temptation is to make the occasion an opportunity for a set speech. Such remarks should be brief, clearly stated, devoid of personal display, and uttered loud enough to be heard by the entire audience. 2. Committee Reports. These are made through the chairman as spokesman for the committee, and are also a low form of public speaking though an important one. The report may be an extempore statement of the findings of the committee or a concisely written set of resolutions or recommendations. In no case should the chairman argue the points in a favorable or unfavorable way, or color statements with his own prejudices or convictions. 3. Essays. When read to an audience by the author, the Essay rises higher in the scale and is a much-used form of speech. Fundamentally it should be critical, didactic, and instructive in style; though with the added color of eloquent language and a high degree of mastery, so that the eye may not be confined too closely to the page, it may become a very effective speech. 4. Debates. The Debate differs from all other forms of speech in that the speaker expects a reply from opponents who hear his statements, and an immediate decision of the question by vote of the judges, the verdict of the jury, or the voice of the people. He is in the attitude of attack or defense of some proposition or resolution to be established or disproved, with the resultant condition of victor or vanquished. The speech should be essentially truth seeking, statistical, constructive and logical in form, and destructive of experimental theories and impractical idealism. It is the most useful because the most used form of public speaking.1 5. Topical Speeches. As the name implies, these are speeches on some topic or subject chosen by the speaker or assigned to him. They may be brief and informal, but should rarely extend 1 See Note, p. 246. beyond "three good points and three good illustrations." This form of speech has a wide range of subjects, some of which should be treated in a purely didactic way, while others may rise to the glow of conviction and give the flavor of good will, patriotism, or humor. There are varieties of Topical Speeches, such as Toasts or After-dinner speeches, of various degrees of importance; short speeches of Introduction of a speaker to an audience; and speeches before school and college classes, religious or benevolent associations, clubs, and literary circles. To this class also belong the Gavel speech, in which the retiring president of an association presents that emblem of authority to the newly elected president, who is not yet ready to give a formal inaugural address; and the Response by the presidentelect, who acknowledges the honor and asks coöperation and support for his approaching administration. 6. Addresses. The Address is much more formal than the Topical Speech, and is better suited to larger assemblies. A half dozen varieties are here noted: the Salutatory or Address of Welcome; the Valedictory or Farewell Address; the Commencement Address, before a high school or college; the Inaugural Address of the chairman of a large convention, the president of a society or of the nation, or the governor of a state; the Political Address, dealing with the great principles of government and national welfare; and various educational, social, and religious addresses before public assemblies. 7. Lectures. The Lecture is a well-recognized form of public speaking somewhat akin to the Address, but it bears the stamp of greater preparation and is used repeatedly in about the same form and language. There are two well-defined classes of Lectures: the Didactic Lecture, which should be methodical in arrangement, progressive in development, and so presented that the whole audience may fully comprehend the subject treated and the student may take notes for future study; and the Platform Lecture, before popular audiences, in which the subject is treated in an entertaining way with sufficient reduction of technical terms to common phraseology and with ample illustration, the object being entertainment as well as instruction. 8. Orations. The Oration is the loftiest type of public speaking and marks the highest attainment of the public speaker. It is dignified and formal in style, clear in logic, forceful in thought, sound in philosophy, eloquent in language, persuasive in spirit, and, withal, it is constructed with the plot and motive of a great drama. Its object is to educate and inspire the masses, elevate the standards of morality and citizenship, and bring about great civic reforms and national movements. There are three kinds of Orations: the Commemorative Oration, which celebrates some great event of history and aims to renew the memory of some noble deed or heroic action worthy of perpetuation; the Panegyric Oration, which is an elaborate eulogy on some great person, and holds up the events of a finished life as a guidance and inspiration to the living; and the Civic or National Oration, which is a deep, earnest discussion of great ethical principles, civic laws, social relations, or economic movements necessary to the welfare and perpetuity of the state or nation, and has for its aim the elevation of the standards of citizenship, the promotion of national prosperity and the betterment of international relations. SECTION II. THE SUBJECT OR PROPOSITION As before stated, the subject or proposition to be discussed naturally grows out of the consideration of the occasion and object of the speech, and the kind of speech one is to make. The printing of a list here would consume too much space, since the demand under so many conditions and under various school requirements could hardly be met in a single collection; but there are many books available in all libraries, giving suggestive themes. The student is referred to References for Literary Workers, by Henry Matson, for general subjects in history, biography, politics, political economy, education, literature, art, science, philosophy, ethics, and religion; and to Brookings and Ringwalt's Briefs for Debates, or to almost any one of the many recent books on argumentation for propositions suitable for debate. It may be well, however, to state here some of the conditions of a good question for discussion, and to suggest some methods of preparation for debate. 1. Question for Debate. A good question for debate should be a complete statement of a proposition of vital interest at the present time and well worth investigation and discussion. It must have two sides as evenly balanced as possible, so that a speaker on either side may form a definite conviction upon the merits of the question. It should be stated affirmatively in clearly defined terms, without ambiguity, and with a definite fixing of the Burden of Proof with the affirmative and the Presumption with the negative side. The main issue should be specific and capable of solution. As a rule, social or economic questions that have some strong human interest at stake bring out the most spirited discussion among younger debaters. 2. Preparation for Discussion. The preparation for debate or the discussion of any subject should include a wide reading of books, magazines, and newspapers which give correct reports of public speeches and messages, accurate accounts of current events, and wise editorial discussions. The student must study both sides of the question and know what may be said for and against the proposition. He should examine his own mind, clear it of all prejudice, and distinguish between vague speculation and a clearly defined opinion based on experience, authority, or evidence. As he reads he should discriminate between strong and weak points, quote correctly, note the references so that they may be verified, and arrange the arguments in the form of a Brief which sets forth all the facts, evidence, and proofs in a logical, climactic outline suitable for a speech. NOTE. Since the Debate is a much-used form of public speaking among secondary schools and colleges, as well, it may be further suggested as a method that the debate class be divided into an equal number of affirmative and negative teams of two or three speakers each. After due preparation on some selected question, these teams should discuss the question, each speaker making a set speech of five to ten minutes of main argument followed by a round of extempore rebuttals of shorter duration. For the next meeting the teams might change sides, so that each speaker may study both sides of the question and have drill in both affirmative and negative discussion. At times the instructor may see fit to offer the question for general extempore debate, allowing each student choice of sides, but requiring a brief time limit for each speech. Interest may be added by the occasional service of local judges, who should render decision not on the merits of the question (which may or may not be evenly balanced), but upon the basis of effective debating. Further interest may be aroused by forming a triangular debating league with two other near-by schools; in which case each school secures, by local competition, one affirmative and one negative team of three speakers and one alternate each, to meet the opposing schools. Each institution holds one debate at home and sends her other team against one of the other schools the same day and hour, — all three schools thus discussing the same question simultaneously. A presiding officer should enforce parliamentary rules, and a set of three or five judges should render decision by ballot on the merits of the debate. CHAPTER III THE PLAN OF THE SPEECH AND ITS ESSENTIAL No matter what the occasion and audience, the kind of discourse or the subject discussed, all speeches should be constructed according to a well-ordered plan and contain certain qualities which distinguish them from the language of the printed page intended only for silent perusal. A speech must be essentially speakable in structure, and in language which responds easily to oral expression. |