FOREWORD

In the preparation of Part III of this volume the author was guided by the following principles:

I. Every selection must have true literary merit. Some selections are old. They have stood the test of time and have come out pure gold. This alone makes them immortal. Those who make the plea that a selection is "hackneyed" because it has become a universal favorite cannot be taken seriously. Still, the modernity of a selection does not prevent its possessing literary value.

II. Every selection must read or speak well. Many excellent selections were not included because they do not lend themselves readily to oral interpretation.

III. Every selection is typical. Aside from its intrinsic value as a literary gem, it illustrates some principle in Parts One and Two of the text.

IV. Every selection was chosen with a view of its adaptability to the age, ability, and experience of the students who will use the text. The selections have all been tested by actual practice in the school room.

The selections are not all of the same degree of difficulty of interpretation; neither have the pupils of the same grade like ability. Again, a student should at times be encouraged to dive where he may be free of the fear of striking bottom.

The classification of a group of selections of this character is of no great importance. However, two principles have determined the order of arrangement: (1) The main purpose of each selection, and (2) the degree of the difficulty of its delivery.

With the best of arrangement before him, any teacher is doomed to failure who blindly follows a text, and does not

take the liberty of adapting the material offered to the needs of the particular class and to the capacity of the individual. Again, the following selections have been found sufficient in number and variety to meet the demands of the average class and the limited time usually allotted to the study of Oral English. But a prudent teacher need not confine himself to the selections here presented if more appropriate material is at his command. And it is not an unwise policy to encourage the pupils to be on the lookout for good selections as they appear from time to time in the papers and magazines. Permit them to bring their discoveries to the class and to read them orally.

Brief statements are made introducing most of the selections, facts that might not be accessible to the average student, but essential to an intelligent oral interpretation. The general remarks made relative to the delivery are merely suggestive, but it is hoped that they may be found helpful. A more detailed analysis obviously would defeat the purpose of the author, that of creating in the pupil the power of literary interpretation, individual discrimination, and self-expression.

THE POEM

BY STOKELY S. FISHER

The poem is a picture of the heart;

The fixed memorial of some fleeting mood Or sentiment; a sketch, true-drawn if crude, Of common life in home or street or mart, Of human nature wrought with perfect art To perfect beauty, all with power endued, Holding suggestion whereby is renewed Experience of the past, to make it part Of every man's inheritance. From years That die true poetry bears on their gifts

To younger time; it paints, that all may see, The spiritual vision of the seers:

Before all eyes in every age it lifts

Its growing portrait of humanity!