FOOTNOTES:
[7] Other examples should be found by the teacher. With a little care much valuable material may be selected.
[8] From the introduction to the author’s “How to Read Aloud,” which is out of print. All the essential features, however, are included in the present work.
[9] The teacher should select the examples, not too many, and write them on the board; or they may be selected from the reader. Drills of this kind should be continued until correct habits are formed, but should cease before the pupils become tired of them.
[10] The sources of most of the following excerpts are given in order that the student may refer to the context when necessary. It is urged, however, that, since the extracts are taken from literature quite available, the teacher refer to the context as often as possible.
[11] I. e., instant.
[12] A good example to illustrate succession of ideas.
[13] It would occupy too much space to insert the complete poems mentioned in this chapter. These are all, however, easily available, and it is hoped that the teacher will read them.
[14] A great deal of what seems to be unnecessary confusion exists regarding the meaning of this term. It is used very freely to mean not only mechanical facility, but also that facility plus the knowledge of where and how to use it, a meaning which leads to confusion. Technique is “a collective term for all that relates to the purely mechanical part of either vocal or instrumental performance. The technique of a performer may be perfect, and yet his playing ... fail to interpret intelligibly the ideas of the composer.” These words from the Century Dictionary ought to settle this misunderstanding effectually.