6. Any man for president; delivered before the

proper convention.

B. Make a note of all the ideas you can gather which would contribute material for the speech. This

is your available storehouse of subject matter. C. Plan the speech by grouping the matter under the general heads suggested in our type plan. Ask yourself "Just what points will reach that particular audience?" "What will influence them so that they will agree with me?" Throw aside all that does not meet your needs and arrange the rest as recommended. Later you may vary from the type and attempt an original order, but at first it is best to follow the model form.

D. In amplifying the various points in the plan, use the enthusiastic, nominating style already described.

1. Amplify orally with the plan before you.
2. If you can do it, amplify orally with no notes
in hand but with the greater sub-topics memo-
rized. This must be done sooner or later. If
you do not succeed at first, keep on trying
Make the speech simple with but few sub-
divisions. When you can retain such a plan in
the memory and develop it orally, then make
the next one more elaborate.

3. Reduce your amplification to writing.

ASSIGNMENT OF WORK

The written exercises in this entire lesson should be carefully worked out. Keep copies of the written exercises in your notebook.

First Day. You have read through the lesson. Now study it again carefully, mastering its contents. Do not attempt any

of the exercises until after the second reading. Read the Conkling speech orally. Second Day.-Write a criticism of the Conkling speech. What do you like about it? Is there anything you dislike? Why does he devote so much space to the third-term idea? Do you think it is wise for Conkling to speak slurringly of the Democrats? What does he gain by the verse at the opening? Tell why the first sentence is effectively written. Make a list of the references to definite services, like "terms of Lee's surrender," "veto of expansion in currency. Third Day. Make a simple outline of an original nominating speech, taking one of the subjects suggested near the end of this lesson. Write out the speech. Criticize and rewrite carefully.

Fourth Day.-Imagine that you are to make an address following the points in your outline. Develop them orally, as if talking to an audience. Go through the entire outline in this way, without stopping to repeat or to improve any parts. Fifth Day. If you contemplate making a real nominating speech or any other kind of speech, prepare your outline carefully as suggested, and criticize your own work severely.

FINAL WORD

In making these speeches, try to put yourself in a real situation. Nominate men about whom you know and about whom you are enthusiastic. In practice, throw yourself fully into the subject; vividly realize the occasion, living it all out in imagination. The speaker who is thoroughly filled with his subject and who is in earnest usually makes a good impression. Therefore, if you master your message and determine to deliver it as planned, you have to be exceedingly poor in speaking to spoil the success of your speech. But remember, each group of ideas must be well organized and the whole speech must be planned along distinct, clean-cut lines.

Without the reenforcement of such thorough preparation, your enthusiasm will vanish and your earnestness will give way to doubt and confusion. Prepare yourself well, then speak to win.

TEST QUESTIONS

They

These questions are for the student to use in testing
his knowledge of the principles in this lesson.
are suggestive merely, dealing largely with the practical
application of the principles, and are to be placed in the
notebook for future reference.

1. What are the three major parts in the organization of a speech?

2. In your own writing and speaking, do you use the terms "first, 99 66 second," etc., for the main divisions of your thought? 3. Recall some speaker whose thought seems confused. Recall the speakers to whom it is easy to listen. Is not the important difference between them in clearness of outline?

4. Remember an audience that was hostile to a speaker. What was the hostility?

5. How did the speaker endeavor to overcome the hostility? Did he succeed?

6. When may a speaker plunge into his topic without an introduction?

7. Recall without consulting the text the main divisions of Conkling's speech nominating Grant.

8. What was the greatest objection to the nomination of Grant?

9. Why does Conkling leave that point until well toward the end of his address?

10. Do you recall a recent national convention in which a nominating speaker faced practically the same objection as Conkling did?

11. Conkling's speech seems rather florid (flowery). When is this style justifiable? In what kinds of addresses is it entirely out of place?

12. Reproduce from memory the general outline suitable for most nominating speeches.

13. Recall some nominating speech you have heard. How does it compare with Conkling's?

LESSON 3

THE PURPOSE OF THE INTRODUCTION

We have seen that a speech has for its central purpose, the delivery of a certain body of information-the expression of a message in which the speaker believes and with which he hopes to influence his hearers. That message constitutes the body of the speech. It may have many parts or subdivisions, but all of them, taken together, round out the message the speaker has to deliver. We have briefly suggested that it is often wise to smooth the way for this message by some introductory remarks. It will be the aim of this lesson and the following one to show some of the obstacles which must be smoothed away by the introduction and to indicate the proper methods of doing this. We shall consider the purpose of the introduction under three heads: (A) To put the audience in a state of favorable feeling; (B) to arouse interest and secure attention; and (C) to prepare the audience to understand the message. One caution must be given: While planning the introduction and making a detailed study of its particular functions, the whole speech must be kept in mind all the time. All other parts merely set the scenes, as it were, or throw a stronger light upon the central theme.

(A) TO PUT THE AUDIENCE IN A STATE OF FAVORABLE FEELING

If the audience is well disposed to the speaker and his subject, and if it is in a favorable emotional state—one

of good will or enthusiasm, then one of the services of an introduction is unnecessary. That service is to render the audience favorable, from an emotional or feeling standpoint, to the reception of the message. But if there is the slightest ill will, bad temper, or even indifference, something must be done to remove it before the main business of the speech is taken up. We all know that our enemies condemn our views before they are stated. Ill feeling is transferred from the man to his ideas. Not only are strong feelings of hatred a bar to a fair hearing, but even a slight indifference is sufficient to stand in the way of an unbiased reception. Then also, the delivery of a speech may be surrounded by special circumstances which will make the auditors inclined away from rather than toward the speaker and his cause. Later in this lesson we shall enumerate various unfavorable emotional states, discuss the circumstances which give rise to them, and indicate methods of offsetting them. Just now, while Conkling's nomination of Grant is fresh in your mind, we shall show how Garfield undertook to counteract the enthusiasm it aroused, in order that he might present the name of another candidate.

How GARFIELD WON A HEARING

Imagine the high excitement which reigned in the convention when Conkling finished and had been ably seconded by Bradley of Kentucky. To stem this tide of feeling was Garfield's first necessity. He wanted to nominate Sherman of Ohio. It would have been foolish to advance a single thought in the line of his purpose until he had brought his hearers to a state of calm and had