Hesperian student / (Lincoln [Neb.]) 1872-1885, April 01, 1877, Image 21

Below is the OCR text representation for this newspapers page. It is also available as plain text as well as XML.

EI.I.A LoflAX,
APFncIntc Killliir;
Ij. A. Hates,
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