l. 49-50.—Many opportunities for choice of inflection on “hill-gaps,” “light,” “over.”
l. 51.—Rising or falling inflection on “o’er”? Why?
l. 56.—No momentary completeness on “Union.” Why?
l. 59, 60.—Contrast between “above” and “below.”
No attempt has been made in this analysis to do more than direct attention to the portions of the poem in which inflection and melody are affected by the interpretation.
PEDAGOGICAL ASPECTS.
Much of what has been said concerning the pedagogical aspects of the discussion of “Time” may be repeated here. Drills in inflections as such are of very little value and potentially very harmful. Occasionally we hear the argument that a pupil has no ear for inflections, and that the drill is to train his ear. Most pupils have no difficulty in making proper inflections, so that for them class drills are time wasted; for those whose reading is monotonous, because of lack of melodic variety, the best drills are those which teach them to make a careful analysis of the sentences, and those which awaken them to the necessity of impressing the thought upon others. We deceive ourselves when we proceed to correct the error of monotony in any mechanical, artificial way.
We have learned that, when a pupil has the proper motive in mind and is desirous of conveying his intention to another, a certain melody will always manifest that intention. The melody, then, is the criterion of the pupil’s purpose. We expect a certain melody with certain phrases. When that melody is heard, we are scarcely conscious of its presence; when another is heard, we are struck as by a discord of music when we expect concord. The moment a pupil loses sight of the exact meaning of a phrase and its relation to the other phrases, that moment his melody betrays him. Now the teacher must be able to translate the false melody. He must determine the pupil’s purpose (or absence of any purpose) behind the incorrect melody, remove the wrong purpose, put in its stead the true purpose, and rely upon natural instincts to do the rest. Herein lies the great value to the teacher of a knowledge of the psychology of the criterion of pitch.
Suppose a pupil reads, “Up from the meadows green with corn,” using a rising circumflex on “meadows.” This would show at once that “meadows” was contrasted in his mind with something else. Remove the contrast, direct his mind forward from that word to the next phrase, and the proper melody will come. Some teachers, especially those engaged in the teaching of young children, have a somewhat patronizing melody in all they say and read. This melody is overflowing with circumflexes, which are soon copied by the class. Let the teacher free himself from this patronizing mental condition and talk to the children as if they were men and women, and the peculiar melody will disappear from the voices of both teacher and pupil. It is rather difficult to present this melody in graphic form, but the following diagram may prove suggestive:
