BEGINNING THE SPEECH
Speech-making a Formal Matter. Every speech is more or less a formal
affair. The speaker standing is separated from the other persons
present by his prominence. He is removed from them by standing while
they sit, by being further away from them than in ordinary
conversation. The greater the distance between him and his listeners
the more formal the proceeding becomes. When a person speaks "from the
floor" as it is called, that is, by simply rising at his seat and
speaking, there is a marked difference in the manner of his delivery
and also in the effect upon the audience. In many gatherings, speeches
and discussions "from the floor" are not allowed at all, in others
this practice is the regular method of conducting business. Even in
the schoolroom when the student speaks from his place he feels less
responsibility than when he stands at the front of the room before his
classmates. As all formal exercises have their regular rules of
procedure it will be well to list the more usual formulas for
beginnings of speeches.
The Salutation. In all cases where speeches are made there is some
person who presides. This person may be the Vice-President of the
United States presiding over the Senate, the Speaker of the House of
Representatives, the Chief Justice of the United States Supreme
Court, the president of a city board of aldermen, the judge of a
court, the president of a corporation, of a lodge, of a church
society, of a club, the pastor of a church, the chancellor or provost
or dean of a college, the principal of a school, the chairman of a
committee, the toastmaster of a banquet, the teacher of a class. The
first remark of a speaker must always be the recognition of this
presiding officer.
Then there are frequently present other persons who are distinct from
the ordinary members of the audience, to whom some courtesy should be
shown in this salutation. Their right to recognition depends upon
their rank, their importance at the time, some special peculiar reason
for separating them from the rest of the audience. The speaker will
have to decide for himself in most cases as to how far he will
classify his hearers. In some instances there is no difficulty.
Debaters must recognize the presiding officer, the judges if they be
distinct from the regular audience, the members of the audience
itself. Lawyers in court must recognize only the judge and the
"gentlemen of the jury." In a debate on the first draft for the League
of Nations presided over by the Governor of Massachusetts, Senator
Lodge's salutation was "Your Excellency, Ladies and Gentlemen, My
Fellow Americans." The last was added unquestionably because patriotic
feeling was so strong at the time that reference to our nationality
was a decidedly fitting compliment, and also perhaps, because the
speaker realized that his audience might be slightly prejudiced
against the view he was going to advance in criticizing the League
Covenant. At times a formal salutation becomes quite long to include
all to whom recognition is due. At a university commencement a speaker
might begin: "Mr. Chancellor, Members of the Board of Trustees,
Gentlemen of the Faculty, Candidates for Degrees, Ladies and
Gentlemen."
Other salutations are Your Honor, Mr. President, Mr. Speaker, Madame
President, Madame Chairman, Mr. Chairman, Mr. Stevenson, Sir, Mr.
Toastmaster, Mr. Moderator, Honorable Judges, Ladies, Gentlemen,
Fellow Citizens, Classmates, Fellow Workers, Gentlemen of the Senate,
Gentlemen of the Congress, Plenipotentiaries of the German Empire, My
Lord Mayor and Citizens of London; Mr. Mayor, Mr. Secretary, Admiral
Fletcher and Gentlemen of the Fleet; Mr. Grand Master, Governor
McMillan, Mr. Mayor, My Brothers, Men and Women of Tennessee.
The most important thing about the salutation is that it should never
be omitted. To begin to speak without having first recognized some
presiding officer and the audience stamps one immediately as
thoughtless, unpractised, or worse still--discourteous.
Having observed the propriety of the salutation the speaker should
make a short pause before he proceeds to the introduction of his
speech proper.
Length of the Introduction. There was a time when long elaborate
introductions were the rule, and textbooks explained in detail how to
develop them. The main assumption seems to have been that the farther
away from his topic the speaker began, the longer and more indirect
the route by which he approached it, the more sudden and surprising
the start with which it was disclosed to the audience, the better the
speech. Such views are no longer held. One of the criticisms of the
speeches of the English statesman, Burke, is that instead of coming at
once to the important matter under consideration--and all his speeches
were upon paramount issues--he displayed his rhetorical skill and
literary ability before men impatient to finish discussion and provide
for action by casting their votes. If a student will read the
beginning of Burke's famous _Speech on Conciliation_ he will readily
understand the force of this remark, for instead of bringing forward
the all-important topic of arranging for colonial adjustment Burke
uses hundreds of words upon the "flight of a bill for ever," his own
pretended superstitiousness and belief in omens. So strong is the
recognition of the opposite practice today that it is at times
asserted that speeches should dispense with introductions longer than
a single sentence.
Purpose of the Introduction. So far as the material of the speech is
concerned the introduction has but one purpose--to bring the topic of
the succeeding remarks clearly and arrestingly before the audience. It
should be clearly done, so that there shall be no misunderstanding
from the beginning. It should be arrestingly done, so that the
attention shall be aroused and held from this announcement even until
the end. A man should not declare that he is going to explain the
manufacture of paper-cutters, and then later proceed to describe the
making of those frames into which rolls of wrapping paper are fitted
underneath a long cutting blade, because to most people the
expression "paper-cutters" means dull-edged, ornamental knives for
desks and library tables. His introduction would not be clear. On the
other hand if a minister were to state plainly that he was going to
speak on the truth that "it is more blessed to give than to receive"
his congregation might turn its attention to its own affairs at once
because the topic promises no novelty. But if he declares that he is
going to make a defense of selfishness he would surely startle his
hearers into attention, so that he could go on to describe the
personal satisfaction and peace of mind which comes to the doers of
good deeds. A speaker could arrest attention by stating that he
intended to prove the immorality of the principle that "honesty is the
best policy," if he proceeded to plead for that virtue not as a
repaying _policy_ but as an innate guiding principle of right, no
matter what the consequences. In humorous, half-jesting, ironical
material, of course, clearness may be justifiably sacrificed to
preserving interest. The introduction may state the exact opposite of
the real topic.
When nothing else except the material of the introduction need be
considered, it should be short. Even in momentous matters this is
true. Notice the brevity of the subjoined introduction of a speech
upon a deeply moving subject.
Gentlemen of the Congress:
The Imperial German Government on the 31st day of January
announced to this Government and to the Governments of the
other neutral nations that on and after the 1st day of
February, the present month, it would adopt a policy with
regard to the use of submarines against all shipping seeking
to pass through certain designated areas of the high seas, to
which it is clearly my duty to call your attention.
WOODROW WILSON, 1917
The following, though much longer, aims to do the same thing--to
announce the topic of the speech clearly. Notice that in order to
emphasize this endeavor to secure clearness the speaker declares that
he has repeatedly tried to state his position in plain English. He
then makes clear that he is not opposed to _a_ League of Nations; he
is merely opposed to the terms already submitted for the one about to
be formed. This position he makes quite clear in the last sentence
here quoted.
Your Excellency, Ladies and Gentlemen, My Fellow Americans:
I am largely indebted to President Lowell for this
opportunity to address this great audience. He and I are
friends of many years, both Republicans. He is the president
of our great university, one of the most important and
influential places in the United States. He is also an
eminent student and historian of politics and government. He
and I may differ as to methods in this great question now
before the people, but I am sure that in regard to the
security of the peace of the world and the welfare of the
United States we do not differ in purposes.
I am going to say a single word, if you will permit me, as to
my own position. I have tried to state it over and over
again. I thought I had stated it in plain English. But there
are those who find in misrepresentation a convenient weapon
for controversy, and there are others, most excellent people,
who perhaps have not seen what I have said and who possibly
have misunderstood me. It has been said that I am against
any League of Nations. I am not; far from it. I am anxious to
have the nations, the free nations of the world, united in a
league, as we call it, a society, as the French call it, but
united, to do all that can be done to secure the future peace
of the world and to bring about a general disarmament.
SENATOR HENRY CABOT LODGE in a debate in Boston,
1919
The Introduction and the Audience. When we turn from the material of
the introduction or the speech we naturally consider the audience.
Just as the salutations already listed in this chapter indicate how
careful speakers are in adapting their very first words to the special
demands of recognition for a single audience, so a study of
introductions to speeches which have been delivered will support the
same principle. A speech is made to affect a single audience,
therefore it must be fitted as closely as possible to that audience in
order to be effective. A city official invited to a neighborhood
gathering to instruct citizens in the method of securing a children's
playground in that district is not only wasting time but insulting the
brains and dispositions of his listeners if he drawls off a long
introduction showing the value of public playgrounds in a crowded
city. His presence before that group of people proves that they accept
all he can tell them on that topic. He is guilty of making a bad
introduction which seriously impairs the value of anything he may say
later concerning how this part of the city can induce the municipal
government to set aside enough money to provide the open space and the
apparatus. Yet this speech was made in a large American city by an
expert on playgrounds.
People remembered more vividly his wrong kind of opening remarks than
they did his advice concerning a method of procedure.
Effect of the Introduction upon the Audience. Many centuries ago a
famous and successful Roman orator stipulated the purpose of an
introduction with respect to the audience. Cicero stated that an
introduction should render its hearers "_benevolos, attentos,
dociles_"; that is, kindly disposed towards the speaker himself,
attentive to his remarks, and willing to be instructed by his
explanations or arguments. Not everyone has a pleasing personality
but he can strive to acquire one. He can, perhaps, not add many
attributes to offset those nature has given him, but he can always
reduce, eradicate, or change those which interfere with his reception
by others. Education and training will work wonders for people who are
not blessed with that elusive quality, charm, or that winner of
consideration, impressiveness. Self-examination, self-restraint,
self-development, are prime elements in such a process. Great men have
not been beyond criticism for such qualities. Great men have
recognized their value and striven to rid themselves of hindrances and
replace them by helps.
Every reader is familiar with Benjamin Franklin's account of his own
method as related in his _Autobiography_, yet it will bear quotation
here to illustrate this point:
While I was intent on improving my language, I met with an
English Grammar (I think it was Greenwood's), at the end of
which there were two little sketches of the arts of rhetoric
and logic, the latter "finishing with a specimen of a
dispute in the Socratic method; and soon after I procured
Xenophon's Memorable Things of Socrates, wherein there are
many instances of the same method. I was charmed with it,
adopted it, dropt my abrupt contradiction and positive
argumentation, and put on the humble inquirer and doubter....
I found this method safest for myself and very embarrassing
to those against whom I used it; therefore I took a delight
in it, practised it continually, and grew very artful and
expert in drawing people, even of superior knowledge, into
concessions, the consequences of which they did not foresee,
entangling them in difficulties out of which they could not
extricate themselves, and so obtaining victories that neither
myself nor my cause always deserved. I continued this method
some few years, but gradually left it, retaining only the
habit of expressing myself in terms of modest diffidence;
never using, when I advanced anything that may possibly be
disputed, the words _Certainly, Undoubtedly_, or any others
that give the air of positiveness to an opinion; but rather
say, I conceive or apprehend a thing to be so and so; it
appears to me, or _I should think it so or so_, for such and
such reasons; or _I imagine it to be so_; or _it is so if I
am not mistaken_. This habit, I believe, has been of great
advantage to me when I have had occasion to inculcate my
opinions, and persuade men into measures that I have been
from time to time engaged in promoting; and as the chief ends
of conversation are to _inform_ or to be _informed_, to
_please_ or to _persuade_, I wish well-meaning, sensible men
would not lessen their power of doing good by a positive,
assuming manner, that seldom fails to disgust, tends to
create opposition, and to defeat everyone of those purposes
for which speech was given to us, to wit, giving or receiving
information or pleasure. For if you would inform, a positive
and dogmatical manner in advancing your sentiments may
provoke contradiction and prevent a candid attention. If you
wish information and improvement from the knowledge of
others, and yet at the same time express yourself as firmly
fixed in your present opinions, modest, sensible men who do
not love disputation will probably leave you undisturbed in
the possession of your error. And by such a manner you can
seldom hope to recommend yourself in _pleasing_ your hearers,
or to persuade those whose concurrence you desire. Pope says,
judiciously:
"Men should be taught as if you taught them not,
And things unknown propos'd as things forgot;"
farther recommending to us
"To speak, tho' sure, with seeming diffidence."
Of course an audience must be induced to listen. The obligation is
always with the speaker. He is appealing for consideration, he wants
to affect the hearers, therefore he must have at his command all the
resources of securing their respectful attention. He must be able to
employ all the legitimate means of winning their attention. A good
speaker will not stoop to use any tricks or devices that are not
legitimate. A trick, even when it is successful, is still nothing but
a trick, and though it secure the temporary attention of the lower
orders of intellect it can never hold the better minds of an audience.
Surprises, false alarms, spectacular appeals, may find their
defenders. One widely reputed United States lawyer in speaking before
audiences of young people used to advance theatrically to the edge of
the stage, and, then, pointing an accusing finger at one part of the
audience, declare in loud ringing tones, "You're a sneak!" It is
questionable whether any attempt at arousing interest could justify
such a brusque approach. Only in broadly comic or genuinely humorous
addresses can it be said that the end justifies the means.
When the audience has been induced to listen, the rest should be easy
for the good speaker. Then comes into action his skill at explanation,
his ability to reason and convince, to persuade and sway, which is the
speaker's peculiar art. If they will listen to him, he should be able
to instruct them. The introduction must, so far as this last is
concerned, clear the way for the remainder of the speech. The methods
by which such instruction, reasoning, and persuasion are effected best
will be treated later in this book.
Having covered the preceding explanation of the aims and forms of
introductions, let us look at a few which have been delivered by
regularly practising speech-makers before groups of men whose
interest, concern, and business it was to listen. All men who speak
frequently are extremely uneven in their quality and just as irregular
in their success. One of the best instances of this unevenness and
irregularity was Edmund Burke, whose career and practice are bound to
afford food for thought and discussion to every student of the power
and value of the spoken word. Some of Burke's speeches are models for
imitation and study, others are warnings for avoidance. At one time
when he felt personally disturbed by the actions of the House of
Commons, because he as a member of the minority could not affect the
voting, he began a speech exactly as no man should under any
circumstances. No man in a deliberative assembly can be excused for
losing control of himself. Yet Burke opened his remarks with these
plain words.
"Mr. Speaker! I rise under some embarrassment occasioned by a
feeling of delicacy toward one-half of the House, and of
sovereign contempt for the other half."
This is childish, of course. A man may not infrequently be forced by
circumstances to speak before an audience whose sentiments, opinions,
prejudices, all place them in a position antagonistic to his own. How
shall he make them well-disposed, attentive, willing to be instructed?
The situation is not likely to surround a beginning speaker, but men
in affairs, in business, in courts, must be prepared for such
circumstances. One of the most striking instances of a man who
attempted to speak before an antagonistic group and yet by sheer power
of his art and language ended by winning them to his own party is in
Shakespeare's _Julius Caesar_ when Mark Antony speaks over his dead
friend's body. Brutus allows it, but insists on speaking to the people
first that he may explain why he and his fellow conspirators
assassinated the great leader. It was a mistake to allow a person from
the opposite party to have the last word before the populace, but that
is not the point just here. Brutus is able to explain why a group of
noble Romans felt that for the safety of the state and its
inhabitants, they had to kill the rising favorite who would soon as
King rule them all. When he ceases speaking, the citizens approve the
killing. Mark Antony perceives that, so at the beginning of his speech
he seems to agree with the people. Caesar was his friend, yet Brutus
says he was ambitious, and Brutus is an honorable man. Thus the
skilful orator makes the populace well-disposed towards him, then
attentive.
Having secured those things he proceeds slowly and unobtrusively to
instruct them. It takes only a few lines until he has made them
believe all he wants them to; before the end of his oration he has
them crying out upon the murderers of their beloved Caesar, for whose
lives they now thirst. Yet only ten minutes earlier they were loudly
acclaiming them as deliverers of their country. The entire scene
should be analyzed carefully by the student. It is the second scene of
the third act of the play.
In actual life a man would hardly have to go so far as seemingly to
agree with such opposite sentiments as expressed in this situation
from a stage tragedy. It is general knowledge that during the early
years of the American Civil War England sympathized with the southern
states, mainly because the effective blockade maintained by the North
prevented raw cotton from reaching the British mills. Henry Ward
Beecher attempted to present the union cause to the English in a
series of addresses throughout the country. When he appeared upon the
platform in Liverpool the audience broke out into a riot of noise
which effectively drowned all his words for minutes. The speaker
waited until he could get in a phrase. Finally he was allowed to
deliver a few sentences. By his patience, his appeal to their English
sense of fair play, and to a large degree by his tolerant sense of
humor, he won their attention. His material, his power as a speaker
did all the rest.
It is a matter of very little consequence to me, personally,
whether I speak here tonight or not. [_Laughter and cheers._]
But one thing is very certain, if you do permit me to speak
here tonight, you will hear very plain talking. [_Applause
and hisses_.] You will not find me to be a man that dared to
speak about Great Britain three thousand miles off, and then
is afraid to speak to Great Britain when he stands on her
shores. [_Immense applause and hisses_.] And if I do not
mistake the tone and temper of Englishmen they had rather
have a man who opposes them in a manly way [_applause from
all parts of the hall_] than a sneak that agrees with them in
an unmanly way. [_Applause and "Bravo!"_] Now, if I can carry
you with me by sound convictions, I shall be immensely glad
[_applause_]; but if I cannot carry you with me by facts and
sound arguments, I do not wish you to go with me at all; and
all that I ask is simply fair play. [_Applause, and a voice:
"You shall have it too."_.]
Those of you who are kind enough to wish to favor my
speaking--and you will observe that my voice is slightly
husky, from having spoken almost every night in succession
for some time past--those who wish to hear me will do me the
kindness simply to sit still and to keep still; and I and my
friends the Secessionists will make the noise. [_Laughter._]
HENRY WARD BEECHER, in speech at Liverpool, 1863
The beginning of one of Daniel Webster's famous speeches was a triumph
of the deliverer's recognition of the mood of an audience. In the
Senate in 1830 feeling had been running high over a resolution
concerning public lands. Innocent enough in its appearance, this
resolution really covered an attempt at the extension of the slavery
territory. Both North and South watched the progress of the debate
upon this topic with almost held breath. Hayne of South Carolina had
spoken upon it during two days when Webster rose to reply to him. The
Senate galleries were packed, the members themselves were stirred up
to the highest pitch of keen intensity. Nearly the entire effect of
Webster's statement and argument for the North depended upon the
effect he could make upon the Senators at the very opening of his
speech.
Webster began in a low voice, with a calm manner, to speak very
slowly. In a second he had soothed the emotional tension, set all the
hearers quite at ease, and by the time the Secretary had read the
resolution asked by Webster, he had them in complete control. His task
was to make them attentive, but more especially, ready to be
instructed.
Mr. President: When the mariner has been tossed for many days
in thick weather and on an unknown sea, he naturally avails
himself of the first pause in the storm, the earliest glance
of the sun, to take his latitude and ascertain how far the
elements have driven him from his true course. Let us imitate
this prudence; and, before we float farther on the waves of
this debate, refer to the point from which we departed, that
we may, at least, be able to conjecture where we now are. I
ask for the reading of the resolution before the Senate.
DANIEL WEBSTER: _Reply to Hayne_, 1830
Linking the Introduction to Preceding Speeches. So many speeches are
replies to preceding addresses that many introductions adapt
themselves to their audiences by touching upon such utterances. In
debates, in pleas in court, in deliberative assemblies, this is more
usually the circumstance than not. The following illustrates how
courteously this may be done, even when it serves merely to make all
the clearer the present speaker's position. In moments of tensest
feeling great speakers skilfully move from any one position or
attitude to another as Patrick Henry did. While you are regarding
these paragraphs as an example of introduction do not overlook their
vocabulary and sentences.
Mr. President: No man thinks more highly than I do of the
patriotism, as well as abilities, of the very worthy
gentlemen who have just addressed the house. But different
men often see the same subject in different lights; and,
therefore, I hope it will not be thought disrespectful to
those gentlemen, if, entertaining as I do opinions of a
character very opposite to theirs, I shall speak forth my
sentiments freely, and without reserve. This is no time for
ceremony. The question before the house is one of awful
moment to the country. For my own part, I consider it as
nothing less than a question of freedom or slavery. And in
proportion to the magnitude of the subject ought to be the
freedom of the debate. It is only in this way that we can
hope to arrive at truth, and fulfill the great responsibility
which we hold to God and our country. Should I keep back my
opinions at such a time, through fear of giving offense, I
should consider myself as guilty of treason towards my
country, and of an act of disloyalty toward the Majesty of
Heaven, which I revere above all earthly things.
Mr. President, it is natural to man to indulge in the
illusions of hope. We are apt to shut our eyes against a
painful truth, and listen to the song of that Siren till she
transforms us into beasts. Is this the part of wise men,
engaged in a great and arduous struggle for liberty? Are we
disposed to be of the number of those who having eyes see
not, and having ears hear not, the things which so nearly
concern their temporal salvation? For my part, whatever
anguish of spirit it may cost, I am willing to know the whole
truth; to know the worst and to provide for it.
PATRICK HENRY in the Virginia Convention, 1775
Difficulties of Introductions. People who are scheduled to make
speeches are heard to declare that they know exactly what they want to
say but they do not know how to begin. Another way they have of
expressing this is that they do not know how to bring their material
before their hearers. Undoubtedly the most difficult parts of speeches
are the beginnings and conclusions. In Chapter II one of the methods
of preparing for delivery recognized this difference by recording that
one way is to memorize the beginning and ending, the opening and
closing sentences. Practised speakers are more likely not to fix too
rigidly in their minds any set way for starting to speak. They realize
that a too carefully prepared opening will smack of the study. The
conditions under which the speech is actually delivered may differ so
widely from the anticipated surroundings that a speaker should be able
to readjust his ideas instantly, seize upon any detail of feeling,
remark, action, which will help him into closer communication with his
audience. Many practised speakers, therefore, have at their wits' ends
a dozen different manners, so that their appearance may fit in best
with the circumstances, and their remarks have that air of easy
spontaneity which the best speaking should have. Thus, sometimes, the
exactly opposite advice of the method described above and in Chapter
II is given. A speaker will prepare carefully his speech proper, but
leave to circumstances the suggestion of the beginning he will use.
This does not mean that he will not be prepared--it means that he will
be all the more richly furnished with expedients. A speaker should
carefully think over all the possibilities under which his speech will
be brought forward, then prepare the best introduction to suit each
set.
Spirit of the Introduction. The combination of circumstances and
material will determine what we shall call the spirit of the
introduction. In what spirit is the introduction treated? There are as
many different treatments as there are human feelings and sentiments.
The spirit may be serious, informative, dignified, scoffing,
argumentative, conversational, startling, humorous, ironic. The
student should lengthen this list by adding as many other adjectives
as he can.
The serious treatment is always effective when it is suitable. There
is a conviction of earnestness and sincerity about the speech of a man
who takes his subject seriously. Without arousing opposition by too
great a claim of importance for his topic he does impress its
significance upon listeners. This seriousness must be justified by the
occasion. It must not be an attempt to bolster up weakness of ideas or
commonplaceness of expression. It must be straightforward, manly,
womanly. Notice the excellent effect of the following which
illustrates this kind of treatment.
MAY IT PLEASE YOUR HONOR: I was desired by one of
the court to look into the books, and consider the question
now before them concerning Writs of Assistance. I have
accordingly considered it, and appear not only in obedience
to your order, but likewise in behalf of the inhabitants of
this town, who have presented another petition, and out of
regard to the liberties of the subject. And I take this
opportunity to declare, that whether under a fee or not (for
in such a cause as this I despise a fee) I will to my dying
day oppose with all the powers and faculties God has given
me, all such instruments of slavery on the one hand and
villainy on the other, as this Writ of Assistance is.
It appears to me the worst instrument of arbitrary power, the
most destructive of English liberty and the fundamental
principles of law, that ever was found in an English
law-book.
JAMES OTIs: _On Writs of Assistance_, 1761
Informative and argumentative introductions are quite usual. They
abound in legislative bodies, business organizations, and courts of
law. Having definite purposes to attain they move forward as directly
and clearly as they can. In such appearances a speaker should know how
to lead to his topic quickly, clearly, convincingly. Introductions
should be reduced to a minimum because time is valuable. Ideas count;
mere talk is worthless.
Attempts at humorous speeches are only too often the saddest
exhibitions of life. The mere recital of "funny stories" in succession
is in no sense speech-making, although hundreds of misguided
individuals act as though they think so. Nor is a good introduction
the one that begins with a comic incident supposedly with a point pat
to the occasion or topic, yet so often miles wide of both. The funny
story which misses its mark is a boomerang. Even the apparently
"sure-fire" one may deliver a disturbing kick to its perpetrator. The
grave danger is the "o'er done or come tardy off" of Hamlet's advice
to the players. Humor must be distinctly marked off from the merely
comic or witty, and clearly recognized as a wonderful gift bestowed on
not too many mortals in this world. The scoffing, ironic introduction
may depend upon wit and cleverness born in the head; the humorous
introduction depends upon a sympathetic instinct treasured in the
heart. Look back at the remarks made by Beecher to his turbulent
disturbers in Liverpool. Did he help his cause by his genial
appreciation of their sentiments?
The student should study several introductions to speeches in the
light of all the preceding discussions so that he may be able to
prepare his own and judge them intelligently. Printed speeches will
provide material for study, but better still are delivered remarks. If
the student can hear the speech, then see it in print, so much the
better, for he can then recall the effect in sound of the phrases.
Preparing and Delivering Introductions. Actual practice in preparation
and delivery of introductions should follow. These should be delivered
before the class and should proceed no farther than the adequate
introduction to the hearers of the topic of the speech. They need not
be so fragmentary as to occupy only three seconds. By supposing them
to be beginnings of speeches from six to fifteen minutes long these
remarks may easily last from one to two minutes.
Aside from the method of its delivery--pose, voice, speed, vocabulary,
sentences--each introduction should be judged as an actual
introduction to a real speech. Each speaker should keep in mind these
questions to apply during his preparation. Each listener should apply
them as he hears the introduction delivered.
Is the topic introduced gracefully?
Is it introduced clearly?
Is the introduction too long?
Does it begin too far away from the topic?
Is it interesting?
Has it any defects of material?
Has it any faults of manner?
Can any of it be omitted?
Do you want to hear the entire speech?
Can you anticipate the material?
Is it adapted to its audience?
Is it above their heads?
Is it beneath their intelligences?
Topics for these exercises in delivering introductions should be
furnished by the interests, opinions, ideas, experiences, ambitions of
the students themselves. Too many beginning speakers cause endless
worry for themselves, lower the quality of their speeches, bore their
listeners, by "hunting" for things to talk about, when near at hand in
themselves and their activities lie the very best things to discuss.
The over-modest feeling some people have that they know nothing to
talk about is usually a false impression. In Elizabethan England a
young poet, Sir Phillip Sidney, decided to try to tell his sweetheart
how much he loved her. So he "sought fit words, studying inventions
fine, turning others' leaves, to see if thence would flow, some fresh
and fruitful showers upon my sunburnt brain." But "words came halting
forth" until he bit his truant pen and almost beat himself for spite.
Then said the Muse to him, "Fool, look in thy heart and write." And
without that first word, this is the advice that should be given to
all speakers. "Look in your heart, mind, life, experiences, ideas,
ideals, interests, enthusiasms, and from them draw the material of
your speeches--_yours_ because no one else could make that speech, so
essentially and peculiarly is it your own."
The following may serve as suggestions of the kind of topic to choose
and the various methods of approaching it. They are merely hints, for
each student must adapt his own method and material.
EXERCISES
1. By a rapid historical survey introduce the discussion that women
will be allowed to vote in the United States.
2. By a historical survey introduce the topic that war will cease upon
the earth.
3. Using the same method introduce the opposite.
4. Using some history introduce the topic that equality for all men is
approaching.
5. Using the same method introduce the opposite.
6. Starting with the amount used introduce an explanation of the
manufacture of cotton goods. Any other manufactured article may be
used.
7. Starting with an incident to illustrate its novelty, or speed, or
convenience, or unusualness, lead up to the description or explanation
of some mechanical contrivance.
Dictaphone
Adding machine
Comptometer
Wireless telegraph
Knitting machine
Moving picture camera
Moving picture machine
Self-starter
Egg boiler
Newspaper printing press
Power churn
Bottle-making machine
Voting machine
Storm in a play
Pneumatic tube
Periscope, etc.
8. Describe some finished product (as a cup of tea, a copper cent) as
introduction to an explanation of its various processes of
development.
9. Start with the opinion that reading should produce pleasure to
introduce a recommendation of a book.
10. Start with the opinion that reading should impart information to
introduce a recommendation of a book.
11. Start with the money return a business or profession offers to
introduce a discussion advising a person to follow it or not.
12. Beginning with the recent war lead up to the topic that military
training should be a part of all regular education.
13. Beginning from the same point introduce the opposite.
14. Beginning with an item--or a fictitious item--from a newspaper
recounting an accident lead up to workmen's compensation laws, or
preventive protective measures in factories, or some similar topic.
15. Using a personal or known experience introduce some topic dealing
with the survival of superstitions.
16. Choosing your own material and treatment introduce some theme
related to the government, or betterment of your community.
17. Introduce a topic dealing with the future policy of your city,
county, state, or nation.
18. Lead up to the statement of a change you would like to recommend
strongly for your school.
19. In as interesting a manner as possible lead up to a statement of
the business or profession you would like to follow.
20. Introduce a speech in which you intend to condemn something, by
dealing with your introductory material ironically.
21. Imagine that you are presiding at a meeting of some club, society,
or organization which has been called to discuss a definite topic.
Choose the topic for discussion and deliver the speech bringing it
before the session.
22. You have received a letter from a member of some organization who
suggests that a society to which you belong join with it in some kind
of contest or undertaking. Present the suggestion to your society.
23. You believe that soma memorial to the memory of some person should
be established in your school, lodge, church, club. Introduce the
subject to a group of members so that they may discuss it
intelligently.
24. Introduce some topic to the class, but so phrase your material
that the announcement of the topic will be a complete surprise to the
members. Try to lead them away from the topic, yet so word your
remarks that later they will realize that everything you said applies
exactly to the topic you introduce.
25. Lead up to the recital of some mystery, or ghostly adventure.
26. Lead up to these facts. "For each 10,000 American-born workmen in
a steel plant in eight years, 21 were killed; and for each non-English
speaking foreign born, 26 were killed. Non-English speaking show 65
permanently disabled as compared with 28 who spoke English. Of
temporarily disabled only 856 spoke English as compared with 2035 who
did not."
27. Introduce the topic: Training in public speaking is valuable for
all men and women.
28. In a genial manner suitable to the season's feelings introduce
some statement concerning New Year's resolutions.
29. Frame some statement concerning aviation. Introduce it.
30. Introduce topics or statements related to the following:
The eight-hour day.
The principles of Socialism.
Legitimate methods of conducting strikes.
Extending the Monroe Doctrine.
Studying the classics, or modern languages.
Private fortunes.
College education for girls.
Direct presidential vote.
A good magazine.
Some great woman.
Sensible amusements.
Fashions.
Agriculture.
Business practice.
Minimum wages.
Equal pay for men and women.