duction serves to attract and hold the attention so that the ideas will all be properly grasped; it prepares or educates the audience to an understanding of the subsequent speech and it marks out the subject and method of treatment. But all these services are connected with the intellectual or knowing aspect of speech-making and not the emotional. In this lesson we confined ourselves to the emotional side.

SUMMARY

Let us summarize our lesson in somewhat different order and also add some directions.

1. Never attempt to deliver your message until there is a favorable emotional "atmosphere."

2. Secure good will by being your best self and by being truly well-disposed toward what is right. Be modest and sincere.

3. Set out deliberately to secure a state of calm or a removal of undesirable emotions. Then work to incline the audience so as to receive your own message most favorably.

4. Never forget that what is gained by the introduction in emotional favor must be maintained throughout the speech.

5. The introduction may have to be made impromptu, for it is not always possible to foresee just how the audience will be feeling when you meet them. If you have planned an introduction which is found to be unhappy, discard it and deal directly with the actual situation you face. Of course it is often possible to prepare a perfectly usable introduction beforehand. It is especially advisable to have in the introduction some reference or refer

ences to events that have happened, or words that have been said, just before you begin to speak.

6. Always prepare the body of the speech before doing any work on the introduction.

7. Observe the manner of speakers you hear and determine what there is winsome or repulsive about their opening remarks. Also note when and why a discordant note is struck during the body of the speech. More can be gained by observing real speakers than by reading books; most can be secured by much speaking on your own part. These lessons serve to guide and direct, but the examples of real life must be observed to make the subject live.

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.

Second Day.-Take a nominating speech such as you prepared

for the last lesson and write out an introduction which would be appropriate when the audience is in a state of enthusiasm for another nominee.

Third Day. Write out an introduction for one of the following speeches:

1. In favor of the closed shop; delivered before an employers' association.

2. In favor of the open shop; before a union which now tolerates only the closed shop.

3. Against child labor; before a body of mill owners.

4. In eulogy of Abraham Lincoln; before an audience in Charleston, South Carolina.

5. In eulogy of Calhoun; before an audience in Boston. 6. In favor of woman's suffrage; delivered in New York.

7. Against woman's suffrage; delivered in Illinois or some other suffrage state.

Fourth Day.-Prepare a complete outline or plan of a speech you might be called upon to make, and with it an introduction written out fully. Append a note stating the occasion of the speech and the nature of the audience. Fifth Day.-Give this speech in full orally several times.

over the introduction often but do not memorize it. Let what will, recur during the oral development, but make no effort to remember exact words. Have the outline of the body well in mind, and develop it by headings. Remember to keep the headings well grouped. Amplify each heading fully before passing to the next.

TEST QUESTIONS

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

1. How did Garfield endeavor to offset the intense enthusiasm aroused by Conkling?

2. Do you recall any other speaker who used, for a similar purpose, a striking figure of speech like Garfield's figure of the storm-tossed ocean?

3. State for yourself the facts in regard to the formation of the Republican Party as outlined by Garfield.

4. What elements in Garfield's speech may have helped win for him the nomination he desired for Sherman? Do you remember another speech which won a nomination for the presidency?

5. How could you introduce remarks complimentary to a general audience in your town if you were pleading for money for a new park?

6. Supposing an audience has a strong enthusiasm for infant welfare societies, what ideas would you touch upon in the introduction of an address on medical missions?

7. What elements in Beecher's introduction will always succeed in overcoming direct hostility on the part of an audience?

8. Indifference is the difficulty most speakers have to face. What three qualities in the speaker himself will go far toward removing indifference?

9. Recall the speaker who seems to you the most sincere man you have ever heard. How does this sincerity modify his speaking?

10. A very important point in this lesson is the wisdom of referring in your introduction to something that has been said or done or has happened just before you begin to speak. Plan some such extempore remarks for the following situations:

(a) A preceding speaker has cast reflections on your sincerity. (b) The presiding officer has referred to you as "eloquent." (c) There has recently occurred a public disaster.

(d) A man in your town has received some merited public honor.

(e) You are the member of a defeated faction in recent election.

(f) The preceding speaker has taken a large part of your time.

LESSON 4

THE PURPOSE OF THE INTRODUCTION (Continued)

In our last lesson, we dwelt upon the necessity of having the audience well disposed. In this connection we considered the first purpose of an introduction, namely, to put the audience in a state of favorable feeling. All hostile feelings must be overcome at the outset and a strong effort made to secure the positive good will of the hearers. But the student must not get the notion that a few magic words in the introduction will establish pleasant relations once and for all. Quite the contrary; throughout the whole address, the speaker must, by his frank, modest, and earnest manner, by his careful statement of some things and his tactful avoidance of others, preserve and cultivate the desired mood of his auditors. Great trial lawyers have been known to labor with jurymen for hours in order to touch the responsive chord in each one. Such master-students of the human heart are too wise to proceed with a contention until they are sure that the hearers are in a sympathetic emotional state. And whenever new material is to be introduced or a change of viewpoint is necessary, these men seek to establish the new trend of thought without spoiling the favorable attitude.

(B) TO AROUSE INTEREST AND SECURE ATTENTION Besides this first purpose of creating friendly feelings there are two other ends which the speaker must accom