Frankfort Pilgrim College - Pilgrim Yearbook (Frankfort, IN)

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' 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- -

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Uhr Glwmv wma 91 gf Grades fa' on T1 Q3 .. uu- W 'R E .f J ir s 9 af A i N 3' k. at if 2 G ,... , Q99 y d Ba' 0 1 IJ! Q 000195 E . 'Miki C ' ,Q EIUHTII omnia STUDENTS '51 I' at WHY EVERY CHILD SHOULD BE EDUCATED rl FOR THE THINGS HE CAN DO BEST Q The great reason why education is such a failure is not only that We set about it, as a rule, in altogether the wrong Way, but also that We think We G9 have merely to do something- like making' a number of coins out of metal by ci stamping' it with dies, as they do at the mint. But as two children may differ from each other certainly not less widely than a nerve-cell and a red blood- ? eorpusele differ, it is plain that it we give them exactly the same education, it however skillful and devoted we are, we cannot be doing' the best for both. cg The niightiest reform of education in the future-a reform which Will help to make the new earth of ments holiest and truest dreams-will depend upon our realization that all children are different, and that the best forthe child and the best for mankind is to find out what the child is best fitted for, a11d to educate If him for that. More generally and Worthily stated, this means that for the self and for society alike our duty is to develop as nearly as possible towards per- Q feetion the special nature of each child. Q Of course, there are certain thing-e which every human being, just because - he is a human being, ought to know and ought to be able to do. Everyone fn ought to be able to read and write, for we are all social products and producers gl of eaeh other, and reading' and writing' are the great instruments by which we 'Q affect each other, by which the Wisdom of the dead benefits us, and by which our wisdom, if we have any, will benefit and mold and live in the far distant future when we are dead. Q Hut it is another thing- to say that all boys learning- to read should read the same things. One is interested in science, another in poetry, another in math- emmties, another would prefer to read books only for necessary purposes, while he would love to read the face of' Nature-the sky and the soil. Why , should we try to make a bad clerk of him when he might be a splendid farm- Q er, taining the light and the soil and the water and the breeze to his Will, mak- ea ing' food for the life of himself and his nation? But this is a great subject and would require many volumes to deal with fully, -'66- , , , i ,, -..-Pb Ewa: I fi ii Q. H ! C9 Q CQ Q .G lf, .J GT 14 G9 Q ,Q :Q Ei e it Q? r fi vi