[CHAPTER VIII]
THE CENTRAL IDEA
A little reflection must make it manifest that every sentence, or even phrase, has a central idea. When this idea is brought out in vocal expression it is by means of some form of emphasis, such as inflection or force or time, and so forth. The exact form of the manifestation need not concern us here.
Now that the pupils have been trained to look for the thought, the average sentence will take care of itself as far as the leading idea is concerned; but it must be admitted that in the sentence of more than average difficulty we find much obscure and more faulty reading, due, no doubt, to ignorance of the central idea. It is perhaps not wise in all cases to teach this step, as a step, to pupils under eleven years; but when it is taught, great care must be exercised to keep the class from forming the habit of pounding out every important word. Be this as it may, the attention of teachers should be directed to the great importance of such studies as are included in the present chapter. Furthermore, there can be no doubt that the step may be undertaken in the higher grades and in high schools to great advantage.
Perhaps there is no more severe test of the student’s apprehension of the meaning than his emphasis—using that term in its broadest sense. Determining the central idea is essentially a logical process; the student weighs and determines the value of every word, and by a process of elimination finally fixes upon the exact thought to be conveyed.
Rules for emphasis so commonly given are, comparatively, of little value. If the student has the thought, his emphasis may be trusted to take care of itself; where he has not, the rules are confusing and misleading. Mr. Alfred Ayres says facetiously, but truly, “There is only one rule for emphasis—Gumption.”
It is understood that emphasis has a much wider meaning than that of merely making a word stand out distinctly by means of force; it includes any manner of making a thought prominent. What we are here studying is simply that form of emphasis which is manifested by inflection or force, or both. The central idea in colloquial utterance is generally made significant through force; but by far the most suggestive method, when occasion requires, is through inflection. Of course, these two are very often combined in various proportions.
In the following illustrations, two classes of examples will be noticed. In the first, the central ideas are indicated by means of italics and capitals. It is not claimed that some other interpretation might not be possible; but that suggested is at least justifiable. The teacher will study these examples carefully with the object of determining the reason for the marking. In the second list of illustrations, the teacher himself will determine the central idea, and manifest it through his rendition.
By following this plan, the teacher’s own reading will show much improvement, and he will probably learn better how to work out the problem with his classes.
It is to be regretted that we have no recognized symbols for showing shades and degrees of emphasis. The teacher will, no doubt, be able to determine for himself whether the element of force or that of inflection predominates.