combination of thought and language, of material and expression. It
would be quite possible to begin with considerations of the thought
content of speeches--the material; but this book begins with the
other;--the language, the expression. If this order have no other
advantage, it does possess this one;--that during the informal
discussions and expressions of opinion occasioned by the early
chapters and exercises, members of the class are attaining a feeling
of ease in speaking among themselves which will later eradicate a
great deal of the nervousness usually experienced when speaking
_before_ the class. In addition, some attention to such topics as
voice, tone, pronunciation, common errors, use of the dictionary,
vocabulary, may instil habits of self-criticism and observation which
may save from doubt and embarrassing mistakes later.


EXERCISES

1. Recall some recent speech you heard. In parallel columns make lists
of its excellences and deficiencies.

2. Give the class an account of the occasion, the purpose of the
speaker, and his effect upon his audience, or upon you.

3. Explain how children learn to speak.

4. From your observation give the class an account of how young
children enlarge their vocabularies.

5. Using the material of this chapter as the basis of your remarks,
show the value of public speaking.