5. Using the same method introduce the opposite.

6. Starting with the amount used introduce an explanation of the manufacture of cotton goods. Any other manufactured article may be used.

7. Starting with an incident to ill.u.s.trate its novelty, or speed, or convenience, or unusualness, lead up to the description or explanation of some mechanical contrivance.

Dictaphone Adding machine Comptometer Wireless telegraph Knitting machine Moving picture camera Moving picture machine Self-starter Egg boiler Newspaper printing press Power churn Bottle-making machine Voting machine Storm in a play Pneumatic tube Periscope, etc.

8. Describe some finished product (as a cup of tea, a copper cent) as introduction to an explanation of its various processes of development.

9. Start with the opinion that reading should produce pleasure to introduce a recommendation of a book.

10. Start with the opinion that reading should impart information to introduce a recommendation of a book.

11. Start with the money return a business or profession offers to introduce a discussion advising a person to follow it or not.

12. Beginning with the recent war lead up to the topic that military training should be a part of all regular education.

13. Beginning from the same point introduce the opposite.

14. Beginning with an item--or a fict.i.tious item--from a newspaper recounting an accident lead up to workmen's compensation laws, or preventive protective measures in factories, or some similar topic.

15. Using a personal or known experience introduce some topic dealing with the survival of superst.i.tions.

16. Choosing your own material and treatment introduce some theme related to the government, or betterment of your community.

17. Introduce a topic dealing with the future policy of your city, county, state, or nation.

18. Lead up to the statement of a change you would like to recommend strongly for your school.

19. In as interesting a manner as possible lead up to a statement of the business or profession you would like to follow.

20. Introduce a speech in which you intend to condemn something, by dealing with your introductory material ironically.

21. Imagine that you are presiding at a meeting of some club, society, or organization which has been called to discuss a definite topic.

Choose the topic for discussion and deliver the speech bringing it before the session.

22. You have received a letter from a member of some organization who suggests that a society to which you belong join with it in some kind of contest or undertaking. Present the suggestion to your society.

23. You believe that soma memorial to the memory of some person should be established in your school, lodge, church, club. Introduce the subject to a group of members so that they may discuss it intelligently.

24. Introduce some topic to the cla.s.s, but so phrase your material that the announcement of the topic will be a complete surprise to the members. Try to lead them away from the topic, yet so word your remarks that later they will realize that everything you said applies exactly to the topic you introduce.

25. Lead up to the recital of some mystery, or ghostly adventure.

26. Lead up to these facts. "For each 10,000 American-born workmen in a steel plant in eight years, 21 were killed; and for each non-English speaking foreign born, 26 were killed. Non-English speaking show 65 permanently disabled as compared with 28 who spoke English. Of temporarily disabled only 856 spoke English as compared with 2035 who did not."

27. Introduce the topic: Training in public speaking is valuable for all men and women.

28. In a genial manner suitable to the season's feelings introduce some statement concerning New Year's resolutions.

29. Frame some statement concerning aviation. Introduce it.

30. Introduce topics or statements related to the following:

The eight-hour day.

The principles of Socialism.

Legitimate methods of conducting strikes.

Extending the Monroe Doctrine.

Studying the cla.s.sics, or modern languages.

Private fortunes.

College education for girls.

Direct presidential vote.

A good magazine.

Some great woman.

Sensible amus.e.m.e.nts.

Fashions.

Agriculture.

Business practice.

Minimum wages.

Equal pay for men and women.

CHAPTER V

CONCLUDING THE SPEECH

Preparing the Conclusion. No architect would attempt to plan a building unless he knew the purpose for which it was to be used. No writer of a story would start to put down words until he knew exactly how his story was to end. He must plan to bring about a certain conclusion. The hero and heroine must be united in marriage. The scheming villain must be brought to justice. Or if he scorn the usual ending of the "lived happily ever after" kind of fiction, he can plan to kill his hero and heroine, or both; or he can decide for once that his story shall be more like real life than is usually the case, and have wickedness triumph over virtue. Whatever he elects to do at the conclusion of his story, whether it be long or short, the principle of his planning is the same--he must know what he is going to do and adequately prepare for it during the course of, previous events.

One other thing every writer must secure. The ending of a book must be the most interesting part of it. It must rise highest in interest. It must be surest of appeal. Otherwise the author runs the risk of not having people read his book through to its conclusion, and as every book is written in the hope and expectation that it will be read through, a book which fails to hold the attention of its readers defeats its own purpose.

The foregoing statements are self-evident but they are set down because their underlying principles can be transferred to a consideration of the preparation of conclusions for speeches.

Is a Conclusion Necessary? But before we use them let us ask whether all speeches require conclusions.

There are some people--thoughtless, if nothing worse--who habitually end letters by adding some such expression as "Having nothing more to say, I shall now close." Is there any sense in writing such a sentence? If the letter comes only so far and the signature follows, do not those items indicate that the writer has nothing more to say and is actually closing? Why then, when a speaker has said all he has to say, should he not simply stop and sit down? Will that not indicate quite clearly that he has finished his speech? What effect would such an ending have?

In the first place the speaker runs the risk of appearing at least discourteous, if not actually rude, to his audience. To fling his material at them, then to leave it so, would impress men and women much as the brusque exit from a group of people in a room would or the slamming of a door of an office.

In the second place the speaker runs the graver risk of not making clear and emphatic the purpose of his speech. He may have been quite plain and effective during the course of his explanation or argument but an audience hears a speech only once. Can he trust to their recollection of what he has tried to impress upon them? Will they carry away exactly what he wants them to retain? Has he made the main topics, the chief aim, stand out prominently enough? Can he merely stop speaking? These are quite important aspects of a grave responsibility.

In the third place--though this may be considered less important than the preceding--the speaker gives the impression that he has not actually "finished" his speech. No one cares for unfinished articles, whether they be dishes of food, pieces of furniture, poems, or speeches. Without unduly stressing the fact that a speech is a carefully organized and constructed product, it may be stated that it is always a profitable effort to try to round off your remarks. A good conclusion gives an impression of completeness, of an effective product. Audiences are delicately susceptible to these impressions.

Twenty-two centuries ago Aristotle, in criticizing Greek oratory, declared that the first purpose of the conclusion was to conciliate the audience in favor of the speaker. As human nature has not changed much in the ages since, the statement still holds true.

Speakers, then, should provide conclusions for all their speeches.