VOICE

CHAPTER I

INTRODUCTION

Among the many developments during the Great War was a widespread activity in public speaking. The Four Minute Men organization, the Red Cross, the Liberty Loans, the Y. M. C. A., the Recruiting, and many other important activities called for speakers in the conduct of their campaigns. In response, thousands of people, young and old, "found their voice," and with it an opportunity to do their bit in helping to win the war. These people, with widely varying degrees of effectiveness, gave their services and enjoyed the personal advantages which come from the ability to speak to their fellows.

This ability carries with it a distinction, a degree of fitness for leadership. The school-boy who can tell his mates about the plans for an athletic association; the clerk who can address his colleagues on the working conditions in their establishment; the business-man who can discuss before his associates the formation of a chamber of commerce; the physician who can speak to his profession on a new method of treating a disease - all of these are in a position to be especially useful and influential by reason of their speaking ability.

Furthermore, aside from the practical value, a clearcut, pleasing style of speaking is a mark of training, of culture, which immediately makes a favorable impression in whatever situation its possessor finds himself, whether in private conversation or speaking to an audience.

These facts are being more and more widely recognized, and the speaking activity during the war is only a striking instance of the generally awakened interest in the use of the voice. College presidents, directors of technical schools, prominent leaders in political, social, and professional life have in recent years specifically urged the desirability of developing in young men and women the power to speak well. Such organizations as the Y. M. C. A. and the Y. M. H. A. have instituted classes in speaking. Business men have joined together in speaking clubs under the direction of an instructor. A "Better Speech Week " movement has been inaugurated. So far-reaching a project as the "Speaking Clubs of America," has been launched. As a result of the growing demand for better speaking, schools and colleges have begun to devote more attention to this phase of education. More time is being given to the study of speech; new courses are being inaugurated; classes in English to Foreigners, with special emphasis on the spoken word, are springing up all over the country; oral English is gaining a more prominent position in the grade schools. Even correspondence schools are offering courses in public speaking. We are, it seems, on the way not only to removing the cause for the oft-repeated charge of being a nation with disagreeable voices and slovenly speech, but also to becoming a na

tion of clear, correct, agreeable and impressive speak

ers.

This is looking a long way ahead because the speech problem in this country is a very difficult one. The average American has been and is exceedingly careless about his speech. Then, too, we are a numerous people, living in a country whose great extent gives rise to many variations from a single standard. Moreover, we are constantly receiving from various countries people who bring with them words, sounds, and vocal modulations tending to produce in America a manner of speech which is a confused mixture of all kinds of expression. But the signs of determined effort to overcome these corruptive factors are encouraging; and, aside from the motive of self-interest, it should be a matter of pride with every student to play a part in the movement for better American speech.

To make that part a more helpful one we shall first study the fundamental factors of vocal expression, namely: the vocal apparatus, breathing, vowel and consonant production, pronunciation, and the management of the voice with respect to quality, pitch, force, and time. It is to be emphasized, however, that the mere study of voice principles is of comparatively little value. It is only when theory is put into practice, and, furthermore, only when that practice results in vocal habits that the greatest benefits are secured. Therefore, constant provision is made for the application of the principles set forth. And the student is strongly urged not only to translate principles into practice in connection with his class-room work, but also to begin at once to make use in his daily conversations of the suggestions met with as he proceeds in the study of the text.

In Part II we shall consider the subject of gesture, and in Part III the collecting of facts and ideas, their arrangement, and composition into connected discourse. The present section is concerned exclusively with the use of the voice. It aims to develop clearness, correctness, agreeableness, and impressiveness of utterance, so that on all occasions the speaker's manner of delivery will manifest those qualities habitually, leaving his attention largely free to direct the thought progress of his conversation or address.