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his time, and produced far more than half his effect, by reciting poems of the author who was the nominal subject of his lecture. The performance would have been more appropriately styled, “Recitations from the poems of——.” The few running comments introduced did not entitle it to be classed as an original production, because they were obviously not its governing motive.

      How shall the advantages of extemporizing be secured, while avoiding its dangers? No commendation can be given to those who simply talk to an audience, giving forth only what may happen to be in mind at the moment of delivery. The most pedantic writing and lifeless reading would, as a habit, be preferable to such recklessness. Unwritten speech does not preclude the fullest preparation. The plans advocated in this volume will enable a speaker to gather materials as widely, arrange them as systematically, and hold them as firmly in hand, as if every word was written; while at the same time he may have all the freedom and play of thought, the rush of passion, and the energy of delivery that comes in the happiest moment of out-gushing words. But those who are unwilling to labor may as well lay down the book. We do not profess to teach a process of labor-saving, though much labor will be changed from mechanical to intellectual, and after long experience the total saving may be great. But in the first stages those who have been accustomed to write in full will find that the change involves an increase, rather than a diminution, of work.

CHAPTER III.

       An Embryo Speech, with Models of Very Simple Plans.

       Table of Contents

      The first extemporaneous speeches attempted should be of the simplest character. Too high an ideal formed at the outset may be very harmful by causing needless discouragement. To speak freely in any manner, however rude, until confidence and the power of making every faculty available are acquired, should be the first great object. Many persons are slaves of bad habits through life because they began wrong. Nothing harms an orator more than cultivating his critical taste far beyond his power of ready utterance. There is no necessary relation between the development of the two things. To become a fine word-critic and master of an excellent written style does not imply the power to strike off finely finished sentences at the speed of the tongue; but it does tend to render the speaker dissatisfied with anything below the level of his written performances, and thus checks his fluency. To master the difficult art of written composition first, and strive afterward to gain a similar proficiency in spoken words, is a complete reversal of the natural method, and in all but a few gifted minds puts a premium on failure. An unlettered rustic may speak with perfect ease, because he is not conscious of the numberless verbal blunders he falls into; but if it were possible, by some process of spiritual infusion, to put him in possession of a fine, critical taste, he would be instantly smitten dumb.

      The true method is to cultivate the faculty of extemporization side by side with critical judgment. In case that is done, ease and confidence will not be for a moment disturbed. It thus appears that while an extempore speaker can never know too much, it is quite possible for his knowledge and cultivation to advance in the wrong order. The pen will be of perpetual use to the speaker; but his command of it must not increase so rapidly in proportion as to make him ashamed of his tongue.

      From this reasoning it follows that the best time to lay the foundation of excellence in speech is very early in life. Speeches made then are necessarily flimsy and rudimentary, but they are not the less valuable on that account. They are to be estimated not for their own worth, but for their results upon the mind producing them. The schoolboy’s first “composition” has always been a mark for cheap witticism; but the boy himself regards it with justifiable pride, as the first step in the noble work of putting thought on paper. The same pains and patience applied to the art of public talking as to written composition will produce equal fruit. A few directions intended to aid in overcoming some of the initial difficulties of speech, which may serve as suggestions to teachers as well as helps to solitary students, are here appended. They are purposely made of almost ludicrous crudeness, but will not, it is trusted, be less serviceable on that account; for it is not so important to aid the mature speaker in giving the last fine strokes of genius to a masterly oration, as it is to stimulate and guide beginners in their first stammering utterances.

      The simplest oration or formal address that can be constructed has three distinct parts. With these we will begin the great work of division and arrangement. They may be named as follows:

      1.The Introduction.2.The Discussion.3.The Conclusion.

      On this framework a speech-plan can be constructed simple enough for any child. And it is at the same time true that even a child, with such a plan, might speak appropriately who would otherwise not be able to begin at all.

      We will consider these three parts in their order.

      The introduction is at once important and embarrassing. First words are nearly always heard attentively, and they do much to determine the degree of attention that will be bestowed on the remainder of the speech. The young speaker should select something as an introduction upon which his mind can fasten, instead of dwelling upon the frightful generality of the naked theme. Neither is it hard to construct a good introduction if a few plain directions are heeded, which will be more fully given in a succeeding chapter. All persons feel the need of some kind of a formal opening, and therefore often begin with an apology—the very worst form of an introduction, because it is not interesting in itself and does not lead up to the subject.

      In rudimentary speech, which we are now considering, the introduction should be simple, and, above everything else, easy for the speaker to comprehend and remember. If there is anything in the whole world which he is sure he can talk about for a few moments, and which can be made to have a moderate degree of connection with his subject, let that be chosen for an opening. If it is also vivid and striking in itself, and familiar to the audience, so much the better; but this quality should not be insisted upon in these first attempts.

      When the introductory topic is selected it should be turned over in the mind until the speaker knows just what he is going to say about it. This process will have a wonderfully quieting effect upon his nerves. He has fairly mastered something, and knows that at all events he can begin his speech. It is well to make a note of this introduction in a few simple words which will strongly fasten themselves in the memory. No effort toward elaboration should be made, for that would naturally lead to a memorized introduction, and either require the whole speech to be written, or produce a painful and difficult transition.

      The discussion deals directly with the subject or central idea of the discourse. Here a clear statement of at least one thought which the speaker can fully grasp should be made. The pen (or pencil) may be used in preparation without impropriety. If but one idea is thought of, let that be written in the fewest and strongest words at the student’s command. While doing this it is likely that another and related thought will spring into mind which can be treated in the same manner. With diligent students there may even be a danger of getting down too many seed-thoughts. But that contingency is provided for in the chapters on the fully developed plan, and needs no further notice at this time.

      When this central division is completely wrought out, two other points claim attention. How shall the transition be made from the introduction to the discussion? A little reflection will show how to glide from one to the other, and that process should be conned over, without writing, until it is well understood. It is wonderful how many outlines of ideas the memory will retain without feeling burdened; and this power of retention grows enormously through exercise.

      After this, the mode of gliding from the discussion to the conclusion may be treated in the same manner, and with equal profit. The conclusion itself is scarcely less material than the introduction; but there is much less range of choice in the manner of closing than in that of beginning. The subject is before the audience, and any wide departure from it seems like the beginning of a new speech—something not usually well received. There is this distinction between the relative value of introduction and conclusion: a good introduction adds most to a speaker’s ease, confidence, and power during the moment of speech; but a good conclusion leaves the deepest permanent impression upon the audience.

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