The writer is firmly convinced that more than nine-tenths of those who have any fair degree of ability to speak in public will succeed best in the mode laid down in the following pages; that is, by thorough preparation and arrangement of thought, combined with spontaneous selection of words in the moment of discourse.
Reasons will be given for considering this the most natural, logical, impassioned, and effective mode of discourse; indeed, the superior excellence of extempore speech is now generally conceded and will require little argument; but it is more important to encourage the beginner by showing him just how to acquire and practice fluent, accurate, and impressive off-hand speech in public, with as little embarrassment or fear as if every word were written out and in plain sight. This is the especial object of the following pages.
Table of Contents.
| PART I. | |||
|---|---|---|---|
| Preliminary Considerations: | |||
| PAGE | |||
| Chapter | I. | Can Eloquence be Taught? | [9] |
| Chapter | II. | The Four Methods of Public Speech—Their Advantages and Disadvantages | [15] |
| Chapter | III. | Lessons from the Experience of Eminent Orators | [31] |
| Chapter | IV. | An Embryo Speech, with Models of very Simple Plans | [44] |
| Chapter | V. | Initial Fear, and How to Overcome it | [60] |
| Chapter | VI. | Utility of Debating Societies | [65] |
| PART II. | |||
| Preparation of the Speaker: | |||
| Chapter | I. | Unfortunates who never can Extemporize | [73] |
| Chapter | II. | Thought and Emotion | [87] |
| Chapter | III. | Language | [101] |
| Chapter | IV. | Imagination | [109] |
| Chapter | V. | Voice and Gesture | [114] |
| Chapter | VI. | Confidence | [125] |
| Chapter | VII. | Peculiarities belonging to the Various Fields of Oratory | [135] |
| PART III. | |||
| Plan and Delivery of the Speech: | |||
| Chapter | I. | The Pen and the Tongue | [145] |
| Chapter | II. | Subject and Object | [148] |
| Chapter | III. | Thought-gathering | [159] |
| Chapter | IV. | Constructing a Plan | [166] |
| Chapter | V. | How Shall the Written Plan be Used? | [177] |
| Chapter | VI. | The First Moment of Speech | [187] |
| Chapter | VII. | The Introduction | [196] |
| Chapter | VIII. | Progress of the Speech | [207] |
| Chapter | IX. | Three Plans of Great Addresses | [217] |
| Chapter | X. | Illustrations, Pathos, Humor | [243] |
| Chapter | XI. | The Orator’s Logic | [248] |
| Chapter | XII. | After the Speech | [262] |
PART I.
Preliminary Considerations.
CHAPTER I.
Can Eloquence be Taught?
There is a widespread opinion that all study of the mode of oratory is unmanly, and leads to the substitution of artifice and adornment for simplicity and power. “Let a man have something important to say,” it is argued, “and he need not waste his time in trying to find how to say it.” So general is this sentiment, that a ministerial acquaintance of the writer’s was recently very careful to conceal from his congregation the fact that he was taking a series of lessons in elocution, lest his influence should be diminished.
We may admit that the popular prejudice against the study of eloquence is not without a mixture of reason. It is possible to foster a spurious kind of oratory, which shall be far inferior to the rudest genuine speech. But on the other hand, it is safe to maintain that every rational power man possesses can be strengthened by judicious cultivation, without in the least impairing its quality. There is no trick in true oratory—no secret magic by which a weak-minded man can become the leader of others stronger and wiser than himself. The great prizes of eloquence cannot be placed in the hands of the ignorant or slothful. But so surely as a raw apprentice can be transformed into a skillful workman, any person possessed of ordinary faculties, who will pay the price in labor, can be made master of the art of ready and forcible public utterance.
The methods of oratorical cultivation presented in this volume are not based upon mere theory. They have been tested in hundreds of instances, and their results are beyond question. A carpenter will assert with perfect assurance, “I guarantee to take an ordinary young man, who will place himself in my hands for a reasonable time, and turn him out a thorough mechanic, master of every part of his trade.” The effects of training are as marvelous and as certain in the fields of eloquence.
But this training must necessarily combine practice with theory. To study about great orators and observe their works is not sufficient. Here again, we may take a lesson from the mode in which an apprentice is trained. The master architect does not take his young men to gaze upon finished buildings, and expect them, from mere admiration and architectural fervor, to construct similar works. He would soon find that not one in a hundred had the “mechanical genius” for such an easy triumph. But he takes them into the shop, where work is in progress, places before them some simple task, and from that leads them on, step by step, to more difficult achievements. They learn how to make the separate parts of a house, and afterward how to fit those parts into a complete work. Under this rational mode of instruction the great majority master the whole business placed before them, and the failures are rare exceptions. If similar success does not attend oratorical students, the explanation must be sought, not in the nature of oratory, but in wrong methods of training. Merely reading Cicero and Demosthenes, even in their original tongues, declaiming choice selections, or listening to great orators, will not make any one eloquent, unless indeed he possesses that rare natural genius which rises above all rules and sweeps away every obstacle.