declared after reading It No more picture books book for Cor forme Corme fornde me nde So It Is with all great literature It ought not to bo ho hi Illustrated Indeed It cannot be The childs mind should be bo stimulated to make mako Its own pictures Not Net that there Je i s no need ne d at nil All for Cor II I IlI but this need Is la almost almo t en entirely restricted to pictures of ot things which the mind could form forai no concep conception tion of at such as a an nn ancient Implement of ot War or husbandry Vocal V nl expression lon Is l a matter of ot get getting getting ting tha tho picture and the tue feeling of or a n passage No amount of at teaching will help the pupil to express what ho hn rends reads lie He must be bo olive alive to his hili text lie He must know the Iho meaning of at the words In order to get the thought Then comes the tho picture of ot what he Is l reading about After this comes come the tIme spirit of at the he selection If It It Comes at atall atall atall all AntI Ami last lut of at all nil comes expression slon Nor will 1111 expression come condo without the he first t three of ot these mental processes INTERPRETATION OF OP PRINTED D DI PAGE I OJ There Is no art or science Mr Clark began which you ou to be sure Bure that you 01 can get the thought from the printed page lage It IS U purely a it 1 matter of ot range of at vision If Jt your our range Is 18 nar narrow narrow row you will have to look 1001 at the tho facts before you OU In groups and this Is al ai always always ways more or less lees because the mind may mn forget torget that while It Is la look lookIng lookIng Ing lag at nt this If H on the contrary your range or of vision Is load broad your oUr task Is la lanot not so PO hard Just what the professor meant by taking In the facts of ot lit literature was wn made maae clear by reference to 10 Macbeth Macbeth In the speech that hu ho before beton the th murder of Duncan says In effect that If ho he could escape the consequences of the crime In Inthis Inthis this world hed hOd jump the life to come and then goes goel on to give himself ica I a suns sons why ho he should houd not com corn commil commIt mIt mil the tha deed Now Noll here hero are some somo facts Is l Macbeth a n good or bath bad badat at lit heart henrt The Tho person therefore tint that can take In tho the greatest number of at frets will other things being equal be bo bethe bethe the most likely to get tho hought of the thu past lost Hut nut merely me reI to see sec ee the facts fets Is III not enough It Is necessary to see tec ee tho the rela reIn relation tion between the facts that come como under the tho observation Darwin for Instance hind had probably no mio more facts than thun many others Hut Jut he ide had hod the lie poetic Imagination lion tion to see lice the tha principle that lint brought the facts ho he observed Into one In life Ire ve judge the character of ot our friends by b what they do ho what they thO say and when they do and nn t say It U So It Is In literature And 1111 the when Is II of ot special Importance The actor that requires the elevation of ot the dead body bod of ot Rain limn Hamlet let Into the vacant throne with a n crown on the tho limp form torm In order that there thero may has not tak n III In nough crough facts of this Shakespearian or has to see Ftc the relation of at those facts taets one oae to another In reading fading there thero must mu t be kept keut In III mind a II few rew fundamental principles The Tho first of at these Is that tho the phrase not hot the word Is the unit To illustrate this Ihl principle Mr Ir Clark quoted u a variety of ot selections The second prin principle ciple Is that not all nil tho the phrases aro are aroot of ot equal value Every phrase e demands a I separate Judgment Hut nut here It must be remembered that thero there are arc several kinds of values There Is the tho absolute value that which It always i and toad Invariably has thero there Is the tide rein rela relative tive value that which It has In this particular text t then there Is l tho the emo emotional value It Is III this last laet that thaI per permits permits mits Individuality In reading That Thai is III no two will 11 read alike anti and both may many Inn be tie right because e the groups group mean meun different things to them thorn or 01 ap up peal differently to feelings Every phrase moreover hoe has ft ii motive that thatIs thatis Is there thero l is II a 1 t reason why thy It Is prominent nent neat or subordinate The Tho concluding thought of at tho the lec lee lecture lecture ture was WIlB probably a 4 revelation to most mOlt present It reduces the tM Interpretation of at tho the printed page to a II simple prin principle ciple We are arc BO so often Inclined to onil this that or tho the other rend read rendIng rendIng Ing ln bad whereas It Is absolutely right Not that tha It Is the tho expression of ot the lie authors thought It may be bo anything but that Nevertheless It may ma be per perfectly correct Why h e It ex u Just what the lie reader teadOr sees leep In order therefore for tor the teacher to get getan getan an nn expression of the tite authors thoughts he lie must lead leal the child to see sea that thought Nothing else el e will do It Is like Ilko calling out an nit engine for track No 2 and having It run on track No 1 L He lie It fore rare wo We 0 can have It on the right track we must pack It till It reaches the turn turntable turntable table tabla anti and put It where we lIe want It II So It Is IA with reading It If the child does not express the tue thought tho the trouble Is not with his voice hut but rather with his hla head He lIe must ba bo backed up UI till he lie gets on the turn table und and then lien ho lie may mil dna milho lift his put on track No 2 where we two want him This evening at nt Prof Clark Clarl gives his favorite dramatic recital of ot Stephen Phillips Ulysses He Is sure to have havea a ft 1 packed house bouse for tor when he was here hern lat last time this WAS the tho most popular re redial dial I I |