"'What do I care how you get it? That's your business. But you must have it.'
"It was tough for a green boy, but it seasoned him. In less than a month I had the most intense sense of intellectual independence and courage to defend my recitations.
"In the midst of a lesson his cold and calm voice would fall upon me in the midst of a demonstration—'No!' I hesitated, stopped, and then went back to the beginning; and, on reaching the same spot again, 'No!' uttered with the tone of perfect conviction, barred my progress. 'The next!' and I sat down in red confusion. He, too, was stopped with 'No!' but went right on, finished, and, as he sat down, was rewarded with, 'Very well.'
"'Why,' whimpered I, 'I recited it just as he did, and you said No!'
"'Why didn't you say Yes, and stick to it? It is not enough to know your lesson. You must know that you know it. You have learned nothing until you are sure. If all the world says No, your business is to say Yes and to prove it!'"
The other helper of this period was John E. Lovell.
In a column of the Christian Union, of July 14, 1880, devoted to "Inquiring Friends," appeared this question with the accompanying answer:
"We heard Mr. Beecher lecture recently in Boston and found the lecture a grand lesson in elocution. If Mr. Beecher would give through the column of 'Inquiring Friends' the methods of instruction and practice pursued by him, it would be very thankfully received by a subscriber and student.
"E. D. M."
"I had from childhood a thickness of speech arising from a large palate, so that when a boy I used to be laughed at for talking as if I had pudding in my mouth. When I went to Amherst I was fortunate in passing into the hands of John Lovell, a teacher of elocution, and a better teacher for my purpose I cannot conceive. His system consisted in drill, or the thorough practice of inflexions by the voice, of gesture, posture, and articulation. Sometimes I was a whole hour practising my voice on a word—like 'justice.' I would have to take a posture, frequently at a mark chalked on the floor. Then we would go through all the gestures, exercising each movement of the arm and the throwing open the hand. All gestures except those of precision go in curves, the arm rising from the side, coming to the front, turning to the left or right. I was drilled as to how far the arm should come forward, where it should start from, how far go back, and under what circumstances these movements should be made. It was drill, drill, drill, until the motions almost became a second nature. Now I never know what movements I shall make. My gestures are natural, because this drill made them natural to me. The only method of acquiring an effective education is by practice, of not less than an hour a day, until the student has his voice and himself thoroughly subdued and trained to right expression.