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of equal or greater aptitude which we know, perhaps, but are too indolent or indifferent to draft. As a random example take "keen" in the expression "a keen wit," an excellent word but often less opposite than "cutting," "trenchant,' "sharp," "acrid," "caustic,” “biting,” “incisive,' "drastic," "poignant," "vivid," "virulent," or "corrosive." An examination of such a book as Roget's "Thesaurus," or Crabbe's "Synonyms,” will awaken a realization of similar varieties of expression at the speaker's command. And the student owes it to himself to put into active service at least those words which already belong to his vocabulary.

But he should not be satisfied with his present equipment. Perhaps he can extend his vocabulary by using various devices which have been helpful to eminent writers and speakers. Benjamin Franklin tells us in his "Autobiography" that he benefited by paraphrasing literary passages which required the use of terms new to him. Robert Louis Stevenson carried about with him a notebook in which he wrote practice sketches, using the words which arose in connection with the new activities and scenes encountered in his travels. Rufus Choate found advantage in translating foreign languages. Robert Browning and Lord Chatham studied the dictionary outright. It is obvious that such exercises take time, and it is,

therefore, fortunate that every person who reads and converses must necessarily increase his supply of words by absorption. This unconscious process, indeed, is largely responsible for such vocabularies as most of us possess. The accumulation is too slow, however, for the speaker who would rapidly strengthen his style through precision. It is highly desirable that he increase his word power by some form of conscious effort. He may not be inclined to put into practice any of the exercises recommended above, but certainly when he reads, converses, or listens to speakers he should be on the alert to seize upon any words, or felicitous phrases with which he is not familiar. These should be jotted down for dictionary reference at the earliest opportunity. It is then essential to make use of these words, soon and frequently, in order that they may become a part of the speaker's working vocabulary. This simple and natural method is within the capability of even the busiest people. Therefore, while the speaker is enlarging his knowledge of men and affairs, there is no excuse for not keeping his vocabulary abreast.

III. Illustration

A liberal use of illustration is another means of adding forcefulness to our speaking. The reason for this is that the concrete is proverbially more

penetrating than the abstract, whether the appeal be to the intellect or to the emotions. A definition which is crystallized in the shape of a specific example, an exposition of conditions which incorporates instances in point, an argument which is applied to particular cases-all of these embody greater emphasis than would be possible if only the abstract matter were used. Note the emphatic effect of specific cases in the subjoined excerpt from one of Henry Van Dyke's speeches.

"Who sneers at commerce? Is it the devotee of learning? Let him remember that it was the traders of Phoenicia who gave letters to Greece; it was the maritime states of Greece who adorned the world with poetry, and philosophy, and art; it was the age of England's commercial supremacy which brought the highest glory to her universities. It is in great part the liberality of merchants which has established on our shores those great institutions of learning-Harvard, Yale, Princeton, Columbia, Cornell. Let him remember the little commercial city of Leyden, and her imperishable example. For when her heroic siege was ended-when she had won her unparalleled victories against armies, ships, cannon, pestilence, flood, and famine-when the Prince of Orange in his unbounded gratitude came and asked her to choose her reward—that little city of Dutch merchants chose not gold, nor freedom from taxes,

but a university, and the reward of her defense became the light of Europe."

IV. Proportion

Proportion, as a factor of emphasis, requires that we elaborate any given phase of a subject with just consideration for the relative importance which we attach to it. Generally speaking, the more time we devote to a section, the more significant it appears. The failure to observe this principle, a very common occurrence, is apt to ruin the chances for making the best of our opportunity. The causes of most errors of proportion are not far to seek.

a. Causes of Bad Proportion

In the first place, the untried speaker is almost invariably possessed of the idea that he cannot "hold the floor" for any appreciable length of time. This notion results in over-elaboration of the earlier phases of his address, with hasty treatment, or, if time is strictly limited, even total omission of parts intended for later development. Such an outcome is particularly disastrous if the address has been properly planned to discuss the most significant aspects near the close. In view of this common failure it cannot be too strongly urged that time flies when the speaker really has

something to say, and that it is essential to beware of dwelling too long upon the opening phases.

A second cause of bad proportion is the temptation to dilate upon a phase which affords easy or pleasant means of elaboration. Of course, if

such a section be vital, the circumstance is a happy one; if it concerns a subordinate matter, the misapplied emphasis is unfortunate. Sometimes the unwise elaboration arises from the fact that the speaker happened to unearth an abundance of material on a relatively insignificant point. Again, a story or some other form of illustration may lure the unwary speaker on into an elaboration which eclipses the point under discussion. Whatever the cause, the person who aims at effective speaking must exercise sufficient restraint to keep subordinate features within proper bounds.

b. Emphasis by Proportion

On the other hand, relatively important aspects should be given the emphasis which derives from larger proportions. Beginning with the reading and note-taking, more pains should be taken to secure material which bears upon the most salient points. Next, in planning the development of such points, the speaker should calculate upon a more exhaustive elaboration, utilizing more freely than for the minor phases the various methods,

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