Chapter XI: Reporting Speeches

"Words are like leaves, and where they most abound
Much fruit of sense beneath is seldom found."
POPE.

I. Assignment

Report a speech, lecture, or sermon in two hundred words.

II. Explanation

It is easy to obtain the material for this assignment because one has only to attend, listen, and take notes. Indeed, in some instances, speakers are ready and willing to furnish reporters with copies of what they intend to say. The part of the task which requires skill is what is known as boiling down, condensing, or reducing the report to the dimensions required by editors. This involves: first and foremost, a determination not to misrepresent in any way what is said; second, the ability to select the essential points; third, an eye for such detail as may be used to spice the report without making it too long. Too many reporters, in their anxiety to make a good story, observe only the last of these requirements, and in consequence are unjust to speakers. In the arrangement of the material, it is well to begin with a statement of the main point of the speech and to follow it with such details as space permits.

III. Speech Construction

Every good speech, however long, has only one main point. Its details serve only to illustrate and enforce this central theme. The reporter needs to bear this in mind. He must discover the central point, or thesis, before he can write a good report. A knowledge of the principles underlying speech construction is therefore of great value to him, even if not essential. Fortunately, these are comparatively simple. Nearly every good speech, from Demosthenes down, has consisted of the following parts in the following order:

1. _Exordium, or Introduction._ A bridge from the audience to the
subject, designed to conciliate and interest.

2. _Status, or Plan._ An outline of what the speaker intends to
say.

3. _Statement of Facts._ A presentation of the situation on which
the orator intends to found his argument.

4. _Argument._ Here is presented in detail the plan or conclusion
which the speaker has in mind, with the reasons in favor of it.

5. _Refutation._ A reply to objections which have been or may be
urged against the plan.

6. _Peroration, or Conclusion._ This may be a summary of the
speech, a good-humored bit of color, a picture of the benefits
to be derived from the adoption of the orator's plan, or an
impassioned appeal for action.

Sermons and political speeches are usually argumentative and hence of this type. Sometimes, however, an orator and his theme are so well known that he omits all except 3 and 4; occasionally all except 4 disappear. Lectures often contain only 3, as their purpose is only to convey information. Usually, however, a speech without an argument is like a gas engine without gas; it has no "go." The speech that does not aim to get people to do something is usually flat, stale, and unprofitable.

IV. Models

I

LONDON, March 22, 1775.--Conciliation as a means of allaying the
present discontent in the American colonies was advocated in the
House of Commons to-day by Mr. Edmund Burke. He proposed that
Parliament abandon the idea of taxing the colonies, and instead
place on the statute book an act acknowledging that the various
colonial legislative bodies have the power to grant or refuse
aids to the crown. Though his speech, which lasted over three
hours, was heard with respect, the measures which he proposed
were defeated by a strict party vote, 270 to 78.

Mr. Burke spoke with a dignity and power which have not been
surpassed even by the Earl of Chatham. His mastery of the
subject was so complete and the form of his speech so perfect
that competent judges pronounce it a classic. His speech is to
be printed at once as a pamphlet.

In outline Mr. Burke said: "As I have studied this American
question for years, have held fixed opinions on it since 1766,
and have nothing to gain except disgrace if I suggest a foolish
solution of the problem, I believe that you will hear me with
patience. My speech will consist of the discussion of two
questions: (1) Should we attempt to conciliate the Americans?
(2) If so, how? America is already powerful by virtue of
population, commerce, and agriculture. The chief characteristic
of the American people is their fierce love of freedom. There
are only three ways to deal with this spirit: (1) To remove it
by removing its causes; (2) to punish it as criminal; (3) to
comply with it as necessary. Its causes are irremovable, being
the love of independence which caused their ancestors to leave
England; their religion in the North, which is the Protestantism
of the Protestant religion; the fact that in the South they hold
slaves; the general diffusion among them of education; the
circumstance that they speak English and that an Englishman is
the unfittest man on earth to argue another Englishman into
being a slave; and the 3000 miles of ocean, between us and
them. It cannot be treated as criminal, there being no way to
draw up an indictment against a whole nation. Indeed, you have
already tried to do this and failed. There remains no way of
treating the American spirit except to comply with it as
necessary. I propose, therefore, to erect a Temple of British
Concord with six massive pillars by granting to America in six
propositions the identical rights which for generations have
been by acts of Parliament secured to Ireland, Wales, Chester,
and Durham, except that, owing to the distance of America from
England, each colony, instead of sending members to Parliament,
shall have the power, through its own legislature, to grant or
refuse aids to the Crown. If adopted, these measures, I believe,
will substitute an immediate and lasting peace for the disorders
which Lord North's measures have created. The unbought loyalty
of a free people, thus secured, will give us more revenue than
any coercive measure. Indeed, it is the only cement that can
hold together the British Empire."

II

EDINBURGH, Sept. 20, 1887.--Edmund Burke was the theme of a
lecture delivered last night before the Edinburgh Philosophical
Society by Mr. Augustine Birrell. "Nobody is fit to govern this
country who has not drunk deep at the springs of Burke," said
Mr. Birrell, and he backed up this contention with a wealth of
wit and argument which delighted and convinced his audience.

The following is a summary of his lecture: "To give a full
account of Burke's public life is no part of my plan. I propose
merely to sketch his early career, to explain why he never
obtained a seat in the cabinet, and to essay an analysis of the
essential elements of his greatness. Born in 1729 in Dublin, he
grew up with a brother who speculated and a sister of a type who
never did any man any serious harm; acquired at school a brogue
which death alone could silence; at Trinity College, Dublin,
became an omnivorous reader; came in 1750 to London to study
law, armed with a cultivated curiosity and no desperate
determination to make his fortune; immediately, like the
sensible Irishman he was, fell in love with Peg Woffington; for
six years rambled everywhere his purse permitted, read
everything he could lay his hands on, and talked everlastingly;
in 1756 published an 'Essay on the Sublime and Beautiful,' and
married Miss Jane Mary Nugent; in 1758 dared at David Garrick's
dinner table to contradict Dr. Johnson; in 1765 became a member
of Parliament; and for the next sixteen years was the life and
soul of the Whig party. When that party, in 1782, finally came
into power, Burke's only reward, however, was a minor office, a
fact which, in view of his great merits, has amazed posterity.
The explanation is that his contemporaries probably knew him,
not as a commanding genius, but as an Irishman who was always in
debt, whose relatives were rather disreputable, whose judgment
was often wrong, and whose temper was violent. His significance
for us grows from the fact that he applied the imagination of a
poet of the first order to the business of life. He saw
organized society steadily and saw it whole. Perceiving that
only a thin crust of conventionality protects organized society
from the volcanic heats of anarchy, he was afraid of reformers.
He could not agree to dispense with the protection afforded by
the huge mountains of prejudice and the ancient rivers of
custom. He was the High Priest of Order. He loved justice and
hated iniquity. The world needs his wisdom to-day."

Mr. Birrell's lecture was full of good phrases. For instance:

1. We have the spectacle of Burke in his old age, like another
Laocoön, writhing and wrestling with the French Revolution.

2. Lubricating religious differences with the sweet oil of the
domestic affections.

3. Quaint old landladies wonder maternally why he never gets drunk,
and generally mistake him for an author until he pays his bill.

4. I love him for letting me warm my hands at it (his wrath at
Gerard Hamilton) after a lapse of a hundred and twenty years.

5. His letters to Arthur Young on the subject of carrots still
tremble with emotion.

6. This is magnificent, but it is not farming.

V. Queries

1. What part of the task of reporting a speech is easy? Why?

2. Wherein lies its difficulty?

3. What are the three essentials of a good report?

4. What is the commonest fault in reporting speeches?

5. What arrangement of material is suggested?

6. How many main ideas should a speech contain?

7. Name and describe the six parts of a speech.

8. Are any of them ever omitted? When, how, and by whom?

9. Discuss the value of argument in a lecture.

10. Who was Demosthenes?

11. When did the battle of Lexington occur?

12. Discuss the etymology of "Parliament."

13. Explain the subject of each paragraph in Model I.

14. Divide Paragraph 3, Model I, into the six parts of a complete
speech.

15. What are the important places in a sentence? Did the writer of
these models recognize this fact?

16. Find a metaphor in Model I. An alliteration. An antithesis.

17. Point out the Four W's, and discuss the sentence structure.

18. What is the subject of each paragraph in Model II?

19. Write a note of fifty words on Augustine Birrell.

20. Explain the nature and location of Ireland, Wales, Chester,
Durham, Dublin, Edinburgh, London.

21. Who were David Garrick and Dr. Johnson?

22. Why did Burke stand no higher with his contemporaries?

23. Explain the nature of Burke's importance to the world to-day.

24. Have the British adopted his principles in the management of
Canada, Australia, New Zealand, and South Africa?

25. Explain the figure of speech in each quotation in the last
paragraph of Model II.

26. Find in Paragraph 2 of Model II a metaphor and an antithesis.

27. How many of the six parts of a speech can you find in Lincoln's
Gettysburg speech?

VI. Composition

Hear and report a speech. If this appears to be undesirable or impossible, the teacher may read one to the class. The following are suggested:

1. Macaulay's _Speech on Education_.
2. One of the lectures in Thackeray's _English Humorists_ or
_Four Georges_.
3. Phillips's _Toussaint L'Ouverture_.
4. Webster's _Bunker Hill Speeches_.
5. Lincoln's _Peoria Speech_ against Douglas.
6. One of Birrell's _Obiter Dicta Lectures_.

Others equally good will probably suggest themselves.

VII. Suggested Time Schedule[6]

_Week I_ _Week II_

_Monday_--I, II, III. V, 15-27.
_Tuesday_--IV, 1. Oral Composition.
_Wednesday_--IV, 2. Oral Composition.
_Thursday_--V, 1-14. Written Composition.
_Friday_--Speaking. Speaking.

[6] SUGGESTIONS TO TEACHERS:

1. Inspect notebooks frequently.

2. Do not forget home-reading.

3. Be careful to assign a definite task each day.

4. Do not forget the minutes of the previous meeting.

5. Call on everybody every day, even if it is only to recite one
line of a poem.

6. Don't do the reciting yourself. Give the class a chance. Make
them assume responsibility. Require them to rewrite themes until
they are perfect in technique, but do not bother too much to
point out their errors. Let the pupils discover them.

7. Chapters V, VI, and XII of Book I should be reviewed at frequent
intervals until their contents become as familiar as the
alphabet. This result can be obtained only by time and
persistency. Before it is reached, the average pupil will have
learned and forgotten over and over again the material involved.
These chapters may sometimes be reviewed as wholes, but it is
also well to take a small section of each daily.

VIII. Memorize

THE DESTRUCTION OF SENNACHERIB

The Assyrian came down like the wolf on the fold,
And his cohorts were gleaming in purple and gold;
And the sheen of their spears was like stars on the sea,
When the blue wave rolls nightly on deep Galilee.

Like the leaves of the forest when Summer is green,
That host with their banners at sunset were seen;
Like the leaves of the forest when Autumn hath blown,
That host on the morrow lay withered and strown.

For the Angel of Death spread his wings on the blast
And breathed in the face of the foe as he passed;
And the eyes of the sleepers waxed deadly and chill,
And their hearts but once heaved and forever grew still!

* * * * *

And the widows of Ashur are loud in their wail,
And the idols are broke in the temple of Baal;
And the might of the Gentiles, unsmote by the sword,
Hath melted like snow in the glance of the Lord.
LORD BYRON.