A RHE‘TORJCAL CASE STUDY OF SELECTED
YEMPERANCE SPEECHES
GIVEN BY GLENN CUNNINGHAM IIN DETROIT, MICHIGAN
FEBRUARY 24,. 1957. TO MARCH '8, 1957

Thai: fa: flue» Degree of M‘ A.
MiCHIGAN $TAT§ UNIVERSITY
Robert L. Hammond
f960

A RHETORICAL CASE STUDY OF SELECTED TEMPERANCE SPEECHES
GIVEN BY GLENN CUNNINGHAM IN DETROIT, MICHIGAN
FEBRUARY 21;, 1957, TO MARCH 8, 1957

By
Robert L. Hammond

AN ABSTRACT
Submitted to the College of Communication Arts
Michigan State University in partial fulfillment
of the requirements for the degree of

‘MASTER OF ARTS

Department of Speech

1960

Approve ‘-

 

 

Robert L. Hammond

ABSTRACT

The purpose of this study was to analyze the various
elements of ten temperance speeches given by Glenn Cunningham
in Detroit, Michigan, during the period from February 2h,

1957 to March 8, 1957. In order to accomplish this purpose

the study has considered the setting of the speeches, the
speaker, rhetorical invention of the speeches, from the aspect
of content materials as well as proof, physical and vocal factors
of the delivery, and finally the effectiveness of the speeches.

Materials for the study were gathered with the coopera-
tion of the Michigan Temperance Foundation, sponsoring organiza-
tion for the Glenn Cunningham itinerary. The writer was
present at each of the ten speeches and.was able to record
them on tape. The writer also witnessed the apparent response
of each audience and had opportunity to interview several
members of the audience personally after each speech. Several
personal interviews with Glenn Cunningham also aided the writer
in making the study.

During the 1930's Glenn Cunningham built a wide reputation
as a distance runner. 'His athletic career Opened Opportunities
for public speaking. He progressed to where he is now one of
the most pOpular and sought-after speakers in the nation today.
He personally addresses more peOple every year on the subject of

l

2
temperance than any other single individual in the United
States.

Analysis of the ten speeches showed that Cunningham has
a storehouse of material from.which he builds each individual
speech. nest of the material reflects his personal experiences.
A given illustration, story, or experience may be used in
several different ways, but in general, the speaker tends to
use the same kind of materials for specific types of audiences.
The speeches could be divided into three parts. Introductions
consisted primarily of personal experiences which.were intended
to “warm up" the audience. Conclusions all took the form of an
appeal to serve God. The theme of the speeches, Clean Living
and Character Building, is found only in the body of the
speeches. In audience adjustment, the speaker relied primarily
on the "circular response" to guide him in determining what ad-
justments to make for a particular situation.

Elements of ethical, logical, and emotional proof were
found in the speeches. LOgical proof was least evidenced, and
the vague and general nature of Cunningham's statistics and
quotations tended to weaken the effectiveness of what he did
use. The personal element often entered into the logical type
of proof, establishing the speaker as the real source of
authority for statements made. Emotional proof was found in
the personal experiences told by the speaker, the word selection,
the use of humor, and the nature of the conclusion or appeal
of each speech. The dominant type of proof, however, appeared

to be ethical. The truth of this statement is evidenced by

3
the wide use of personal experiences throughout the speeches,
as well as by Cunningham's personal phiIOSOphy of public
speaking.

Events and circumstances before the speech, such as
introductions and advance publicity, also pointed to the speaker
as being the most important element in the total situation, and
to the subject matter as being of secondary importance.
Cunningham, in other words, created belief in himself, and
therefore in.what he said. '

Dr. Cunningham's delivery had a greater excellence of
gesture and bodily action than did his vocal usage. He was an
energetic, active speaker, and was poised and direct while
speaking. Although his vocal usage was adequate--sometimes
effectively varied and expressive-~he tended to speak too fast
and to unit and slur the sounds of words, making some phrases
virtually unintelligible.

In his emotional and fear appeals Cunningham shows an
adaptation of former methods of alcohol education, with
terminology adjusted to presently accepted forms. However, in
his appeal for abstinence on the basis of (l) a more abundant
life and (2) a better example for others, Cunningham represents
a different approach to alcohol education.

Apparent audience response seemed to indicate that the
speeches were generally effective and well received. The area
of audience response and attitude change offers the possibility

of further study of speeches of this nature.

A RHETORICAL CASE STUDY OF SELECTED TEMPERANCE SPEECHES
GIVEN BI GIENN CUNNINGHAM IN DETROIT, MICHIGAN
FEBRUARY 21;, 1957, TO MARCH 8, 1957

By
RObert L. Hammond

.-A_H, - N A THESIS
submitted to the College of Communication Arts
Michigan State University in partial fulfillment
of the requirements for the degree of

‘MASTER OF ARTS

‘Department of Speech

1960

ACKNOWLEDGMENTS

The writer is deeply appreciative of the encourage-
ment, guidance, and assistance given by the director of this
study, Dr. Donald H. Ecrqyd; of the instruction and criticism
offered by Dr. David C. Ralph; and for the COOperation of
Dr. Glenn Cunningham.whose numerous personal interviews

aided so much in the preparation of this study.

11

TABLE OF CONTENTS

Page
ACKNOWLEDGMENTS ii
LIST OF TABLES v
Chapter
I 0 INTRODUCTION 0 e e o oooooooo e o o e o 1
Limitations
Justification
Plan of Study
II. GLENN CUNNINGHAM, PUBLIC SPEAKER . . . . . . . 9
Early Life

Athletic Career
Academic Background
Temperance Speaker
Conclusion

III. SUBJECT MATTER . . . . . . . . . . . . . . . . 19

Theme

Schools

Lions Club

Methodist Church

Nazarene Church
Speech Purposes

Schools

Lions Club

Salvation Army

Churches
Glossary of Terms
Content
Introductions
Conclusions

Body
Summary

iii

N . PROOF O O O O O O O O O O O O O O O O O O O O 6 8

Ethical Proof
Emotional Proof
Logical Proof
Summary

v Q DELIVERY 0 O O O O O O O O O O O O O O O O O 7 9

Physical Factors
Vocal Factors

Summary
VI . GONG LIIS IONS O O O O O O I O O O O O O O 0 O O 121
Subject Matter
Proof
Delivery
Effectiveness
APPENDIX A - substance Outlines . . . . . . . . . 133
APPENDIX B ' Manuscript: 0 e e e e e o e e o o e e 1145

BIBLIOGRAPHI................... 17S

iv

LIST OF TABLES

Figure Page
I. Building Blocks . . . . . . . . . . . . 60
II. Frequency of Useage . . . . . . . . . . 61

CHAPTER I

INTRODUCTION

 

Statement of the Problem
The purpose of this project is to make a rhetorical case
study of selected temperance speeches given by Glenn Cunningham
in Detroit, Michigan, during the period from February 2h, 1957,
to March 8, 1957. The characteristic features of such a study
are:

1. It concerns a narrow sample of the total speaking
of an individual.

2. It is limited in time and locale to a specific
meeting or series of meetings.

3. It deals with a single issue.

h. It is not planned to demonstrate "typicality,"

but rather to analyze and perhaps evaluate
specific materials.

This study will show why Glenn Cunningham is worthy of
consideration as a public speaker, and particularly as a
temperance speaker. It will take into consideration the
audience, the occasion, and an analysis of selec.ed speeches,
including a discussion of the apparent response to the
speeches. The analysis will include a consideration of:

1. Preparation

2. Subject matter, issues

3. Organization

h. Kinds of support

5. Use of language and style
6. Delivery, including vocal aspects and gestures
7. Audience adjustment techniques

Limitations

For nearly fifteen.years the Michigan Temperance Foundation.main-
tained a Detroit area office. In December, 1956, this office was
closed. The directors of the Michigan Temperance Foundation did not
wish for their Detroit area supporters to think that the closing of
the office in Detroit would mean a lesser emphasis to the work in
their district. Therefore, Ross J. McLennan, Executive Director of
the Foundation at that time, planned a special series of church and
school meetings for Glenn Cunningham in the Detroit area for a two-
week period in February and March, 1957.

The Michigan Temperance Foundation had been using Dr. Cunningham
as a special speaker for church and school programs since the Fall of
195k. Since that time he has been invited to Michigan for one or
two series of meetings each year. Staff personnel of the Michigan
Temperance Foundation laid plans for this series of meetings and
began their work of scheduling by calling on Dr. Arthur MbGrath,
Assistant Superintendent of the Detroit School System. with
Dr. MbGrath's approval, staff members of the Temperance Foundation
then proceeded to call on the respective high school and junior
high school principals personally, to set up the schedule. A11.but
two schools contacted.were able to schedule an assembly for Dr. Cun-
ningham. Eastern High School and Central High School expressed an
interest in the progran.but were unable to fit an assembly into
their schedule at the time it was available.

3
In setting up the church schedule the work was done in much the
same way. Personal calls were made and the pastors of the respective
churches expressed an interest in having Dr. Cunningham speak in their
churches. The following list will show Dr. Cunningham's complete schedule

for the twoaweek period from February 2h, 1957,through March 8, 1957:

Sunday 11:00 Detroit Asbury Methodist Church
February 2h 7:00 Detroit First Baptist Church
MOnday 9:00 Greusel Jr. High School
February 25 10:00 Greusel Jr. High School
1:00 Jackson Jr. High School
2:00 Jackson Jr. High School
Tuesday 10:00 Thurston High School
February 26 1:00 Cooley High School
2:00 Cooley High School
‘Wednesday 9:00 Redford High School
February 27 10:30 Southfield High School
1:30 ‘Wright High School
7:30 Detroit First Nazarene Church
Thursday 9:00 Foch Jr. High School
February 28 10:00 Foch Jr. High School
1:00 Southeastern High School
2:00 Southeastern High School
Friday 10:00 Northeastern High School
March 1 12:00 Detroit Northeast Lions Club
2:00 McMichael Jr. High School
Saturday 3:00 Detroit Metropolitan
March 2 Seventh-day Adventist Church
Sunday 9:00 Detroit Calvary Evangelical United
March 3 Brethren Church
11:00 Detroit Calvary Evangelical United
Brethren Church
6:00 Detroit Bushnell Congregational
Church
Monday 9:00 McKenzie High School
March h 10:00 McKenzie High School
1:00 Neinas Jr. High School
2:00 Neinas Jr. High School
Tuesday 9:00 Northwestern High School
March 5 10:00 Northwestern High School
2:00 McMichael Jr. High School

h

'Wednesday 9200 Western High School
March 6 10:00'Western High School
1:00 Burroughs Jr. High School
7:00 Detroit Salvation Army He-
habilitation Center
Thursday 9:00 Southwestern High School
March 7 10:00 Southwestern High School
1:00 Burroughs Jr. High School
Friday 10:00 Romulus High School
March 8 1:00 Durfee Jr. High School

2:00 Durfee Jr. High School

This study is limited to the consideration of ten of these
speeches. These ten speeches were selected for two reasons. The
primary reason was that of convenience. It was possible for the
writer to be present at these ten speaking situations and to re-
cord each of the speeches on tape. It also gave the writer a
first-hand opportunity to witness the presentation and view the
apparent audience response as well as interview several members
of each audience immediately after the speech. The second reason
for selecting these particular speeches was that of variation.
The ten speeches in this study were given to such varied groups as:
(1) high schools, (2) junior high schools, (3) churches, (h) an
alcoholic rehabilitation clinic, (5) and a service club.

Reverend Ross J. McLennan, then Executive Director f the
Michigan Temperance Foundation, as well as other staff members
were very cOOperative in helping the writer secure the desired

information regarding Dr. Cunningham's itinerary.

Justification
In the field of speech very few studies have been done con-

cerning the speakers of the Temperance Movement. Stewart J. Crandell's

S

dissertation on the Women's Christian Temperance Unionl represents the
principal effort. The present study is distinctive, however, in that it
deals with a dynamic situation. The writer was able to hear and record
personally the speeches under consideration, and can offer conclusions
based on first-hand evidence. So far as is known, also, this is the
first study to deal with Glenn Cunningham as a temperance speaker.

The Temperance Movement has had considerable influence on our
society, possibly reaching its peak in America during two periods of
time: (1) at the turn of the century and (2) the period during and
immediately after‘World'War I when the Eighteenth Amendment and the
Volstead Act were passed. During these periods of time certain "stereo-
typed methods" of alcohol education were developed. It is generally
agreed by educators today that these "stereotyped methods” have become
largely ineffective in our present society. Glenn Cunningham represents
an adaptation of former methods, with terminology adjusted to presently
accepted forms.

, " The need for alcohol education in our society today is evidenced
by the following:

'1. The rising incidence of alcoholism

2. The growing number of alcohol-related highway accidents

3. The large number of crimes in which drinking plays a major
‘ part

h. Absenteeism and production losses in industry attributed
to drinking

With the large number of alcohol-related prOblems facing our

society today, many educators are wondering if Dr. Cunninghaals type

 

1Stewart J. Crandell, ”Social Control Techniques in the Speeches
of the‘anen's Christian Temperance Union," (abstract, Speech Monographg,
Vol. IV, No. 2, l9h8)

 

6
of approach to the problem would not provide an effective basis for
alcohol education today.

Glenn Cunningham has been associated with the Temperance
MOvement for several years and annually speaks to more than five
hundred thousand people in approximately twenty states. He is con-
sidered by the National Temperance League as one of the foremost
temperance speakers of our day.

All ten audiences in this study might be considered "typical."
In other words, they were composed of the people from the group who
were normally accustomed to attending the particular group meeting.
For example, in considering the audience and occasion for the six
high school and junior high school speeches, the groups addressed
were "typical" assembly groups in the sense that each school was
accustomed to having one or two assemblies each month, and the one
addressed by Cunningham was one of these. The entire student body
was invited to the assembly which covered either one or two periods.
Because of inadequate seating facilities, several of the schools
found it necessary to have duplicate assemblies to cover the entire
student body. The Southfield High School assembly was held in the
school gymnasium with the students seated on bleachers. Otherwise,
all other assemblies were held in the respective school auditoriums.

The Salvation.Army speech was given in the Citadel Chapel at
the time regularly reserved for evening worship service. The Lions
Club speech.was given in the basement of St. Paul's Episcopal Church
on the northeast side of Detroit, the club's regular meeting place
and time. The meal was served in the basement of the church and
Dr. Cunningham's speech'was given after the meal with the men still

7
seated at the tables, as is the custom of the club. The Nazarene
Church meeting was held in the basement of the church, for it

was the custom of the congregation to hold their midaweek "Prayer
Meeting" services there. The Methodist Church meeting was held
in the sanctuary of the church at the regular Sunday morning
worship hour.

Thus, we might say that the occasion for each of the ten
speeches was a regular meeting of the group. That is, there were
no "special meetings" called. Cunningham merely spoke to the
regular assembly period, the worship service, etc.

Speaking in such situations is a common aspect of the
activity of the American Temperance Movement in our time. This
study simply analyzes an isolated sample of a frequent phenomenon.
Nothing was in any way "special" concerning it, and as such it
constitutes a legitimate case for study.

‘ . _ . Plan of Study

This study presents first of all a brief biography of the
speaker. The public generally knows Glenn Cunningham, the athlete,
but not Glenn Cunningham, the temperance speaker. The biographical
sketch of Glenn Cunningham will not only consider briefly his
academic and athletic background, but will attempt to establish
Glenn Cunningham as a temperance speaker worthy of consideration
for this study.

After a brief consideration of the audience and occasion, the
major part of this study will be an analysis of the speeches them-
selves. The analysis of the speeches will include, among other

things, consideration of the speaker's ideas, the language he used,

8
the nature of his appeals, and the structure of his thoughts.
Particular attention will be given to the physical factors found
in the delivery of the speeches.

The final step in this study is an evaluation of the speaker's
effectiveness, based primarily on the first-hand personal observations
of the writer. The Appendix contains manuscripts of three of the
speeches considered in this study. These manuscripts were transcribed
from tape recordings of the speeches. So far as is known, this is
the first time any of Glenn Cunningham's speeches have been recorded

and produced in manuscript form.

CHAPTER II

GLENN CUNNINGHAM, PUBLIC SPEAKER

 

For most people who followed the sports pages during the 1930's,
itis“ not difficult to recall Glenn Cunningham as one of the world's
outstanding distance runners of that period. But relatively few people
today can associate the same man with the temperance movement as a public
speaker. It is therefore not only necessary to give some account of how
this man became a temperance speaker, but also to show why he should be
regarded as one of the foremost speakers on this subject in America today.
_. It is with this purpose in mind that the following biographical
sketch is given.

. Early Life

Several accounts of Glenn Cunningham's life have been written.
From the writer's personal conversation with Mr. Cunningham, however, it
was found that most of these accounts contain a liberal sprinkling of
errors.1 According to Cunningham, most of the authors did not bother to
consult with him before writing. It was therefore felt that a more
accurate account could be secured from Mr. Cunningham himself. Hence,
the material in this chapter is based on a series of personal interviews .

 

1Fcr example in William Herman's Hearts Coura sous (New for]:
E. P. Dutton & Co.,,Inc., 1916) the authtr states that all the toes on,
Cunningham's left foot were destroyed by the schoolhouse fire. The truth
is that the fire did not damage "his toes. See p. 2143. Other errors
are suggested later in this chapter.

9

10

Glenn Cunningham was born near the village of Atlanta, Kansas
on.August h, 1909. He was the fifth child in a family of eight. By
the time he entered school his parents had moved to a farm in south-
western.Kansas near Hugoton. The children attended a little one-room
country school about two miles from their home.

One cold winter morning in February, 1916, Glenn and his older
brother, Floyd, arrived at the school early. It was customary for
the first ones there to start the fire in the stove that heated the
little building. Floyd took the kerosene can and emptied its contents
on the smouldering coals. He did not know that someone had mistakenly
put gasoline in the can and had not marked it as such. There was an
explosion and soon the entire building was on fire. Glenn helped his
older brother to safety, but both were severely burned. Nine days
later, Floyd Cunningham died as a result of those burns.
‘W p‘Glennls burns were mostly on.his legs. The doctors first
thought that'it would be necessary to amputate both legs, but on the
advice of his parents, decided against this course of action. His
.legs were drawn up and twisted, much of the circulation had been
destroyed, and his strength was gone. Neighbors coming to visit his
parents would sympathise with them, saying that little Glenn would be
an invalid for the rest of his life, and probably would never be
able to walk again. Glenn overheard their conversations and determined
in his own mind that he would not be an invalid, but that he'would
.learn to run and play like the other children.2

 

2A number of sports writers, in telling of this incident, point
out that it was a driving desire to become an athlete that spurred
Glenn Cunningham on, enabling him to overcome this handicap. Hr. Cun-
ningham says, though, that he only thought of being like the other
children, running and playing. There was no thought of athletic com-
petition at this time.

11

As a child of seven, Glenn Cunningham did not realize how
difficult it would be to overcome his handicap.3 His first attempts
to talk were utter failures, but he continued to work. It was
nearly a year after the fire before he could walk with the aid of a
chair. It was nearly three years after the fire before he could
walk well encugh to return to school, but he spared no effort until
he was able to run and play like the other children.,4

By the time he was ready to enter the fourth grade, Glenn's
parents had moved into the little town of Elkhart, Kansas. That
same year he won his first race, at the county fair--beating out
several high school boys in the mile run. His next real competition
did not come until he entered high school, but this was the beginning

of a running career which lasted more than fifteen years.

Athletic Career

The transverse arch on Glenn Cunningham's left foot was broken
down so the toes would bend up onto the top of the foot, leaving him
without that all-important driving power which most coaches feelis so
essential to the runner. The scar tissue, too, was a constant source
of pain and discomfort. In addition, he also had eight abscessed
teath.which had resulted from his being hit in the mouth by a base-
ball while in.high school. He did not know of this latter ailment,

 

3Others tend to refer to the burns suffered by Glenn Cunningham
'as a handicap, but Cunningham insists that he never once considered
them as such. Instead, he preferred to regard them as a challenge.

“Again, other accounts insist that Cunningham had an intense
desire to compete in athletics and that this desire led him to learn
to run as well as walk. Instead, he says that it was the demanding
life on the farm that helped him learn to run. There was much work
to be done, and his father expected everyone to do his part. Cunning-
ham learned to run so he could get his chores done, and in the winter
he ran to keep warm. There was no thought of athletics.

12
however, until the year after he had quit running. The dentist
who discovered the trouble told Cunningham that these teeth had
been pouring poison into his system every day.

In spite of these obstacles, Glenn Cunningham became America's
foremost miler during the 1930's. The records which he established
are almost too numerous to mention in detail, but his best time for
the mile was four minutes, four and four-tenths seconds.5 He estab-
lished this record March 3, 1938, running on the indoor track at
Dartmouth College. That record stood for seventeen years until
January 29, 1955, wheanes Santee established a new record of four
minutes, three and eight-tenths seconds in a meet at Boston, Massachu-

setts.6

At the end of his competition, he had run the mile under
four minutes and ten seconds more times than all other runners combined.
In 1933 he was voted the Sullivan Award by six hundred of the nation's
top sports writers and sports authorities as the outstanding amateur
athlete of the year.

H Glenn Cunningham was a member of the American Olympic Team
in both 1932 and 1936. He retired from active competition when the
l9hO Olympic Games were called off because of werld war II. His
most coveted award is the one voted him by his fellow athletes on
the ship going to Germany for the 1936 Olympic Games. They voted

him the most pOpular member of the American Olympic Team.

 

5The‘Uorld Almanac and Book 2f Facts £25 1956 (New York:
'World-Telegram and Sun,wl9§57, p. 873.

 

6The'World Almanac andeook of Facts for 1958 (New York:
‘World-TeIEEram and Sun, 19337, p. 873

 

 

13
Academic Background

School was always a pleasant experience for Glenn Cunningham
and he matched his athletic abilities with classroom achievements.
In 193k he graduated from the University of Kansas with a B. S. Degree,
as top honor man in his class. He later received an M. A. Degree
from the University of Iowa and a Ph.D. Degree from New York Univer-
sity. He has also done post-graduate work at Columbia University.

Scholarships and fellowships were offered to Cunningham in
abundance, but he turned them all down. After graduation he wanted
to feel no obligation toward lthe schools because of assistance
rendered, so he chose to work his way; Throughout both graduate and
undergraduate years, he worked an average of five hours a day. Not
only was he able to meet his expenses in this way, but he was also

able to save some money to help his parents.

Temperance Speaker

Cunningham's father smoked and drank in moderation. His
brothers also smoked and drank in moderation. The family had no
church affiliations, and there were, therefore, no moral reasons for
abstinence. Though Glenn Cunningham greatly admired his father, he
never touched either liquor or tobacco. In fact, he states that he
has never had a desire either to drink or smoke. He says that he al-
ways liked to observe peeple. As a small child he noticed that the
men who followed the wheat harvest all had four things in common.
They drank, smoked, swore, and were all pretty worthless. He said
he could see that those who drank and smoked could never work as long
or hard as those who did not smoke or drink. As an older boy,

following the wheat harvest himself, Cunningham often wrestled with

11;
others of the crew. He argues that he never found a person who
dissipated that could endure for very long. Glenn Cunningham
always looked at drinking and smoking as "silly, stupid, and re-
pulsive."

'While he was a high school student, an assembly program
was given by a man named Tommy Ryan. Though nearly eighty years
old at the time, Ryan gave a weight-lifting exhibition. Then he
challenged anyone who drank or smoked to match his efforts. None
could. This deeply impressed Cunningham and strengthed his opinions
on clean living. In later years, as an athlete, temperance became
a natural part of the training rules by which Glenn Cunningham lived.

According to Mr. Cunningham, he never intended to become a
public speaker, but circumstances headed him in that direction.
‘Hhile he was in the limelight as an athlete, there were always
occasions when he was called upon to speak. At first the requests
were uncomplicated, such as speeches for the acceptance of awards,
and brief comments at athletic banquets.

In 1933 Glenn Cunningham captained the American track team
that toured EurOpe. The following year he again captained the
American track team that toured the Orient. Following these ex-
periences he received more requests to speak at length on his
experiences. Civic clubs, athletic banquets, and high school
assemblies were all asking for him to speak. Often there were
high schools which wanted Cunningham to speak at an assembly and
then go out to the track and run an exhibition for them. He obliged
as much as his busy schedule would permit, but still was unable to

carry on any extensive speaking schedule as long as he was still

15
in school. Nevertheless, his reputation as a speaker grew, and his
services were much in demand.

In choosing materials for his talks, Mr. Cunningham did not
rely on speech training from college courses. He did have one intro-
ductory speech course at Kansas University, but he says that he does
not feel that it had any significant influence on his speaking.

‘What he has learned he has learned from observation and experience.
'Watching other athletes speak at similar functions, Mr. Cunningham
noted that they usually told some of their experiences, cracked a few
jokes, and then sat down. He felt that most peOple did not expect
athletes to have much worthwhile to say. But Cunningham wanted to do
something constructive with his speaking. He saw so many peeple who
had no goals in life, ones who dissipated their lives, and he had a
desire to try to help others get a clearer vision of a better way

of life.

So Cunningham selected some of his personal experiences and
worked them into his talks. His personal phi1030pny of life became
the subject material for his speeches. Having the prOper mental
attitudes, setting high goals, hard work, perserverance, and clean
living became the themes of his speeches. He talked the way he lived.

Though his experience had been limited, his popularity as a
speaker led Kansas University to offer him the position of a full
professor after he received his Ph.D. in 1938. He worked for the
Extension Department, speaking throughout the nation. An advance
man booked his appointments and he was on the road speaking two or
three weeks out of every month. In the Fall of l9h0 he left Kansas

to organize and direct the Student Health Service at Cornell College

16
in Iowa. While there he continued his speaking, but on a limited
basis, mostly to civic clubs and high schools.

From l9hh to l9h6, Mr. Cunningham served as a naval officer
in special services. It was while he was stationed at San Diego,
California and Great Lakes Naval Training Station that he first
began speaking to religious groups. Several Mormon Churches invited
him to speak to their groups and from this time on he was speaking
to some religious group almost every Sunday while he was in the Navy.
He had never belonged to a church, though, and had no religious
affiliation at the time.

After leaving the service in l9h6, Glenn Cunningham returned
to Kansas and spent the next three years around Emporia. During
this period he spent some time again speaking for Kansas University,
and did a great deal of free-lance speaking. Now he was speaking to
churches, high schools, colleges, clubs, athletic banquets, and other
varied groups.

In l9h8 the issue of allowing the sale of hard liquor in Kansas
was on the ballot. For several weeks a number of Kansans traveled
throughout the state speaking for the dry cause in what were called
the "Temperance Tornadoes." Cunningham was active as a speaker in
this campaign and says that he enjoyed the experience very much.

In 1950 Cunningham moved to his present home near Cedar Point,
Kansas. It was that same year that he was approached by Harold Young
of the South Dakota Temperance League. Mr. Young wanted Cunningham
to speak in churches and schools of his state on behalf of the South
Dakota Temperance League. He agreed and in the next four years

Glenn Cunningham spoke in forty-six states and Hawaii under the

l7
sponsorship of the various state temperance organizations.

Today, Mr. Cunningham lives with his family on an eight-
hundred-forty acre ranch in east central Kansas. They raise
Arabian horses and Shetland ponies, and they have about two
hundred head. Having ten children of his own,7 Glenn Cunningham
has alwdys had a deep interest in.young people. Each summer he
opens his ranch to children and in a recentlyear the Cunningham's
had.more than six hundred children as their guests. Meat of the
children come from.the s1um.sections of the larger cities, but
some are paroled to him from the courts. He works with them free
of charge and tries to help them get a clearer vision of "the
better way of life."

Since moving‘to Cedar Point, Mr. Cunningham has joined the
Community Methodist Church and is active in local church work.
During the school.year, he spends at least half of his time in
speaking. In_a recent year he spoke in twenty-two states to more
than five hundred thousand people.

Conclusion
_ Glenn Cunningham is known to most peeple as an athlete, com-
peting during the 1930's. His athletic career cpened Opportunities
for public speaking. From these early experiences at high school
athletic banquets, Glenn Cunningham has now progressed to where he
is one of the most popular and sought-after speakers in the nation

 

7Glenn Cunningham's oldest daughter, Sara, has recently
graduated from.the University of Iowa. The next oldest daughter,
Sandra, is a student there at this time. The other eight children
range from a few months to thirteen years of age. There are three
boys and seven girls. The two youngest children'were born since
1957 when the speeches in this study were given.

18
today. According to Mr. Ross J. McLennan, former Executive Director
of the Michigan Temperance Foundation, Cunningham addresses personally
more peeple every year on the subject of temperance than any other
single individual in the United States.

Undoubtedly, part of Cunningham's popularity as a speaker

today is a result of his athletic career; however, his academic
achievements have also helped him to gain prestige and status.
Then, too, people still love to hear the story of how he was able to

overcome his handicap and "do the impossible."

CHAPTER III

SUBJECT MATTER

 

In order to understand the subject matter of the ten speeches
under consideration in this study, the writer felt that it would
be profitable first to consider Dr. Cunningham's philosophy regarding
the speaking situation in general. Cunningham believes that human
nature is basically the same wherever you find it, regardless of
culture, education, or training. Therefore, he tends to approach
each type of speaking situation in the same general manner. For
example, in speaking to high school teenagers in a school assembly
setting, Cunningham uses the same material regardless of the specific
schoCl audience. For this reason, one could treat the six school
speeches in this study as one. There are some variations in the
texts of the six school speeches, but the general approach and much
of the specific material is the same. In fact, Cunningham's theory
that human nature is basically the same in all people probably ex-
plains why we find such a high degree of similarity in all ten of
the speeches under study.

This section will first consider the general theme of
Dr. Cunningham's ten speeches. It will then show how this theme
varies somewhat according to the type of audience to whom Cunningham
spoke. After classifying the speeches according to their apparent
objectives, this chapter will then consider their subject matter.

Particular attention will be given to the "storehouse of materials"

19

20
from which Cunningham selects his "building blocks" for each

speech.

m

Since the speeches of Dr. Glenn Cunningham.which are under
study were sponsored by the Michigan Temperance Foundation, one
might assume that the "temperance" theme would dominate them. To
help us define the term, "temperance", let us consider the state-
ment of Mr. Ross J. McLennan, former Executive Director of the
Michigan Temperance Foundation, who says that his program is
limited to a consideration of the "alcohol problem" exclusively.
The initial impression gained from hearing the speeches, however,
was not that they dealt exclusively, or even primarily, with the
"alcohol problem" in the sense of Mr. MCLennan's statement. The
initial impression, instead, was that each speech consisted of a
series of narrations or stories, and that each of these had its
own moral or lesson. Any central theme was difficult to isolate
or establish. 'Typical of the six school speeches under considera-
tion is the one given to Southfield High School. Examination of
the text of this talk shows that the first forty per cent of it
contains but one brief reference to the "alcohol problem" as such,
and less than half of the entire speech Concerns this theme even
indirectly.

The general theme of the various stories that make up
Cunningham's speeches seems to center around two basic ideas:
(1) character building and (2) clean living. Both ideas are out-
standing throughout the speeches. Although clean living might be

considered a part of character building, in Cunningham's speeches

21

he treats the two topics as separate and equal in importance, de-
fining and limiting the concept of character building to such
psychological and spiritual traits as:

1. Having faith in God

2. Having faith in one's self

3. Hard work

h. Perseverance

5. Sacrifice

6. Setting high goals--determining to make a success of life

7. Assuming responsibility toward one's fellow men:

a) By the example we set with our lives

b) By "Christian witnessing" --telling others of
"the better way of life"

o) By fighting various things which he labels as
evil, particularly the "liquor traffic"

8. Leading a life directed by Christian principles.

The conception of clean living, on the other hand, is then limited
to the physical aspect of building a strong body and mind by
abstinence from the use of alcohol and tobacco products. Though
Cunningham mentions dbstaining from the use of "other narcotics",
the primary emphasis is placed on drinking and smoking.

Several personal interviews with the speaker helped to clarify
the selection of a basic theme of his ten talks. As it has been
pointed out in Chapter II, Dr. Cunningham's personal philosophy of
life is the subject material for his speeChes. He talks not only
of clean living, but of hard work, perseverance, and proper mental
attitudes. These personal convictions are so important to him that
he often chooses to talk on all of them. In fact, while speaking

22

in a high school of another state, he said that he was once asked
to omit references to smoking. He refused to delete this, explaining
that he felt he should speak from his personal convictions without
restrictions. This same feeling may help to explain his reasons for
broadening the theme of his speeches beyond the consideration of the
"alcohol problem", even when speaking under "Temperance" auspices.

The themeof clean living and character building can be found
in each of the ten speeches under consideration. The emphasis varies,
however, according to the situation. A brief summary of each speech
helps us to understand these variations. Because of the similarity of
the school talks, it was felt that one summary would suffice for the

six speeches. The other four are considered separately.

Schools

In order to be a champion in whatever we do, it is necessary
to follow the rules. This means that we must have the proper mental
attitudes and abstain from all bad habits, such as drinking and smoking.
we should not only try to make something of our own lives but we should
also realize the responsibility we have to provide a good example for
others to follow. To get the most from life, it is necessary to
surrender our lives to God and follow His leading.

The element of proper mental attitudes appears to be more
prominent in the school speeches than in the club or church talks.
Attention is given to both drinking and smoking, with the major
emphasis on drinking. There is no appeal, as in the church talks,
to "fight the liquor traffic." The principal appeal here seems to
be, "do not drink because of the personal harm it will do you, the

one who drinks."

23
Lions Club

The alcohol problem is one of the most serious problems
facing society today. This problem is beginning with our youth,
largely because of the poor examples being set by the adults. 'We
should realize the importance of our examples in determining the
future of the coming generation and live clean and wholesome lives.

Although there is but one club speech included in this study,
it has been the experience of the writer to hear Dr. Cunningham
speak to several other Clubs on different occasions. The speech to
the Lions Club seems, on the basis of this personal knowledge, to
be fairly typical of his approach to this type of speaking situation.
His main emphasis is on drinking, calling attention to the various
problems in society linked with drinking. 'We might say that in
the club situation Cunningham says, "don't drink because of the
example you are setting for our youth." ‘He appeals to the men
on the basis of social responsibility toward others, rather than

on the basis of possible personal harm from drinking.

Methodist Church

The alcohol problem is one of the most serious problems which
society faces today. Because of the alcohol problem, many of the
youth of our nation are being "led astray." As Christians, we must
abstain from drinking and do all we can to fight the "liquor traffic."

In the church situation, Cunningham regards drinking more as
a moral problem. It is shown as a social problem, too, in a manner
somewhat similar to the way he presented the subject to the Lions
Club. Part of the difference lies in the area of his appeal. He

appeals to the church not only to set the proper example by the

2h

lives they live, but to go a step further and actively engage in a

campaign to "fight the liquor traffic."

Nazarene Church

The alcohol problem is one of the most serious problems
which society faces today. Because of the alcohol problem, many
of the youth of our nation are being "led astray." The objectives
of the "liquor traffic" are directly opposed to the objectives of
the church. As Christians, we have a dual responsibility. ‘Ue must
do all we can to fight the "liquor traffic" as well as "surrender
our lives" and "witness for God."

Though the two church talks are similar in many respects,
Cunningham seems to endeavor to show the "liquor traffic" here
not only as a problem, but as a "deadly enemy of the Church."
In both talks he dwells primarily on drinking and goes into con-
siderable detail, offering support for the idea that drinking leads
to various community and personal problems. He particularly
stresses the youth problems caused by drinking. To both church
groups he gives “personal" and "social" reasons for not drinking
and admonishes both to fight "the liquor traffic." The principal
difference between the Methodist and Nazarene talks seems to
lie in the stress placed on the concepts of "surrendering the
life" to God and "Christian witnessing." These two ideas assume
prominence in the Nazarene speech, but are absent from the
Methodist talk. This is not done at the expense of omitting
support materials from the "anti-liquor" part of the Nazarene
speech, since there seems to be almost equal stress placed on

this concept in.both talks, in terms of time spent and materials

25
used. A longer speaking time for the Nazarene speech would
appear to account for the difference. Cunningham's possible
reasons for taking the longer time in the latter situation are
discussed in the section on "Adaptations." In other words,
Cunningham's main theme remains constant in all ten speeches,
varying only in the emphasis he gives one idea or another. (See

Appendix A).

Speech Purposes

 

It would now seem advisable to determine the purpose of
the speeches, and to classify them according to purpose.
According to Brigance, all speeches, in a sense, have a singular

purpose.
Fundamentally there is but one purpose in all speaking.

The speaker wants his audience to respond, to act, to
react to his speech. In.plain.wirds, he wants them to
do something about what he says.

Accepting the principle that all speeches have the one
fundamental purpose of gaining a response, Brigance goes on to
divide the "General Purposes" of all speeches into four groups,
(1) to interest, (2) to inform, (3) to stimulate, and (h) to
convince.2 For the purpose of classification, the writer plans
to follow these divisions in determining the purposes of each

of Dr. Cunningham's speeches.

A

lflilliam Horwood Briganc?,8 mh Its Techni use and
Disci lines n a Free Societ Nu we on- an ury-
Crofts, Inc., 1 §5§5, p. 173

2Ibid., PP. 178-182. (This contains a discussion of
Brigance's conception of the "General Purposes" of all speeches.)

26
Schools

Because of the similarity of the six school speeches,
thefle are again being considered as one, this time for the pur-
pose of classification. According to Dr. Cunningham, he feels
that young peeple are basically the same in their thinking, their
ideals, their temptations, and their general attitudes. For this
reason he maintains a very similar appeal for all the school
groups. This principle would seem to hold true not only for the
six groups under consideration here, but for other school groups
to whom he would speak throughout the country.3

Many speeches given by athletes fall into the classification
of speeches of "interest," and consist mostly of light material
intended to evoke the type of response sought by many "after-dinner"
speakers. The abundance of humor, anecdotes, and stories con-
tained in Cunningham's school speeches might leave the initial
impression that he intended primarily to entertain the audience.

Brigance points out that the "stream of interest must run
through all speaking."h He goes on to show how the "interest"
objective may be used as a means as well as an end in itself.
It would seem that the "interest material" used by Cunningham
in the school speeches was used primarily as a means to an end.
In discussing his personal theories of speaking, Dr. Cunningham

told the writer that he thought the use of humor and other

 

3The writer came to this conclusion initially after a
personal interview with Dr. Cunningham on the subject. After
hearing Cunningham speak to more than 100 schools in the two
years following the interview, the writer would confirm the
conclusion that all of Cunningham's school speeches tend to
follow the same general pattern.

hBrigance, op. 233., p. 179.

27
"interest devices" essential to any type of speech. He believes
that one tends to remember pleasant experiences and forget the
unpleasant experiences. According to Cunningham, this is the
principal reason we remember the "good old days." They may not
have been so good, but we have retained the pleasant memories and
forgotten the unpleasant memories. He, therefore, feels that the
audience must retain a general "pleasant memory" of his speech
if he hopes to achieve his real purpose.

Cunningham lists the elements he considers necessary to
the building of a "champion." He lists and explains problems
which hefeels are the results of drinking and smoking. Although
he is primarily informing the audience, it would seem that he
is not merely interested in exposition as the purpose of his
speeches. The giving of information appears again to be a means
to an end, rather than an end in itself.

Brigance associates the speech to "stimulate" and the
speech to "convince" with "persuasion." .

What i. persuasion? we know already that it consists of
vitalizing a proposition so as to make it a dynamic force
in the thinking and action of other people. But people
have many levels of beliefs. Some beliefs are shallow,
temporary, or subject to easy change. Some are deep-rooted
and hard to change. The listeners' level of belief deter-
mines the speaker's mode of approach. For convenience we
here divide them in two levels. First are beliefs we hold

in a mild form. Second are those we hold vigorously and
sometimes obstinately.

Speeches to stimulate are concerned only‘with the first kind,
where belief is held only in a mild form, or where lip
service is given to the proposition but where the stener
fails to practice it in the actual conduct of life.

A

sBrigance, 92. gigs-3p. 180-181.

28

we might say that the above definition would define the purpose of
the speech to stimulate by saying it aims to vitalize accepted
beliefs. The definition given by Brigance for the speech to con-
vince shows the primary difference between the two general purposes
of convincing and stimulating.

The speaker here is dealing with propositions that are

not accepted by the audience, or are outright disputed

by them. He is asking for an about-face, for the hearer

to change his mind, to buy, to pay, to vote, to join,

to go, to give, to do: He may either be asking listeners

to 'believg this thing earnestly' or to 'do this thing
actively.‘

'Where the speech to stimulate is intended to strengthen
beliefs which are already held by the audience in a mild form,
the speech to convince seeks to change altogether the opinions
presently held by the audience. The difference lies in how the
speaker regards his audience. Does he feel that they believe in
his subject, or does he feel that he must convince them to do a
complete "about-face" in their thinking? Must he strengthen or
must he change existing beliefs?

Analysis of the texts of'the school speeches gives
evidence that the speaker intended to stimulate some and to
convince others. Quotations from the Southfield High School
talk would seem to demonstrate that the speaker considered some
of his audience in need of "strengthening their Opinions" and
others in need of "changing existing beliefs" regarding his sub-
ject.

 

6Brigance, gp.‘gi§., p. 181.

29
In discussing the problem of alcoholism, Dr. Cunningham gives
his views on how to escape the possibility of becoming an alcoholic,
There is only one way to make sure that you will never become
an alcoholic, and that is never to take your first drink. Or
if you have taken your first drink, see that you never take
another.
To some, the appeal is to strengthen the belief in total abstinence
from alcohol. To others, the speaker appeals to discontinue be-
liefs (and habits) which members of the audience may now hold with
regard to drinking.
But in the main, the speaker's words seem to indicate
that he regards a changing of Opinion the most important area of
appeal. On the subject of prOper mental attitudes, Cunningham
says,
So many young people come to me and say, 'Well, I'd like
to do so and so, but I just can't do it; it is impossible.’
You must recognize that there is no such thing as an
impossibility except that you make it impossible by your
mental attitudes. '
0n the same subject, he later states, "the real difficulty with
most of us is we don't aim high enough in life." On the subject
of drinking, the speaker introduces his proof by stating,
Again, I find so many of our youth start out carousing
around, smoking, drinking, using other narcotics, doing
the very things that will destroy them or at best rob
them of their potential in life.
Later in the speech he seeks to refute some of the common reasons
given by young peOple for drinking.
These references would indicate that the speaker regarded
at least a part of his audience to be in need of changing their
present beliefs. Dr. Cunningham told the writer that he felt

most teenagers held at least some views favorable to drinking.

30
They may not all have made decisions to drink, he said, but many
needed to "change their views" on the subject. A similar situation
was true in the area of proper mental attitudes. It would seem
logical, then, to classify the school speeches, at least in part,
as speeches with the purpose of "convincing" the audience.

In all of the school talks, also, there is an appeal to
action. Throughout the speeches are such references as, "What
will.you.make of your life?", "Will.you accept your responsibility?",
and "The decision is yours." These statements strengthen the
conclusion that Cunningham himself viewed the school speeches as

seeking to convince.

Lions Club

The writer accompanied Dr. Cunningham to the Lions Club
and sat next to him at the luncheon which preceded his speech.
‘hbst of the club members were smoking before and after the meal.
The conversation which Dr. Cunningham and I heard around us gave
the general impression that this group was one that favored both
drinking and smoking. After the speech, the writer questioned
Cunningham about the audience. He indicated that he regarded this
group as "hostile" toward his subject. This evaluation of audience
attitude is probably the reason Cunningham spent more than half of
his speaking time in telling experiences intended primarily to
establish good will and rapport. For this reason it would seem,
in this case, that Cunningham had as his purpose to "convince"
the audience to do an "(bout-face" of their present thinking
about drinking. This notion of his purpose was further confirmed

31
by the writer's observation of audience response during and after
the speech. For instance, the writer observed a large number of
the men smoking as Cunningham began the speech. Before he finished
there was not a lighted cigar or cigarette in the room. After the
speech the writer further observed several of the men telling
Cunningham that they knew it was not good to smoke or drink. One
stated that he felt most of them needed a bit of reminding now and

then to show a need for "getting rid of these bad habits."

Salvation Army

After giving his speech to the Salvation Army group, Dr. Cun-
ningham remarked to the writer that he regarded his audience as being
in need of some kind of stimulation. In his opinion these men
were thoroughly defeated. They had regularly received "pep talks"
and sermons on faith, perseverance, and other points which were
developed in Cunningham's speech to them. According to the speaker,
it was his objective to "inspire" the men into action, to prod
them into practicing the things that they probably believed already.

The purpose of this speech, then, would be to "stimulate."

q Churches
An offering for the work of the sponsoring organization, the
Michigan Temperance Foundation, was received after each of the two
church services. Cunningham did not make the direct appeal for the
offering, since a staff member from the organization.was to do this.
He was instructed, though, to direct his speeches in both churches
toward this general end. It was assumed by Cunningham that the

majority of the audience in either church was favorable toward his

32
subject. The speaker stated to the writer that it was his intention
to move them toward doing something actively about the "alcohol
problem."

The appeals and support materials found in both church
talks support the contention that: (l) drinking causes serious
problems, and (2) we must do something about these problems
since they concern the church. There are no direct references
that would indicate that he regarded any in the audience of either
church as favoring the idea of drinking. This would lead to the
conclusion that the speaker had as his general purpose in both
church speeches to "stimulate" his audiences.

In view of his own comments concerning his audiences, and
some of his phraseology in the speeches themselves, it would seem,
therefore, that these speeches were all essentially persuasive in
purpose in that they all seek to convince or to stimulate--to

change attitudes or to strengthen them.

33

Glossary of Terms
In order to facilitate consideration of the materials used

by Dr. Cunningham in the ten speeches under consideration, the
following plan.was adopted by the writer. All references to
Mr. Cunningham's materials in the following discussion, outlines
and tables are indexed according to the glossary below. Since
the same thought may be given in slightly different words from
speech to speech, the writer has given an explanation of the
symbols in his own words. These illustrations, examples, quota-
tions, explanations, and anecdotes form the "Storehouse of Ideas"
used by Cunningham in all ten of the speeches under study.

I. DIDN'T AFFECT ME

As I sat there listening to the introduction, I was
reminded of the two men waiting in the hospital for
the announcement of the birth of their children.
There was a young man who was pacing up and down

the corridor, wringing his hands, worried half to
death, and there eat an oldtimer very calmly awaiting
the announcement of the birth of his sixth child.

I have a pretty good idea how he felt, I have eight
children of my own. The old gentleman said to the
young man, "Son, come on over here and sit down,
everything will be all right." But the young man
said, "You don't understand. My wife has had a
horrible experience and we have always heard that a
child would be marked by those experiences." The
oldtimer said, "Son, there is nothing to that old
superstition! ‘Why, before I was born my mother stuck
her finger on a phonograph needle and it was terrible!
But, it didn't affect me, didn't affect me, didn't
affect me, didn‘t affect me. ,., ."

2. BURNS

my legs were burned so deeply that the chunks of
flesh had fallen from the muscles. Much of the
circulation had been destroyed. My legs were drawn
up and twisted, and my strength was gone. Peeple
would say, "Glenn, you will never walk again. You
will be an invalid for the rest of your life." But

3h

I remembered even as a child that where there is enough
faith, all things are possible. I can assure each one
of you that you, too, will find that same thing to be
true if you place your faith where faith belongs.

3. FOOTBALL

Dr. Cunningham tells his experience of the first high
school football game in which he played. The entire
story may be found in detail in the appendix in the
speech given at Southfield High School.

h. TRUCK DRIVER

I like to compare my athletic experience to that of a
truck driver. They say these truck drivers have the
most wonderful jobs in the world--they bump into so many
interesting peOple.

5. HITLER

I'll never forget the first trip we made to Europe. ‘We
were entertained by the Royal family up in Sweden. Then
we went down through Central EurOpe and were entertained
by various state dignitaries, including von Hindenburg,

who was then president of Germany. I met another man
there in Germany who became quite famous a few years later.
I am sure you have all read or heard of this man. I an
quite sure none of you young pe0ple met him. His name is
Adolph Hitler. And if he is where I think he is today,

I hope I never meet him again.

6. SELECT EVENT

If you want to be a world's champion athlete as I did,
than first you must select an event in which you are
vitally interested.

7. BECOMING A CHAMPION

I get letters from boys all around the world. Boys are
always asking me, "Glenn, what does it take to be a
world's champion?" Possibly that sounds like a pretty
big assignment to some of you young people, but let me
assure you it isn't nearly as difficult as you might
think. I am sure that each one of you before me here
today can be a world's champion in some field of
endeavor if you want to be.

8. WORK AND SACRIFICE

Get out there and work hard. It takes a lot of hard work
to be a success at anything.

9.

10.

ll.

12.

13.

15.

16.

35
GIRLS

This probably means, fellows, that you may have to
give up an evening or two a week, maybe more, with one
of those beautiful little a-a-a-a-, but I'll guarantee
you it will get results for you!

EARLY TO BED

It has to be early to bed and early to rise while your
gal goes out with the other guys. You must keep regular
hours if you are going to be a world's champion athlete.

TRAINING RULES

There can be no carousing around, no smoking, no drinking,
or use of any of the narcotics. You cannot break those
training rules in any way!

ATHLETICS

I have traveled around the world and competed against
some of the greatest athletes who have ever lived. I
have never found a single one who could achieve what he
did and drink or smoke.

CLASSROOM

I have been through four different universities. I have
taught in college and university. I have never found the
individual who can smoke and drink and still perfonn as
efficiently mentally as he would otherwise.

FAITH

You must believe that you can win. Without faith in
yourself, nothing is possible.

ABOVE SHOULDERS

I have always felt that your athletic performance was at
least 85 per cent from your shoulders up, and I should
know. You see, I practically had to compete in athletics
without legs.

THINK YOU CAN
If you think you can, you can. If you think you dare not,

you don't. If you would like to win, but think you can't,
it's almost a cinch you won't.

36
17. LIGHT BULB

Perhaps you have heard the story of the electric
company that would give each of its new employees the
job of frosting the inside of a light bulb. They
knew it couldn't be done and this assignment was

just a joke. But one day, a young man came to work
for them who was so dumb and so stupid that he did
not know it was impossible to frost the inside of a
light bulb--so he did it!

18. PERSEVERANCE

You must be willing to stick to your job and continue
with it until you are successful. This applies not
only to athletics but to anything you may choose to do
in the future.

19 . TURTLES

Do not be afraid to stick your neck out. I live on a
ranch in Kansas and we have a lot of those old land
turtles down there. They can't get anywhere without
sticking their necks out.

20. EDISON

Remember the experience of Thomas Edison. He failed
a thousand times but was eventually successful.

21. WINNER NEVER QUITS

Remember, a winner never quits, and a quitter never
wins. Profit by your mistakes, correct them, and just
keep plugging away.

22. MORTGAGE FUTURE

Do not mortgage your future by smoking, drinking, and
carousing around as teenagers.

23. SUCCESS

You all want to be successful. Do you know what
success is? Perhaps you fellows think that making a
million dollars would make you successful. And I
suppose you girls would think you had achieved success
if you could marry a millionaire. But success means
much more than money.

2h. CRIME

In my travels across the country for the last 25 years
I have found many peOple in serious trouble because

37

of their drinking. The wardens of our penal institutions
across this land have told me that between 75 per cent and
95 per cent of the inmates in our prisons are there be-
cause of the use of beverage alcohol.

25. DRINKING DRIVING

Drinking and driving costs the lives of thousands of
Americans every year. If a member of your family were
killed by a drinking driver I am sure that you would
think of this whole question in a more serious way. Two
members of my family have been killed by drinking drivers.

26. AMOUNT OF ALCOHOL

There is about the same amount of alcohol in the average
drink of beer, whisky or wine. That is, about a half
ounce per average drink.

27. DIVORCE

Many individuals are being robbed of their future happiness
today because of family problems caused by drinking.
Divorce court judges across the nation tell me that 50 to
90 per cent of the divorce cases are caused by drinking.

28. PUBLIC ENEMY

‘When we consider all the harm that alcohol does across this
land of ours, it is undoubtedly our public enemy number
one. It causes more death, destruction, heartaches, and
misery than any other one thing, including our major wars.

29. ALCOHOLISM

Many of those who drink today are compulsive drinkers.

We call these peOple alcoholics, and they have no control
over their drinking habits. Alcoholism is one of the
greatest problems facing America today.

30. SYNCOPATION

I am reminded of the husband who was diagnosed by his
doctor as an alcoholic. He was afraid to tell his wife
what was really wrong with him so he told her he had a
case of syncopation. His wife looked this term up in
the dictionary and found that syncopation meant, "an
unsteady movement from bar to bar."

31.

32.

.33?
3h.

35.

36.

37.

38.

39.

38
ONE IN NINE

There are 55 million peOple across America who drink. The
chances are that one person in every nine who drinks will
someday become an alcoholic.

ROULETTE

Drinking is like playing Russian Roulette. I presume you
know how the game is played. A person puts one bullet in
the chamber of a gun, spins the chamber, and places the
gun to his head. The chance is one in six that he will
die. It is similar with drinking and alcoholism.

WHY DRINK

'When we consider all the problems concerned with drinking,
we might logically ask, why do peOple drink, anyway?

SMART

Some peOple drink because they think it is smart. Actually,
it does not take brains to drink, it only takes money.

POPULAR

Drinking makes you as common as an old shoe. You dis-
tinguish yourself in no way whatsoever. If you really
want to be popular, then stand on your principles!

PRESSURE

Some peOple say they drink because there is just too much
pressure to say no.

ROOSEVELT

I was on an advisory committee to President Roosevelt
for eight years. Even though I was offered cocktails by
the President and Mrs. Roosevelt, I did not think it was
difficult to say no.

PRINCIPLE

You must base your life on sound principles. If you have
those principles, you will be able to say no and not
yield to temptation.
REFUSED ENDORSEMENTS

On a number of occasions I have been offered thousands of
dollars to endorse cigarettes or liquor. I have always

39

turned this down because I felt my example to the youth
of our land was worth far more than all the money anyone
could ever pay me.

ho. RESPONSIBILITY

I feel that I have a responsibility not only to myself
but to others. ‘We should all feel that our main
responsibility is not securing wealth but in being good
examples.

hi. BAG OF TOOLS

Isn't it strange that princes and kings,
And.clowns that caper in sawdust rings,
And common folks like you and me

Are builders for Eternity?

To each is given a bag of tools

A shapeless mass, a book of rules,

And each must make 'ere life is flown
A stumbling block or a stepping stone.

L2. ANT HILL

I am.reminded of the golfer who had trouble hitting his
golf ball out of an ant hill. He was tearing up the ant
hill so badly that one of the little ants said to another,
"If we want to get out of here alive, we had better get
on the ball."

h3. BETTER YOU!

"Your task to build a better world," God said.

I answered, "How?"

This world is such a large vast place, so complicated now,
And I so small and useless am.

There is nothing I can do.

But God, in all His wisdom, said, "Just build a better you."

uh. MORE FACTS

If there were just more time we could discuss many more
facts regarding the problems which come from the use of
beverage alcohol problems.

us. MISS AMERICA

Do you know that we have never had a Miss America who has
used a tobacco or alcohol product? These beauties know
that smoking and drinking affect one's looks, so they
have no part of it.

h6.

h7.

h8.

h9.

SO.

51.

52.

53.

Sh.

ho
AIR FORCE DOCTORS

My experience with several Air Force doctors in Louisiana
taught me something very interesting. They tell me that
smoking affectscnwfls vision and limits it in a very serious
way, especially when flying a high-speed jet airplane.

INSURANCE COMPANIES

Insurance companies are aware that drinking and smoking
cuts the life span of those who use these products. It
may cut from twelve to twenty years off your life.

MOST OF LIFE

Do you really want to get the most out of life? If you
do, you must look for happiness in the right place. You
will not find it in cheap living and carousing around.

KING OF ENGLAND
I am reminded of a story that was told back in l9h3, when
WOrldear II was still on. The King of England was sent

an anonymous post card which he read to his subjects. It
simply said not to fear the future but to trust in God.

PLACE YOUR HAND

If you place your hand in the hand of God, all will be
right with you, and.your future will be bright.

I'LL TAKE DOZEN
After a person in the audience snapped a flash picture

of Dr. Cunningham, he paused and turned to the individual
saying, "Thank you, I'll.take a dozen of those."

JACK RABBIT
Dr. Cunningham chased jack rabbits on the ranch in Kansas
where he grew up.
FIRST RACE
Dr. Cunningham relates the experience of his first race
at a county fair. He won the race but never received the
little gold medal to which he was entitled.
POLIO AND ALCOHOL

Alcohol problems, particularly the problem of alcoholism
itself, are far more serious than such problems as polio.

hl
SS. MENTAL

Many of our mental institutions report a large per-
centage of the inmates are there because of the use
of alcohol.

56. TRACES OF BLOOD

I am.reminded of the story about the young man who
was told by the doctor that he was an alcoholic. His
wife was very concerned and asked the doctor how he
could be sure. Doctor said, "it was easy, I found
traces of blood all through his alcohol aystem."

 

.31 S7. IMMATURITY

Drinking is a sign of immaturity.

'J 58. ECONOMIC ASPECT

A Consider the economic aspects of the alcohol problem.
n This should give us not only further reason not to

W drink, but also a stronger reason to fight the "liquor

? traffic."
' S9. MONEY SPENT

'We spend more money for beverage alcohol than all of
our educational activities and religious activities
combined.

60. CANCER IN WOMEN

Cancer in women was almost unheard of until women
began smoking. Today you can trace the incidence of
cancer among women in direct prOportion to the number
of women smoking.

 

61. GIVE SELF

we should not be selfish. ‘We should be willing to
give of our time and interest to worthy causes. 'we
should be more interested and concerned about the
welfare of others than about ourselves.

62. ACCEPT RESPONSIBILITY

‘we should all be willing to accept responsibility. This
means accepting not only responsibility to ourselves

but also to our fellow men. ‘we must remember that
others are looking to us for an example and what we do
may in some way be responsible for the actions of others.
In everything we do we should remember that this has an
influence upon others.

63.

6h.

65.

66.

67.

68.

69.

70.

h2
CALLED OTHER THINGS

In the introduction your principal mentioned that people
used to call me "old barrel chest." That is true. In
fact, in my lifetime, I have been called a number of
other things as well--some of them less complimentary.

BE SURE

There is only one way to be sure that you will never
become an alcoholic. That one way is never to drink.
It is impossible to predict who will be the alcoholic
of the future.

COMPLIMENT STUDENTS

I want to compliment the students of this school on their
very fine band. I enjoyed both of the numbers they played.

DUMB NOT LOST
This reminds me of a stranger who lost his way along the
highway. He stopped to ask a small boy directions to
the next town. The boy could not tell him how to get
to the town. The stranger said to the boy, "You are
certainly dumb, aren't you?" The boy replied, "I
reckon' I am, but I'm not lost."

FIRST TERRIBLE

‘When I was in high school I sang in the Glee Club. I
sang "first terrible."

FEAR OF FAILURE

Many peOple handicap themselves because of fear. Thay
fear that they may fail in the task they set out to do.
One should never fear failure!

IESSON

One should profit from his mistakes, correct them, and
improve. Anyone who can learn this lesson has made a
big step in the direction of achieving his desired goal.

AIM HIGH

You can go no higher than you aim in life. You should
also remember that you can sink no lower than your
thoughts are low. Therefore, if you aim high in life
your chances are much better for success.

h3
71.nmmms

Smoking and drinking will cut your chances for success
by about 50 per cent.

72. MY FATHER

My father drank and smoked. In spite of this influence
at home, I did not feel it was necessary for me to follow
his example.

73. LEARN FACTS

The wisest course of action is to learn the facts about
alcohol and tobacco and then make your decision of
whether or not to drink or smoke based on the facts.

It is not sensible to just do something because every-
one else is doing it. Learn the facts first, then
decide!

7h. PAY PRICE

If you want to be a champion in whatever you do, you
must be willing to pay the price. Everything in life
costs something. To be a world's champion athlete,
you must be willing to pay the price of sacrifice and
hard work.

75. BUMBLE BEE "*

It is scientifically impossible for the bumble bee to
fly. Fortunately, the bumble bee does not know this.

76. WHO WAS IT?

As I sat there listening to your introduction I was right
on the edge of my seat. I was getting anxious to meet
this person and wondered who he was.

77. DUMP WHOLE LOAD

A speaker was once invited to talk to a group of farmers.
The weather was bad and only one farmer showed up for the
meeting. The speaker thought it might be better to call
the meeting off and try to come back at a later date. The
farmer, however, urged him to go ahead and give his speech.
The farmer said, "If I went out to the field to feed my
stock, and only one critter showed up, I think I would
feed him. I wouldn't turn him away hungry." The speaker
thought about that and then agreed to give his speech.

He talked for nearly three hours. 'When he was finished,
he asked the farmer, "Well, how did you like the speech?"
The farmer replied, "Mister, if I went out to the field

to feed my stock, and only one critter showed up, I would
feed him. But I wouldn't dump off the whole load!"

hh
78. TWO-MILE RACE

Dr. Cunningham tells the experience of his first two-
mile race in college competition.

79. LIONS SPONSOR

Many years ago one of the first trips I made away from
home in high school was sponsored by the Lions Club.
Therefore, I have always felt very warmly toward Lions
Clubs.

80. DARTMOUTH

Dr. Cunningham tells of running his fastest mile at
Dartmouth in 1938. 'His time established a new world's
record of h minutes, h.h seconds.

81. YOUTH PROBLEMS

There is much talk about juvenile delinquency today.
Many peOple think our young peeple today are "going
to the dogs." I do not feel this way.

82. ACT LIKE ADULTS

I think one of the main reasons many of our young
peOple get into trouble today is because they follow
the example of others. In much of the juvenile
delinquency which we see, we could very accurately
describe it as, "children behaving like adults."

83. WEST COAST

Recently I had a Speaking schedule on the West Coast.
While in California, I learned of a serious problem of
juvenile delinquency in a certain city. The city fathers
finally were advised to clean up their own lives before
they could expect improvement in the behavior of the
young people.

8h. BIG JIM

This story is told in detail in the manuscript of the
Lions Club speech. It is the story of a prominent
business man who was admired by everyone in his

community. He was a social drinker but never had any
personal problems because of his drinking. He finally
decided to quit drinking when he learned that his example
was influencing the life of a young bqy who was the son of
the "town drunk."

NS
85. DESTROY BRAIN CELLS

Dr. LeMere, a prominent West Coast psychiatrist, told me

personally that his research proved that alcohol destroys
brain cells. The brain cells can never be replaced once

they are destroyed.

86. WAR DEATHS

'We have had more people die in our nation because of
drinking than.we lost in all of the wars which this
nation has experienced.

87. COMMUNISM

I am far more worried about alcohol problems in America
than I am about Communism. These alcohol problems could
destrcy our freedom far faster than Communism ever could.

88. PLAYED THE GAME

‘When the Great Scorer comes to write against your name,
he will not write that you won or lost, but how you
played the game.

89. LAYMAN

I am a layman, not a minister. This reminds me of the
story of the old mother hen who had ten baby chicks. Nine
of the little chicks were girls and only one was a little
boy oh ck. Therefore, she took especially good care of
the li tle boy chick. He grew up to be strong and healthy.
One day when the local preacher came to visit the farmer,
he went out to the chicken yard to select one of the flock
for a chicken dinner. He took the old mother hen's only
boy. The other little sister chicks were quite alarmed
about this but the old mother hen finally comforted them
by saying, "It's just as well that brother went into the

. ministry. I don't think he would have made much of a layman."

90. OLYMPICS

Dr. Cunningham tells some of his experiences in the 1936
Olympics in Berlin, Germany.

91. RANCH
Dr. Cunningham tells of the activity at his Cedar Creek

Ranch. He relates particularly his experience in helping
underprivileged children.

92.

93.

9h.

95.

96.

97.

98.

99.

R6
MATERIAL THINGS

The material things in life are not nearly as important
as many people make them out to be. There are many
peOple who are always seeking to accumulate more of the
material things in life, and never seem to find "real
happiness."

GOALS

The only way to accomplish anything in life is to set
goals. You might set several goals in your life. Set

a large goal toward which you can work, and also establish
several sub-goals along the way. By doing this, you can
see your progress more readily.

NOTHING IMPOSSIBLE

Many peOple limit themselves by saying certain things
are just "impossible." If you are to ever achieve
anything worthwhile in life, you must first of all
realize that nothing is really impossible!

OCCASIONAL FAILURES

Everyone should expect an occasional failure. No one
ever achieves everything he sets out to do. It is
only natural to expect an occasional failure.

ALL FAIL SOMETIMES

Even the greatest men in history have a record of failing
at some time in their lives. In fact, these failures
may be the very thing which can help a person, and spur
him on to eventual success.

GO ON

If you fail the best thing to do is to pick yourself up
and try it again. Do not let your failures stop you.
Continue onl

MET BOY TODAY

Dr. Cunningham tells of’meeting a discouraged high school
boy that same day. He pointed out to the men at the
Salvation Army meeting that there is frustration in life
at every level. Not only do we meet frustration as adults,
but as teen-agers as well.

OVERCOMING
With the help of God, everyone can have the experience of

overcoming difficulties. I have found this to be very true
in my life.

100.

101.

102.

103.

10h.

105.

106.

107.

108.

h?

WALKING
Dr. Cunningham tells of the slow and painful experience
he had as a child, learning to walk after his legs had
been'burned.

RUNNING
Dr. Cunningham tells of how he was able to overcome his
childhood handicap and eventually learn to run.

SCHOOLING
Dr. Cunningham tells of how poor his parents were. Thay
had no money to.send him to school. In spite of this
handicap, Cunningham was able to finish high school,
college, and eventually earn a doctor of philosophy degree.
He stated that anyone could overcome similar difficulties
if they really wanted to do so.

PATIENCE
Patience is very necessary if one is working to overcome
a handicap. Everything cannot be achieved at once.

ON THE BALL
If you are ever going to achieve anything in life, you
must "get on the ball!"

FARMER-
I am reminded of the old negro farmer in the South. He
had unusual success with his creps. Everyone remarked
about his success and said, "He sure has a lot of faith."
The old farmer replied, "I do have a lot of faith, but
I also work very hard along with my faith."

SOMETHING TO GIVE

No matter how poor a person may be, there is always ‘
something he can give. The most important gifts in~ '
life cannot be purchased with money.

DEAD SEA
The Dead Sea is stagnant because it has no outlet. She
receives everything but gives nothing.

ALL IMPORTANT

In God's sight everyone is important. Do not under-
estimate your worth.

ha
109. BACK PEWS

I am reminded of a congregation that decided they would
build a c arch especially for their minister. They
would not Allow him in the church until it was all
completed. ‘When he was finally allowed to enter the
church, he was amazed to find only one pew in the church
and it was right against the back wall. He stood

there watching in amazement as the peOple filed in

and filled that pew wondering what would happen when
all the room was taken. ‘When the last seat was taken,
that pew automatically moved forward and another pew
came up behind it. PeOple came in and filled that

pew, then it came forward and another one came up
behind it. ‘When the minister stood up to preach that
morning he was so enthused and inspired by all the
peOple right down there before him, he ran over his

time about two minutes. A trap door sprung and dropped
him down in the basement. I hope that won't happen here
today.

110. PEOPLE SAME

I have found in my travels that all the people around
the world are basically the same. They have the same
basic needs and the same basic feelings.

111. CHURCH ATTENDANCE

Less than one-third of our total population ever enter
a church with any regularity. Only about one-fourth of
our high-school age youngsters ever enter a church with
any regularity.

112. ALCOHOL AVAILABLE

‘We have more "liquor joints" across our nation than we
have temples to God. There are eleven "liquor joints"
to every church across the nation.

113. BAR MAIDS

‘We have more bar maids across this land of ours than
we have college co—eds.

11h. JUST THE MONEY

If it were just the dollars and cents involved, I
wouldn't be here in Michigan today. I have a wife and
eight children at home. There is not an hour of any day
that I am away from home that I am not homesick for my
family. But I feel that if I can reach one boy or one
girl at each meeting at which I speak, then the sacrifice
that my family and I must make is worth the effort.

h9
115. CRIME BILL

J. Edgar Hoover tells us that our crime bill across the
nation amounts to more than 20 billion dollars a year.

116. KANSAS

Being from Kansas, I don't know how much a billion dollars
is. You people here in Michigan would know, I am sure.

117. BANK TELLER

If a bank teller had a billion dollars in one dollar bills,
and began passing them out at the rate of one a minute
starting at the time Christ was born, he would still be
passing out one dollar bills. A billion dollars is a
tremendous sum of money.

118. MISSIONS

Consider what could be accomplished in a missionary way
around the world if we could spend some of this money on
missions instead of crime. In my travels around the world,
I have seen literally millions of individuals who have
never known what it means for just one day in their lives
to have enough food to satisfy their hunger. Think of
what could be done if we could spend the money that is
spent on crime to feed and clothe these individuals and
bring them to Christ.

119. CLAIMS REFUTED

Twenty years ago when Prohibition was repealed, the
liquor industry made some big promises. Today we find
that none of these promises have been fulfilled.

120. BOOTLEGGING

The liquor interests promised that legalized liquor
would eliminate bootlegging. 'What has happened? There
are about ten bootleggers operating today for every one
who operated back during Prohibition.

121. TAXES

The liquor interests promised that taxes could be decreased
if liquor could only be legalized. Today, we find taxes
going up in spite of their claims. In fact, we find it
costs most communities from $8 to $13 to clean up the
problems brought on by liquor for every $1 in liquor taxes
received. This may not make sense, but it is true.

50
122. AFFECTS EVERYONE

So many people feel that drinking prOblems do not affect
them if they do not drink. This is not true! As
Christians, we should be concerned about the welfare of
our fellowmen.

123. DENVER

Two years ago I was speaking in Denver, Colorado. One
of the judges there told me that for every man, woman,
and child in that county in which Denver is located,
they are paying approximately $200 a year in taxes to
care for alcohol-related problems.

12h. PER CENT CRIMES

Just the other day I was reading an article written by a
criminal courtajudge in which he stated that 95 per cent
of the criminal cases that came into his court were
there because of the use of beverage alcohol.

1250 WHERE ARE THEY?

Some peOple wonder, "Where are all the alcoholics?"

They are not all on Skid Row. In fact, very few are

on the Skid Rows of our nation. You may have a neighbor
who is an alcoholic. He has not told you about his
problem because he is ashamed of it.

126. AFFECTS YOUTH

Liquor advertising affects everyone, particularly the
youth of our nation. They are much more impressionable
to the subtle appeals of the liquor ads.

127. APPEAL TO THEM

The liquor interests aim their ads at the coming
generation. They try to appeal to the interest level
of the teen-ager.

128. DECISION AGE

Most peOple decide whether or not to drink long before
they are twenty-one. Decision age is usually in the
early teens.

129. PABST
A small boy accompanied his father to the soda fountain.

The waitress said, "What'll you have?" The small bqy
automatically replied, "Pabst Blue Ribbon!" Because

130.

131.

132.

133.

13h.

135.

136.

137.

51

of the advertising he had seen, this small bqy's
response had been conditioned to make this reply.

JINGLES

The children of our land are more familiar today with
beer jingles than they are Bible verses.

SHEEP AND LAMBS

This poem is found in its complete form in the manu-
script of the Asbury Methodist speech. Cunningham
uses this to point out the example of the sheep (adult)
in influencing the course of the lamb (child).

FALSE ADVERTISING

Four hundred million dollars a year is spent in
liquor advertising. But the ads do not warn of the
dangers involved in drinking. They do not tell that
some who drink eventually become alcoholics.

TEACH YOUTH

Some parents teach their children to drink at home.
They claim they would rather have the children learn
at home than somewhere else. By doing this, some
parents may be starting their own children on the road
to becoming alcoholics.

NARCOTICS

We realize the danger of other narcotics, such as
heroine and marijuana, but ethyl alcohol is also a
narcotic drug. Do we realize that ethyl alcohol, as
a narcotic, is far more dangerous than all the other
narcotics combined?

YOUTHS SAY

Some young people drink to show that they are mature.
They think that drinking makes them adults.

ROBS THEM

Drinking robs a person of the better things in life.
This is particularly true with.young people.

LOWER THAN ANIMALS

Drinking places people lower than animals. It makes
them do stupid things that most animals would not even do.

52

138. BRAIN TO SLEEP

Ethyl alcohol is an anaesthetic as well as a narcotic drug.
As an anaesthetic, it puts the brain to sleep.

139. CHRISTIANITY

Christianity and liquor are opposed to each other. They
work for different goals on opposite sides. Christianity
builds, and liquor destrqys!

11:0. FIVE-YEAR OLD

Just the other day I read of where a five-year old child
was killed because his parents allowed him to drink.
Thay thought it was smart.

lhl. MODERATION

Some peOple feel that moderate drinking is not harmful.
we should remember that moderate drinking may lead to
excessive drinking.

1&2. HORSE SENSE

What this world needs is a little more "horse sense."
I suppose you know what horse sense is--it's just
stable thinking.

1&3. EYAMPIE

we should not think only of ourselves; we should con—
sider what kind of an example we set for others around
us.

11m. NEIGHBOR vs BIBLE

You may be the only Bible some people will ever see.
They may never go to church and may never read the
Bible. These same people may judge the church and
religion from your actions. It is so important for
Christians to be good examples.

115. wITN‘ESSINc
Part of our responsibility to God is to share our faith
with others. 'We should show others that the Christian
way of life is the best way. 'We may do this not only
by the words we speak but by the lives we live.

1%. DEFINE CHRISTIAN

A Christian is one who is Christ-like in all that he does.

53
lb?. WHAT TO GIVE

What shall I give Him, poor that I am?

If I were a shepherd, I'd give Him a lamb.
What shall I give Him, I'll do my part.

I'll give what I have, I'll give Him my heart.

1MB. GIVE TO MASTER

We Should surrender our hearts to God. We should
give to Him the best that we have.

1&9. IOWA SENATOR

Dr. Cunningham tells the story of the father of a
former Iowa senator. The senator's father, a retired
minister, lived with his son ianashington. Much to

his son's embarrassment, his father spent much time in
"sharing his faith" with other state dignitaries. The
senator was very surprised to find that many of the very
prominent people in‘Washington were not embarrassed by
this, but regarded his father very highly.

150 . PSALMS 23

Cunningham tells of two men reciting the 23rd Psalm in
a church service. The first to recite the Psalm was a
gifted actor. The second was an elderly layman. The
actor knew the Psalm but the layman knew the Shepherd.
The most important thing is to "know the Shepherd."

151. NEED HELP

Our young peOple need our help. 'We would have far less
trouble if we could spend less time criticizing our
young peOple and more time helping them.with their problems.

5h

Content

The writer's first impression of Dr. Cunningham's talks was
that they followed absolutely no pattern at all. They seemed to
be a somewhat disorganized narrative. After further study and con-
versation with Dr. Cunningham, however, there does seem to appear a
definite pattern.

In each case, there are introductory remarks for the purpose
of "warming up" the audience and establishing rapport. The body of
the talk contains the theme of the message, followed by a conclusion.
Cunningham states that he has never written an outline for any of his
talks. However, the substance outlines of the ten speeches under
consideration clearly show that all of his talks may be classified
under the three divisions of (1) Introduction, (2) Body, and

(3) Conclusion. (See Appendix A)

Introductions

The introductions to Cunningham's speeches follow a clear
pattern. In each speech he begins by giving some introductory re—
marks and telling personal experiences which appear to have no
purpose other than "warming up" the audience. These introductory
remarks might be divided into three categories, (1) remarks relative
to the introduction given the speaker, (2) remarks relative to the
nature of, or seating of the audience, and (3) remarks relative to
events occurring just previous to his speech.

This device used in Cunningham's introductions conforms to

the definition of "proximity" as defined by Alan Monroe in his text,

55
Principles and Types pf Speech:

 

Proximity--A direct reference to someone in the audience, to
some object near at hand, to some incident which has just
occurred, or to the immediate occasion at which the speech is
being made will usually get attention. A reference to some
remark of the preceding speaker or the chairman has the same
effect.7

Regarding the use of proximity as a means for gaining the initial
attention of the audience, Brembeck and Howell state that such
devices are common and have been used with varying degrees of
success throughout the history of persuasive speaking.8

In introducing Dr. Cunningham, particularly to youth groups,
the person giving the introduction usually covered Cunningham's
athletic and academic background quite in detail. The "didn't
affect me"9 story is the speaker's most common opening remark.
After telling this anecdote, Cunningham states that the introduc-
tion very definitely affected him, especially when he realized
that his athletic career ended before many of those in the audience
were even born. 'When introduced in a church service as a layman,
he used the "layman"10 story.

'With a group other than schools, Dr. Cunningham frequently
refers in his introductory remarks to the nature of or seating of

the audience. The stories of "back pews"ll and "dump the whole load"12

 

7AlanMonroe, Principles and Types pf Speech (Chicago: Scott,
Foresman and Company, I9h9), p. 253.

8Winston Brembeck and William Howell, Persuasion, A Means
pf Social Control (New York: PrenticeuHall, Inc., 1952), E; 272.

 

9See Glossary of Terms, No. 1
10See Glossary of Terms, No. 89
llSee Glossary of Terms, No. 109

12See Glossary of Terms, No. 77

56
are typical of this type of introductory remark.

The introductory remarks might also refer to events occurring
just previous to his speech. In Speech No. R to Greisel Junior High
School, Cunningham complimented the students on their singing and
playing. The school band had just finished two numbers and the
students had just sung the National Anthem previous to his speech.
At the same school, Dr. Cunningham referred to another event just
previous to his speech, namely, that he got lost in the traffic on
his way to the school. The "dumb not lost"13 story refers to this
situation.

Throughout the ten speeches, Dr. Cunningham used his personal
experiences for various purposes. In the introduction of each
speech is always found reference to at least one personal experience

which seems to have the primary purpose of "warming up" the audience.

Conclusions
For all six school speeches, the conclusion used by Dr. Cun—
ningham is the same. He asked the students if they would like to
know how to get the most out of life and then told the story,
"king of England."1h The appeal was then made for the students to
surrender their lives to God and follow His leading. Cunningham
contends that doing this will enable them to live a richer and

fuller life in all ways.

 

l3See Glossary of Terms, No. 66

1hSee Glossary of Terms, No. R9

57
The conclusion used in'both church talks is identical:
Cunningham recited the poem, "Sheep and Lambs."15 This emphasized
the point of responsibility toward the young people. The youth
(lambs) are being led astray by the adults (sheep). According to
Cunningham, one should take stock of his life occasionally and see
what kind of example he is setting for the youth in the community.
For the Lions Club, Dr. Cunningham dwelt again on the theme,
"Getting the Most Out of Life." Here he compared the experience of
athletic competition to the "game of life." To get the most out
of life, it is necessary to play according to the rules, so that
"when the One Great Scorer comes, He will write not that you won or
lost, but how you played the game."16
Each conclusion is in the form of an appeal. All have a
spiritual aspect, suggesting the surrender of one's life to God,
or to Christian principles. Since abstinence from alcoholic bev-
erages forms such a great part of Cunningham's message, one might
expect an appeal in this direction. Instead, Cunningham has chosen
the larger appeal of surrender to God. It is possible that he sees

this as the ultimate solution to the drinking problem.

Body
The transition from the introduction to the body of the
speech in most cases is rather abrupt. There is usually nothing
said to relate the material in the introduction to the subject

matter of the body of the speech. For example, in the school

 

15See Glossary of Terms, No. 131

16See Glossary of Terms, No. 88

58
speeches Cunningham told three or four personal experiences to
warm up the audience and then abruptly stated that young people
frequently ask him what it takes to become a world's champion
athlete. He continued to develop this thought in each school
speech. The only exception to this pattern is found in Speech
No. 10 given at the First Nazarene Church. In this speech Cun-
ningham concluded his introductory remarks by telling the
experience of his first race.17 In concluding the story of his
first race, Cunningham mentioned that even though he did not
receive the shiny gold medal to which he was entitled, he did
learn an important lesson. That lesson was that "all that glitters
is not gold." He went on to state that the world would be far
better off if everyone could learn that same lesson early in life.
From this point he went on to develop his main theme in the body of
the speech by showing that searching after material things in life
lies at the root of many of society's problems today.

In order to understand the type of materials used by the
speaker, not only in the body of the speech but in the introduction
and conclusion as well, it is helpful to consider Dr. Cunningham's
methods of gathering his material. He has no filing system other
than his memory. Although he does not read extensively, Cunningham
gathers some of his materials from his study. Occasionally, he will
copy a poem or a quotation, but he retains the COpies only long
enough to commit them to memory. This practice may help to

explain the speaker's scant use of well-documented statistics or

 

l7See Glossary of Terms, No. 53

59
direct quotations from authority, for neither type of evidence
is generally used. Instead, the bulk of Cunningham's speech
materials are drawn from personal experiences. To his own
athletic experiences he has added illustrations, anecdotes,
stories, and other bits of information which he has gleaned
from his travels.

Filing these materials "in his mind," Dr. Cunningham has
built a "storehouse of materials." The writer has studied
Cunningham's entire campaign and was able to find 151 "building
blocks" from which he built the ten speeches. Figure I numbers
these materials, with an explanation of the symbols found in the
Glossary of Terms. The columns on the right, numbered from
1 to 10 refer to the ten speeches.

From this chart, one can see that the materials may be used
interchangeably, but that in general, specific materials are used
for a particular type of audience. The school speeches (No. 1
through No. 6) use the same general set of materials, for example,
while the other kinds of audience groups seemed to have their own
materials also.

Fialma II is a chart intended to Show the frequency of
usage of certain materials. Due to the great similarity of the
six school Speeches and the two church speeches, Figure II treats
each of these under a single heading. 'Where certain materials were
used more than once, they are not shown in Figure II unless they

were used in more than one different audience group. For example,

6O

 

 

61

 

E

moapmbam.

 

 

  

m.,

 

 

modmmb ho Mozmbdmmh

HH mmDon

 

 

-'-.

61

62

1'
the story of Big Jim“"8

was used twice, in speaking to the
Lions Club and to one of the church groups. It is therefore
shown in Figure II. Materials which were used more than once,
but only to one type of audience, are not shown in Figure II.
The story of the truck driver19 is used five times, but only
to school groups. From Figure II we may get a clear picture
of the materials which Dr. Cunningham thought were apprOpriate
to use in speaking to more than one type of audience.

Figure I shows a total of 75 "building blocks" used in
the six school speeches. Of these 75 "building blocks",
27 are used in all six school speeches, 11 are used in five
of the school speeches, 7 are used in four of the speeches,
6 are used in three of the speeches, 8 are used in two of
the school speeches, and 16 are used in only one school
speech. ‘We also find that 29 "building blocks" are used in
both of the church speeches. This would further demonstrate
that the same general type of material is used in speaking to
a particular type of audience.

Two references are found in all ten speeches. The
first is a reference to the burns Cunningham received as a
child. This experience appears in essentially the same form

in all ten speeches. The substance outlines show that it

appears in the introduction of each speech. In each case,

 

18See Glossary of Terms, No. 8h

19See Glossary of Terms, No. h

63
it seems to be used along with other personal experiences to
establish rapport and win the good will of the audience.

The second item appearing in all ten speeches is the
reference to Dr. Cunningham's opportunities to endorse
various alcohol and tobacco products. Although this appears
in all ten speeches, its use varies. Though the story is
essentially the same in all cases, it seems to be offered as
support for a different assertion, or is used for a different
purpose in each case. To the school groups he is saying,
"Don't drink or smoke, in spite of the pressures you.may face."
The Story of the endorsement opportunities is offered as
proof for the assertion that "even money should not lead one
to a favorable attitude toward drinking or smoking." To the
Salvation Army group, he tells this experience as a part of
his introduction. In this case, its objective would be
primarily to establish rapport with the audience, and "to
warm them up" for the real purpose of his speech. 'With both
the churches and the Lions Club, Cunningham brings this
reference in as proof for his assertion that "our greatest
responsibility is not what we do for ourselves, but the
example we set for the generations that follow us."

The comparison of amounts spent for alcohol and education
appears in his speeches to schools, churches, and the Lions Club.
Beyond this, all other materials are used in Speaking to either
one or two types of audiences only. The 32 items listed in
Figure II are used in speeches to more than one type of

audience. In other words, of the 151 items in Cunningham's

6h
"storehouse of materials," 118 "building blocks are used

for only one Specific type of audience.

Audience Adjustment

Dr. Cunningham's audience adjustment must be considered
in light of his personal philosophy that "human nature" is
basically the same in all people." Because of this philosophy,
Cunningham stated to the writer that he did not consciously
make any specific preparation for a given Speaking situation
other than having a good night's rest. He depends very
much on what Monroe20 calls the "circular response."

Cunningham watches his audiences carefully and attempts
to make his adjustments based entirely upon the audience
response to what he is saying at that time.

For instance, it may be seen from the substance
outlines that Mr. Cunningham deleted the section, "Don't
Drink or Smoke," in two of his school speeches. This section
contains additional factual and statistical material support-
ing the assertion that one should not drink or smoke. Dr.
Cunningham told the writer that he deleted this at Greisel
Junior High School because he could see that the interest
was waning. Therefore, he skipped this part entirely and
went on to materials that he felt would be of more interest
to them. At Cooley High School, Cunningham also deleted
this section of his talk, but in this case it may have

been the time element which was responsible rather than

 

20Monroe, pp. pit., pp. 29-31

65

the interest of the students. There were only about 25
minutes available for the Cooley High School assembly, and
while Cunningham usually covered about 50 points ("build-
ing blocks") in each of his other five speeches, he covered
only 38 "building blocks" in this speech. Audience adjust-
ment is further demonstrated in the speech to the Lions
Club. In.viewing his audience and listening to their comments
at the dinner table, Dr. Cunningham felt that the Lions
Club would be the type of group which would need more
"softening up" before he could bring his basic message of
Clean living and Christian responsibility to them. For
this purpose nearly half of the Lions Club Speech is de-
voted to anecdotes, personal experiences, and stories
intended primarily to establish rapport and win the good
will of the audience.

Cunningham demonstrated further audience adjustment
in his speech to the Salvation Army by not referring directly
to the alcohol problem. In this speech he also called
attention to a picture on the wall of the chapel in telling
his story about the Dead Sea.21

The basic difference between the two church speeches
is that the speech to the Nazarene Church was about fifteen
minutes longer than the speech to the Methodist Church.
Dr. Cunningham told the writer that he lengthened the Nazarene
speech for two reasons: (1) Because he felt from watching

the audience that the Nazarene people were more attentive

 

2:See Glossary of Terms, No. 107

66
and wanted to hear more. (2) He also felt that the Nazarene
peOple were more interested in the principle of "Christian
witnessing." According to the speaker, this was his primary
reason for making that particular adjustment in speaking
to the church groups. The writer felt that the time element
was also involved in the speaker's determination of the
length of the two church talks. The Asbury Methodist
speech was given at the Sunday morning worship service
where the people were probably accustomed to being dis-
missed at a stated time (12:00). The Nazarene Church talk
was given at the'Wednesday night "Prayer Meeting" where
people were not accustomed to being dismissed at any stated
time.

Another method of audience adjustment used by Cun-
ningham consisted of his response to someone taking his
picture with a flash camera. In five of the six school
speeches, someone in the audience came close to the front
of the speaker's platform and snapped a flash picture of
Dr. Cunningham. On each occasion Cunningham paused and
nodded toward the photographer saying, "Thank you, I'll take
a dozen of those." After first hearing this reSponse at
Southfield High SChool in Speech Number One, the writer
thought that it was an "ad lib." But after seeing the same
reSponse given in four other schools, it was rather apparent
that this was the speaker's standard method of dealing

with such a Situation.

67
Summary

From a study of the ten speeches under consideration it
seems that Glenn Cunningham has a "storehouse of materials"
from which he builds each individual speech. Nest of the
materials reflect his personal experiences. A given illustra-
tion, story, or experience may be used in several different
ways, but in general, the speaker tended to use the same kind
of materials for specific types of audiences.

Though there was initial difficulty in attempting
to classify the type of organization used in the ten speeches
of this study, it later became apparent that the speeches
could easily be divided into three parts as shown by the
Substance Outlines in Appendix A. The theme of the speeches,
clean living and character building, is found only in the
body of the speeches. In audience adjustment the speaker
relied primarily on the "circular response" to guide him
in determining what adjustments to make for a particular

situation.

CHAPTER IV

PROOF

 

Not all of the 151 items in the previous chapter1 were
used as evidence to prove points. However, most of these items
do have a "proof quality." The previous chapter has discussed
rhetorical invention from the aspect of content materials,
while this chapter examines the invention of the Cunningham
speeches under study from the aspect of proof per g3.

Frankly, Cunningham does very little of what we traditionally
consider "proving points." He does, however, do some things
to make his ideas believable, and these can be considered
under the traditional headings of ethical, emotional and
logical proof. .

In their book, Speech Criticism, Thonssen and Baird

 

discuss these three kinds of proof which were first set forth
in detail by Aristotle in the rhetoric.2 Most rhetorical
estimates are still based in some degree upon this ancient
classification. For the purpose of this study, ethical proof

will refer to the materials which focus attention upon the

 

1See Figure I, p. 60.

2Lester Thonssen and A0 Craig Baird, Speech Criticism
(New York: The Ronald Press Company, l9h8), p. 331.

68

 

69
character of the speaker as a means of persuasion. Emotional
proof will concern those materials which appeal to the feelings
or emotions of the individual as a means of persuasion. Logical
proof will include a consideration of factual evidence such as
statistics, examples, references to authority, and the use of
logical reasoning based upon that evidence as a means of

persuasion.

Ethical Proof

 

The classical conception of ethical proof outlined in
Aristotle's Rhetoric considers those things done by the speaker
to enhance his personal credibility during his speech.gnly.
Modern writers, however, are increasingly aware of the import-
ance of the prior impression of the speaker held by the
audience.3 In the case of Cunningham's Detroit speeches in
1957, the establishment of a prior impression was carefully
thought out. All advance publicity for Cunningham's speaking
itinerary focused principal attention upon the speaker instead
of the subject. Although the sponsorship of the Michigan
Temperance Foundation was mentioned in the advance advertising,
it was, in most cases, only a slight reference. According to
Ross J. McLennan, former Director of the Temperance Foundation,
the Sponsoring organization felt that the meetings would be
more successful if the character and the background of the
speaker were made dominant in all publicity and introductory

materials.

 

3See, for example,‘wayne Minnick, The Art of Persuasion
(Boston: Houghton Mifflin Company, 1957):'Ch§pter V.

 

70
The writer also observed that Dr. Cunningham specifically
mentioned the importance of background information to each per-
son.who introduced him to a school audience. For example,
Cunningham told the principal at Cooley High School to be
sure to tell the students about his athletic and academic
background, commenting that he was "ancient history" to this
generation. Apparently Dr. Cunningham felt the audience
would perceive the message of the speech better if they knew
about his own background and accomplishments. The attention
given to the speaker through advance publicity and in the
introduction.before each speech would infer that the per-
sonality of the speaker was considered by both Dr. Cunningham
and the sponsoring organization to be of primary importance.
To aid in determining the kind of evidence used by
Dr. Cunningham, the writer offers the following classification
for the 151 items from which the ten speeches under study were
built: (These items are listed and discussed in the previous
chapter).
Personal Experiences
Statistics
Humorous Anecdotes
Quotations
Examples
References to Authority

Comparison
Definition

nanacrcrt3CSE;Cd

Most of the remaining 26 items could be classified simply as
statements or assertions which were made by the speaker without
any supporting evidence.

The most common form of supporting material used by

Dr. Cunningham in his speeches was obviously the personal

71
experience. This kind of material may sometimes be used for
the purpose of logical demonstration. In Cunningham's case,
however, its purpose seems primarily to be one of establishing
ethical proof. For example, the following personal experience
is found in the early part of all the speeches under study:

As a small child I was burned in a gasoline explosion,
a fire which cost my brother his life. I was in bed
for many months, was told I would never walk again, and
I could have been an invalid today but I didn't choose
to be. My legs were burned so deeply that chunks of
flesh had fallen from the muscles. Much of the circula-
tion had been destroyed. My legs were drawn up and
twisted. my strength was gone. Peeple would say,
'Glenn, you'll never walk again, you'll be an invalid
for the rest of your life.‘ But I remembered even as

a child where there is enough faith, all things are
possible. I can assure each one of you that you, too,
will find that same thing to be true if you.place your
faith where faith belongs.h

In telling this experience the speaker stresses not only that
he overcame a severe handicap but that he did it through
faith (in God). Thus the experience helps to establish
Glenn Cunningham as a person worthy of belief and acceptance.

In speaking to the Asbury Mbthodist Church, Dr. Cun-
ningham said:

Now, if it were just the dollars and cents involved, I
wouldn't be here in.Michigan. I have a wife and eight
children. There isn't an hour of any day that I am
away from home that I am not downright homesick to be
home with my family. I would like to be attending
church with my family this morning at our little
Community Church, but I feel if I can reach just one
boy or one girl in each meeting at which I speak, then
the sacrifice that my family must make and the sacrifice
that I must make of being away from home at least two
weeks out of three and many t s three out of four, I
feel it is more than worth it.

 

”From Southfield High School Manuscript
5From Asbury Methodist Church manuscript

72
Apparently the speaker made this statement to show that he was
unselfish and willing to make a great sacrifice if it meant
helping others. Again, the statement helps to establish the
speaker as being a worthy person--wortby of belief and
acceptance.

‘When the speaker tells such experiences as his first
two-mile race6 and the Dartmouth race,7 he is offering this
material to support the assumption that he was once a world's
champion athlete. References to his travels as well as to the
important people whom he has known tend to establish him even
further as a person worthy of belief and acceptance.

This use of experience to establish ethos is probably
Cunningham's most apparent speech device.

In some cases, however, the personal experience is used
as logical proof. For example, in the school speeches Cunning-
ham asks the question, "What does it take to be a champion?"
His supporting material consists primarily of personal ex-
periences, such as:

But certainly if you are going to be a world's champion
athlete, there can be no carousing around, no smoking,
no drinking, no using of any of the narcotics or break-
ing of these training rules in any way. I have traveled
around the world, competed against some of the greatest
athletes who have ever lived. I have known many of the
other great world's champions. I have never found a
single individual-among them.who could carouse around,
use tobacco, use alcohol, use any of the narcotics or

break any of those training rules in any way and perform
as effectively, as efficiently on the athletic field as

 

6See Glossary of Terms, No. 78

7See Glossary of Terms, No. 80

73

they would otherwise. I have been through four different
universities. I have taught in college and university.

I have never found the individual who can carouse around,
use tobacco, use alcohol, use any of the narcotics and
perform as effecgively, as efficiently mentally as they
would otherwise.

According to Dr. Cunningham, a worldls champion must have
the prOper mental attitudes. To support this assumption, the
speaker also uses personal experience.

Do you young people realize that you set your limits in
every field of endeavor by your attitudes? You set up
the psychological barriers. You will never go beyond
them. I have always felt that your athletic performance
was at least 85 per cent from your shoulders up, and I
should know. I practically had to compete in athletics
without legs .9

Emotional Proof

 

Although it is difficult to distinguish between develop-
ing speaker-acceptance in the sense of ethical proof, and the
"audience-conditioning" which constitutes emotional proof,
there are cases in which Cunningham uses personal experiences
primarily to "warm up“ the audience. For example, the story
of his first football game10 and his first race11 are used by
the speaker in this way, and could therefore perhaps be classed
as a form of emotional proof. In fact, the first ten minutes
of each of the six school speeches is devoted to the telling

of personal experiences which appear to have as their primary

 

8From Southfield High School Manuscript
9mm.
10

 

See Glossary of Terms, No. 3

J1"“‘See Glossary Of Terms, N°° 53

‘Z'h
purpose that of getting the audience in a proper frame of mind
to receive his message.

Humorous anecdotes, also, are found in all ten speeches
and seem to be used for the purpose of "warming up" the audience
as well as maintaining their interest, attention, and good will
during the speech. In a limited sense they, too, constitute a
type of emotional proof. One example is found in the Lions Club
speech.

At the present time I am living on a little ranch out in
Kansas and when we walked in the door here at noon ex-
pecting to see everyone waiting on us, I found only one
man which reminded me of a meeting that was called in my
own community which is a ranch community. They invited

a speaker in there to speak to a group of the ranchers.
Only one old rancher turned out to hear him. It was long
past time for the meeting to start and finally the speaker
turned to the old man and said, "Shall we just call this
meeting off and go on home, or would you like for me to go
ahead and give my talk?“

Twell, Mister, if I went out to feed my livestock and only
one critter showed up, IVd feed him, I wouldn't turn
around and go back.“ So.the speaker stood up and turned
on for about an hour. 'When he finished he turned to the
old rancher again and said, ”What do you think of it?”

The old rancher said, 'Mr., if I went out to feed my
livestock and only one critter showed up, I wouldn't

dump off the whole load.212

Clearer uses of emotional material are found in the use
of appeals to fear. For example, consider the means of support
for Cunningham9s assertion that one should not smoke which is
found in his statement,

You might also be interested to know that cancer of
the lung in women was practically unheard of until

women started smoking cigarettes. Today, you can
trace incidences of cancer of the lung in women in

 

1’}

i_From Lions Club ManuscriPt

75

direct prOportion to the number smoking and the amount they
smoke. Think that one over.13

Further evidence of the same type of emotional appeal is found
in the speaker's references to death on the highway caused by
drinking and to the dangers of alcoholism.

Another form of emotional proof is found in Dr. Cun-
ningham's word selection. His language is not flowery and
contains few embellishments; however, he uses words that are
concrete and vivid. In his speech to the Lions Club, Cunning-
ham refers to the alcoholic as a "drunken sot." In telling of
his first football game, he said,

Here the kid came lickety-split and I was going right
into him wide open. 'We were rapidly approaching a
crisis. He was either going to run over me or I was
going to run over him, I didn't know which. Something
had to be done. ‘Well, the only thing I could think of
was just close my eyes, hold up my arms for whatever

I might fall into. Almost immediately,‘Wham£ I hit him
right in the middle, caught him on the head and s oulders,
ran about ten.yards with him before I fell down.

The language is filled with action, simple, and colloquial.

He presents an appeal to the young people by using such
expressions as "get on the ball" and "dropping squarely in
your lap."

But certainly, young peOple, if the society in.which

you find yourself, if our very civilization is going

to survive, you.young peeple are going to have to 'get

on the ball' and do something about it. For those of

us of the older generation have fumbled that ball, we
have made such a mess of our society. 'we have created

so many complicated problems in our civilization--pr§blems
that we soon will be dropping squarely in your lap.1

 

13From Southfield High School Manuscript
1thid.
lsIbid.

?6
Another example of Cunninghamls vivid descriptive langu-
age is found in the Asbury Methodist Church talk.

I remembered my coach had told me, 'Now Glenn, as you
finish these races, just run like all the bulls in
Kansas are right behind you chasing you.‘ I thought
surely one of them had overtaken me and gored me in
the back of my legs. My muscles were so tired thay
seemed to be pulling loose from the bone. Finally

it seemed eternity, I caught up with the tape and it
certainly didn“t take me a quarter of a mile to slow
down.16 _

The conclusions of all ten speeches are in the form of
an appeal. Each appeal.is emotional in nature and has as its
general theme that of "surrendering oneVS life to God." The
same appeal was used in all six of the school speeches.

Certainly if'you would have the security that all the
material riches of the world can never buy, the peace
of mind and contentment of heart that can be found by
pursuing no other course, if you would know the real
joys, the real satisfactions that come from living that
full, rich, meaningful and worthwhile life, just place
your hand in the hand of Godis. let Him lead you where
He will. I can guarantee each one of you, without a
single reservation, without a single qualification, that
you.will find life and that you will find it far more
abundantly than.you can ever hope to find'ny pursuing
any other course.1

Such a conclusion obviously includes much of the emotional in

its appeal.

Logical Proof

 

In addition to the uses of personal experience for
"logical" effect discussed under the heading of Ethical Proof,
other elements of logical proof can be found in Cunningham's

speeches. The logic used, however, does not appear to be an

 

16From Asbury Methodist Church Manuscript
lTF-rom Southfield High School Manuscript

77

outstanding characteristic of the speeches. As support for the
idea that drinking leads to crime, for example, Cunningham says,

The wardens of our penal institutions across the nation

have told me that no less than 75 per cent to 95 per

cent of the inmates in our penal institutionslgre in

there because of the use of beverage alcohol.
This kind of use of statistics is representative. Note that
it is general rather than specific as to source. No date is
given, or place of publication, to lend credence or prestige
to the statement. Instead, the citation is made personal--
"wardens. . . . have told me"--and, if you believe in
Cunningham, you will accept the statement.

A similar situation is found in Cunningham's reference

to drinking and family problemso

The divorce court judges across the nation tell me

that 50 to 90 per cent of the divorce cases that

land in the divorce courts are in there because of

the use of beverage alcohol.l9

In citing authority to support his ideas, Cunningham

generally injected the personal element. For example, in his
speech to the Nazarene Church he said that alcohol can destroy
the brain cells. He gave Dr. Frederick Le Mere as the authority
for this statement. However, the speaker said that Dr. Le Mere
had told him this fact personally. From this, it appears that
even.when Cunningham used logical proof in his speeches, he
still relied upon a high degree of the personal element to

support his ideas.

 

18From Southfield High School Manuscript

19Ibid.

78
Summagz

In Cunninghamis Speeches we find some elements of ethical,
logical and emotional proof. ‘We find the least evidence of
logical proof in the speeches, and the vague and general nature
of his statistics and quotations tends to weaken the effective-
ness of what he does use. The personal element often enters
into the logical type of proof, establishing the speaker as
the real source of authority for statements made.

Emotional proof is found in the personal experiences
told by the speaker, the word selection, the use of humor,
and the nature of the conclusion or appeal of each speech.

The dominant type of proof, however, appears to be ethical.
This is evidenced by the use of personal experiences through-
out the speeches as well as Cunningham93 personal philosophy
of public speaking which he expressed to the writer, saying
that he felt a person must speak from his own personal con-
victions, and that any speaker, to be effective, must be a
living example of what he preaches.

Events and circumstances before the speech, such as
introductions and advance publicity also point to the speaker
as being the most important element and the subject matter as
being of secondary importance. Cunningham, in other words,

creates belief in himself, and therefore in what he says.

CHAPTER V

DELIVERY

This chapter'will consider both the physical and the

vocal factors of the delivery of Glenn Cunningham.

Physical Factors

 

Thonssen and Baird point out the importance of consider-
ing the bodily'action of a speaker when they say,
Observers and critics of oratory look, then, to such
physical manifestations as grace of movement on the
platform, facility in gesticulation, meaningful use
of facial expression, and the effective use of the
eyes as instruments of audience control.1
The importance of physical factors in speaking is further

described by Brigance in these'words;

Erery-speaker gives two speeihes simultaneously,
one with'words, and one with actions.‘

You cath escape talking with your body. You can
only decide whether you,wi7 talk badly or well.-3

This s ctiun.will consider the physical factors con-
cerned with Dr. CunninghamVs delivery, including his general
physical appearance and physical activity before and during

his speeches. Particular attention will be given to the

gestures used by the speaker.

 

1Lester Thonssen and A. Craig Baird, §peech Criticism
(New York: The Ronald Press Company, l9h8), p. hh2.

 

L illiam Norwood Brigance, §peech, Its Techniques and
Disciplines 33,5 Free Society (New York: Appleton-Century-
Crofts, Inc., 19527, p. 32h.

31:321., p. 80.

 

 

 

79

80
During the delivery of the ten speeches in this study,

the writer made detailed notations regarding the gestures used
by the speaker. After observing Dr. Cunningham over a period
of three years, as he spoke to similar groups, the writer became
increasingly aware that he was using the same gestures. In
January, 1959, the writer asked Mr. Cunningham to demonstrate
some of the gestures which he commonly used in his Speeches.
Cunningham replied that he could not remember what gestures
he normally used in a speaking situation. However, after
reciting parts of his church and school speeches, he was able
to give the apprOpriate gestures which he normally used as he
presented this material to various audiences. Therefore,
although somewhat after the fact, Cunningham gave parts of his
various speeches. Repeatedly, as he came to certain points,
he gestured. At these points action pictures were quickly
snapped. (See Figures 2 through 31 in this section.)

Further observation of the gestures used by Dr. Cunning-
ham in speaking to church and school groups in May, 1959,
confirms the fact that the speaker tended to use the same
gestures with the same material regardless of the audience
or occasion. A comparison of the photographs of the posed
gestures with the notes taken at the time of the delivery of
the ten speeches in this study tends to confirm that these
pictures represent.very probably the gestures used by the
speaker in giving the speeches under consideration, and they

are therefore included for study.

81

Dr. Cunningham stands five feet, nine inches, and weighs
approximately one-hundred-seventy pounds. His ruddy complexion
is accentuated by a receding hairline. His dress while deliver-
ing these speeches was conservative. He wore either a light or
dark blue double-breasted suit. To complete his dress he wore
brown shoes, maroon hose, white shirt, and a maroon tie with
a small white figure. The writer questioned four adults
following the meeting at the Nazarene Church, and about
twenty students from the six school meetings. Two questions
were asked: (1) What was the speaker wearing? and (2)‘What
was your impression of his dress? One adult and several
students answered that he was wearing a "dark suit." The
others could not remember what Dr. Cunningham wore, but all
were unanimous in their Opinion that he was "well dressed."

On the basis of these observations, it would seem logical to
conclude that the speaker‘s attire left a favorable impression
on the audience and that it neither called attention to itself,
nor detracted from the spoken word.

Before speaking, Dr. Cunningham was usually seated on
the platform. He was erect and looked at ease. He would always
participate in any preliminary activities, such as singing,
pledging allegiance to the flag, or reciting the Lord's Prayer.
While being introduced he usually looked directly at the one
giving the introduction. If the introduction was unusually
long, as in the case of the Lions Club, Cunningham would
occasionally glance at the audience. After the introduction,

Cunningham.walked briskly to the microphone, paused, and smiled

82
at the audience. Then he usually turned to thank the person

who had introduced him.

From the moment Dr. Cunningham begins to speak, one is
immediately aware of his "piercing gaze." This can be best
illustrated by Figure 1.h Since he never uses notes, he is
able to maintain a direct eye contact with the audience
throughout his speech. Cunningham commented to the writer
that he likes to select a member of the audience, preferably
one who does not show interest or attention toward the
beginning of his speech. He then proceeds to "lock at him,
right in the eye" as he speaks, trying to gain his attention
and interest. Instead of looking out "over the audience"
Cunningham prefers to select various individuals in different
parts of the audience and speak as though he were trying to
reach them as individuals. This directness of eye contact
seems to be particularly effective in gaining and holding the
attention of the audience.

Generally the speakerls facial expression during his
speeches is very similar to that shown in Figure 1. It might
be described as one depicting seriousness or earnestness. Even
when Cunningham is telling a humorous story, he retains his
serious expression until the very end, until the "punch line."
In effect this aids in conveying his sincerity to the audience,

and helps them to realize that "there must be something

 

hThis picture was taken by one of the staff members of
the Salvation Army during Dr. Cunningham°s speech to the
Salvation Army group. The other pictures are all posed.

83
important in what the speaker is saying." But there were
times during all of the speeches when Dr. Cunningham's facial
expressions changed from the usual seriousness to express a

different feeling. Figures 2, 3, and h illustrate some of these

changes.

 

«in: {K .3

FIGURE 1

Dr. Cunningham speaking to the
Salvation.Army Group.

8h

JUN - 60

 

“FIGURE 2

Dr. Cunningham registers
an expression of surprise.

JUN - 60

[’1’ /,//JJJJ(J(~

- _ /‘ /‘ I J‘ "

 

Reaching the "punch line" of a story, Dr.
Cunningham begins to laugh with his audience.

85

JUN - 60

w. ~‘

s—a—“V

 

N‘WV‘V’V'VVVV-vv vy.»

(
r
f
4

FIGURE h
Pausing for emphasis between
points in his speech, Dr. Cun-
ningham registers an expression
of approval.

Observing Dr. Cunningham in all ten speaking situations,
the writer could detect no noticeable random bodily movement.
The speakercs hands were usually at his sides when not being
used to gesture. Occasionally he rested his hands lightly
on the side of the pulpit, as shown in Figure 1. All move-
ment seemed to have a purpose. ‘we may therefore classify most
of his bodily movements as gestures, according to the defini-

tion given by Mbnroe, "A gesture may be defined as the movement

of any part of the body used to convey some thought or emotion,

86

or to reinforce its oral expression."5

Monroe classifies gestures as being one of two general
types, descriptive or conventional. The descriptive gestures
are imitative. The speaker may describe size, shape, or move-
ment of an object by imitation. His classification of the con-
ventional gestures includes six basic movements of the hands
and arms: (1) pointing, (2) giving or receiving, (3) rejecting,
(h) clenching the fist, (s) cautioning, and (6) dividing.6
The pictures in Figures 5 to 9 illustrate some of the
conventional gestures used by Dr. Cunningham in his speeches.
The pictures in Figures 10 to 31 illustrate some of the

descriptive gestures used by Cunningham.

 

 

SAlan H. Monroe, Principles and es 2: S .ech
(Chicago: Scott, Foresman and Company, 19 9), p. 21

6Ibid., pp. 63-70. In his section on Gestures, Monroe
gives a detailed explanation of the terms to which the writer
refers above.

 

8?

JUN - 60

 

FIGURE 5

POINTING: "If you want to be a worldls
champion athlete as I did, select an

event in which you are vitally interested."
(From Southfield High School Speech)

, ./'- .r J ./

88

JUN - 60

 

FIGURE 6

GIVING OR RECEIVING: "If’you would have
the security that all the material riches
of the world can never buy. . . ."

(From Southfield High School Speech)

89

JUN - 60

 

\ \ \ ‘\‘ , *~—\ ~- \

FIGURE 7

REJECTING: "I have never found an individual
among them who could carouse around, use
tobacco, use alcohol, use any of the narcotics,
or break those training rules in any way, and
perform as effectively, as efficiently on

the athletic field as they'would otherwise."
(From Southfield High School Speech)

90

JUN - 60

 

FIGURE 8

CLENCHED FIST: "He tried to encourage
them to stay in there and fight, even
though they were down, clinging by the
skin of their teeth!" (From Southfield
High School Speech)

91

JUN - 60

 

FIGURE 9
CAUTIONING: "Certainly if a member of your
family is killed by a drinking driver, you
will think far more seriously on this
question than you ever have thought before."
(From Southfield High School Speech)

The conventional gesture of "dividing", as described by
Monroe, was not used by Dr. Cunningham in his speeches. The other
five conventional gestures were used to express various feeling
and to emphasize different points. The pictures illustrate at
least one way in which the speaker used a particular gesture.

The rest of his gestures may be classified as descriptive.
Figures 10 to 31 offer examples of various frequently used arm

and hand movements which seemed to be meaningfully and consistently

identified with certain repeated ideas.

92

 

FIGURE 10

"My legs were drawn up and twisted. My
strength was gone. People would say, cGlenn,
you“ll never walk again, you'll be an invalid
the rest of your life.'" (From Southfield
High School Speech)

JUN . 60

 

FIGURE 11

"But I was afraid I would be robbed of the
privilege of competing in athletics. My
parents were bitterly Opposed to all kinds
of sports. In fact, my father had told my
brother and me, 'If you boys are not getting
enough exercise, you just get home and Till
find plenty for you to do.‘ And my father
had a very striking way of impressing his
demands on us boys." (From Southfield High
School Speech).

9h

JUN - 60

h

 

FIGURE 12

"He kept putting on the pressure, finally my
father said, “Boys get their arms and legs
broken, their legs and their backs broken.
Boys get killed playing that silly game. I'll
have none of it.0 I had been sitting there
listening to that argument, marveling at my
father especially. Out on the ranch nothing
would please him more than seeing one of us
boys climbing on an old bronc horse. It
could throw us clear over the barn, or kick
us through the side of it for that matter."
(From Southfield High School Speech)

95

JUN - 60

 

FIGURE 13

"I looked at some of the older boys and my
heart just wilted. I wondered how IVd ever
match strides with them. Then I looked down
at one of the boy"s feet. I saw he had on a
pair of shoes with nails in the bottom of
them. IVd never been.to a track meet, never
saw a pair of spiked shoes before. I thought
as I looked, vwe11, brother, I’ve got you
nowfi Every time you take a step, you'll be
fastened to the ground. Igll just scoot along
on top in these basketball shoes.‘ (From
Redford High School Speech)

95

JUN - 60

 

FIGURE 11:

"When I came to the end of the race, I saw a
string across the track. I didn‘t know what
it was for, and I could see it was going to
hit me right in the eyes. I knew I didn't
want this to happen, so I just ducked under-
neath." (From Redford High School Speech)

JUN - 60

 

FIGURE 15

"The coach noticed that I was nervous and upset.
He came out on the track, put his arm around

my shoulder. ”Now,‘ he said, 'Glenn, I am go-
ing to be waiting here on the first turn and

as you run by if I want you to speed the pace
up, I911 just motion you out into the lead.’"
(From Asbury Methodist Church Speech)

98

JUN - 60

 

FIGURE 16

"The instant I stepped over the finish line
I was stopped dead still in my tracks. I
turned around to shake hands with the boy
but was surprised to see him coming around
the last turn, about 250 yards back."
(From Asbury Methodist Church. Speech)

99

JUN - 60

 

FIGURE 17

"After my teammates helped me suit up, I slipped
the helmet down over my head, walked out on the
football field feeling very much like one of
those ancient knights out of the Dark Ages in
full armor." (From Southfield High School

Speech)

‘54
C)
0

JUN - 60

 

“\,\\\ \,

‘\‘ ‘-\,\*\’—\‘~\ ‘\\\~\

FIGURE 18

"Here the kid came lickety-split and I was
going right into him wide open. We were
rapidly approaching a crisis." (From
Southfield High School Speech)

\\‘,c

'0

101

 

FIGURE 19

"He was either going to run over me or I was
going to run over him, I didn't know which.
Something had to 'be done. Well, the only
thing I could think of was just to close my
eyes , hold up nv arms for whatever I might
fall into. " (From the Southfield High School

Speech)

102

e x.
w ._r _

’

. ,‘v

 

J’J'I‘l‘l‘f/‘v /VV~/"v_/~/../V\_/“v
I

FIGURE 20

"As soon as we hit the ground I jumped up
immediately and brushed wself off. Our
football field was just covered with those
old three-cornered field burrs." (From
Southfield High School Speech)

103

JUN - 60

 

rd 'VJ‘v'('*—/vva‘/vv vv‘ww.

'\ _ -\‘.\ ,\ -\/~——\ yy-“wam

'5
:

FIGURE 21

"After brushing myself off, I locked around

and saw the boy still lying there on the ground.
I thought my parents prediction was correct only
in reverse. Instead of him killing me, I had
killed him. The boy's coach ran out from the
sidelines rolling him over on his back, grabbed
him by the belt and was pumping him up and down.
‘Well, as far as I could see, there was no air
going in, none coming out--no signs of any life."
(From Southfield High School Speech)

,' N—w'b by W“ a,“ w‘mw

H

-w ~— 51 ww"\-

r‘" W J_"‘J V- no,” v

r

101;

JUN . 60

 

FIGURE 22

"I thought sure enough I had killed him and I
was so frightened I started into the dressing
room to check in my equipment right then and
there calling my football career to an end.
One of my teammates ran up, grabbed m arm,
jerked me around and said, 'Glenn, .come on
back, you didn't hurt that fellow, you just
knocked the wind out of him.‘ I was greatly
relieved." (From Southfield High School)

105

 

\\, \_ g > ,_ .7 ‘ ,\ \ -,‘_ -~/.\\ »\ \~ \M/\ _,\ \ \ ‘—7_

FIGURE 23

"The third game in.which I played, the coach
put me in the back field playing fullback. You
can all imagine how intelligent I was about
this wonderful game of football. I wasn't
nearly as intelligent as the big colored boy
playing way back in the good old days when the
game was rough and rugged. He was fullback
that year, calling signals from the back field
as they did when I was playing. He got back
there ready to carry that ball, calling the
signal. He said, 'Fo million, fo' billion,
interference, follow me!" (From Southfield
High School Speech)

v v“ 5. ~‘

106

JUN - 60

 

FIGURE 2h

"It takes a lot of hard work to be a success

at anything and you must be willing to sacrifice
anything that is necessary in order to prepare
yourself to perform to the very best of‘your
abilities, which probably means, fellows, you
are going to have to give up an evening or

two a week, maybe more,with one of these
beautiful little a-a-a-, but I'll guarantee

you, it'll get results for you." (From
Southfield High School Speech)

A -

.4 _, v ._, ~.

10?

JUN - 60

 

FIGURE 25

"I have always felt that your athletic perform-
ance was at least 85 per cent from your shoulders
up, and I should know, I practically had to
compete in athletics without legs." (From
Southfield High School Speech)

‘_ ~\— v‘\_

108

JUN - 60

 

\ ‘A\—\\\_\\_r\\ _,\

FIGURE 26

"I am reminded of the golfer. He hit the ball,

it rolled up to a little ant hill. He saw the
ball right in the cone of the ant hill and he

said, 'It is all teed up, all I have to do is

give it a wallOp.' So he walked up and made

a wild swing at the ball. About half the ants
went flying through the air but the ball remained."
(From the Southfield High School Speech)

h—r‘v'v

v

109

 

\\ “_‘ \wx -\_." »

FIGURE 27

"If you would know the real joys, the real
satisfactions that come from living that full,
rich, meaningful and worthwhile life, just
place your hand in the hand of God's. Let
Him lead you where He will." (From Southfield
High School Speech)

110

 

FIGURE 28

"we know from vital statistics that one out

of three marriages today is ending in a divorce
court." (From the Southfield High School

Speech)

111

JUN - 60

 

FIGURE 29

"And in spite of all the prOpaganda put out
by the beer people abOut beer being the drink
of moderation, the light drink, if we are honest,
we must admit the fact that there is as much
alcohol in one bottle of beer as there is in
the average drink of wine, whisky, gin, rum,
or any other alcoholic beverage, and it takes
only a couple of drinks of any of those to
affect the individual's reaction time, their
coordination, and their mind so that they
cannot effectively handle a moving vehicle."
(From Southfield High School Speech)

112

JUN - 60

 

M.-~..--VN~V~JW\VV\'\‘ v

_‘ . I A ~‘ \ \ —\\ '— \ xx » - N

FIGURE 30

"He seleCted a word, stepped on the bus, and
when he got home his wife greeted him. She
said, 'Well, did the doctor find out what is
wrong with.you?' He said, 'Oh.yes, the doctor
told me I have a terrible case of sync0pation.'
‘Well, now, he was right, his wife didn't know
what the term meant. She just tripped over to
the dictionary and looked the term up and she
found that ayncopation is a musical term
which means 'an unsteady movement from bar to
bar.'" (From Southfield High School Speech)

113

 

 

 

FIGURE 31

"What would you think if I were to suggest that
you go out here and play that famous Russian
Roulette game? Possibly some of you don't

know what it is. It isn't commonly played in
this country. You simply take a revolver,
place one bullet in the cylinder, you spin

that cylinder, put the pistol up to your head
and pull the trigger and just hope the bullet
isn't there when the trigger strikes."

(From Southfield High School Speech)

111;

During the Southfield High School speech, the writer
counted hh separate and distinct movements made by the speaker
which might be classified as gestures. Ten of these would
follow in the classification of the conventional gesture and
the other 3h could be classified as descriptive gestures.

After this speech, the writer interviewed several students and
teachers who were present at the assembly. Each person was
asked if he had noticed the number of gestures Cunningham used
while speaking. All agreed that they noticed several gestures
but were not aware that he had made more than a half dozen
throughout the entire speech. This would tend to show that the
audience in general regarded the bodily movements of the speaker
as an integral part of the message.

Brigance lists seven criteria to be used in the evalua-
tion of gestures.s They are as follows:

1. Spontaneous, no attention called to self
2.‘With whole body, as an athlete
3. With vigor
h. Purposeful
5. Material not mcanned" or learned
6. Adapted to the size of the audience
7. Timing, given on the exact syllable,
Using these criteria for an evaluation of Dr. Cunningham's

gestures, it would seem that the speaker‘s gestures played a very

 

SBrigance,_gp. 333., pp. 326-331.

115
important part in his speech. As evidenced by personal inter-
views with members of the audience at the Southfield High School,
it was clear that these bodily movements called no attention to
themselves. Although the same gestures were used in each speech
for similar points, it did not seem to the audience that they
were "canned" or learned.

'Without exception his timing appeared to be nearly perfect,
coming on the exact syllable. This sense of timing was particularly
noticeable, for example, in the story of the alcoholic who came
home to tell his wife that he was suffering from a terrible dis-
ease called "syncOpation." As Cunningham tells this experience
and defines syncopation as "an unsteady movement from bar to
bar," the timing of the movement of his hand comes at precisely
the right time for the audience to get the "punch line" of the
story.

The writer feels that Cunningham's bodily movements not
only measured up to all of the criteria for effective gestures
but that these gestures played a very important part in each
of his speeches. In several instances the gestures themselves
seemed to be as important as the words in getting the point
across. This was particularly true in the story of Cunningham's
first football game and the story of his first race. 'Without
these gestures much of the meaning of each certainly would have
been lost.

The speaker's gestures apparently came "naturally" and
were not learned. _However, Cunningham used the same gestures

'with similar material throughout all of his speeches. In this

116
sense, they might be considered, "canned". As with the "build-
ing blocks" in his "storehouse of materials," the speaker also
built a "storehouse of gestures" which he used in a similar way

to embellish each of his speeches.

Vocal Factors

 

A public address system was available in all ten of the
speaking situations under consideration. Dr. Cunningham used
the amplification system in all cases except the speech given
to the Lions Club. However, it was the writer's opinion that
the speaker could readily have been heard by most groups even
without the use of an amplification system. Several members of
the audience at Southfield High.School remarked after the
assembly that it was many times difficult to hear a speaker when
assemblies were given in their gymnasium. They said there was
no difficulty in hearing Dr. Cunningham. One student remarked
that even when Cunningham spoke "off mike" he could be heard by
most of the audience. In listening to Cunningham's speeches,
one is immediately aware of the volume of his voice as well as
the force used in his delivery.

In interviewing members of the audience after the
speeches, however, the writer found a number of persons com-
menting, "He did speak rapidly." Tape recordings of Cunningham's
speeches show that his rate of speaking varied from 180 to 210
words per minute. Monroe tells us that the normal speed of

utterance for most speakers averages between 120 and 180 words

117
a minute.6 According to this standard we might conclude that
Cunningham customarily spoke at a rapid pace.

As the speaker told of his personal experiences in the
introductory portion of his speeches, the rate was considerably
slower. During the narrative part of most of his Speeches, the
rate was very near to 180 words per minute. A noticeable
speed-up occurred when the speaker began to recite factual
material. For example, when reciting statistical material on
divorce and crime rates, Dr. Cunningham spoke at the rate of
about 210 words per minute. As he told the students at South-
field High School that there was as much alcohol in the average
drink of beer and wine as there was in the average drink of
whisky, his rate was also about 210 words per minute.

In transcribing the manuscripts found in the Appendix,
the writer noticed.that Dr. Cunningham had a tendency to talk
so rapidly in some places that some words and syllables became
almost unintelligible. For example, as the speaker was ex-
plaining the game of Russian Roulette to the students at South-
field High School, he said, "You simply take a revolver, place
one bullet in the cylinder, you spin that cylinder, put the
pistol up to your head and just hope the bullet isn‘t there
when the trigger strikes." The word "isnit", between "bullet"
and "there", can scarcely be distinguished. In later speeches
(1958 and 1959) the writer noticed that Cunningham paused

after the word "bullet" and distinctly said "is not."

 

6 ’ ’ .
Alan H. Menroe, Principles and es of Speech

(Chicago: Scott, Foresman and Company, 9):—p. O .

 

118
When questioned about this change, Dr. Cunningham told the
writer that he had noticed some students not getting the point
of the Russian Roulette story. He said he realized that he
had a tendency to "run some of his words together," and was try-
ing to rectify this. This faulty pattern of articulation
occurred from time to time in most of the speeches. Cunningham
did not make such common articulatory errors as consistently
dropping final consonant sounds such as, "t" and "d", nor did
he change the final sound in the syllable, "ing." However,
from time to time, he tended to speak so rapidly that some words
would be almost unintelligible.

Dr. Cunningham made effective use of the pause several
times in each of his speeches. Perhaps the pause was more
apparent because of his rapid rate of speaking. At least when
the speaker did pause, either for emphasis or to call attention
to a particular point, it seemed especially effective. For
example, in making his appeal to the Cooley High School assembly,
Cunningham said, "If you would know the real joys, the real satis-
factions that come from living that full, rich, meaningful and
worthwhile life. . . . just place your hand in the hand of God."
The pause used in this case seemed to focus attention on the
direct appeal given by the speaker.

In the speech to the Lions Club, Cunningham said,

Finally, it seemed like eternity before I caught up with that
tape. And it certainly didn't take me a quarter of a mile

to slow down after the race was over! The instant I stepped
over the finish line, I stOpped dead still in my tracks. I
turned around to shake hands with this boy. . . .and was

surprised to see him coming around the last turn about 250
yards back."7

 

7From Lions Club Manuscript

119
In this case, the pause added to the element of suspense and
aided the speaker in making his point to the group.

The speaker's pitch would probably be classified in the
range of normalcy, being neither unusually high nor unusually
low. There appeared to be no monotonous pitch patterns in
Cunningham's speaking. He exhibited flexibility and variety
in his pitch. The quality of his voice might be described as
a bit nasal but nevertheless reasonably pleasant to the ear.

In considering the vocal factors of the speeches under
consideration, it seems that the volume and rate of speech are
the only factors meriting special comments. 'While the
speaker's volume aided in intelligibility, this was sometimes
offset by his very rapid rate of speaking. His rapid rate
tended to give the impression, particularly when he was dealing
with factual material as opposed to the telling of personal
experiences, that the speech was "canned," or memorized. How-
ever, because of the generally rapid rate of speaking, the
pauses used by the speaker admittedly became particularly
effective. In other words, Cunningham's use of voice and his
articulation would seem adequate rather than outstandingly

effective.

Summary

Dr. Cunningham's delivery has greater excellence of gesture
and bodily action than it does of vocal usage. He is an
energetic, active speaker, poised and direct while speaking.
Although his vocal usage is adequate--sometimes effectively

varied and expressive--he tends to speak too fast, and to

12.0
omit and slur the sounds of words, making some phrases virtually

unintelligible.

CHAPTER VI

CONCLUSIONS

 

The purpose of this study was to analyze the various ele-
ments of ten selected temperance speeches given by Glenn Cunning-
ham in Detroit, Michigan, during the period from February 2h,
1957, to March 8, 1957. To accomplish this purpose consideration
was given to the audience, the occasion, the speaker, and the
speeches. The previous chapters gave attention to the speaker's
ideas, the language he used, the nature of his appeals, the
structure of his thoughts, as well as the physical and vocal
factors of his delivery.

The purpose of this chapter is threefold. First, it will
summarize the analyses which have been.made, including the
important conclusions regarding the rhetorical invention of the
speeches, both from the aspect of content materials and from
the aspect of proof, as well as the physical and vocal factors
of delivery. Second, it will make an evaluation of the effective-
ness of the speeches, and third, it will offer some suggestions

for further study.

Subject Matter
One of the unique features of Glenn Cunningham's content
material is the dominance of personal experiences. Chapter III

121

122

shows how the content materials of all ten speeches under study
can be charted to give 151 "building blocks."1 Of these 151
items, 75 are personal experiences. As a general rule, observa-
tion would lead us to conclude that public speeches are not
usually weighted so heavily with personal experience materials.

Also outstanding in the consideration of subject matter
is the frequency with which certain specific materials were used.
Figure II2 charts the usage frequency of 33 items from the 151
"building blocks." A given illustration, story, or experience
may be used in several different ways, of course, but in general
Cunningham tended to use the same kind of materials in relation-
ship to specific types of audiences, rather than to proof
purposes. In other words, in the school speeches certain
ones of the "building blocks" were used, while certain others
were more likely to be used in the church speeches.

Dr. Cunningham stated that he generally regarded human
nature as being the same, regardless of where he found it.
He stated that he approached each general type of speaking
situation in the same manner. Figure I will bear this point
out to a certain degree.3 However, the writer feels that
Cunningham does not "stereotype" his audiences as much as he
contends. Keen Observation of audience response and the

changing of materials according to the pattern of the "circular

 

1See Figure I, p. 60
2See Figure II, p. 61

3See Figure I, p. 60

123
response" demonstrate that the speaker is aware of not only
differences in audiences but also of changes in audience
attitude during the speech itself. Although the speaker may
tend to approach any given speaking situation in the same
general manner, he is conscious of audience reactions and
apparently is willing to change his materials to conform to
these reactions.

Although there was initial difficulty in attempting to
classify the type of organization used in the ten speeches of
this study, it later became apparent that the speeches could
easily be divided into three parts as shown by the Substance
Outlines in Appendix A. The theme of the speeches, Clean Liv-
ing and Character Building, is found only in the body of the
speeches. The introductions consisted primarily of anecdotes
and stories intended to "warm up" the audience. The conclusions
were in the form of appeals, to "serve God" or to "surrender

one's life to God."

Proof

Elements of ethical, logical, and emotional proof were
found in the speeches. Logical proof was least evidenced, and
the vague and general nature of Cunningham's statistics and
quotations tended to weaken the effectiveness of what he did use.
The personal element often entered into the logical type of
proof, establishing the speaker as the real source of authority
for statements made. Emotional proof was found in the personal
experiences told by the speaker, the word selection, the use of

humor, and the nature of the conclusion or appeal of each speech.

12h

The dominant type of proof, however appeared to be what
the Greeks termed "ethical." This kind of proof was especially
evidenced by the wide use of personal experiences. Events and
circumstances before the speech, such as introductions and advance
publicity, also point to the speaker as being the most important
element in the total situation and the subject matter as being of
secondary importance. Cunningham, in other words, created belief
in himself, and therefore in what he said.

The question was posed in Chapter I regarding Dr. Cunning-
ham‘s general approach to alcohol education. Does this approach
used by Cunningham represent an approach that is different from
"former methods?" At the turn of the century fear appeals were
used by temperance speakers to encourage peOple not to drink and
also to "fight the liquor traffic." It is true, of course, that
much of Glenn Cunningham's proof is emotional in nature. He
still talks about the danger of becoming an alcoholic, the
possibility of getting lung cancer from smoking and the problem
of death on the highway from drinking and driving. 23 there,
then, something different in his appeal or is it still basically
the same in kind as that used in previous decades?

The writer feels that two elements found in the speeches
under study are basically different from former "stereotyped"
methods of alcohol education and, as such, represent a "new
approach" to this area. The great reliance on personal experiences
and the dominance of ethical proof in Cunningham's speeches focus
attention on the speaker. In a sense, the writer feels that

Cunningham is telling people, "Don't drink because you can have

125
a better life without alcohol--look at me and see how you.can be
successful without compromising on the principle of total abstinence."
This "proof by testimony," or "proof by demonstration" is somewhat
different from past efforts in that it is positive, rather than
negative in its suggestion.

In all six of the school speeches, for example, Cunningham
introduces the body of his speech by asking the question, "What
does it take to be a champion?"

I get letters from boys all around the world. Boys coming
to me saying, “Glenn, what does it take to be a world's
champion? Possibly that sounds like a pretty big assign-
ment to some of you young peOple but let me assure you
it isn't nearly as difficult as you might think. ‘Well,
I am sure that each one of you before me here today can
be a world‘fi champion in some field of endeavor if you
want to be.
Throughout the school speeches Cunningham points to himself as
an example of how to be successful in life without drinking
or smoking. He also refers to the experiences of others who
have become champions and maintained the principles of "clean
living." The reference to Miss Americas is an example of
successful living without drinking and smoking. A general
reference also appears in the Southfield High School Manuscript
to support the idea that all champions "keep the training rules."
But certainly if you are going to be a worldls champion
athlete, there can be no carousing around, no smoking,
no drinking, no using of any of the narcotics or breaking
those training rules in any way. I have traveled around
the world, competed against some of the greatest athletes

who have ever lived. I have known many of the other
great world9s champions. I have never found a single

 

hFrom Southfield High School Manuscript

SSee Glossary of Terms, No. hS

126
individual among them who could carouse around, use tobacco,
use alcohol, use any of the narcotics or break those training
rules in any way and perform as effectively, as efficiently
on the athletic field as they would otherwise.6
These references seem to show that Glenn Cunningham is

endeavoring to appeal to the young peOple not to drink and smoke

because of the advantages and benefits of abstinence. A further

 

reference in his appeal, found in all six school speeches, demon-
strates this positive approach.
Certainly if you would have the security that all the material
riches of the world can never buy, the peace of mind and
contentment of heart that can be found by pursuing no other
course, if you would know the real joys, the real satisfac-
tions that come from living that full, rich, meaningful and
worthwhile life, just place your hand in the hand of God.
Let Him lead.you where He will. I can guarantee each one
of you without a single reservation, without a single
qualification that you will find life and that you will find
it far more abundantly than you can ever hope to find by
pursuing any other course. Thank you.7
By the positive approach of offering the "abundant life"
as a reason for "clean living," the writer feels that Glenn
Cunningham used an appeal which was basically different from
earlier "stereotyped methods" of alcohol education. Earlier
methods seemed to focus more attention on the idea of not
drinking because of the harm it would do to the individual,
with very little emphasis placed upon the benefits of total
abstinence.
A second element in Cunninghamis speeches seems to

differ from former "stereotyped methods" of alcohol education.

This new approach is found primarily in the appeal that was

 

6From Southfield High School Manuscript

7mm.

127
used.with the adult groups, which differed somewhat from the
one used with the young people. In essence we might say that
Cunningham's “adult" appeal is: "Don't drink because of the
example you set for others, particularly the young people.“

In the Lions Club Speech, for example, Cunningham told
the experience about the trouble that a certain city on the
‘West Coast was having.8 The point of the experience was
summed up by the judge who said, "fen stop your drinking,
and.you stop doing what you are doing, and when.you straighten
up your own lives you won't have to worry about your children.9
In the same speech, Cunningham told the story of Big J1m.10
Following this experience he stated, "I think it behooves
each one of us to stop and take stock occasionally of the
kind of example we are setting for our fellow men, and
especially ouryouth.11 The appeal for both church speeches
took the same form. Cunningham recited the poem, "Sheep and
Lambst and then concluded by saying, "And what terrible
cost millions of lambs are paying throughout this land be-
cause we, the sheep, have lead them astray by our bad examples.
Thank you."13 *

By appealing to peeple not to drink or smoke because of

the example they set for others, Glenn Cunningham used a second

 

88cc Glossary of Terms, No. 83
9From Lions Club Manuscript
108cc Glossary of Terms, No. 8h
11From Lions Club Manuscript
12339 Glossary of Terms, No. 131
13From Asbury Methodist Church Manuscript

128
technique that differed from former methods of alcohol education.
The psychological and emotional appeals, including fear appeals,
used by Cunningham are somewhat similar to former methods. In
this the writer feels that Glenn Cunningham represents an adapta-
tion of former methods, with terminology adjusted to presently
accepted forms. But in the two appeals of (1) Don't drink
because there is a more abundant life in total abstinence and
(2) Don't drink because of the example you.may set for others,
Cunningham represents a relatively new and positive approach
to temperance speaking.

In his new book, "What Shall we Say About Alcohol?",
Caradine R. Hooton of the Methodist Board of Temperance, states
that he feels the church should first find out why people drink.
Then, he advises,

Instead of merely damning the drink, we seek an.under-
standing of drives that, after all, can only be
satisfied by something better than alcohol. In a
study of motivations there is also need to build the

case for abstinence arogfid positive benefits rather
than potential dangers.

A second principle for modern-day alcohol education is offered
by Hooton when he discusses the true meaning of temperance,

The Christian will first think and then try. Forgetting
himself in his concern for others, the sincere person's
next step forward will be an effort to set a good example
in every situation. He will try to live consistently so

as to become a lift and not a letdown for his associates.15

The writer feels that the appeals used.by Glenn Cunningham

represent the same principles set forth by Dr. Hooton as basic

11‘Caradine R. Hooton, What Shall [a Say About Alcohol?
(New York: Abingdon Press, 15657, p. 19.

15Ib1d., p. 62.

129

to modern-day alcohol education.

Delivery

Dr. Cunningham's delivery seemed to have a greater ex-
cellence of gesture and bodily action than it did of vocal
usage. Although the same gestures were used in each speech
for similar points, it did not seem to the audience that they
were "canned" or learned.

Although his vocal usage was adequate--sometimes effectively
varied and expressive-~he tended to speak too fast, and to omit .
and slur the sounds of words, making sane phrases virtually

unintelligible.

Effectiveness

In attemtping to evaluate the effectiveness of the speeches
under study, the writer will refer to his observations during and
after the speeches, as well as to comments by several Detroit
high school principals two years after the speeches under study
were given. I

Cunningham seemed to have the attention and interest
of the audience in all ten speaking situations. The response
could be measured not only by the apparent attention of the
audience, but by their laughter at the speaker's humorous stories
and anecdotes as well. After each of the six school speeches, a
group of students came to Cunningham to get his autograph and to
talk personally with him.

It would be difficult to measure accurately whether

Glenn Cunningham changed any attitudes about drinking. Judging

130
from the conversation the writer heard at the dinner table pre-
ceding the Lions Club speech, there were apparently a large
number of social drinkers in this audience. The writer tried
to get comments from several of the audience as they left the
room. Several said the talk was "good" but would comment no
further. Another said, "In athletics a person shouldn't drink-
Glenn is right on that point." I asked if he thought this applied
to persons not in athletics. He replied that he felt this was a
different matter. Another person said, "I drink moderately. Not
much, but on occasion. I will say this, that I feel it never did
anyone any good to drink. I think Glenn was absolutely right in
what he said."

On the basis of comments heard at the Lions Club, there
seems to be a reasonable doubt that those who were drinkers
would change their attitudes to the point of not drinking as a
result of Cunningham's talk. However, it would be reasonable to
assume that their attitudes were somewhat moved in the direction
of abstinence, at least in the sense that they were forced to
re-examine them and justify them anew.

At Southfield High School, one student remarked, "I
don't drink now, and I never will. Dr. Cunningham made me feel
even stronger on this point." On the basis of this remark, the
writer feels that there is a good possibility that Cunningham
did perhaps strengthen some persons' views on the subject of
drinking. Further evidence of this might be found in the
offering received after each of the church services. The

offering at the Nazarene Church was $135, and the Asbury

131
Methodist Church offering totaled $151. According to Ross J.
McLennan, then Director of the Michigan Temperance Foundation,
both offerings were "above average" and considerably in excess
of what the Foundation would expect from groups of that size.
If we assume that these people were primarily abstainers, then we
might see evidence here that Cunningham's speeches to these
congregations strengthened their feelings to the point of inspir-
ing them to give more than they normally would for such an
offering.

Another method of measuring the effectiveness of Glenn
Cunningham’s speeches might be found in the experience of the
writer two years after the ten speeches under study were
given. In 1959, the writer called on four of the schools
where Cunningham had spoken on his 1957 itinerary in Detroit.
Each principal expressed a willingness to schedule another
temperance speaker, saying, "Our school still remembers Glenn
Cunningham's talk two years ago. If you can send anyone else
who is half as good as he was, we will be glad to have him.“
These remarks would evidence that the speeches by Cunningham
had something of a lasting effect on the school administrators.

The one negative comment that was frequently heard was
to the effect that Cunningham spoke too rapidly to be understood.
The writer feels that this excessively rapid speech.pattern
detracted considerably from the effectiveness of Cunningham's
speeches. It would seem that the speeches under study were;
generally well received by the audiences, however, and that

there was at least some lasting effect from these speeches, as

132

measured by the comments from several school administrators two
years later.

The difficulty in measuring the effectiveness or
audience response of speeches of this type gives rise to a
suggestion for further study. If there could be study along
the lines of attitude change, with pre-testing, post-testing,
and control groups, one might be able to measure more accurately
whether or not such temperance speeches actually change attitudes.

It would also be interesting to see if other athletes
could adopt Cunningham's method of approach and have a similar .
success in public speaking. Further exploration might be done
on the two principles used by Cunningham and advocated by
Dr. Hooton as being a more effective basis for alcohol education
today, namely (1) the positive approach of showing the
"abundant life" as a product of abstinence and (2) abstinence

because of the example set for others.

APPENDIX A
SUBSTANCE OUTLINES
of the Ten
Speeches Studied *
Speech 1
.Southfield High School

I. Introductory Remarks and Personal Experiences

A. Didn't Affect Me (1)
B. Burns (2)
C. Football (3)
D. Truck Driver (h)
E. Hitler (5)

II. What Does It Take to be a Champion?

A. Becoming a Champion
B. Select Event
C. Work and Sacrifice
1. Girls
2. Early to Bed
D. Training Rules
1. Athletics
2. I911 Take Dozen
3. Classroom
E. Faith
1. Above Shoulders
2. Think You Can
3. Light Bulb
F. Perseverence
l. Turtles
2. Edison
3.‘Winner Never Quits
G. Don’t Drink
10 Mortgage Future
2. Success
3 . Crime
h. Drinking Driving
5. Amount of Alcohol
6. Divorce
7. Public Enemy

AAA/\AAA
FJUIFJFJPJ\OCDCh-d

U.)

[—0 m H Ovvvv

““HRGE

telv
I4<3xo<m-q
vvvvvvv vvvvvvvvvvvvv

AAAAAAA AAA/\AAAAAA

n3n>n>n>n>n>n>
co~thvn£rbono

* Numbers in parentheses refer to the "Storehouse of Ideas" Key.
See Chapter III.

133

13h

8. Alcoholism (29)
(a) Syncopation (30)
(b) One in Nine (31)
(c) Roulette (32)
9. Why Drink (33)
(a) Smart (3h) -
(b) Pepular (35)
(c) Pressure (36)
(l) Roosevelt (37)
(2) Principle (38)
(3) Refused Endorsements (39)
H. Responsibility (AG)
1. Bag of Tools (hl)
2. Ant Hill (hZ)
3. Better You (h3)
I. Doth Drink or Smoke
1. More Facts (bk)
2. Miss America (hS)
3. Air Force Doctors (A6)
h. Insurance Companies (h?)
III. Have Faith in God
A. Most of Life (AB)
B. King of England (A9)
C. Place Your Hand (50)
Speech 2

Redford High School

I. Introductory Remarks and Personal Experiences

A. Jack Rabbit . (52)
B. Burns ( 2)
C. First Race (53)

II. What Does It Take to be a Champion?

A. Becoming a Champion
B. Select Event
C. work and Sacrifice
1.6313
2. Early to Bed
D. Training Rules
1. Ath1etics
2. Classroom
E. Faith
1- Above Shoulders
2. Think YOu Can
3. Light Bulbs
F. Don°t Drink
1. Mortgage Future
2. Success

AA AAAAAAAAAAAA

NM

vardra r4 F4
Can: ~o<hxnf;{3totj<3\ochh-a
VV VVVWVVVVVVV

135

3. Crime
h. Drinking Driving
5. Amount of Alcohol
6. Mental
7. Divorce
8. Public Enemy
9. Polio and Alcohol
10. Alcoholism
(a) Traces of Blood
(b) One in Nine
(0) Roulette
11. Why Drink
(a) Smart
(b) Pressure
(1) Roosevelt
(2) Principle
(0) Immaturity
(d) Economic Aspects
(1) Money Spent
(2) Refused Endorsements
G. Don't Drink or Smoke
1. Mere Facts
2. Miss America
3. Cancer in‘WOmen
h. Air Force Doctors
H. Responsibility
1. Bag of Tools
2. Better You
3. Accept Responsibility
h. Give Self

F'ODNUIO‘UIF"

wmmmwwwwwwwuwmmmmmmm

AAAAAAAAA AAA/\AAAAAAAAAAAAAAAA
\OmmNODKJO‘P'WNI-‘O‘W

ChChtrcrcrchhtr
vvvvvvvvv vvvvvvvvvvvvvvvvvvvv

HMWHOO‘OUIE:

III. Have Faith in God

A. Most of Life (h8)
B. King of England (h9)
C. Place Your Hand (50)

Speech 3
Cooley High School

I. Introductory Remarks and Personal Experiences

A. Called Other Things (63)
B. Didn“t Affect Me ( 1)
C. Burns ( 2)
D. Football ( 3)
E. Truck Driver ( h)
F. Hitler ( 5 )

II. ‘What Does It Take to be a Champion?
A. Becoming a Champion
B. Select Event (

O\~J
vv

136

C. Work and Sacrifice
1. Girls
2. Early to Bed
D. Training Rules
1. Athletics
2. Classroom
E. Faith
1. Above Shoulders
2. I'll Take Dozen
3. Think You Can
A. Light Bulb
F. Don't Drink
1. Mortgage Future
2. Success
3. Crime
h. Drinking Driving
5. Amount of Alcohol
6. Divorce
7. Public Enemy
8. Alcoholism
(a) Syncopation
(b) One in Nine
(c) Be Sure
G. Responsibility
1. Refused Endorsements
2. Bag of Tools
3. Air Force Doctors
h. Better You

HHWHEHHHH
umHmorHowmummrwm QOHW wmwowm

AAAAAAAAAAAAAAAA AAAAAAAAAAA

rt-C'WC'OWWNNNNNNNN

III. Have Faith in God

A. Most of Life (h8)
B. King of England (R9)
C. Place Your Hand (50)

Speech h
Greusel Junior High School

I. Introductory Remarks and Personal Experiences

A. Compliment Students (65)
B. Dumb Not Lost (66)
C. Burns ( 2)
D. First Terrible (67)
E. Football ( 3)
F. Truck Driver ( h)
G. Hitler ( 5)

II. What Does It Take to be a Champion?

A. Becoming a Champion ( 7)
B. Select Event ( 6)
C. Work and.Sacrifice ( 8)
1. Girls ( 9)
2. Early to Bed (10)

137

Training Rules

1. Athletics

2. I'll Take Dozen
3. Classroom

Faith

1. Above Shoulders
2. Think You Can
3. Light Bulb

Fear of Failure

1. Lesson

2. Edison
3.‘Winner Never Quits

. Aim High

Don't Drink
‘Mortgage Future
Success

Crime

Drinking Driving
Amount of Alcohol
Mental

Divorce

Public Enemy
Alcoholism

(a) Sync0pation
(b) Meney Spent
(c) One in Nine
(d) Roulette

O O O

\OCDNO‘UIE'WNI—I
e

10. why Drink

(a) Smart

(b) Pressure

(1; Roosevelt

(2 Principle

(3) Refused Endorsements

I. ReSponsibility

1. Bag of Tools
2. Give Self
3. Better You

Have Faith in God

A. Most of Life
B. King of England
C. Place Your Hand

138

Speech 5
Jackson Junior High School, #1

1. Introductory Remarks and Personal Experiences

. Dumb Not Lost (66)
. Burns ( 2)
. Football

. Truck Driver
. Hitler

AAA
\nt’w
vvv

. Becoming a Champion
. Pay Price
. Select Event
. Werk and Sacrifice
1. Girls
2. Early to Bed
E. Training Rules
1. Athletics
2. Classroom
F. Faith
1. Above Shoulders
2. Think You Can
3. I'll Take Dozen
A. Light Bulb
G. Perseverence
1. Edison
2.‘Winner Never Quits
H. Aim High
I. Don't Drink
1. Mortgage Future
2. Success
3. Chances
. Crime
Drinking Driving
Amount of Alcohol
Divorce
Public Enemy
. Alcoholism
(a) Syncopation
(b) One in Nine
(c) Roulette
10.‘Why Drink
(a) Smart
(b) Pressure
(1) My Father
(2 Learn Facts
J. Responsibility
1. Ant Hill
2. Refused Endorsements
3. Bag of Tools
h. Give Self

Q

A
B
C
D
E
II. 'What Does It Take to be a Champion?
A
B
C
D

HHHH
meowmmrq

OHOQNHOWP

.

\OCD-dCh\nFr
O
AAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAA

mrwrrdquwwwwwmmmmmmqmm NMNI—‘HU'LI—‘H
HHQNOWNOP’WNHO‘OQQO‘WF’HWN

139
K. Don't Drink or Smoke

1. More Facts (uh)
2. Russ America (AS)
3. Cancer in WOmen (60)
h. Air Force Doctors (h6)
5. Insurance Companies (h?)
III.-Have Faith in God
A. Most of Life (h8)
B. King of England (R9)
C. Place Your Hand (50)

Speech 6
Jackson Junior High School, #2

I. Introductory Remarks and Personal Experiences

A. Didn't Affect Me ( 1)
B. Burns ( 2)
c. Football ( 3)
D. Truck Driver ( h)
E. Hitler ( 5)

II. ‘What Does It Take to be a Champion?

A. Becoming a Champion
B. Pay Price

C

D

Q

. Select Event
.‘Work and Sacrifice

1. Girls
2. Early to Bed

E. Training Rules
1. Athletics
2. Classroom

F. Faith
1. Above Shoulders
2. I'll Take Dozen
3. Think You Can
h. Bumble Bee

G. Fear of Failure
1. Lesson
2. Edison

H. Aim High

I. Don't Drink
1. Mertgage Future
2. Success
3. Crime

. h. Drinking Driving
5. Amount of Alcohol
6. Mental
7. Divorce

SSESemore

AAA/\AAA AAAAAAAAAAAAAAAAAA
NUINNNNN NJNQO‘NI—‘UIH

\IUIO‘UIE‘UJN OOWODU'IO‘l-‘UIF
vvwvvv vvvvvvvvv wvvvvvvv

lho

8. Public Enemy (28)

9. Alcoholism (29)

(a) Snycopation (30)

(b) One in Nine (31)

(c) Roulette (32)

10. Why Drink (33)

(a) Smart (3h)

(b) Pressure (36)

(1) My Father (72)

(2) Roosevelt (37)

(3) Principle (38)

(h) Refused Endprsements (39)

J. Responsibility (AD)

1. Bag of Tools (hl)

2. Give Self (61)
K. Don't Drink or Smoke

1. More Facts (Rh)

2. Miss America (hS)

3. Cancer ianbmen (60)

h. Air Force Doctors (A6)

5. Insurance Companies (A?)

III. Have Faith in God

A. Meet of Life (h8)
B. King of England (h9)
C. Place Your Hand (50)
Speech 7
Lions Club

I. Introductory Remarks and Personal Experiences

A. Who was It (76)
B. Dump Whole Load (77)
C. Burns ( 2)
D. First Terrible (6?)
E. Two-Mile Race (78)
F. Lions Sponsor (79)

II. Don't Drink or Smoke

A. Dartmouth
B. Youth Problems
1. Act Like Adults
2. West Coast
C. Refused Endorsements
E. Destroy Brain Cells
F. Mbney Spent
G. Polio and Alcohol
11. War Deaths
I..Communism

AAAAAAAAAAA
oo CDU'lU‘l CD (DU) CD CD on on
\1 our—\o Vic-“O w m l-' O
vvvvvvvvvvv

III. Have Faith in God

A. Played the Game (88)

Speech 8
Salvation Army

I. Introductory Remarks and Personal Experiences

A. Layman (89)
B. Dump Whole Load (77)
C. Burns ( 2)
D. Football ( 3)
E. Olympics (90)
F. Dartmouth (80)
G. Refused Endorsements (39)
H. Ranch (91)

II. How to Get the Meet Out of Life

A. Most of Life (h8)
B. Material Things (92)
C. Goals (93)
D. Nothing Impossible (9h)
1. Aim High (70)

2. Light Bulb (17)

3. Occasional Failures (95)

(a) All Fail Sometimes (96)

(b) Go On (97)

(c) Met Boy Today (98)

h. Overcoming (99)
(a)'Wa1king (100)

(b) Running (101)

(c) Schooling (102)

5. Faith (1h)

6. Patience (103)

E. On the Ball (10h)
1. Ant Hill (A2)

2. Farmer (105)

F. Give Self (61)
1. Something to Give (106)

2. All Important (108)

3. Dead Sea (107)
III. Have Faith in God A
A. Nest of Life (h8)

B. King of England (A9)
C. Place Your Hand (50)

Speech 9
Asbury Methodist Church

I.

II.

Introductory Remarks and Personal Experiences

A.
B.
C.
D.

The

A.

Back Pews
Burns
Two-Mile Race
People Same

Alcohol Problem

YOuth Problems
1. Act Like Adults
2. Church Attendance
3. Alcohol Available
h. Bar Maids
Economic Aspects
1. Meney Spent
2. Just the Money
3. Crime Bill
(a) Kansas
(b) Bank Teller
(c) Missions
Claims Refuted
l. Bootlegging
2. Taxes
Affects Everyone
1. Denver
2. Per Cent Crimes
Drinking Driving
Amount of Alcohol
Mental
Divorce
Alcoholism
l. SyncOpation
2. One in Nine
3.'Where Are They?
Affects Youth
1. Appeal to Them
2. Decision Age
3. Pabst
h. Jingles

III. Be a Good Example

A.
B.
C.

Responsibility
Refused Endorsements
Sheep and Lambs

AAA

subucbgaabsuee

mmHowoo-qoun

AAA/\AAAAAAA
N N N

AAAAAAAHH l—lH
WU) N NU'lN N

O\\J'lI-‘O\ONUIO\U1

AA
H
M

AAA
EJIJIJ
N N N
\O CDN‘I
vvv

(130)

(ho)
(39)
(131)

Speech 10
First Nazarene Church

I.

II.

III.

1&3

Introductory Remarks and Personal Experiences

A. Back Pews

B.

C.

Burns
First Race

The Alcohol Problem

A. YOuth Problems

N.

A.

1. Church Attendance
2. Alcohol Available
3. Bar Maids
Economic Aspects
1. Meney Spent
2. Just the Money
3. Crime Bill
(a) Kansas
(b) Bank Teller
(c) Per Cent Crimes
Mental
Destroy Brain Cells
Drinking Driving
Amount of Alcohol
Divorce
war Deaths
Alcoholism
l. Syncopation
2. False Advertising
3. Narcotics
h. Teach Youth
YOuths Say Drinking Makes Adults
1. Rdbs Them of Their Best
2. Lower Than Animals
3. Brain to Sleep
Claims Refuted
1. Bootlegging
2. Taxes
(a) Missions
Christianity
Affects Youth
1. Pabst
2. Jingles
3. Five-year 01d
Mbderation

Example
1. Responsibility
2. Refused Endorsements

(109)
( 2)
(53)

AAA
|—l AA A

BEmmfiEEm

\O 0) w |-‘ H
vvvvvvvvvvvvvvvv WV

AEAAA
rdgm

AAAAAAAAI—l
U) N CI) N I'D N CDU‘l N
O\O O\-<l O‘ULUIUI

(132)

(lhl)

Our Christian Duty Regarding the Alcohol Prdblem

(1&3)
(ho)
(39)

3. Horse Sense

h. Big Jim

5. Neighbors Bible
B.‘Witnessing

1. Define Christian

2. What to Give

3. Dead Sea

h. Give to Master

5. Iowa Senator

6. Psalms 23

7. Need Help

8. Sheep and Lambs

sssBBBEREEeH
vvvvvvvvwvv

APPENDIX B

Manuscripts

Southfield High School

Thank you, Mr. Hall, for that wonderful introduction. As
I sat there listening to the introduction, I was reminded of the
two men waiting in the hospital for the announcement of the birth
of their children. There was a young man there for the first
time who was having trouble. He was pacing up and down the
corridor, wringing his hands, worried half to death, and there
sat an old timer very calmly awaiting the announcement of the
birth of his sixth child. I have a pretty good idea how he
felt, I have eight children of my own. The old gentleman
said to the young man, "Son, come on over here and sit down,
everything will be all right.u But the young man said, "You
don't understand." He said, "My wife has had a horrible ex-
perience and we have always heard that a child would be marked
by those experiences." The old timer said, "Son, there is noth-
ing to that old superstition. Why," he said, "Before I was born
my mother stuck her finger on a phonograph needle and it was
terrible, but", he said, "It didn't affect me, didn't affect me,
didn't affect me, didn't affect me." (See Chapter V, Figure 3)

I assure you those introductions very definitely affect
me and especially when I recognize the fact that my athletic
career ended about the time most of you were being born. As
Mr. Hall mentioned in the introduction, as a small child I was
burned in a gasoline explosion, a fire which cost my brother
his life. 'I was in bed for many months, was told I would never
walk again, and I could have been an invalid today but I dingt
choose to be. My legs were burned so deeply that chunks of
flesh had fallen from the muscles. Much of the circulation had
been destroyed. My legs were drawn up and twisted, (See
Chapter V, Figure 10). My strength was gone. People would
say, "Glenn, you'll never walk again, you'll be an invalid for
the rest of your.life." But I remembered even as a child
where there is enough faith, all things are possible. I can
asSure each one of you that you, too, will find that same
thing to be true if you place your faith where faith belongs.

By the time I had entered high school, I had recovered
sufficiently from my injuries to be able to carry on various
activities, to hold my own and do a fairly good job of it.

lbs

1&6

But I was afraid I would be robbed of the privilege of compet-
ing in athletics. My parents were bitterly apposed to all kinds
of sports. In fact, my father had told my brother and me, "If
you boys aren't getting enough exercise, you just get home and
I'll find plenty for you to do." And my father had a very
striking way (See Chapter V, Figure 11) of impressing his demands
on us boys.

The coach was always desperate for material, especially
out on the football field. Anything that could carry a football
around was welcome on our field. ‘we had a very small enrollment
with few boys out for this sport. ‘We usually had only about
twelve or thirteen boys out for football, especially after those
first three nights of scrimmage. After that we had a scrimmage
against the band. Sometimes we almost beat the band.

My first year in high school, my parents wouldn't allow
me to go out for football. The beginning of my second year the
coach was so desperate for material he came down and tried to
convince my parents that I should be out there playing. He
walked in the house and said he wanted me to play football, and
my parents said "No." They were determined that would be the
final answer. The coach was just as determined it wasn't
going to be. He kept putting on the pressure, finally my
father said, "Boys get their arms and legs broken, and necks
and their backs brOken. Boys get killed playing that silly
game. I'll have none of it." I had been sitting there
listening to that argument, marveling at my father especially.
Out on the ranch nothing would please him more than seeing one
of us boys climbing on an old bronc horse. It could throw us
clear over the barn, (See Chapter V, Figure 12) or kick us
through the side of it for that matter. No danger of being
injured there, but on the field competing with boys our own
age and own size, we might get an injury. The coach finally
gave up and decided he would have to leaye without their
permission for me to play. As he started out to his car,
my parents said that absolutely none of their boys would ever
play football with their permission. I immediately assumed
that without their permission it would be all right and I told
the coach so. It wasn't often that I went against the wishes
of my parents. But in-this case I felt it was justified.

The next day we had a game. The coach called me into the
dressing room and he said, "Glenn, here's your suit." ‘Well,
believe it or not, I had never even.watched a football game.
I didn't know how to get into the outfit. After my team-
mates helped me suit up, I sli ped the helmet down over my
head,(See Chapter V, Figure 17 ‘walked out on the football
field feeling very much like one of these ancient armored
knights out of the Dark Ages in full armor. ‘We started
warming up. They called for the game, flipped the coin, our
Opponent won the toss and decided they would receive the
kickoff. In the last few seconds before the game started,

1h?

my teammates gathered around to tell me how to play this wonder-
ful game of football. The fellows said, "Glenn, as we kick that
ball down the field, you.want to run down and tackle the man.with
the ball." ‘Well, I had never tackled anyone. So I thought I'll
let you fellows do the tackling, then I'll know from watching

. you how to do it myself. ‘We lined up across the field there.

I don't remember what position the coach had me playing. To

be honest with.you, I didn't know they had positions on the
football team at that time. One of the fellows ran, kicked

the ball, it went bounding down the field. One of our
opponents picked it up, came running down the field in a
southeasterly direction. ‘We all started running and the

first thing I knew, in the excitement of the game, I found
myself out ahead of all my teammates. Here the kid came
lickety-split and I was going right into him wide cpen. (See
Chapter V, Figure 18). we were rapidly approaching a crisis.

He was either going to run over me or I was going to run over
him, I didn't know which. Something had to be done. well,

the only thing I could think of was just close my eyes, (See
Chapter V, Figure 19) hold up my arms for whatever I might fall
into. Almost immediately,‘Wham£ I hit him right in the middle,
caught him on the head and shoulders, ran about ten yards with
him before I fell down. As soon as we hit the ground I jumped
up immediately and brushed myself off. (See Chapter V, Fig-
ure 20) Our football field was just covered with these old
three-cornered field burrs. That is exactly what I said.

After brushing myself off, I looked around and saw the boy
still lying there on the ground. I thought my parents pre-
diction was correct Only in reverse. Instead of him killing
me, I had killed him. The boy's coach ran out from the side
lines rolling him over on his back, grabbed him by the belt

and was pumping him up and down. 'Well, as far as I could see,
there was no air going in, (See Chapter V, Figure 21) none
coming out--no signs of any life. I thought sure enough I had
killed him and I was so frightened I started into the dressing
room to check in my equipment right then and there, calling

my football career to an end. One of my teammates ran up,
grabbed my arm, jerked me around (See Chapter V, Figure 22)

and said, "Glenn, come on back, you didn't hurt that fellow,
you just knocked the wind out of him." I was greatly relieved.

The third game in.which I played, the coach put me in the
back field, playing fullback. You can all imagine how intelli-
gent I was about this wonderful game of football. I wasn't
nearly as intelligent as the big colored boy playing way back in
the good old days when the game was rough and rugged. He was
playing fullback that year, calling signals from back field as
they did.when I was playing. He got back there ready to carry
that ball, calling the signal. (See Chapter V, Figure 23) He
said, "Fo' million, fo' billion, interference, follow me!" I
didn't even know there was supposed to be any interference out
there except from our opponent. But I had wonderful experiences
all through school.

lh8

I had the good fortune of participating in athletics for
more than fifteen.years, traveled all around the world and met a
lot of interesting peeple. I like to compare my athletic
experiences to that of a truck driver. They say these truck
drivers have the most wonderful jobs in the world. "They bump
into so many interesting peOple." 'We surely bumped into a lot
of interesting peeple in our travels. I'll never forget the
first trip we made to Europe. ‘we were entertained by the Royal
Family up in Sweden; down through Central Europe, we were
entertained by the state dignitaries, including von Hindenburg
who was then president of Germany. I met another man there in
Germany who became quite famous a few years later. I am sure
you have all read or heard of this man. I am quite sure none of
you young pe0p1e ever met him. His name is Adolph Hitler. And
if he is where I think he is today, I hope I never meet him
again.

I get letters from boys all around the world. Boys coming
to me saying, "Glenn, what does it take to be a world's champion?
Possibly that sounds like a pretty big assignment to some of
you young peOple but let me assure you it isn't nearly as diffi-
cult as you might think. ‘Well, I am sure that each one of you
before me here today can be a world's champion in some field of
endeavor if’you want to be.

If you.want to be a world's champion athlete as I did,
(See Chapter V, Figure 5) select.an event in which you are
vitally interested. Go out there everyday and work, work hard.
It takes a lot of hard work to be a success at anything and you
must be willing to sacrifice anything that is necessary in order
to prepare yourself to perform to the very best of your abilities,
which probably means, Fellows, you are going to have to give
up an evening or two a week, maybe more, with one of these
beautiful little a-a-a-, (See Chapter V, Figure 2h) but I'll
guarantee you it'll get results for you. If you.want to be a
great athlete, it has to be early bed and early to rise,
while your gal goes out with the other guys.

But certainly if you are going to be a world's champion
athlete, there can be no carousing around, no smoking, no
drinking, no using of any of the narcotics or breaking those
training rules in any way. I have traveled around the world,
competed against some of the greatest athletes who have ever
lived. I have known.many of the other great world's champions.

I have never found a single individual among them.who could

carouse around, use tobacco, use alcohol, use any of the narcotics
or break those training rules in any way (See Chapter V, Fig-

ure 7) and perform as effectively, as efficiently on the athletic
field as they would otherwise. (Thank you, I'll take a dozen of
those). I have been through four different universities. I

have taught in college and university. I have never found the
individual who can carouse around, use tdbacco, use alcohol,

use any of the narcotics and perform.as effectively, as efficiently
mentally as they would otherwise. Those products not only rob

1h9

you of your physical and mental potential, but of’your moral and
spiritual potential as well. If you would go to the top in any
field of endeavor don't handicap yourself by using those products,
and last but not least, you must want to win. You must want it
badly enough to pay the price and believe that you can win, and
believing is far more important than most of us ever dream. Do
you young peeple realize that you set your limits in every field
of endeavor’by'your mental attitudes. You set up the psychologi-
cal barriers. You will never go beyond them. I have always
felt that your athletic performance was at least 85 per cent
from your shoulders up (See Chapter V, Figure 25) and I should
know, I practically had to compete in athletics without legs.
But, if you think you can, you can. If you think you dare not,
you don't. If you would like to win but think you can't, it's
almost a cinch you won't. And that is so true.

So many young peOple come to me and say, "Well, I'd
like to do so and so, but I just can't do it, it is impossible.
You must recognize the fact that there is not such a thing as
an impossibility except that you make it impossible by your
mental attitudes. In fact, as I think of impossibilities, I
think of the electric company who used to, in hiring their
scientists, the first job they would give each new scientist
was to frost the inside of a lightbulb. Now, the official of
the company knew it couldn't be done. But each young
scientist would just knock himself out trying to frost the
inside of that lightbulb. Eventually, one by one the young
scientists would come to the officials very apologetically and
they would say, "I am sorry, I just can't do it. It is
impossible to frost the inside of that lightbulb." 'Well,
the officials would have a big laugh at him. They would say,
"We knew it was impossible. 'We just gave you that assignment
as a practical joke." But the company finally hired a young
man.who was so dumb and so stupid, he didn't know you can't
frost the inside of that lightbulb, and he did it. And ever
since then our whole lighting system has been based on the
principle of frosting the inside of the lightbulb. Remember
that when you come up against something that you think is
impossible. In fact, I find so many of our youth are so
afraid of anything that seems difficult or new that any
place where they might fail, they just won't attempt it.
Don't be afraid to stick your neck out. I live on a little
ranch in Kansas. We have those old dry-land turtles out
there and you know I have never found one of them going
forward yet that he didn't stick his neck out. Don't be
afraid of failure. Many.times it is the failures in our
lives that teach us the lessons which we need most.

Thomas A. Edison failed a thousand times in his attempts
to invent that incandescent light. Why didn't he give up and
say it is impossible, can't be done. Certainly he had failed
often enough. The brilliant man he was, he had fixed the
idea in his mind, since it was possible, it was just a matter
of discovering his mistakes, correcting them, and he would

160

After finishing that sixth quarter, the coach said, "Take
it on out faster on the seventh." 'When I finished the seventh
lap, I was wishing the race was over. For had the race ended
there I would have won. I was leading, and I was so tired I
couldn't see how in the world I was going to get through that
last quarter. Any instant I expected to see this chap flash
past me with that terrific kick which.would take him another
quarter of a mile to slow down from after the race had ended.
Crossing the finish line of the seventh quarter, I checked.my
speed. I wanted this boy to move up and take the lead. I
wanted the coach to get the hint that I wanted to follow pace.
Coming around the turn, the boy hadn't moved up and evidently
the coach didn't get the hint. There he was with a big broad
grin all over his face, but certainly I didn't have one.

As I ran by, he said, "Glenn, give it everything you've
got this whole last quarter," which.wasn't much, but I knew-
my coach wouldn't tell me to do anything that I couldn't do
or that I shouldn't do.’ I started sprinting off that first
turn of the backstretch. Just as I reached the backstretch,
this huge football crowd Stood up and started cheering. At
that point, my heart sank. I thought, "Oh, oh, here he comes.”
Any instant I expected to have him flash by me with that
terrific kick. Looking down the backstretch into the last
turn, I thought if I could just beat him to the last turn,
perhaps he wouldn't try to pass me. At least if he does,
he will have to do a few extra yards going around me. I will
finish that much closer to him, at least. So I drove down
the backstretch with everything I could put into the race.

Just as I broke into the last turn above the roar of
the crowd, I could hear the boy's feet beating right beside
me. He had moved right up to my shoulder. I just knew he
was there. In fact, I was so sure he was there I was afraid
to look for fear he would be there. Keeping my eyes right
on around the turn, I drove into the final stretch and I
don't believe I ever traveled 100 yards as long as that.

It seemed every time I took one step in the direction of the
finish tape, it would move away from me about two steps.

And every time I heeded the track, I could hear this boy's
feet beating right beside me. I remember the coach had .
told me, "Glenn, as you finish these races, just run like
all the bulls in Kansas were right behind you chasing you."
And I thought surely some of them had overtaken.me and gored
me in the back of my legs. My muscles were so tired, they
seemed to be pulling loose from the bones.

Finally, it seemed like eternity before I caught up
with that tape. And it certainly didn't take me a quarter
of a mile to slow down after the race was over! The instant
I stepped over the finish line, I stOpped dead.still in my
tracks. I turned around to shake hands with this boy and
was surprised to see him coming around the last turn about
250 yards back. I couldn't believe my eyes. I was sure he

161

had been running right at my shoulders, at least the last

200 yards of that race. Finally, I walked on to the field,
picked up my warmup suit, started walking away in the direction
we had finished the race, and discovered that the wind had
caught that paper number they had pinned on my back, flapping
it just like a runner's feet beating right beside me.

In the years that followed, there were many times that
I wished I had one of those numbers with the wind flapping it.
Perhaps I wouldn't have lost so many races. But I did have a
wonderful experience through the years, participating in
athletics for fifteen years, traveled all around the world
meeting lots of wonderful peOple. In fact, I might say that
it was a Lions Club that really launched me on my athletic
career because they sent my coach and.me to the Inter-Scholastic
Meet in Chicago in 1929 and that was the first really big com-
petition outside the State of Kansas I had the privilege of
entering.

Your chairman here today mentioned the indoor mile
record. Gentlemen, I was running in New York and for about
two and one-half years I ran without losing a race. The track
coach from Dartmouth College was coming down every weekend and
he said, "Glenn, I am just positive the way you are running,
if you will just get away from this field where they keep
putting a dozen boys in the race to clutter up the track, you
will establish a new world's record. I had set the record the
year before, h minutes 8.h seconds. 'While I was working on my
doctor's degree, holding down a jdb, running three or four
races out of New York City each.week, I told Mr. Hillman I just
didn't have time to go to Dartmouth, but he kept insisting.

Finally, I caught up on my work a bit, accepted his
invitation, arrived at Dartmouth on a day such as this,
drizzling rain, but that night it turned cold. I told Hillman
if we had a warm evening I might run a fairly respectable
race, but if it gets cold, no telling what I will do because
in cold weather my legs just tie up due to the fact that much
of the circulation has been destroyed. I was hoping for warm
weather and was pleased when I found it raining. By that night
the temperature started going down. It started snowing. It got
too cold to snow and the temperature still went down. The
next morning it was 7 below zero and the temperature was still
going down. I went out on the track that evening and was sur-
prised to find a very poor track, a very poor setup. But I
went out, ran the race and set a new world's record of h minutes,
h.h seconds and I believe that record is still on the books.

The sports writers gave the track a lot of publicity on
being the fastest track in the world. They gave me a lot of
publicity on being the fastest runner in the world, but I am
sure that neither of those were justified. I am sure I have
been on other tracks just as fast, if not faster than the Dart-
mouth track. But I was in just as good condition, even better,

162

and certainly under more favorable conditions, with one ex-
ception. I had agreed to go to Dartmouth under one condition
arid that was that the coach see that the spectators refrain
from smoking during the running of the meet. 'We had 100 per
cent cooperation with one exception. The coach stood on the
track, calling out the time, puffing on a cigarette, and blow-
ing smoke in my face as I ran by. But I do feel that that one
factor was more responsible for the record than any other one
thing. And I find that other fellows feel the same way with
their competition indoors. The fighters, wrestlers, runners,
whoever they happen to be, perform much better where the air
is clear because the smoke does cut down their wind and seems
to weaken them.

At the present time I am living on a ranch. During
the winter months I travel about the country speaking to perhaps
a half million to a million.young peeple a year. My heart is
with.the young peeple. ‘We hear a lot of criticism of them.
All of the older generation always anxious to criticize the
youth.’ But when I hear someone criticizing the young people
saying, "What in the world is going to become of this younger
generation? ‘Why the kids are going to the dogs!" I am always
quick to admit, "You bet they are. These kids are great
imitators and they are going to do exactly what.you and I, as
examples, do before them, no more and no less."

I recall two years ago I was out in a western coast city
and they were having quite a juvenile delinquency problem.
The businessmen of the area came together one night and invited
a famous juvenile court judge in to speak to them. They wanted
to see what could be done about this wave of juvenile delin-
quency and crime in their community. 'Well, what would this
juvenile court judge tell these men? He knew them all by
their first names, knew exactly what kind of individuals they
were.

"Now", he said, "You men want to eliminate the juvenile
delinquenoy problem in your community. Then you stop your
gamblingi' You stop your drinking, and you stOp doing what you
are doing, and when you straighten up your own lives you won't
have to worry about your children!"

And I believe he is right. I believe that example is
worth more to our children than all the words that can be
spoken in a lifetime. That is why, after running about two
and a half years without losing a race, establishing several
world's records during that time, I was offered a contract
from a cigarette firm, and a beverage alcohol concern. They
said if I would just sign the contract, giving them.per—
mission to use my name and my picture in advertising their
products, I could name my own price. They have offered me
that contract through the years. The last time was a.year
ago last May 26. They even offered me a small brewery in the
New England states--lock, stock, and.barrel if I would endorse
this particular brand of beer.

163

But through the years I have said about the same thing I
did the first time they offered me the contract. I said, "I
don't know how much money your lousy companies have, they don't
have enough money to get my name on their louay ads!"

And if I have kept just one boy or one girl from using
those products, it is worth far more to me than all the money
they could ever pay me. My responsibility as an athlete was
not to just go out and run races and establish world records.
My responsibility as a citizen and as a Christian layman is
not just to go out and accumulate my share of the world's
wealth at the expense of someone else. My greatest responsibility,
and I believe yours, every adult's, is simply to live our lives
as examples to all those around us, because someone is looking
to each one of us as a model for their lives. The example
that we set will determine the success or the failure, possibly
the lif e or the death, of that individual.

I think of these two men in the community where I live.
One man is a large and impressive individual, the most
prominent citizen in the community. Big Jim was a friend
to everyone, interested in every good cause, a good fellow to
everyone. But he smoked, he drank. But he was a strong
individual as most of you are, but thought that made him a
model citizen, a model Christian. But I say to you here today
that that type of an individual is the most dangerous citizen
in our society. There is no child who wants to be like the
individual who is down in the gutter wallowing around like a
swine. They all want to be like the successful man who can
either take it or leave it. And they are going to be molding
their lives after him.

One man on the other side of town lived just the
opposite of Big Jim. This man was a small, unimpressive
individual. He had never made a contribution to the community,
except a large family which he had never supported. This
family was on relief. He became an alcoholic early in life.
One night his fifteeneyear-old boy came in drunk. He put the
kid.to bed.and the next day when.the'boy sobered up, he thought
he would talk to him.

He said, "Son, I have never told you that you shouldn't
drink. I thought you'd just look at me and know that you can't
do it. But I am telling you today, don't continue to drink or
you will become an alcoholic as I have been."

The boy just shoved his dad aside and said, "Dad, I am
not going to be a drunken sot like you. I am going to be like
Big Jim. I'll take my liquor, or I'll turn it down. If I
want to drink, I'll hold my liquor just like Big Jim."

Well, the-father knew the kid couldn't do that, but what
could he do, what could he say?

16h

He went over to see Big Jim that evening and rang the
door bell. The door Opened and Jim's big affable hand came
out to greet him. The man just stepped in past him. No one
had ever stepped past his big affable hand before and Jim said,
"What's the matter here?"

The man said, "Jim, I will tell you what's the matter.
All my life I have envied you, Jim, but today I detest your guts."
Big Jim said, "What's the matter, I never did anything to you
to make you feel that way toward me."

The man said, "Jim, that is what you think." Then he
told him about his boy coming in drunk, how he put him to bed
and when the kid had sobered up, talked to him telling him he
couldn't drink or he would become an alcoholic as he had been,
and how the boy just shoved him aside and said, "Dad, I am
not going to be a drunken sot like you, I am going to be like
Big Jim. I'll take my liquor, I'll turn it down."

"Now, Jim, you know that kid can't do that because he is
cut out of the same cloth, the same pattern that I am, and if
he continues to drink he will become an alcoholic as I have
been."

Big Jim was so stunned he couldn't respond for several
moments. He finally walked over, put his arm around his
friend's shoulder and squeezed him hard. He said, "You go
home and tell that kid of’yours that if he is going to
follow in my footsteps he'll never take another drink as
long as he lives." He said, "It never occurred to me that
your boy or anyone elSe's child would single me out as a
model for their lives."

"But," he said, "if your boy or anyone else is going
to follow in my footsteps, I will be walking right down that
straight and narrow from here on out. I will never take
another drink or do anything else to cause your boy or any boy
to stumble and fall."

I think it behooves each one of us to stop and take
stock occasionally of the kind of example we are setting for
our fellow men, and especially our youth.

I do know from scientific investigation, beverage alcohol
does destroy brain cells. The brain cells, unlike other cells
of the body, once they are destroyed, they are never replaced.
That is why you cannot rehabilitate an alcoholic and have him
drink moderately in most cases.

‘we do know that we spend more money for beverage alcohol
than we spend in all of our educational activities combined.
And, gentlemen, I find as I visit the schools right here in
Detroit, there are many schools who are lacking in facilities,
classroom facilities. “We find many of the best teachers

165

going out of the field in order to earn a living, in other
fields where they can earn a living because we cannot afford

to pay them a decent salary so that they can.stay in teaching.
Yet we say we can't afford these essential things. Gentlemen,
I say to you, if we cannot consider our youth as our greatest
asset in our community, what is there that is worthwhile? 'What
can.make life worth living, if we do not consider our youth,
provide them with the finest equipment and the finest teachers
that they deserve in order to educate them.

‘We are worried about other diseases. ‘We think about
polio. 'We have great faith in the Salk Vaccine with a
possibility of eliminating the dreaded disease from our society.
But we have 102 alcoholics across the nation to each polio
victim. And there are far more people killed by alcohol than
there are by polio, more of them crippled and maimed. In
fact, in the next twelve months, smoking alone will take
more lives than were lost in the three years of the Korean
confliCt. In the next twelve months, alcohol.will take far
more lives than were killed on the battle fields of the
three years of the Korean conflict. It is a terrific burden.

Now they say, "Look at all the taxes we get from
liquor." It has been found by judges and legislative
committees set up to find out what goes with the money
they appr0priate, that for every dollar the liquor people
pay for taxes the taxpayer must dig down in his pocket and
pay from $8 to $13 to take care of the crime and the
prOblems brought about by the use of this product.

‘We wender about Communism, we are afraid that the
Communists will infiltrate this country and by their fifth
column with spies, etc. they will eventually take us over.

I am far mere concerned about the alcohol problem in this
nation than I am Communism. It will deliver this nation into
the hands cf the Communists just as it has done other nations,
far more quickly and far more surely than all the Communist
spies in the fifth column and the Communist Army can ever hope
to. As long as we are morally a strong nation, no nation on
earth can conquer us. I don't believe a nation.was ever con-
quered from without. They are conquered from moral decay from
within.

And that is the plane upon which we are going today.
Unless we, the adults, the responsible peOple in our communities,
are going to set the right kind of an example for our youth, we
‘will continue to go down and our youth will become weaker. The
first thing you know we will simply fall prey to anyone who is
willing to come in and take over.

I like to think about this game of life the same as I
do this game of athletics. To live it, do the best to get the
most out of it. As an athlete I had to live up to high
standards of training rules, good sportsmanship, consideration

166

for my opponents, and others. And that goes for the same
way in life. Play the game hard but play it clean. Play it
according to the rules. Play it so that when that Great
Scorer comes to write against your name, He writes not that
you won or lost, but how you played the game.

Asbury Methodist Church

Thank you, sir. Good morning Christian friends. I see
your congregation is no different than congregations across
the country to which I speak. They all seem to like those
back pews. I am reminded of the congregation that decided
they would build a church especially for the minister. They
wouldn't allow him in the church until it was all completed.
And when he was finally allowed to enter, he was amazed to
find only one pew in the church. It was right back against
the back wall. He stood there watching in amazement as people
filed in and filled that pew, wondering what in the world
would happen when all the room was taken. But when the last
seat was taken, that pew automatically moved forward and
another one came up behind it. People came in and filled
that pew, and it came forward and another one came up behind
it. ‘When the minister stood to preach that morning, he was
so enthused and inspired by all the people right down there
before him, he ran over his time about two minutes. A trap
door sprung and.dropped him down in the basement. I trust
thatngon't happen here this morning. (See Chapter V, Fig-
ure . -

Reverend, yes, I was injured as a child, burned so
severely that the flesh fell from the muscles of my legs.
Much of the circulation was destroyed. I was told I would
never walk again but I learned even as a child where there
is enough faith, all things are possible, as I am sure each
one of you has found, if'you will place your faith where
faith belongs.

In high school I was interested in all activities. I
went on to the university expecting to carry on the same type
of a program as I did in high school. But a few days after
I arrived on the campus, I met my track coach and he said,
"Glenn, if you want to play football, go out for football.

If you want to play basketball, go out for basketball. But
if you want to run, go out for track!" "And," he said, "You
are going out for track!" So I didn't have any trouble
making up my mind what I was going to do there.

Our first race happened to be a twoamile team race on
the track between the halves of football games. I was
fortunate enough to win the first few events. Finally, we
went out to compete against a team that had perhaps the most
outstanding collegiate two-miler of the entire country on it.

167

This boy was a whiz and had never lost a two-mile race. In fact,
the sports writers, in telling about this great prowess, said
that he was so good, had so much speed, stamina and endurance
that as he finished that two miles he was going so fast it took
him a quarter of a mile to slow down from the race after it was
all over. I knew it had never taken me a quarter of a mile to
slow down after any race, regardless of how short it night 130.

I was so upset and excited, I was about ready to start running
right back home.

The coach noticed that I was nervous and upset. He came
out on‘ the track, put his arm around try shoulder. "Now", he said,
"Glenn, I am going to be waiting here on the first turn and as
you run by, if I want you to speed the'pace up, I'll just motion
you out into the lead. (See Chapter V, Figure 15). But if I
want you to slow that pace down, I'll just motion you back.“
Naturally, I was hoping he would be motioning me back, because
I knew if this boy was as good as they said he was, taung a
quarter of a mile to slow down after the race was over, I
certainly had no business out in front of him.

The starter finally ‘ called for the race. We lined up
across the track. He fired a gun and this great two-mils
champion jumped right out into the lead. He was setting the
pace. I was pleased to have him out there, because he was not
only setting the pace, but there' was a strong wind blowing.

He was up there setting the pace, breaking the wind, and pull-
ing me along with him. I followed him three quarters of a mile.

" As I started the fourth lap, the coach said, "Take it
on out 3" "Well, " I thought, "Now one quarter on a two-mile
race won't be too bad. I'll pick up the pace, and drop back
and follow from the fifthlap on. When I finished the fifth
quarter, he motioned me out still faster on the sixth. At
that point I began wondering what in the world had happened to
the coach. I thought surely he had gone haywire. Here was
this boy so outstanding that it took him a quarter of a mile to
slow down after the race was over and the coach had me out
setting‘the pace, breaking the wind, and pulling him along
with me. But ”I thought I could take another quarter. I'll
have a half mile, I can drop back and follow pace, than .
gather speed and get ready for that sprint at the finish.
When I finished the sixth lap, I checked m speed. I wanted
to encourage this boy to move up and take the lead. I wanted
the coach to get the hint that I wanted to follow pace. Can-.-
ing around the track he said, "Take it on out I"

" Well, as I finished that seventh lap, I was wishing the
race was over. For had it ended there, I would have won. I
was leading. And I was so tired I didn't see how in the world
I was going to get through that last quarter. Crossing the
finish line ’I checked my speed again. The boy didn't move up.
The coach didn't get the hint. As I ran by he had a big
broad grin alluover his face. Certainly I didn't have one.
(See Chapter V, Figure 2).

168

As I ran by he said, "Glenn, give it everything you've
got this whole last quarter 9' (which wasn't much). But I knew
try coach wouldn't tell me to do amthing that I couldn't do, or
that I shouldn't do. I started sprinting off the first turn
into the backstretch. As I hit the backstretch of the track,
the huge football crowd stood up and began cheering. They were
just roaring: My heart sank. I thought, "Oh, oh, here he comes I"
At any instant I expected to see him flash past me with thnt
terrific kick that would take him a quarter of a mile to slow
down from after the race was all over.

I remembered my coach had told me, "Now, Glenn, as you
finish these races, just run like all the bulls in Kansas are
right behind you chasing you." I thought surely one of them
had overtaken me and had gored me in the back of the legs.

My muscles were so tired they seemed to be pulling loose from
the bone. Finally, it seemed an eternity, but I caught up

with the tape and it certainly didn't take me a quarter of a
mile to' slow down. The instant I stepped over the finish line
I was stopped dead still in ny tracks. I turned around to shake
hands with the boy, (See Chapter V, Figure 16) but was sur-
prised to see him coming around the last turn about 250 yards
back. I just couldn't believe ny eyes! I was sure he had been
running right at my shoulder at least the last 200 yards of that
race. Finally, I walked over on the field, picked up my warmup
suit, started walking away in the direction we had finished

the race, and discovered the wind had caught that paper number
they had pinned on my back, flapping it, making it sound like

a runner's feet right beside me. That had given me the added
stimulus to put more into the finishing! the race. In the years
that followed, mam times I wished that I would have had one

of those numbers for the wind to flap and perhaps I wouldn't
have lost so nary of those races. .

I have had a great experience in my athletics, traveling
all about the world, in fact, meeting wonderful people, but
you know the thing that I learned that has meant the most to me
is that human beings are human beings regardless of where you
find them. Whether in this nation er any ether nation,
basically human nature is the same. They have the same drives,
the same desires, the same aspirations.

We hear a lot about our youth these dws. We can hardly
pick up a newspaper, magasine, turn on the radio or television
that we don't read or hear about our young people. And the older
generation is always criticising the youth. They sq, ”What in
the world is going to become of this younger generationtj They
are going to the dogs 1"

When I hear such a comment, I am always quick to agree
andI say, "Iou bet they are. These kids are great imitators.
They are going to do Just what you, and you, and I, as adults,
as examples, do before them." I will agree our young people

169

are getting into trouble. It doesn't seem right that they should,
especially when we consider the fact that we are the most Christian
nation in the world. But I think if we will consider just two
facts you will know why so many of our young people are getting
into trouble.

First and foremost is the fact that less than one—third of
our total population ever enter a church with any regularity
at all. Less than one-third and only about one-fourth of
our high school age youngsters ever enter a church.with any
regularity at all.

And the fact is that we have more liquor joints across
our nation than we have temples to God. There are eleven
liquor joints to every church across the nation. Is it any
wonder that our young people are getting into trouble? "well",
you say, "what does the liquor joints have to do with our
young people? It is against the law for them to go into
those places, for them to buy liquor." You know the liquor
peeple are not interested in the law. They are interested
in one thing and one thing alone. And that is the almighty
dollar! They are not interested in your boys or girls or mine.
And if they have the money, they go buy their liquor.

we are the most enlightened nation in the world. Uh
have more barmaids than.we have college coeds. 'we spend
more money for beverage alcohol than for all of our educational
activities and religious activities combined across this
Christian and enlightened nation of ours. Now, if it were
just the dollars and cents involved, I wouldn't be here in
Michigan.

I have a wife and eight children and there isn't an
hour of any day that I am away from home that I am not down-
right homesick to be home with my family. I'd like to be
attending church with my family this morning at our little
Community Church, but I feel if I can reach just one boy or
one girl in each meeting at which I speak, then the sacrifice
that my family must make and the sacrifice that I must make
of being away from home at least two weeks out of three, and '
many times three out of four, I feel it is more than worth it.

J. Edgar HOover tells us that our crime bill across the
nation amounts to more than twenty billion dollars a year. ‘
Being from Kansas, I don't know how much a billion dollars is.
You people here in Michigan would know. But I am told that if
they would have a bank teller here with a billion dollars in
one-dollar bills behind him and he would pass them out one a
minute starting at the time Christ was born, he would still be
passing out dollar bills. A tremendous sum, twenty billion
dollars a year, being spent on crime!

170

Think what could be accomplished in a missionary way
around the world if we had twenty billion dollars to spend. As
I have traveled about the world, I have seen literally millions
of individuals who have never known what it means for just one
day in their lives to have enough food to satisfy the hunger
pangs that constantly gnawed their stomachs, who have never
known what it is for just one day during those cold bitter
winters to have enough clothing to keep them warm. We could
not only cloth and feed the unfortunate individuals but we
could bring them into this fellowship of Christ. But it is
spent to take care of the problems largely brought about be-
cause of the use of this product, beverage alcohol.

Yes, our young people are the ones who are getting into
trouble. The average age of the criminal is twenty-five years
and under and about 15 per cent of them are under fifteen.years
of age. 'Where are we placing our values? It seems that people
have little concern for what their neighbor is doing. As long
as he doesn't interfere with me, I don't interfere with him. I
don't want anyone butting into my business. Let me go my wny,
and-let him go his. That certainly is not the Christian attitude.
‘We should be vitally concerned about each individual, regardless
of who he is or where he is.

You know, not long age, a little over twenty years ago,
the liquor people came out with all this propaganda, "Now, if
you will just legalize this product, we will do away with the
bootlegging." But what has happened? About ten times as many
bootleggers today as we had back during Prohibition.

And they said, "If you will just legalize this stuff,
then look at all the tax you will collect. ‘Why, we'll be paying
your taxes for you!" But what has happened? Taxes continue to
mount and will continue to mount. The more beverage alcohol that
is sold, the more taxes we will have to pay. And for every'
dollar that they spend in revenue, the taxpayers must dig down
in their pockets for from $8 to $13 to take care of the crime
and other problems brought about by the use of beverage alcohol.
It just doesn't make sense, but it is true. Yet, we are uncon-
cerned about what our fellowmen are doing. YOu go your way. Let
me go mine. I find so many Christian.people say, "I don't drink,
and alcohol doesn't bother me." It does bother every man,
woman, and child across this nation, whether they bother it or
not.

Two years ago I was speaking in Denver, Colorado, and one
of the judges there came out with this bit of information. He
said for every man, woman, and child in that county in which
Denver is located, they are paying approximately $200 a year,
most of it in hidden taxes. Yes, but nevertheless they are
paying about $200 a year per capita to take care of the crime
and other problems brought about because of the use of beverage
alcohol. Here just a few days ago I was reading this article
by this criminal court judge in which he stated that 95 per cent

171

of the criminal cases that come into the criminal courts are in
there because of the use of beverage alcohol. 'What a terrible
indictment of this product!

Our highways are littered with those killed, last year
some h0,000. Some of our safety experts tell us that as much as
90 per cent of the slaughter on our highways are because of the
use of beverage alcohol. I had a brother who was killed by a
drinking driver, also a nephew. In neither case by a drunk,
but in both cases by individuals who supposedly had only two
bottles of beer. But we find if we are honest, we must admit
that there is as much alcohol in one bottle of beer or a glass
of beer or a can of beer as there is in the average drink of
whisky, wine, rum, gin, or any other alcoholic beverage. It
takes only a couple of drinks of any of those to affect the
individual's reaction time, coordination, and mind; and they
cannot efficiently handle a moving vehicle. Undoubtedly, all
of you know of individuals who drink and drive, and apparently
get along all right until and unless they are confronted with
an unusual situation. Then they find their reaction time and
coordination and mind is not up to coping with the crisis. An
accident results, perhaps someone is killed. If that someone is
a member of'your family, you will think far more seriously upon
this question than you have ever thought before.

Our'mental institutions are crowded to capacity with
patients who have used beverage alcohol. Yes, beverage alcohol
is not only a poison, a narcotic, a habit-forming drug, but it
also destroys the brain cells. The brain cells, unlike other
cells of the body, once they are destroyed, they are never re-
placed. This product is the most destructive force, I believe,
in our nation today.

According to the divorce court judges, 50 to 90 per cent
of those individuals who go to the courts to get a divorce go
directly or indirectly because of the use of beverage alcohol
by either one or the other, or both members of the family. It
is a terrible indictment of this product that so many people feel
is so essential in our society.

“When I think of all of these individuals whose homes are
ruined, who are robbed of their happiness, I think of the family
in which the husband and the father was such a problem drinker,
his wife insisted that he go to the doctor for help. ‘When the
doctor examined the man, he said, "I am sorry, I cannot help you.
You are an alcoholic."

"Well,“ the man said, "at least you could give a term
that I could use in describing my condition, so that when I
tell my wife what is wrong, I'll not have to use that terrible
word, alcoholic." -

The doctor said, "I know of no other word to describe
your condition. You are an alcoholic."

172

The man left the doctor's office with a face about that
long. He walked out on to the street waiting for a bus to take
him on home. He was standing in front of a music store. He
noticed the musical instruments displayed there in the window,
also a number of words which he didn't understand. But he had
the happy thought, "Well, if I don't understand what those words
mean, surely my wife won't know what they mean." Foolish man.
He selected a word, stepped on the bus, arrived home, and his
wife greeted him.

She said, "Well, did the doctor find out what is wrong
with you?"

"Oh yes, the doctor told me I have a terrible case of
sync0pation."

‘Well, he was right. His wife didn't know what the term
meant, but she just tripped over to the dictionary and looked
it up. And she found that 'synCOpation' is a musical term
which means 'an unsteady movement from bar to bar.‘

Yes, according to the beverage alcohol people we have
around 55 million individuals across our nation who have this
horrible disease of 'syncopation.' At least we have that
number who indulge in the use of beverage alcohol. In spite
of the fact that they spend some $300 million a year advertising,
they do not go ahead to tell us that at least one out of every
nine of those individuals who take their first drink eventually
become a problem drinker or an alcoholic. You don't realize how
many alcoholics live in your community.

They may be your next-door neighbor. You.may not even
know they are alcoholics. They get up and go to work each day.
Yes, they carry on, but nonetheless they are alcoholics. They
have a serious problem. The liquor people are interested in
our youth because they know that you and I, we who are older,
made our decision long ago. Their advertising isn't going to
influence us one way or the other, but they can convince a youth
by constantly hammering away with this propaganda, convincing
them that if you are going to be successful, you must drink.
If you are going to be socially acceptable, you must drink.

If you are going to be popular, you must drink. In fact, if
you are going to do anything worthwhile, you must drink. The
kids eventually fall for that.

A friend of mine took hiS'twoayear-old grandson into a
soda fountain to get him an ice cream cone. As they stood
there at the counter the soda jerk finally flipped up to the
counter and said, "What'll you have?" What did the little two-
year-old child respond? ‘Why, "Pabst Blue Ribbon" because he
had been educated from the time he was born that that was the
response to that question.

173

Not by accident: They hire the best minds, the best psycholo-
gists that they can hire to think up these little catchy phrases
and these little jingles to capture the minds and the imagination
of our youth, and I dare say tonight as our little youngsters
are being tucked into bed, far more of them will be humming and
strumming and singing these little catch phrases they have heard
over the radio and television on the tobacco and beverage alcohol
programs than will be humming and singing the hymns and songs
that they learned in Sunday School and Church. It is made
more appealing to them than anything else. ‘What can we expect?

'Well, friends, back in the late 30's, I had been running
for about two and one-half years without losing a race. I had
established several world's records during that time, some of
which still stand today, and I was offered a contract from a
cigarette firm and a beverage alcohol concern. These individuals
came to me and said, "Glenn, you have established a great
record but you are just an amateur. You have received nothing
for your efforts. Our companies have authorized us to make you
a proposition that will take care of you financially. we don't
know whether you use our products or not. ‘We do not even know
if you smoke or drink, that doesn't matter. Just sign these
contracts giving us permission to use your name and your
picture in advertising these products and you can name your
own price.

They have been back regularly through the years offering
me those contracts. I could have signed such a contract a year
ago last May 26, and name my price. But through the years I
have said about the same thing I did the first time they offered
me the contract. I said, "I don't know how much money your
lousy companies have, they haven't enough money to get my name
on your lousy ads." If I have kept just one boy or one girl
from using tobacco, from using any beverage alcohol, from
using any narcotics, it is worth far more to me than any money
they could ever pay me. My responsibility as an athlete was
not just to go out, win races, and establish world's records.
My responsibility as a citizen, as a Christian layman, is not
just to go out and accumulate my share of the world's wealth at
the expense of someone else. My greatest responsibility, and
I am sure yours, is to live our lives as examples to all those
around us. And I can assure you that one example is worth far
more in molding the lives and character of our youth than all
the words that can be spoken in a lifetime.

And as we think of the toys and girls who this very day
will go out and get into trouble because of this product, let us
remember, .

It was a sheep, not a lamb, that strayed awey
In the parable Jesus told.

A grown-up sheep that had gone astray

From the ninety-nine in the fold.

17h

Out on the hillside, out in the cold,
'Twas the sheep the good shepherd sought
And.back to the flock, safe into the fold
'Twas the sheep the good shepherd brought.

Then why for the sheep should we earnestly long
And earnestly hope and pray,

Because there is danger that if they go wrong
They will lead the lambs astray.

For the lambs will follow the sheep you know
‘Wherever the sheeps may stray.

‘When the sheep go wrong, it will not be long
'Till the lambs are as wrong as they.

And So for the sheep we earnestly plead
For the sake of the lambs today.

If the sheep are lost, what terrible cost
Some lambs will have to pay.

And what terrible cost millions of lambs are paying throughout
this land because we, the sheep have lead them astray by our
bad examples. Thank you.

BIBLIOGRAPHY

BOOKS '

 

Brembeck, ‘Winston, and Howell, ‘William. Persuasion, A Means
of Social Control. New York: Prentice-Hall, Inc., I952.

 

 

 

 

Brigance,‘William Norwood. Speech, Its Techniques and Disci lines
in a Free Society. New York: Appleton-Century-Crofts, Inc.,

195?.

Herman, William. Hearts Courageous. New York: E. P. Dutton &
Company, Inc., l9E9.

 

 

Hooton, Caradine B. 'What Shall'We Say About Alcohol? New York:
Abingdon Press, I936.—

 

Minnick, ‘Wayne. The Art of Persuasion. Boston: Houghton
Mifflin Company,_I9§7'

 

Monroe, Alan H. Principles and es of Speech. Chicago:
Scott, Foresman and Company, 9.

 

Thonssen, Lester, and Baird, A. Craig. S ech Criticism.
New York: The Ronald Press Company, .

The‘World Almanac and Book of Facts for 1956. New York:
WorIdZTelegram and Sun, _l955.

The‘World Almanac and Book of Facts for 1958. New York:
World-Teleg am ands ,1955.

 

PERIODICALS

 

Crandell, Stewart J. "Social Control Techniques in the Speeches
of the‘wbmen's Christian Temperance Union," abstract,
Speech Mbnographs, XV, No. 2, 19h8.

 

OTHER SOURCES

 

Personal interviews with Glenn Cunningham. February 2h, 1957,
to May S, 1960.

175

176

Tape recordings (made by the writer and in his possession).
Glenn Cunningham's speeches. February 21:, 1957 to
March 8, 1957.

R0051 UCE nu: rY

DEC 1 5 ’964 !

Z‘T "i {i s» . . -_g
EUR ,6 ., '. .

JdLV aw

 

NOE/2714161E'l/37/6 ’7

 

"7171171111 Mull [iifliujflifusmflflyififijfi 111T!”