Public Speaking: Principles and Practice. Irvah Lester Winter
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as has been said, the usual method of making a point is to give striking force to an idea, very often the same effect, or a better effect, is produced by a striking sudden suppression of utterance, by way of decided contrast. When the discourse has been running vigorously and inflections have been repeatedly sharp and strong, the sudden stop, and the stilled utterance of a word, are most effective. Only, the suppressed word must be set apart. There must be the pause before or after, or both before and after. Robert Ingersoll, when speaking with great animation, would often suddenly stop and ask a question in the quietest and most intimate way. This gave point to the question and was impressive.
We have been considering thus far only primary or principal emphasis. Of equal importance is the question of secondary emphasis. The difference in vocal treatment comes in regarding the principal emphasis as absolute or final, as making the word absolved from, cut off from, the rest of the sentence following, and having a final stop or conclusive effect, while the secondary may be regarded as only relatively emphatic, as being related in a subordinate way to the principal, and as maintaining a connection with the rest of the sentence, or as hanging upon the words which follow, or as being a step leading up to the main idea. The vocal indication of this connective principle is the circumflex inflection. The tone will be raised, as in the principal emphasis, but instead of being allowed to fall straight to a finality, it is turned upward at the finish, to hook on, as it were, to the following. The weight of voice will be less marked, the inflection less long, and the pause usually less decided, than in the case of the primary emphasis. "Recall romance, recite the names of heroes of legend and song, but there is none that is his peer." At the words romance and song there is a secondary emphasis; the voice is not dropped, it is kept suspended with the pause.
A common failing among students is an inability to avoid a frequent absolute emphatic inflection when it is not in place. Many are unable steadily to sustain a sentence till the real point is reached. They fail to keep the voice suspended when they make a pause. It is very important that a student should have a sure method of determining what the principal emphasis is. He should, as has already been said, follow, in rendering the thought of another, the method of the spontaneous expression of his own ideas. He should take into his mind the principal idea or ideas, before he speaks the words leading thereto. He should then, at every pause, keep the thought suspended, incomplete, till he reaches that principal idea; he should then make the absolute stop, with the effect of finality, afterwards running off in a properly related way, such words as serve to complete the form of expression. Take the following sentence: "I never take up a paper full of Congress squabbles, reported as if sunrise depended upon them, without thinking of that idle English nobleman at Florence, who when his brother, just arrived from London, happened to mention the House of Commons, languidly asked, Ah! is that thing still going?" It is rather curious that very rarely will a student keep the thought of such a sentence suspended and connected until he arrives at the real point at the end. He will first say that he never takes up a paper, though of course he really does take up a paper. Then he says he never takes up this kind of paper; and this he does not mean. So he goes on misleading his audience, instead of helping them properly to anticipate the form of statement and so be prepared for the point at the right moment. He should not, as a general rule, let his voice take an absolute drop at the places of secondary emphasis.
In reference to the emphatic point in a larger division of the speech, and to the main or climactic points of the whole speech, the principles for emphasis in the sentence are applied in a larger way. And the way to make the point is, first of all, to think hard on what that point is, what is the end or purpose to be attained. If this does not bring the result—and very often it does not—then the mechanical means of producing emphasis should be studied and consciously applied—the increase, or perhaps the diminution, of force, the lengthening or shortening of tones on the words; a change in the general level of pitch; the use of the emphatic pause; and a lengthening of the emphatic inflection. A more impressive general effect must, in some way, be given to the parts of greater importance.
INDICATING VALUES AND RELATIONS
Perhaps the most commonly criticized fault among beginners in speaking is that of monotony. Monotony that arises from lack of inflection of voice or from lack of pointed-ness or emphasis in a sentence, will presumably be corrected in the earlier exercises. The monotony that is caused by giving to all sentences an equal value, saying all sentences, or a whole speech, in about the same force, rate, and general pitch, is one that may be considered from another point of view. One fault in the delivery of sentences—perhaps the most frequent one—is that of running them all off in about the same modulation. By modulation we mean the wavelike rise and fall of the voice that always occurs in some degree in speech,—sometimes called melody—and the change of key, or general pitch, in passing from one sentence, or part of a speech, to another. Frequently, novices in speaking and in reading, will swing the voice upward in the first part of every sentence, give it perhaps another rise or two as the sentence proceeds, and swing it down, always in precisely the same way, at the end. The effect of this regular rising at the beginning, and this giving of a similar concluding cadence at the end, is to make it appear that each sentence stands quite independent of the others, that each is a detached statement; and when, besides, each sentence is given with about the same force and rate of speed, they all seem to be of about equal importance, all principal or none principal, but as much alike as Rosalind's halfpence. Sentences that have a close sequence as to thought should be so rendered that one seems to flow out from the other, without the regular marked rise at the beginning or the concluding cadence at the end. Sentences, and parts of sentences, which are of less importance than others with which they are associated, should be made less prominent in delivery. Often students are helped by the suggestion that a sentence, or a part of a sentence, or a group of sentences, it may be, be dropped into an undertone, or said as an aside, or rapidly passed over, or in some way put in the background—said, so to speak, parenthetically. Other portions of the speech, or the sentence, the important ones, should, on the same principle, be made to stand out with marked effect.
Notice, in the following quotation, how the first and the last parts arc held together by the pitch or key and the modulation of the voice, and the middle part, the group of examples, is held together in a different key by being set in the background, as being illustrative or probative. "Why, all these Irish bulls are Greek,—every one of them. Take the Irishman carrying around a brick as a specimen of the house he had to sell; take the Irishman who shut his eyes, and looked into the glass to see how he would look when he was dead; take the Irishman that bought a crow, alleging that crows were reported to live two hundred years, and he meant to set out and try it. Well, those are all Greek. A score or more of them, of the parallel character, come from Athens."
The speaker should cultivate a quick sensitiveness as to close unity and slight diversity, as to what is principal and what is subordinate, as to what is in the direct, main line of thought, and what is by the way, casual, or merely a connecting link. This sense of proportion, of close or remote relation, of directness and indirectness, the feeling for perspective, so-called, can be acquired only by continued practice, for sharpening the faculty of apprehension and appreciation. It is usually the last attainment in the student's work, but the neglect of it may result in a confirmed habit of monotony. The term transition is commonly used to denote a passing from one to another of the main divisions of the discourse. The making of this transition, though often neglected, is not difficult. The finishing of one part and the making of a new beginning on the next, usually with some change of standing position, as well as of voice, has an obvious method. The slighter transition, or variation, within a main division, and the avoidance of the slight transition where none should be made, require the keener, quicker insight.
Sentences will have many other kinds of variation in delivery according to the nature and value of the thought. Some will flow on with high successive waves; some will be run almost straight on as in a monotone. Some will be on a higher average tone, or in a higher key; others will be lower. Some will have lengthened vowel sound, and will be more continuous or sustained, so that groups of successive words seem to run on one unbroken tone; others will be abrupt and irregular. Some will be rapid, some slow; some light, others weighty; some affected by long pauses, others by no pause, and some will be done in a dry, matter-of- fact, or precise, or commonplace,