Frankfort Pilgrim College - Pilgrim Yearbook (Frankfort, IN)

Page 69 text:

Efhvt YSIPHIHH I H ' ' 5 f' Expressmn ca IMPARTING GOD'S MESSAGE fy gy The Bible is God's message to man so when we read it, how important it is that we as messengers rightly interpret this divine message. 5,3 NVQ have heard how in the days of the apostles, as the Scriptures were GQ read the crowds stood spell-bound, drinking in the life-giving words and as 3 they listened with moistened eyes and reverent hearts, they seemed to forget ,D any possibilities of personal hunger or fatigue. But now the Scripture read- , ing' ordinarily fulfills the function ef a mere introduction to which little time or gb attention is given. 9 As Bible students and prospective Christian workers we believe that this Q3 Q year we have realized something of the important place which the Scripture Cay reading' holds in public worship. The Bible is the foundation of our faith and its reading is the basis of our worship. 'We have studied and attempted to interpret the Bible in a voeal and literary way and we trust Cod has brought. J to us an appreciation of the siguiticanee of His words as they so closely relate C5 themselves to our hearts and lives. As this new and fuller appreciation has come to us, there has also come an intense longing- and desire to so profit by to fi these things which we have learned that we might from now on be able to im- 1 ' part God's message to humanity in such a way that we lift up the Christ. not ef as a Christ afar off but One who speake to us in the living present and whose .... words inspire us to always do our best for Him. El, -Naomi Hanna. P Q3 LW- 2 t Q gg .... :JX 3 P fi it NX , ca PUBLIC SPEAKING CLASS in First ROW: Miss Shu,Q'art, teacher, Hallie VVatson. Lillian Morris, Frieda Deal. FQ Second Row: Faye Nichols, Garth Thompson, Naomi Woods. ms, JU.. Q .53-

Page 68 text:

U-fill' 151931115 3 - r' f . H at Q9 E9 ci e. gf Q9 S3 J 'E 3' 3' Q9 ci cj 19 '03 e-D Ca Q1 E9 iv Expression VOCAL AND LITERARY INTERPRETATION GROUP First Row: Ralph Niharger, Cleo Kelley, Neal I-Iutehinson, Everett Powers. Second Row: Miss Slnigart, tear-her, Dorotha Dobie, Naomi Hanna, Mattie Morris, Louise Niehols, Olive Crider. Third ROW: Glenn Hahn, Francis Burseh, Susie Burseh, L. C. Philo. MISCONCEPTIONS OF EXPRESSION When expression is mentioned, many think of it as a superfluous varnish or veneer whieh some in their leisure moments ehoose to apply to their manners of speeeh-a disgusting' atfeetation heing the result. To many, expression is just an unnecessary side dish, rather an unpalatable.dessertf It is not sur- prising' that we find sueh erroneous ideas for they are the consequent result of the wide spread manifestation of a false expression which is only a Worth- less eonnterfeit of the realy and we remember that it is only the Worth-While things in life that are eounterfeited. Some have rejected these eounterfeits and not only refused to aeeept them themselves, but have spent their lives and Cevoted their time to the writing- of books and the estahlishing' of schools in order that others might know the truth. Isn't there something' in expression for eaeh of us-something' that we have overlooked heretofore 1? Ilet us eare- fully eonsider these preeoneeived ideas of onrs and even though they are our own. let us lay them aside as we find them to he false. VVe must diseard the false in order to find the true. These mistaken ideas arise chiefly from eonfusing' expression With appear- :-nee. Many think that expression merely exhihition but this is not true. On the eontrary, expression teaehes us how to obtain the proper impression in order that true expression may be the natural and spontaneous result. Neither is expression merely a polish of manners-as if the manner eould be separated from the aetion of the mind and soul of the man and eould be put off or on like a eoat! This is absurd. Nor is expression simply aetion, eve11 though some CContinued on page 6-lj -62-

Page 70 text:

' Uhr 151281111 9' Expressmn la Q9 Q, THE VALUE OF PUBLIC SPEAKING IN HIGH SCHOOL The need of training students in our schools, in public speaking has pal-sed E9 the stage of argument. Since in everyday life we speak, hundreds of times E9 G3 as often as we write, it is obvious, from the viewpoint of using language as a F Q. tool. that training in public speaking is quite as important as practice in writ- fa g tell form. 2 ' l In praetieal litfe, written lang:uag'e plays a comparatively small party and it' we are to learn the most etteetive use of English, if we are to master eomplete .- J self-expression, if we are to be trained to use lang'uag'e as a tool in everyday Q Q life, must we not give some attention to oral expression. Cy If one is demonstratingr a proposition in geometry. or in class telling' of some incident in history, he wants to be able to do this in a clear, connected J eonvineing, and interesting' manner. It is not the purpose of this elass to lay 6,3 down rigid rules ot eloeution but to help the student to be free in body and GQ in mind before an audience. ln some of the professions the ability to speak th in publie in an imperative need, but outsitle the learned professions tho ability to speak well before an audience adds much to a person's influence and use- fulness in a community. Vlilliam lil. Gladstone says, All time and money spent in training' the Q9 G voiee and body is an investment that pays a larger interest than any otherf' -N. B. Shugart. Q. fu. 'E fi' S, MISCONCEPTIONS OF EXPRESSION fflollcludcdj J Ct ontinnetl from page GSH G9 Ei speakers display an agg'i'eg'atetl delivery foreign to their own personality. The fa most serious miseoneeption of all expression is the idea that in order to better express his tlionghts and feelings a speaker must add something' to himself great- Q er than he really is, must attempt to be somebody else. Thelres-ult is that the Q man becomes stilted and ill'llllCl21l-l1lS powers cannot aet etteettvely tor ho IS EQ - unnatural. As we discard these notions that we may have used as arguments against 3 expression, we begin to see the necessity and importance of true expression as Q, it gives us a sympathetic insight into the heart ot things and deepens our .5 lives. The real importance of expression is seen in its function in education. C9 NVe know that education has two sides, the reeeption ot truth and the manifes- Q3 tation of truth. These two processes are mutually neeessary for the develop- ment of eharacter, which development, is the aim of all education. Therefore we see that true expression,.the outward manifestation of thougrht and feel- Ej ing, not only shows the practical side of education but is also necessary that we Q, ca may develop a well-rounded character, enabling us to better eope with tho G3 problems of life. 3 -N. Hanna. I lv -64- -