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Excerpt from Fundamentals of Oral English: A Course for Secondary Schools
The second principle follows from the first. A modifi cation oi vocal expression is made comparatively easy, if the mind Of the pupil can be fixed on the desired change. It is almost impossible to take the. Dullness and monotony out Of the voice of one who is totally deaf. It is likewise just about as difficult to improve the vocalization of a pupil who has no ear. The ear is the educator Of the muscles Of the throat and the other organs which control the voice. Let a teacher get his pupil into the habit of listening to his own vocaliza tion. Pu't each boy whose voice is hard and unpleasant, into the position of another person who is compelled to listen to that voice. Make him hear his Own defects; compel him to listen for improvement. Something can be done even with a pupil who cannot hear his own voice, even if not very much. With such a voice, the teacher's problem is much more dith cult. The best he can do is to suggest physical modifications in the position of the various parts Of the vocal apparatus, listen himself for improvement in the voice, and when he no tices that improvement, call the attention Of the pupil to the specific positions Of the organs which improve the tone. However, but few pupils will fail to recognize their own im provement Even if some make. No progress, the teacher must not be discouraged. Many a pupil who has no ear has been known to develop the power Of distinguishing between various notes, by careful attention to just such work as is outlined later in this manual.
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