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About Hesperian student / (Lincoln [Neb.]) 1872-1885 | View Entire Issue (April 1, 1877)
THE NORMAL SCHOOL. EI.I.A LoflAX, EDITOIIS. APFncIntc Killliir; Ij. A. Hates, Local. KHETORICALS. Much has been sn'ul and written upon the best methods of instruction In nearly all the brandies of education, while but little has been said about the object or the best method of conducting rhetorical ex erciscs. This is a question which has oc cunied mv mind as much or more than any other question connected with the teacher's work. During the ten terms that I have taught, I never have maderhe toricals a success until now. As I look about me I find that this work is entirely neglected in some schools, in others sadly abused. I have often heaid this question, '"Whatistho use of upetikin'f I never expect to speak in public." Taylor says, "A person growing to a certain age must appear in the world; he can no longer hide himself at school. He must start forward and become something. "What that something is to be, education only can surmise even talents, genius, fortune, can give little guess." There is perhaps no one who lias gone out from school, and entered upon the duties of life, who does not feel the importance of being able to stand before an audience or company and tell what he thinks upon any subject that may come up for consideration, in a pleas ing and instructive maimer. It is the ob jectof education to enable man to act rightly, honorably and successfully. Ed ucation is a means to an end. No matter what kind'of life may be before him, that college graduate is best fitted for it, who is the most completely and systematically tra'nod in all his faculties and powers. Let him make the most of himself, then, on every side of his nature. Let him train like an athlete for every contingen. cy. Thought, memory, imagination, every part, should be fully developed, nud then in whatever direction he is called to act he will be ready. If we do not expect to bo ministers or lawyers, we are often, at public gatherings, called upon to express ourselves, it is necessary that we receive the proper training while at school to fit us for this work. Among the many who participate in public speaking, how few there are who arc true orators, or even agreeable speakers "No wonder that hearers nod and doze when the speaker with tedious moan and whine relates his sorrows in a see-saw tone." How unwor thy of one who performs the high func tion of a religious instructor, upon whom depends in a great measure the religious knowledge and linal character of many fellow beings, to imagine that lie can worthily discharge this great work by oc casionally talking for an hour, he knows not how or in a manner he lias taken no pains to render correct, or attractive. All faults in expression and gesture can bo eradicated by proper training in school. Lloyd says, "The voice all modes of pas sion can express, that mark the proper words with proper stress." "While all speakers cannot equal Edward Everett or Webster, I believe that the standard of public speaking can be raised by giving proper attention to rhetoricals in common schools and colleges. The teacher's work cannot be overestimated, especially in a republican form of government, where its perpetuity depends upon the education of the masses. The moulding of the future generation is in the hands of the teacher. In this enlightened age of the world there is a gveat demand for public speakers, those who are cultured and have refined tastes, who can appeal to the reasoning faculties, whose language and expression