THE SCHOOLS (INCLUDING AN OUTLINE OF THE MARJORIE BY MARJORIE GULLAN FOUNDER OF THE LONDON AND GLASGOW VERSE-SPEAKING CHOIR WITH A PREFACE BY J. CLARK, M.A., Hon. F.E.I.S. DIRECTOR OF EDUCATION, GLASGOW PREFACE NOR some years it has been my good fortune to be associated with Miss Marjorie Gullan, particularly F on the side of her work which has specific relation to elementary education and to speech training in the primary schools. When recently an attempt was made in Glasgow to break down the tradition that uncouth speech is inseparable from the school child, and the Glasgow Provincial Training College, at the request of the Education Authority, resolved to open special classes in Speech Training for Teachers, Miss Gullan as a matter of course was appointed lecturer in that subject. I know how much her work, both in the lecture room and the school, was appreciated by teachers, and having personally witnessed the consummate skill with which Miss Gullan translates into practice the precepts she so admirably expresses, I feel it both a duty and a privilege to record here my sincere appreciation of the services she has rendered to the cause of education. The present volume will make it possible for Miss Gullan to approach a wider clientèle than she can reach by the living voice, and should be of great value to teachers, upon whom we must ultimately depend if we are to secure in the children that appreciation of fine speech and the power to use it which will ultimately have its effect in the formation of character. Miss Gullan aims at more than merely fine speech, important as that is. She has a clear conception of its ethical value and the possibilities of reaction in the child. The crux of her position is to be found in two notable sentences :-" All life is founded upon rhythm" and "Wherever we have departed from this rhythmic law, we 717303 34 suffered, we and our children." Consequently, she s by showing how we can recover this lost rhythm. Is hardly possible to lay too much stress upon this. Rhythm is the universal law of nature: the tides of the restless ocean, the physical and mental development of the child, and even the curve of the child's capacity for work are rhythmic in character. Rhythm covers all forms of movement: beauty of rhythm has its origin in beauty and symmetry of character-that is an axiom dating back to the days of the ancient Greek philosophers. The manner in which Miss Gullan proposes to recapture the lost rhythm is delightful and shows a deep philosophic insight into the child's mind and heart. It is natural to the child to carry out the rhythmic law in his games. It is instinctive to accompany rhythmic speech with rhythmic movement. We must see that the child speaks rhythmically and with delicate precision. Gradually the sense of rhythm will establish itself till it becomes the "natural rhythm of a well-regulated and manly life," for there can be no doubt that there is "real connection between character and artistic form and that the common element in both is found in the rightness of proportion which is essential alike to beauty in art and to goodness in conduct."1 The child is transported to a new country when he is faced with the strange magic of gracious speech, the rhythmic elegance of majestic words, harmony of phrasing, and skilful arrangement of thought. We must still believe with the Greeks, though we often seem to forget, that what is best worth knowing can best be learned through the spoken word and not through lifeless symbols. In conclusion, I need only say that some have a marvellous power of elaborating theoretical principles for the guidance of others: many can put these precepts into practice with surpassing skill: few have both gifts equally developed. It is just the fact that Miss Gullan can play this double rôle which makes her work of such value to teacher and to child. J. CLARK. 1 Cf. Nettleship, "Hellenica," p. 109. |