strong a thought may be it will lose its strength if it be not backed up by strong delivery. In the extemporaneous speech as well as in the set speech or in the declamation or recitation the highest art of the speaker is manifested in his ability to adapt the delivery or expression to the thought. Strong thoughts require strong expression. Let the student concentrate his efforts toward securing the power and ability to state all facts and thoughts with absolute clearness and force. Don't be backward about using all the power you have and if you haven't enough develop more. Make All Illustrations Absolutely Plain and It is not only necessary to state all facts with clearness and force, but is also necessary to make all illustrations absolutely plain and comprehensible. By being given too rapidly or by not being dwelt upon sufficiently an illustration may be robbed of its effect upon the minds of an audience. Or vice versa it may be shorn of its power by being dwelt upon too long. Often an illustration, if it is in the form of a story may be given in such an incoherent and disconnected way that its meaning is not clear to the mind of the Comprehen- listener. Often the language used in sible. giving a certain illustration may be such as to place it beyond the comprehension of the hearers. And often an illustration in the form of a narration may be so long and involved that the point is lost to the minds of the audience before the end is reached. All these errors have been observed to be made by students in the Public Speaking class. The student by taking thought and exercising care can avoid such. mistakes and he should endeavor with all his might when he does use an illustratioi to make it absolutely plain and easy of comprehension. All lengthy illustrations should be cut to the fewest possible words. And if the illustration is in the form of a story the simpler the language used and the more closely connected the different parts are the more forcible it will be. Too much care can not be used by the student in the matter treated of in this paragraph. Many a good story is spoiled by the speaker in the telling. If a story is worth telling at all it is worth Narrate All Manner That telling well. To know how to tell a story well is a very desirable accomplishment in extemporaneous speaking. The effect of a good story depends as much upon the delivery as upon the story itself. The speaker should in the first place be thoroughly familiar with the story he is going to tell and know exactly the point he wishes to make by its use. If the story is confused in the speaker's own mind he cannot expect his audience to get the point. Do not go too rapidly in the narrative. Make all points of connection clear. Get into the spirit of it. Throw out the voice with vigor and strength; articulate distinctly, enunciate clearly and make every word understood. Remember that you may have the point of the story perfectly clear to your own understanding and yet fail to make your hearers see the point. The audience are not as familiar with the story as you are and you must use an extra effort to make the point clear to them. Many a student in the Public Speaking class has been heard to tell a story, good enough in itself, and yet told in such a rapid, inarticulate, and indistinct manner that the point was entirely lost to the minds of his hearers. Study the art of delivery in making the point of a story clear to the audience. Synopsis of Chapter VIII. I. For General Study and Discussion: 1. The difference between abstract and concrete speech-making. 2. In what concrete illustrations consist. 3. The practical value of concrete illustrations. II. Thought Purpose: 1. To choose a subject which can be concretely illustrated. 2. To select appropriate illustrations and anecdotes. 3. To work these illustrations and stories into speech at proper points. III. Delivery Purpose: 1. State all facts clearly and forcibly. 2. Make all illustrations absolutely plain and comprehensible. 3. Narrate all stories and anecdotes in an effective manner so that your hearers may be sure to get the point you wish to make. IV. Assignment: Prepare and give at your next session a fiveminute extempore speech employing at least two concrete illustrations or pertinent anecdotes to illustrate definite points. QUESTIONS ON LESSON VIII. Paragraph I. 1. 2. tion"? Is the advantage in favor of a concrete or an abstract speech? 3. Will the average audience get much good out of an abstract speech? 4. In what does the speaker find the real secret of securing and holding the attention of his hearers? Paragraph II. 1. What is the dictionary definition of "concrete"? 2. Give then the definition of an "abstract" and a "concrete" speech? 3. What are concrete illustrations? 4. Give some examples of what would constitute concrete illustrations? 5. Do you think an illustration in a speech such as that used by Lincoln would help to make a subject plain? Paragraph III. 1. In what does the speaker accomplish the highest object of a speech? 2. 3. 4. What has one author said of an abstract speech? Do concrete illustrations have a very practical value? Why? 5. Do you think his plan a good one? Paragraph IV. 1. What kind of a subject should the speaker always endeavor to find? 3. 4. From what sources can you secure concrete material? Discuss the use of concrete illustrations in the speech on: "Is a Lie Ever Justifiable?" Paragraph V. 1. To what should the speaker devote himself after he has chosen a subject which can be concretely illustrated? 2. 3. 4. What kind of illustrations should be chosen? If an illustration is weak what should you do with it? Give the substance of the concrete illustration used by one of our noted platform speakers. Paragraph VI. 1. After the speaker has selected appropriate anecdotes and illustrations what should he do? 2. When is it usually better to put in a good illustration or anecdote? 3. Is this always necessary, however? 4. How can a good story be used to good effect in beginning a speech? 5. Give the illustration from the speech of the Y. M. C. A. Secretary. 6. What must decide where and when illustrations should be used? Paragraph VII. 1. What is the problem of delivery stated here? 2. How may a pertinent illustration be robbed of its effect? 3. To what should the strength of the delivery always be equal? 4. In what is the highest art of the speaker manifested in extempore speech? Paragraph VIII. 1. How again may an illustration be robbed of its effect? 2. Discuss three additional points made here concerning this point? 3. How may a student avoid such mistakes? 4. What should be done with all lengthy illustrations? Paragraph IX. 1. How is many a good story spoiled? 2. What is a very desirable accomplishment in extemporaneous speaking? 3. Upon what does the effect of a good story especially depend? 4. Give some of the directions mentioned in this paragraph for telling a story. |