III. Reorganization of the department or business in which you are employed. (Make your own plan throughout.)

IV. Causes and Conduct of the Mexican War of 1847. Speech in commemoration of those who died in that war. (Make your own plan throughout.) For exercise purposes, brief account of the war can be had in any good encyclopoedia. Consult one in the nearest library. For a finished speech, the matter should be read up most thoroughly.

Fourth and Fifth Days.-Taking as your model, the portion of Schurz's "Eulogy of Sumner" in this lesson, construct a eulogy of one of the following or of some other great man with whose life you are familiar.

(a) Alexander Hamilton.

(b) Karl Marx.

(c) Henry George.

(d) Daniel Webster.

(e) Robert E. Lee.

Supplement the plan you construct with a statement of the type followed. If you wish, you may also prepare an amplification of the outline. But do not get the idea that all speeches must be first written out. Rather cultivate the habit of developing your outlines orally.

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. Why should the body of a speech be carefully planned? 2. What is there in the first paragraph of this lesson to lead you to believe that no speaker can attain the highest success unless he develops the power of easy, extemporaneous composition? In what way is a man who is confined to what he has memorized, limited?

3. How definitely can we lay down rules for the body of a speech?

4. What is meant by the "natural order" of presentation? 5. Why are the relationships of time, place, magnitude, and causation called typical relationships?

6. Give orally a clear explanation of the meaning of each of these four terms. Imagine that you are addressing an audience. 7. What do you think of Carl Schurz's style? Is it flowery? Is it clear? If it is a pleasing style, why?

8. Suppose that Schurz had taken magnitude of characteristics as the basis of his plan so that it would be as follows: I. Sumner was a man of pleasing presence.

II. He was always a most diligent student.

III. He was a man of high ideals.

IV. He made service to mankind, guided by these ideals,

his life work.

What would have been the basis for the arrangement of the matter in each of the subdivisions?

9. What advantage is there in giving all the effects before coming to the causes? What are the disadvantages? What advantage is there in reversing the order? (The answer to this is not expressed in the lesson; it is just a question to set you thinking.)

10. What peculiarities of an audience sometimes call for consideration in planning the body of the speech? Recall the outline for a Socialist address. How does the plan of the speech suit peculiarities in the audience? How might you plan a prohibition speech for a typical German audience? How plan a "personal freedom" speech for an audience of clergy

men?

11. Describe some other specific speech occasions where the speaker would have to modify his plan because of the nature of his audience.

LESSON 6

THE CONCLUSION

RECAPITULATION OF OTHER DIVISIONS OF THE SPEECH

Having discussed the arrangement of the introduction and of the body of a speech, we now come to the conclusion. Possibly it might be well to pause for a time to consider the origin of the standard divisions of a speech and to explain some terms which are constantly met in the literature on the subject.

History reports, as the first writer on public speaking, one Corax who lived in Sicily when that island was a colony of ancient Greece. His book, known as "The Art" (Tx), appeared about 446 years before Christ. It was he who first gave rules for the arrangement of the parts of a speech. Although Aristotle and later writers improved on his work, still through all the ages his general ideas have been accepted. Modern students have added to our understanding of why this or that should be done in a speech, but they have contributed but little to the how.

Corax named five great divisions of a speech: (1) the proem or opening; (2) the narration or statement of facts; (3) the argument proper; (4) subsidiary remarks; and (5) the peroration, or close. Let us take up these terms and see how they correspond with others which are sometimes employed and most especially with those which we ourselves use.

The Greek word proem designates that part of our

introduction which tries to get a favorable emotional response, while the second division of Corax, the narration, is very similar to the portion which we look upon as necessary to give facts to help the understanding of the message proper. There is another word, more common than proem, which is often used. It is the Latin word exordium. It also carries with it the notion of an opening which seeks pleasant relationships. It does not designate the part with the educational function. Therefore our term, introduction, covers all that is meant by proem and exordium, and more. The following comparison shows all the parts given by Corax and the standard rhetoricians, as well as the simpler treatment we have adopted:

Notice that we have not mentioned digression or subsidiary remarks as a division of the speech. At best such a portion is but a form of literary amplification or relief which is included in the treatment of the body of the speech. It is not legitimately a main division of the well-planned speech.