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V. Why is it difficult to speak when some persons in the audience whisper?

VI. Which is better for the success of a church service, a room that is very warm or one that is very cold?

VII. Why do many political speakers take off their coats when they speak?

VIII. Have you ever heard a speaker use slang? What was the immediate effect on the audience?

IX. Why does an audience always cheer when the speaker says, "There are no better people to be found on the face of the earth than right here in this city"?

X. Why are some men cowards when in camp and brave on the field of battle?

XI. On one occasion, when Hon. W. J. Bryan was speaking to a packed house, the floor began to sink. The crowd was about to stampede from the building when Mr. Bryan told them that the plank which gave way could not have been a Democratic plank or it would have remained firm. The crowd cheered. He then told them to leave the building quietly, which they did. Explain in terms of the psychology of the crowd.

XII. In a murder trial, would twelve educated men give a different verdict from that of twelve ignorant men? Explain.

XIII. Why does a candidate for office say in his campaign speeches, "When I am elected, I'll do so and so”; instead of, "If I am elected I'll do so and so"?

XIV. Why do doctors who are specialists for the insane very frequently become insane themselves?

XV. Why is it that when we read an advertisement a hundred times that X's medicine cures catarrh, we imagine that everybody says so? We thus become convinced and buy for ourselves.

XVI. Account for the widespread adoption of certain hideous and unsanitary fashions.

XVII. Account for the popular belief in the unluckiness

of the number "13"; the popularity of the term "cut it out," "I should worry," and other street terms.

XVIII. Why will all the boys of a school "cut classes" when one boy alone would not be guilty?

XIX. Can a group of high school boys and girls be as easily led to do a good deed as to do a bad one?

XX. Which sermon will bring the largest collection for the poor, a convincing array of statistics, or a vivid picture of poverty taken from life? Illustrate.

XXI. Enumerate all the ways in which a crowd is like a child. Give concrete examples to illustrate your statements.

XXII. A certain political speaker was a candidate for governor of the state. He began his speeches by saying that he was an ordinary man; that he did not consider himself the best nor the worst man in the state; that he had but an ordinary education; was not much of an orator, etc. Criticize such addresses from your knowledge of the characteristics of the crowd.

CHAPTER III

ESSENTIAL ELEMENTS THE SPEECH

Having a definite audience to address, what shall be said and wherewithal shall it be clothed?

I. MATERIAL. Something to say! This, indeed, is important. The audience will overlook many imperfections and weaknesses in a speaker, if he brings them a message worth while. Many audiences ought to be able to recover damages from a speaker for having wasted their time!

The audience has a right to demand four things as to subject matter:

1. That It Be Truthful. A liar on the platform is as little worthy of respect as by the fireside. The audience demands of the speaker a greater degree of virtue than is required from one in private life. It is not what a man thinks on the platform, but what he knows, that receives recognition. "The orator is thereby an orator, that he keeps his feet ever on a fact. Then only is he invincible,” says Emerson. Ex-President F. L. Patton of Princeton suggests the following as the four essentials for a good speech: "Facts, great facts, human facts, related facts." 2. That It Be Purposeful. Have a message. Not every man can originate new ideas; but we do demand that the speaker express himself in a new and original way. A man who can take a commonplace subject and point out to us new beauties, and picture to us new relationships and clothe them all in an attractive garb will be listened to by the world. "Knowledge is power." Always speak to the point. Stick to your text. Say what you have to say in the clear

est, briefest, most logical manner possible-and then stop. Speakers who aim at nothing invariably hit it.

3. That It Be Appropriate. Carefully select your material. Do not try to crowd all you know into a five-minute speech. Sift out and retain what will be most appropriate to that particular audience. The food that cured the butcher killed the baker. And many a speaker has figuratively killed himself by not selecting carefully ideas adapted to the occasion. Not only must you say what is true, but "how and when and where." If people desire entertainment and have assembled for that purpose, tell them about funny things. If they desire information, satisfy their intellectual thirst. If they are there to be aroused to duty, speak to them concerning those things which will make each man say, as the Athenians said after listening to Demosthenes, "Let us march against Phillip."

4. That It Be Interesting. Material well adapted should be interesting. The question to yourself will be, “What is it that these people care to know? Are these boys interested in the story of David and his sling, or in the genealogy of the Gershonites?" Professor J. B. Esenwein relates an incident of the frank expression of a small boy who doubtless voiced the sentiment of the rest, when he interrupted a long, uninteresting Sunday school address by saying, “Oh, pshaw, let's sing number thirty-six." "The virtue of books is to be readable, of an orator to be interesting," says Emerson.

II. STYLE. By Style is meant the manner of wording the material of the speech; the diction of the orator. Some of the qualities mentioned in this chapter are not distinctively oratorical qualities, but belong to all forms of written discourse. They are included here for the purpose of comprehensiveness in treatment and by way of review.

There are four principal attributes of Style: Unity, Clearness, Force, and Elegance.

1. UNITY. This term connotes the general form or

structure of the speech. In order to insure unity, the following points must be observed:

A. Outline. Outline everything you write. This is the greatest aid in unity. This will insure a logical and climactical sequence. Some students prefer to sit down and begin to write, putting down the ideas as they happen to come to their minds. This haphazard way will never lead to the best results.

B. Proportion. The Introduction should be about onetenth of your speech. The Conclusion should be about onetenth. Do not consume a great portion of your time writing or speaking about unimportant matter, so that you will not have sufficient time left for the important things.

C. Sequence. When ideas are arranged in proper order, they are said to possess logical sequence. One idea must naturally grow out of and follow another. Ideas of co-ordinate rank should be paralleled. Subordinate ideas must be arranged under their proper heads. Without first forming an outline, this is impossible.

D. Coherence. Not only must the ideas be arranged logically, but they must be properly joined, connected. They must "hang together." Have one central idea in your theme, and never lose sight of it. Do not branch off on another line entirely. Stick to the main track. There should be a continuous thread extending throughout your entire product from the first sentence in the introduction to the last sentence in the conclusion.

E.

Transitions. Do not make the step from one main idea to the other too abrupt. Let one gradually prepare for the next. This is a strong point in unity. Sudden turns of thought are not conducive to clearness.

2. CLEARNESS. This is an intellectual quality. It is an essential quality in all forms of discourse; but especially in the speech. If you do not understand an author the first time you read a paragraph, you can read it again,

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