Exercise 140 — Making a Speech
One of the most profitable exercises to cultivate clear thinking and consequent clear expression is the making of speeches, usually spoken of as oral themes. In this exercise a pupil stands before the class to talk upon a subject about which he has thought, but upon which he has written nothing. He has two objects in view. First, he must choose those facts that will make his subject clear and interesting to his audience. Second, he must deliver them well; that is, he must stand in a good position before the class, use good grammar, no slang, and enunciate so that every one in the room can understand him. If his speech is to be longer than one paragraph, he should have an outline prepared, in which each division is clearly indicated, as well as the important details within each division.
In making a speech, the best way is to start with a clear statement of the subject. Suppose you take (9) below. You might begin, “I am going to talk of a street car transfer. First, I shall tell you how it looks; and second, how it is used. Then first, a street car transfer—(describe it fully). In the second place, it is used—(give details).” After you have explained fully, to show that you have said all you intend to say, finish with a sentence of conclusion. Therefore, consequently, for these reasons, thus we may see, are instances of words which may be used to begin a sentence of conclusion.
Use each of the following questions as the subject for a speech. Answer each question clearly and completely. Use illustrations to show exactly what you mean.
1. What does it mean to be a hero?
2. What does it mean to be successful?
3. What does it mean to be unfortunate?
4. What does it mean to be generous?
5. What does it mean to be lenient?
6. What does it mean to be mercenary?
7. What does it mean to be diffident?
8. What does it mean to be penurious?
9. What is a street car transfer? How does it look and how is it used?
10. What occupation do you wish to follow, and why? What preparations are you making?
11. Why do we have a smoke ordinance?
12. Why must buildings have fire escapes?
13. Why do the farmers of Kansas insure their barns against cyclones?
14. What is fire insurance?
15. Why is ventilation important?
16. Why do so many immigrants come to this country?
17. Why do cities grow?
18. Why was the steam engine an important invention?
19. Why was the telephone an important invention?
20. What is the principle of vaccination?
21. What is the principle of anti-toxin?
22. Of what good is the trade union to the laborer?
23. Why does the employer object to the union?
24. What is a monopoly?
25. What is meant by a corner in wheat?
Exercise 141
In your neighborhood you have frequently noticed a lawn and a garden that are very poorly kept, the garden needing weeding and the lawn both weeding and mowing. Imagine that you go to the owner to make him a proposition. You know the man slightly, and you have heard that he has a quick temper. Know exactly what work you will offer to do and how often you will do it. Be careful of your first sentences. Let them be especially courteous, so that you may not offend the gentleman by suggesting that he does not take care of his property. Tell him frankly that you would like to earn some money.
In this exercise the class will represent the owner. Moreover, they will watch carefully so that they may point out to the speaker wherein his speech was not quite courteous or not quite clear.
Exercise 142
From one of the newspapers cut an advertisement of a position for which you think you can apply. Bring the advertisement with you and convince the class that you are fitted for the position.
In this exercise you must be exact. Choose an advertisement for a kind of work about which you know something. If you have ever had any experience that would fit you for the position, do not fail to tell of it, since experience counts for much in the employer’s estimate of an applicant.
Let the class judge whether the speaker has been convincing and whether he has shown the properly courteous attitude toward an employer. Let them ask themselves such questions as: Is he alert in his manner? Does he make one feel that he is capable? Does he stand and talk as if he has confidence in himself? Is he too meek? Does he seem over-confident? Let each be able to offer suggestions for improvement.
Exercise 143
Imagine that you are an agent. Choose an article that is especially useful to housekeepers. Try to sell it to the class, or choose an individual member to whom you wish to sell it. Bring a sample with you for the purpose of demonstrating its usefulness.
As in the preceding exercise the speaker must strive to be convincing. He must know all there is to be known about the article that he is demonstrating. If it is at all possible, he should have used it in order that he may explain exactly how it is operated and why it is better than a similar article that the housekeeper probably is at present using.
Exercise 144
You wish to start a business and need a certain amount of money. Try to convince the instructor or a selected pupil that you need it.
Be sure that you are able to tell definitely the kind of business for which you wish the money, where you will start the business, why you think that this particular location is good, when you will be able to return the money, and what security you can give.
Don’t make the mistake of choosing something too big for a boy or a girl to carry through. Perhaps the following will be suggestive:
1. A newspaper stand.
2. A miniature truck farm in the empty lot next door.
3. A pop corn wagon.
4. A fruit cart or stand.
5. A shoe shining stand.
6. Raising ferns or flowers for sale.
7. Buying vegetables from a farmer and selling them to housewives.
8. Printing business cards and blotters on a small press.
9. Making place cards.
10. Making valentines.
11. Painting holiday postal cards or fancy cards for Christmas, Easter, Thanksgiving, and the like.
12. Printing on postal cards pretty scenes that you have photographed perhaps in your town or at a summer resort.
13. Making and selling cakes, doughnuts, and the like.
14. Selling crocheted or embroidered articles.
Exercise 145—Elements of Success
Prepare a short speech on each of the following. Wherever possible make your statements clear and forceful by using illustrations or examples.
1. Cheerfulness helps to bring success.
2. The habit of neatness is an asset.
3. The habit of punctuality is a necessity.
4. He was not promoted because he watched the clock.
5. He was not promoted because his excuse was always, “I forgot.”
6. He was not promoted because he learned nothing from his mistakes.
7. He was not promoted because he was always grumbling.
8. He was not promoted because he was content to be a second-rate man.
9. He was not promoted because he ruined his ability by half-doing things.
10. He was not promoted because he did not learn to act on his own judgment.
11. One to-day is worth two to-morrows.
12. Experience is an expensive teacher.
13. Be not simply good—be good for something.
14. Not failure, but low aim, is crime.
15. To be successful one must have confidence in himself.
Exercise 146
As in the preceding exercise prepare a speech on each of the following:
1. A dishonest person cannot succeed.
2. There is no excuse for discouragement.
3. You may secure a position through another’s influence, but you keep it through your own merit.
4. There is always room at the top.
5. There is no such thing as luck.
6. The proper attitude toward an employer is one of deference.
7. A business woman should dress simply.
8. Perseverance is the key to success.
9. To accomplish much one must work systematically.
10. It is possible to cultivate a good memory.
11. The ability to converse is a business asset.
12. The habit of exaggeration is dangerous.
Exercise 147—Successful Men and Women
How can one measure the success of men or women? Is it by the money they make? the land they acquire? the fame they win? the good they do? By what means have they won success? Was it through favorable circumstances? strength of character? favoritism? physical strength? mental energy? daring? doing what they thought was right in spite of opposition? or simply doing nothing and waiting for success to come?
Study the life and character of one or more of the following. Have they gained what you consider success? What qualities of character do you recognize in them? Would you care to be like any of them?
Make a list of the habits that you recognize in their life and in the way they worked.
Make a list of the characteristics of the ones that you study.
| Florence Nightingale | Frances Willard | Bismarck |
| David Maydole | Ella Flagg Young | Gladstone |
| R. L. Stevenson | Helen Gould Shepard | Marshall Field |
| Booker T. Washington | Jane Addams | Carnegie |
| Captain Scott | Napoleon | J. Pierpont Morgan |
| Mary Antin | Franklin | Edison |
| Daniel Boone | Lincoln | Roosevelt |
| Mary Lyon | Nathan Hale | Goethals |
Exercise 148—Debating
A very great asset in business is the ability to see the truth or the falsity of a statement, and to advance proofs for or against it. This ability we shall try to acquire through the practice of debating; that is, through the making of speeches in which students take opposite sides of the same subject, trying by the presentation of facts and illustrations to prove that the side which they represent is the correct one. The statement that is thus argued is called a proposition.
Debating is excellent practice because it teaches not only clear-cut reasoning, but also forceful expression. If a debater fails to make any of his several arguments convincing, if he introduces irrelevant matter, or, though he has prepared strong proofs, if he expresses them in incorrect English, the result will be poor. In working out a debate, therefore, observe the following carefully:
1. Know your subject thoroughly. If you have insufficient knowledge, you cannot be convincing.
2. Understand your point of view exactly and explain it clearly. If you and your opponent have different ideas of the word trust, for example, you can never argue on a subject that concerns the trusts. Define your position first of all.
3. After you have gathered your facts, study them as a whole. What three arguments, let us say, stand out clearly in your mind as being irrefutable because of the strong proofs you have to back them? These are the ones that you should use; the rest will probably be of little value. Plan to give the weakest of the three first, so that your argument will gain force as you advance.
4. Work out the details of each argument. A mere statement of each is not enough. It must be supported by many facts and illustrations.
5. Prepare an outline. It will show you whether your arguments follow each other clearly, whether you have so arranged them as to secure climax. (See Exercise 152.)
6. In talking, follow the plan explained in Exercise 140, being especially careful in conclusion to summarize the proofs that you have presented.
The conclusions that you reach in your arguments must be based upon statements that are true. In the following, some of the statements are false, and therefore the conclusions based upon them are false. Point out wherein the falsity consists. In others of the following, irrelevant matter has been introduced. Point it out, explaining why it is irrelevant.
1. We shall forget a great many facts that we learn at school. Therefore it is useless to learn them.
2. Oil should be used instead of water in sprinkling our streets, because oil does not evaporate so quickly as water, and so does not allow the dust to rise. Moreover, as the street must be cleaned before the oil is laid, there is less dust to rise. When the oil lies on the streets, it is very sticky, and clings to everyone’s shoes. In this way it is tracked into the houses and stores, making everything dirty. Therefore I think the streets should be oiled instead of being watered.
3. Half of the keys would not work on the typewriter that I used yesterday. This machine will work no better, as it is made by the same company.
4. Last year September was very warm, and the winter was extreme. This year September has been very warm, and therefore the winter will be extreme.
5. My cousin never went to high school, and when he went to work he earned eight dollars a week. I have gone to high school for one year. Therefore I shall receive more than eight dollars a week when I go to work.
6. When you are working, your employer will never ask you the definition of a noun. Therefore it is unnecessary to know any grammar.
7. Every one should be punctual in doing his work. If he is punctual, he will be promoted and earn a larger salary. Money is a very important item in this world, but it is not everything. A person must be satisfied with his work so that he can do it cheerfully; otherwise he will not succeed. Therefore I think every one ought to be on time.
8. The day is either sunny or it is not sunny. To-day is not sunny; therefore it is sunny.
9. It always rains when I wear new shoes. I am wearing new shoes; therefore it will rain to-day.
Exercise 149
Find three reasons for each of the following propositions. State them concisely, reserving the strongest for the last.
As above, find three reasons against each of the following.
Expand one of the reasons that you advanced for one of the propositions given below. Using your statement as the opening sentence, develop it into a paragraph by explanations and illustrations.
1. The high school should have the same session as the grades.
2. The high school session should begin at eight o’clock and close at one, with no recess for luncheon.
3. Final examinations shall be abolished.
4. Every high school should teach manual training.
5. Every high school should offer business courses.
6. Every high school pupil should receive a business training.
7. Stenography (or bookkeeping) is a more important study than wood-working.
8. If a pupil fails in the first semester of a subject, he should be allowed to try the second without repeating the first.
9. A pupil should not be expected to learn a lesson that he does not enjoy.
10. Moving picture shows do more harm than good.
Exercise 150
Let three or four pupils write upon the blackboard three arguments in support of the same one of the following propositions. Then let the class choose from all the arguments given those three or four that they think are best, giving in each case reasons for their choice.
In the same way let them work out the negative of the same proposition.
1. Every city should have a public park in the business district.
2. The large department stores should be abolished and smaller stores, selling only one kind of commodity, established.
3. The mail order house should be abolished.
4. It is bad business policy to conduct cut-price sales.
5. The newspapers are the greatest educators of the time.
6. Billboard advertisements destroy the beauty of a city.
7. Women should be allowed to vote.
8. Labor unions are a benefit to the public.
9. All government should be conducted on the civil service plan.
10. Underselling a competitor ruins trade.
Exercise 151
One or two weeks in advance let the class choose three members for each side of one of the following propositions. On the day of the debate let the rest of the class act as judges to decide which side has presented the most convincing arguments in the best English.
1. It is better to be a farm hand than a factory employee.
2. Every girl should prepare herself to earn her own living.
3. Trusts should be regulated, not abolished.
4. Strikes should be considered illegal.
5. Advertising has increased the cost of living. (See Exercise 152.)
6. Communism would lower the cost of living.
7. The business of a city should not be centralized.
8. Labor troubles are brought about because the poor ape the rich.
9. Contentment is better than wealth.
10. Tariff increases the cost of living.