In .w -: I' .. . w" 1""."W‘WV‘TTY‘"" I'I'WJ" r'" , ‘ ‘ _ ,‘ . , ‘. THE SPEECH DEPARTMENT OF THE COLLEGE AND UNIVERSITY ., IN WAR TIME «2%. KI?” u . . ‘ Thesis for the Donne of M. A. ‘ . MICHIGAN STATECOLLEGI ' 6:, ufi'fiw‘y; L3 , JamwKennothRiohards 1944 .ww II .. . ,_ mum ‘3‘ a... r‘....k.c. "LKW with. i r I. .I. ...~.u.v. .Jv . I ...>...v. w ..l.. t .. . u u . I v . - I .. "a .V . I? i fiTL.‘ .. . o I .( .. ...O.,Ilrh..n»lpr|.u-.k7u ".$ I... I‘ a. r...» HM ,. .-.‘.a.n.0. )LLuful . . . a! . . . . UT 4 4.... Ev. 1.“. o l w‘_ ’5' i i‘ W o I T. n 0 \Im. e r u a. e r “‘ of ‘ch 5‘ : 1.3.4 .. .7». I,“ degree in a« ._ .4. s: vovvvw fl. , 5..-. n‘nlWflnvprw. 8:..3 La“ ...-9o‘. it” .0. ‘u..w..,u fl.’.,..v-..«_x. a. 1...,”de I y . , 7h. . 5% .:g?§%i§§gas,.2:~_....fi.._.§=:i..u."xix:._ M. .. .2 P1‘-'" r‘1T) ' 71m? T 1'“) 3P7: fi‘fl'rfl \‘fi m‘r ‘ ALLA-'1 V- laud; H‘AL‘LN- “J-v.. 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HHLkr‘ n.“ -D The author wishes to ex; ess his sincere apjre- ciation to Profes U) C I H leul D. sap.cll Acting head of the Department of Speech and Dramatics, :ichigan State College, for the iuidance he has offered in this work, graciously took the time to answer the ousstio letters sent to them, the author wishes to exyress his ‘ "ratitudte. It has been the interest of those Euro have provided the author with the information that has made a0351ole this study. J. ["51 v-w 7" i.L.JJ.—u x... Chapter ." -. ‘11 .. F'I‘I 'v $‘fiH-L‘LAJ l *1. Luge “m *‘r'fim 1 I. I-..L:)L‘ JVJLIClIOO00.0.0...I...OOOIOOOOOOOOOOOOOOOOOA. T“?- """ ”‘m ‘7 "‘\—"' f‘!"‘ o‘ T? ’1 "v 1 [ .LJbo L-—A..—_A.A‘A.AL.L ~1- uuv;s \1 K/-L_1...J'Jo o o o o o a o o o o o o o o o a o o o o o o 0.1-0 TT fip‘finYfi_-.‘T’FT ~‘y- ”'1 r-QT- -\ “-1" --.—1-.".-' \Tv._ L 1 " d..LIO 1K-.- .ka-..J. -n - .. -4 .-,J- 4.1-4-4 L.) _..J-- o o o o o o o o o |__~T T7] *3 :jr'fi *— J— C u ‘hh... gL fl ‘. '1—1'1“FT’1’“" ‘T r? 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V414. .LJ. 0 o o o o o o o o o o 04“» "1‘3”“7‘HTI‘ ¢~*.LJ-.H.L1L AO’OIOOIIOOO “hi COD. 3;; {TLILSQ‘Z Hfi- \~-- w— T-- "‘ f’T igu‘u' al.4444111,]: 11-- '.._u.u.L1l B'ncocoooooooooooooooooooooooooooooooooooooooooI _,...- | SCHOOLS INCLLHQ‘D in : IDLIC T2- 721' 191,33? ICLCInITC] T”C -LIS nv-‘vq‘ vaiw-vf 1— _- AJl Ht: dm; :7 I 'JLAJL LLJ‘i Of- 7mm ‘T v’r‘ r.‘ r. ‘Y D .‘QVPnfi-j ‘ T ' V' v *‘r\ {-1'“ “‘ V r“ "'W- "\ ‘1 .LI \C , ~14. vfl, uzxvixfurquLJ (gnu 4..L‘Ju;;-u.L-.¢Llln i... PUVPCGE It is the purpose of this thesis to show the part that is being played by the speech departments of the colleges and universities of this country in helping to win the war. "This is a total war calling for heroic efforts of every man, woman, and child in the nation. Because the speech teacher had directed his students in the study of vital questions of the hour, these students were already acauaint— ed with the war and the issues involved. Their training in following national problems, in analyzing propositions, in collecting trustworthy information, had made them keenly aware of the dangers confronting us. Among the first to join the colors were the speech students. They closed their text books, deserted their laboratories, left the ivied halls of the college campus to join the Army, the Davy, and the Marine Corps. But what the speech teachers and speech students have done is a matter of record. The great task now confronting us is the responsibility in the days ahead in training stu- dents to serve on other fronts and in other ways, for the battle of freedom is waged at home as well as abroad."1 The calamity of war has always, whenever it has struck, l” Westfall, Alfred, "Uhat Speech Teachers Nay Do to help Win the War", Qparterly Journal of Speech, Vol. XX X, February, 1943, p. 6. -3- made deep wounds in the academic life of the nations in- volved. For it's the youth of those nations that are at war that are called upon to digress from their normal ac- tivities and interests to fight and if need be give their lives for whatever cause or causes the war is being fought. So that at such times the civilian enrollment of our schools of higher learning is decidedly reduced. Like all departments of the colleges and universities, the speech department has been confronted with the crucial problem, what is to be its part in the educational activi- ties during war time. "Teachers of speech,...., should by no means be on the defensive in war—time. This war, more than any previous one, is dependent upon communication. It is a war in which a democracy like ours cannot be carried on without a prodigious amount of speechmaking over the radio and in face-to-face audience situations of many kinds: service clubs, schools, labor unions, factories, farm organi— zations, trade associations, women's clubs, church groups, and many others. It is a war that cannot be successfully fought in a way that will enable us to retain even a shred of our democracy while fighting, except as there is among the PeOple, as in the Congress, a free and fair discussion of issues before they are finally decided and reduced to public policy.”2 21 Balduf, Emery W., "How Departments of Speech Can Cooperate with Government in the War Effort", Quarterly Journal of Speech, Vol. XXIX, October, 1943, p. 271. Adjustment and readjustment has been going on within all divisions of the college dating even before Pearl Harbor in order that these various departments could better cope with war demands and needs. So far as the speech depart— ment has been concerned, in part at least, the change has been directed by army, navy, and marine needs. For speech has been deemed a necessary part of the soldier, sailor and marine training. However, there are other divisions of the speech de- partment such as the draflatic, radio, speakers' bureau, speech clinic, debate and discussion. These too, are con— tributing both to the home front and fighting front effort. These facts have left the author with a real enthusias- tic desire to complete a thesis on.what the speech departments of the colleges and the universities of the United States are contributing to the total war effort. ITa-TPORTAIICE During the last war the Four Minute Hen did an excellent job of carrying on the speech campaign work on the home front. They did much to stimulate the Liberty Bond sales and boost home morale. It was evident even’then that Speech played a vital role in the war as in peace. Departments of speech have developed in their several branches by leaps and bounds since the last war. Now engaged once more in a world war the government is requiring that leaders, the officers of the several branches of the armed forces, take some sort of -5- a leadership or oral communications course. Such courses are quite similar in all respects to the basic speech course taught to civilians as speech fundamentals. The leaders of the armed forces who had the task of outlining the work to be taken by members of various branches of the armed service who were to be sent to school, decreed that men who had responsibilities in the service should acquire the correct art of oral communication. Such men must develop self-confidence and the ability to think on their feet. They need have, "sound habits of brevity, correct pronuncia- tion and enunciation, conciseness of expression and organiza— tion of material. Development of variations in emphasis through the correct use of such devices as volume of tone, acceleration and retardation of speed, and the use of the pause. Acquisition of adequate ease and fluency to speak extemporaneously, reasonably free from hesitation, force— fully and pleasingly and coherently as to sentence and para- graph structure. Elimination of handicaps of speech such as the monotone, undesirable mannerisms and affectations.“3 Officer Candidate Schools incorporated a course known as leadership which was similar in most respects to the basic Speech course taught by most liberal arts colleges in the {fluted States. "...in certain schools, especially Officer Candidate Schools, public speaking is given heavy emphasis L 3. ‘Directive on Army Specialized Training Program, English: war-111, 24—12465. -6- in spite of the shortness of time. In the Officer Candidate School of the Army Air Forces, for example, each candidate has to complete seven major courses (plus a larger number of shorter courses) during the 12 weeks of training. Each course is given a point rating and a candidate must receive a certain relative total number if he is to be graduated. Of the seven major courses, one called leadership rates high. This actually is a course in public speaking, very much like the basic public speaking course offered in any college or university in the country."4 Further evidence of the need of training in public speaking among members of the armed forces is offered in the opening paragraphs of the chapter on public speaking in the Officer's Guide: . "The Army officer who can speak before an audience with clarity and logic possessed an art which will always serve him well. Commanders of trOOp units expend the bulk of their time in training. Training is merely another word for in- struction. Much formal instruction (probably altogether too much) is given orally. Unless oral instruction is presented With good public—speaking technique, interest succumbs to boredom, understanding is replaced by confusion, and poten— tial good soldiers are discouraged in their natural zeal to learn. It is not inaccurate to regard the commander of a 4. Held, McDonald W., and Lieutenant Colbert C. Held, "Public Speaking in the Army Training Program", ouarterly Journal 2; Speech, Vol. XXIX, April, 1943, p. 143. -7- troop unit as a teacher. Pis men must be taught before he can truly 'command'. Practical public—speaking ability is essential for the military leader who is charged with train- ing troops. Other duties which fall to Army officers emphasize the need for public—speaking ability. A surprising number are assigned as instructors at service schools and to units of the Reserve Officers' Training Corps, the National Guard and the Organized Reserves. Hany officers are invited to address civilian assemblies. Whenever an officer speaks before an audience he is presumed to know the facts about which he talks and to have vauired reasoned conclusions about them. Members of these groups have the right to ex— pect the officer to express himself logically, accurately, clearly, and succinctly. Provided always that the speaker has knowledge and the power of thought practical public— speaking ability will be of help. It can be stated with confidence that the government does not expect all of its military officers to become orators of distinction just as it cannot hone that each will develop the leadership Qualities of a Pershing, a Lee, a Grant, or eaifiashington....The Army has no pressing need for great cnmrtors, nor has it any need whatever for spell binders and rabble-rousers. But it has a great need for officers who lurve knowledge, logical conclusions based upon it, and ability to iJmpart it to others. The Army needs clear-thinking, -8- clear-Speaking, 'garden variety' teachers and instructors who will become the commanders after the training period is completed, of the military unit our nation requires."5 Further proof of the importance of speech training for members of the armed forces is offered in the following statements: "In this branch of the army service (Officer's Candidate School of the Army Air Forces) the assumption is that unless a man can stand on his own feet and express himself clearly and logically, make himself hear and under- stood and command the attention and respect of hearers, he is not officer material. On the other hand, a man who can fulfill these requirements has the essential requirements for leadership, and he will be able to make the most of any material or information at his disposal."6 At another place in the article just quoted the following statement is made: "One of the most significant points to note is that above any other course in the entire curriculum more men wash out of the school because of failure in Leadership--failure to develop the most important quality of Leadership, effective speech."7 The important point to be made here is that speech 5. imallory, Louis A., "Speech Training of Army and Naval Officers", Quarterly Journal of Speech, Vol. XXII, April, 1943, p. 141. 6. Held, McDonald W., and lieutenant Colbert C. Held, "Public Speaking in the Army Training Program", Ouarterly Journal of Speech, V01. XXII, April, 1943, p. 144. 7. Ibid. training was and is considered necessary for the well rounded officer or Army or Navy leader and that to this end it was a required subject in the outlined curriculum of such groups as the Pre-Pre-Flight Cadets, the Army Specialized Training Program, Pre-Neteorology Program, of the United States Army and the V-S and V-lS programs of the United States Yavy. "The United States is conducting educational programs in 209 colleges and universities, and the Navy in 181." (December 1943).8 However, as has been intimated the speech courses for the branches of the armed forces are not the only direct contributions being made by the speech departments of the colleges and universities. Much is being done to boost home front morals, to help train civilians for home front protection such as block wardens, fire fighters, Red Cross activities and other civilian defense jobs. Then too, the speech departments of many of the colleges and universities .have trained members for bond selling campaigns. In peace time the speech department in its divisions of :radio, drama, Speech clinic, speakers' bureau, and forensics was almmys busily engaged in entertaining as well as working witdi the surrounding community. Speakers from the student speakels' bureaus spoke before business clubs, luncheOn clubs, church groups, P.T.A. meetings and various other 8. 'Tipeaking Instruction in College Rilitary Units", finnarterly Journal of Speech, Vol. IX X, December, l943, jp. 399. -10.. organizations that made use of "outside sneakers". Debate groups and discussion groups from the college Sponsored public demonstrations at meetings of the clubs previously mentioned. The dramatic division sponsored plays of current and classical nature for public enjoyment and appreciation. The Speech clinics in those colleges and universities where such an organization existed, were used by the townSpeople as well as the college students. The radio division in like manner served the general public as well as the student body of the college. Upon America's entrance into the war, the speech de— partment already busily engaged in the community activities as well as on campus, became in many cases an important organization in home front activities. The work of the speech department included such duties as organization of fire fighters, blockwardens, Victory Speakers' Bureaus, et cetera. The department through its forensic groups brought the problems of war and post war planning more directly to tine people. The dramatic division through such plays as 'qkrtters to Lucerene", "Watch on the Rhine", "Eve of St. herk", and many one-act plays supplied by the Office of War Information and other Federal Agencies helped bring the ggreat: tragedy of war vividly to the people. Such plays helgmui create a feeling for all-out cooperation. Dramatic Igroups on some campuses also took their plays and talent shown; to surrounding service camps and soldier hospitals. -11- The Speakers' Bureau also cooperated with local Offices of Civilian Defense in Sponsoring campaigns in theatres and other public meetings on such subjects as clothing collec- tions, bond drives, waste fat and clean plate drives. The importance of such activities and service as has been contributed by the Speech departments of the colleges and universities of the United States should not be over- looked when the final bullet has been fired. The author has attempted to supply such information as was available from 1943 through February 1944, the period of compilation, that would provide a partial picture of the war—time activities of the speech department. HZTFCD 0F bTUDY AND CCKPILATIOE In order to determine just what was being attempted by the college and university speech departments during war time, the author in the spring and summer of 1943 sent questionnaires to one hundred and fifty schools of higher 1 learning. A copy of the forms sent to the scnools will be found in Appendix B. Sixty-two colleges and universities reSponded with sufficient information on the questionnaires to warrant a ‘written survey of what is being attempted and accomplished by Speech departnents during war time. The schools con— tacted were selected so as to get a cross—section of all ‘types and Sizes from all parts of the country. A list of the schools responding to the request for information will be found in Appendix B. In many cases the schools that returned the forms were able to give complete information on some of the activities, but because they had not been actively engaged in all the activities listed on the form, the information xas not always complete. As an 6X3 Iple, School A might be doing much work with the speakers' bureau but little or no work with debate and discussion. Therefore in the chapters to follov it 1-“ill be seen that though some . colleges did not participate directly in some phases of the war—tine speech activities, they were often very active in other fields of endeavor. In presenting the inforr.t ion compiled from the re— divided the remaining 1.. turned questionnaires, the author has chapters of this thesis:1nto chapters ccr ara ble to the titles of the sections of the questior hair es. Thus all colleges reporting no.1 vitiea( in speech clinic fields will be considered in the chapter, "Contri butionr.» of the Speech. Clinic in War-Time". Speech departments of colleges and universities that have reported activities in more than one (If these divisions will be cons‘ idered in the separate cflurpters dealing pith the activities listed by the college or university. ' . It will be observed that included in the questionnaires is :3 form_on war course outlines. Because many colleges n had Jaot yet received their army groups such as the A.3.T... wheui they filled out the questionnaires, they were unable to give any adequate information on this work. The author ware of this fact, late in 1943 sent out another letter to sixty—five colleges and universities Tnown to have at least one of the Army or Navy programs on the campus that required Speech training. In order to obtain the names of schools teaching army or navy speech, the author wrote to the War Department, the Adjutant General's Office, of Washington D.C., in July 1945. The only complete list that the author vas able to obtain was of the A.J.T.P. Therefore most of the data on war courses will pertain to that group. However, several schools teaching speech to the Pre-Pre-Flight groups and the Pre—Heteorology, the Navy V-5 and V-lZ were contacted and responded with adequate material to be included in the thesis. All schools who supplied the author with information on their Army and Navy speech classes are listed in Appendix B. Twenty eight colleges responded directly to the letter sent out by the author in July of 1943. A COpy of the letter will also be found in Appendix B. In addition to the information gathered from the questionnaires the author will make use of information com- piled by himself and his colleagues in the department of Speech at Michigan State College in East Lansing, Michigan. From March 1943 until the writing of this dissertation the author served as instructor in the Army Air Corps speech classes. He also taught the Army Specialized Training -14- groups from the time of their arrival at Hichigan State in July of 1943 until the time of the compilation of this thesis. The experience of teaching these two groups of army students and the information derived from the many staff meetings held to discuss the course outlines used for these groups has provided the author with a valuable background of knowledge on what has been accomplished by at least one college in regard to training in the Army Air Corps and the A.S.T.P. groups. Also the duties of fac- ulty advisor to the College Victory Speakers' Bureau and freslman debate coach for the college served as valuable sources for information for the thesis. FUTURE VALUE The author makes no claim for completeness. It would be impossible at this time (spring 1944) to say just how .much will be accomplished by the speech departments of the colleges and universities of the United States by the time the war has ended. However, in attempting this compilation of information, it was the author's intention that in the future, the material included in this thesis would serve ens documentary evidence upon which a more complete, a more that is beirr: said. gjfieciel houlwszvill be so es'd for sparkinj ove a gublic addres, system. Instruction in the principles of jivinj explanations, in leadini dis- cussions and conferences, and in nehinr Speechesi.7ill ‘prepsre for the actual erforrllce of thcsz tasks. "”” In the first term of the ldT Ora Infil' ish City College the student is re uir ed to ;articipete in six 28. Ibid. speech situations. The first srooch is one of introduction. The second speech situation involves P juragraph of one hun- dred and fiftr to two hundred words from a book or Lrjazine. The instructor ft this time checks the student's vocsl reso- nance, distinctness of utterance, undesirable mannerisms, and general effectiveness. The third sneech situation involves ) military comm nds. This is followed by u syeech :iven over a P. A. system. The fifth sreech takes into account the :roblems of expository speakinr. The final sneech is based on a report on an area or an activity from a military view- roint. In the third term of the En"lish: LJT-lll at the City College, Oral English is aeein tauqht. In this course, consisting of two classes 9 reek for twelve weeks, six are 0) are covered. The sneeche U) (3 (D (D O t)“ (D (.0 (l) D ()4 ¢ 6 D; H. ". .) O .3; U) H 3 , 25 J’) three to five minutes in lencth and both eXpository and ,persuasive sneakin: are tauéht. There .3, in addition to F.” V the assivned speeches, one infromntu s eecn. For n more «detailed explanation of the courses see nnpendix "L", pfiTeS III and IV. CCthLDO ST'TL CLLITTI Kr. Alfred Testfall of Colorado S'ate College sent trma author the followinf irfornqtion on the LST Irogram at that school. "We are trainin from the IrL" asks us to jive them training (I: tive ve hav -45- P0 in written and oral comfosition, reedirfi, and l steninj. This is all in a course corres*ondin“ to the usual colleie freshm n Endlish composition. ”e five four out of thirty- six recitations the first jucrter to oral composition. In the second and third ~uarter the nunber of recitetions is to be cut to twenty-four, ‘ut we shall continue to give four to oral composition. This is a form of public sjeskinf, but on a very elementary level. loge of the men, however, have had two or three years of collefe work 5nd often héve had collej3 courses in public stacking. fie are tryin: to devise a little different course cf study for these men so that they will not be merely Larkin: tis'ie."f39 From Er. Westfsll's letter, it is clerr that at Colorado State College oral communication is included as a fart of the English course and of the total thirty-six hours in the first term, one-ninth of the time is :iven over to speech. In the second and third terns, one-sixth of the time is taken up with speech. Xovever, nhether the work in oral conmunicetion included in the English course mas taufiht by the syeech .instructors or Engl'sh instructors was not iniiccted in the information received by the author. G£“RG n SQILCL CF TQCLICLUGY The author received a syllabus for each of the tLree terms of Enjlish: LdT-lll along with a letter of exgltnation ,. Letter to the author from Llfred Hestfall, Colorado State College, Fort Collins, Colorado, October 23, 1943. w 0 n from Glenn W. Raining, Assistant Frofessor, on the speech work at Georgia School of Technolo:y. The author, in exam— ining the three syllebi, was able to draw the following conclusions: oral communication is included as 3 part of the English course, one-twelf h'of time in first term was given to speech training, one—sivth of time in second term given to speech, and approxinately one-fourth of third term taken up with speech training. The text used for the three 3 terms was, Yonroe's Irincinles of Greech, Kilitery Editio- H RVLRD UTIVETSITY The English: AST-lll at Harvard University is not divided between the English and Speech departments, but is all included in the English course. However, considerable time is spent in oral work rs is indicated in a letter received by Professor Paul D. Regrell, Kichigan State College, .fronxTheodore Morrison of Harvard University. A :11 "We have not msde any distinct division in our nuT Ifnjuired English course bet een work in steech and work in vncitten composition. We have tried to weave the work in sgfuech into the jcneral classroom yrocedure, beeinninn with clfinar recitation, reading aloud, oral summarizing, discussion, arui so on, working up touard rounds of individual sreeches, sonxa using charts or models for emonstration and others irnnolving persuasion or erjument. Te have, not rifidly, but eduare convenience and appropriateness allowed, correlated O -47- written papers mith mark in speech. Some of the speeches, for example, are later handed in as written themes after suitable changes in method of presentation appropriate to writing rather than speakin~. Te have called on Professor Packard, who is in charge of :ork in speech here, for assistance in plannini the proeram and for sendiné to him students who present special problems in speech. Fe, of course, makes full use of recordinrs and other technical and professional devices.BC Though there is no way of knowing just how much time is actually devoted to crel trainin“, Yr. Lorrison's letter would indicate that quite a bit of the time taken up with th English: AST-lll course was used for speech work. Cer- tainly the work set forth in the above paragraph could not be accomplished in less than a third of the time clloted for iEnglish AST-lll. IIDILNA UNIVEEBIZ In the letter and syllabus received from Indiana thiiversity, no information yes included on the appr ximate {D tinma devoted to the oral communication trainin3. There we IN) explanation of how the course was set—up. Towever, from time information received by the euthor, he deduced that all 01%11 work was included in the English: LST-lll course with 30. Letter to Irofessor Paul D. Seawall, Lcting head of Department of Speech, Tichiian State Colleee, V:st_Iansini, richigan from Theodore Vorrison, Director, Department of English A, harvard University, Cambridfie, tassachusetts, December 2, 1943. no division of traininfi between the Sgeech and hn'lish departments. It is evident that some speech traininf was ided. The text by Lian K. Lonroe, p”! L Lilitar " Edition was used. According to the information in the syllabus, a part of Term II (twenty-four recitations) was used for speech training. "TBRL II (24 recitations) Lmjh sis on Reading and Speaking. Obj e0 ct 1ve s: A brief review of sentcn necessary, followed by a (l) qualities of the sent ans see of porLNrcr s; ( essays for theie, rlrn, .L e forms if in UlGd"G Of 0 (5) s;e1kinrce:rly nd jersucsively; (6) or'enizinj iateri:-l‘ for oral and written resentation." Iart of the "Features to be stressed in the entire CD ”.0 course:" ~ t’at dealt tith or:l communications and included in the information received by the Nut or fr01 Indiana Uni— versity, were as follows: "1. 7. Recitation, discussion, rnc errl Cor os ition in tone full enou: h that it ma; 1e rd distinctly by the entire clasrz, the words -rly enunciated ani1rop— erly pronounced. In ome instances it may be roll 0 s in to he vs the e de ts di 11s talks of tmo_minutes' duration to: ics comr r113 an a ssienment. There should be frequent oral rcadi n . Regular drill in food oral gr1sente tion of material; demonstrations, in w1ich t e bl1c kboard is used;7 lectures§ persuzsive talks 53 panel discus:ions.”00 Syllabus in English, Army Specialized Traininf Program, 1945-1944, received by the author from Indiana Univer— sity, Blo 1 n7ton, Indiana, November 2 , 1943. Ibid. Ibid. ‘r'r ciL lee of Goeech, nos; (2) .form (V U _,ra~r 1n t0?ics, key sentences; (4) rctd117 effectively; .1L117131.‘.‘L-:.~. :L'1sg IITIWL‘RSITY A comvlete syllabus for Busic I, II, III of the En lis h: A3T-lll was received by the ::ut;or from Iouisizna State University. The syllabus will be included in LIWIen6ix "A", pages V to X . The fork in oral communication at Iou isi- sna State w.s originclly divided hetieen the S eech department .' and the English depa rt tment, but T78 later chenqeo so that one \ person tauqht both the Enfilish 4nd sneech sections. Instruc— tors from hoth the Enjlish fin” Cpeech dep‘rtments were used for the course in English: hST-lll. lpproximetely one-third of the time was devoted to teechind oral communication.‘ In a letter received by Irofessor Peul D. Refiwell from C. *. Wise of Lou isisne Stcte Inivers ity, the followins informfition about the En3lish: th—lll was frovided. .The speech teachers tuuiht the Pesic I course one day per reek, end Rn: ish te e chers tvo d vs per week. In the Basic II course, the speech teachers taught one deg fer week until they had to u3ht enough da vs to make up one-third of the time, then English teachers who had been teachin3 one day a week from the beginning tLu3Ht tgo dogs a week from that point until the end of the term. At the t time we did not hive a Pasic III course. (The letter refers here to the 1943 summer term.) With the openin; of the fell term, the coordinator e changed so that e sinjle teacher O" directed the plans to would teech the class each dry. That meant that the same re sent Ivr-J person had to teach both seeech 3nd En3lish. it that plan is being followed. Such ”n3li sh te che rs as are handling the work teach hoth speech 3nd Tnjlish, and the same is true of the speech teachers involved. Late in the summer the army sent a set of examination papers for the men, and we found that the cuestions on Basic I were oltoiether on comyosition. As a result, it seemed wise to concentrate on com; os ition in Basic I in the full V fia~ic U) quarter and to do the sooec1 terchinf in Basic II and K.) In La. (D III. That scheme is now being follower. We of t sgeLch department do not regs d the present arrangement as being as good as the one we had in the summer. But we are doin3 the 7 t.) LIX best we can with it." The author would like to call attention here to the syllabus provide ed by Louisiana State University and included in Appendix "A", prges V to II. It is evile ace of what is Innssible so far as the toschin: of oral communication is concerned. The text for the course was Alan H. honroe's 3;: Ideincigles of Fpaech, Nilitary .ti C'f' l—Jo O :3 . I7"f'YCYL IEIIKKJZSITFY The inform tion re eived from.W YorLc Univers Ht .LJx ijnlicates that there was no definite division between the 34. A letter to Irofesso Teul D. Lajwell, 'ctiL3 Head of the usiartlert of 3‘ “, n c an mt te Col sis, first on Dr. C 2 ise, Head of the u1 3 F3 (3 H O :4. >— Lansing, Nichifian, f . L. Degartment of Speech, LO C1 na 3t Lte University, Baton jRouge, Louisiana, Cctober 23, 1943. -51- speech and English work althoujh it afpears that a successful integrated course in oral and written communication was worked out. "Our Speech Department collaborates With the Department "7”” ’FILaIICILH} of English in our courses for the LRKY SIECILIInlo UNIT of 300 soldiers.... Oral and written Enfilish are combined in one course. There are frecuent assifnnents in oral work. The voice of our students is recorded by elec— trical transcrijtion and the record is nlayed hack to the student under the personal supervision of a nether of our Speech Department, at which time his attention is directed to any defects of intonation, ennunciation, poise, etc. The class instructor is furnished with a record of these criti- cisms by which he is enabled more effectively to help students overcome the defects. Cur ten classes are staffed by eight instructors of the En: sh Department and two menFers of the Department of Speech." In a letter to Professor Iaul D. Bagwell from n. m. 'ZTilliamson, Chairman of the Department of Speech at New York 'Uniwmxrsity, the Erglisl: AST-lll course is further considered. "The Speech teachers make a program to be woven into the gfieneral cou se rnd sive their English colleagues advice Similarly, the En;— on ijuiividual students and nrocedures. e in frohlems of 5 H li£fl1 instructors aid the Sfuech fe0~ ’. 35. :1 letter to the author from F. I. IcCloskey, Coordinator, Thapartment of Enjlish, Few York Univer31ty, Wash1n3ton Eisuare, New York, N. Y., November 1, 1943. composition. I am not convinced that this is the most satisfactory utilization of the particular tclents cf GECh jerson involved. ....I must say (ho ever) that our method is one of mutual aspect and the utmost cooperation and seems to he resulting *1 see sonably successfully. "‘ The author would like to csll syccial attention here to the fact that at New York University there appears to D have been a unified feeling bet es the English and Speech Departments, which would certainly facilitate course orttni- zation. It is worth notinf, too, that each degrrt ent made use of suggestions on inade uacies and needs of particular students. Another factor which would seem to indica te a ste fr) in the right direction was the use of voice recordin:s to help the student in oral cozr Lunicetion. ‘VCRI%.C“ROIINL ST- E COLLEGE OF LCRIC'LT’RE LID "TGIF“ RI"? 17‘ WT "1 J. ‘L LJ—J LI’IWJRSITL’ 017' ITC {T11 GILT-201.1213 The work at this school for the course Enflish: ASE—Ill :is not divided hetreen the En: lish and syeech departments, tuft both oral and .ritten cornunications are tausht. L_;proxi- suite ly one- -third of the time allotted to En3lish: LET w—lll" siveni over to teaching oral communication. .A letter to lrofessor Ioul D. Da3well, fictin3 Head of the Department of Speech at Iichi3an State Collese, East lensing, Kichijan, from i. E. Williamson, Chairman of the Department of Speech at Len York University, Washinjton Square, New York, N. Y., December 25, l9d3. (A C: O -55- - 11: (““0“ 1*”: 1721111 The Englishzn ‘ -lll course at Irinoeton University is devoted elmost entire lv to readins and writinj vith a little emrhasis in each of the three terms on speech. "He devote the first term of Enjlish: AST—lll to froh- lems of readinf, writine, and listen;1\ zith some emp upon speaking in connection With the discussion of readihcs during the class hour. In the second ta 1, SmCh student reads selected works in Lxerican literature, *Hrites tremes upon these works, and preyares and delivers two Sfeeches. During tin e third term, emphasis is placed u; on the reading of two plays, several short stories, one tio rsrhy, and some lyric poetry; and upon the_preparstion and delive r] of a speech. The instructor of a fiven section conducts all li ty |__’ :6 of the meetings of th at section, and assumes restozw for all of the material covered ty the course, except that instruction in milita rv corresn ndence is handled by our commandant, Colonel Lox,n37 It will be noted that in the first tedm.no time was given to forms SEeech macinf. Two speeches were required in ink; second term end one ejeech in the third e:m. ”ith ea'total.of eifhty-four meetings provided for the three terms 37o :1 letter to TI'OfeSSOT‘ 1.73111 J "Der" 311,50tjn: TTead Of the iDepertment Of Speech, iiichigsn state College, East Lau1sing,lichigan fro/n Kilhur 3. ' ovell, Dc,urtment of Ehrglish, Irinceton University, Princeton, I:en Jersev, jDecemher 3, 1945. of English: AZT-lll it is S5fe to say that from the infor— mation provided in the letter just éuoted not more tnxn one— ninth of the tote 1 time fies rllotted 5t Irinceton Unive -rs ity for troininf in oral co:municetion. 4 fiilitery speech and fractice Tao offered once ber week to all first term AJTL treinees at St. Tor ort Colle"e. The eutkor received no detailed inforistion F3 to methods used at St. Norbert in the teechine of oral coxrunicstion. However, in a brief note to the euthor, Dueont C. Fruit of St. Norbert indiceted that the re~uirements in the orioinel directive on English: L‘T— lll concerne with speech were beinq fulfilled. f‘f“, ' 1 v3 ‘1‘ T_T‘TTYT'-jfi -‘TF'TV'f . ’.l -2 _)_A_L_‘_ i T.e course in En‘t'sh: lif—lll et h3t nford University does include 3: sec. treininr, thoueh the euthor v unuble to receive sny deV ile irtormetion on just how the orel communication work was freeented. In 2 letter received by Trofessor Iaul D. Pagwell from 3. Q. E: ‘.erson of Stenfo thiiversity the English: i3T—lll was outlined in brief as follo.s: "Te m I - 5 units devoted to En~lish composition Euri r"erler_“r:Ll beckvround readinj; Term II — 2 units devoted to 53: see h-m Kin with emehesis on content end oreenizetion, cleerwxass rnd force of expression; Term III - 2 units in which (‘ 'Hvrit ter151€ oral cozm oosition are brought together, attention is given to closer anal ysis in reading, to the grohlem of o o 1 _‘ r7 (.3 listening, an; to rilitary correswor‘ic-enceJNL CIIO dTnTi UXIVQEfiTT: The department of speech at Ohio S ete University had a course in s._ech orj'niV 3; end used to nest tfe require- ments of the work on §;egfii§;_outlize ed in the August 1945 directive quoted on rages twentv-seven to thirty of this thesis. The com “se eXtended over a feriod of twelve weeks with three one hour mes ings each week. This would average about one—third of .he tote 1 time allotted to the nyglisu ner- lll’progrem. The following infornvtion, received Fy the author from Ohio State University, 3i'es e nore com lets picture of the 3 specific eims of the steecl course. "The Speech Department at Ohio State University is leechins a course in speech in the ery Basic 3‘*1nerrin" .5 Program. The course is based meinlv upon the outline of objec— ti vaes of the Army Specialized Trsir in: Prejrsm. Triefly th.e two mrjor objectives are: (l) Breaking for the purpose of cfllerifying; (2) listening in order to understei d. The 'tr ecxry and practical nerziscs used in t‘le cou se have been yd. ‘\ ‘- . tnese ~eljacted with e viet to helninj the student achieve letter to Trofessor Teul D. 13m: wyell Lcting Heed of the Department of Sleech, “lChl”*n State Colleée, Test Lansing, Fichijen, fron I. G. Zieroon, Associate fro— fessor of Speech and Drama, 3t Liord University, Stenford California, December 1, lQéS. (-1 m 1n ..J-La T '1 b( H n k r L objectives. The neterisls for sfeeches are drawn mainly from other courses which students are takinj such as History, Physics, Kathemetics, etc. A handbook entitled '5:e:1:inj and listening' by bmsley, Jones and Tingons (fuhlished ty the particularly in mind and serves as the textbook. Voice recordings are being made at the beginning and end of the course as a_part of 3 pre and end testing program which includes testing in hearing, listening confirchension, voice and diction and bodily delivery."39 The work done in_testing of the voice through record- ings would aid the teacher in he pin; to correct speech difficulties that could not he ‘ccolll°sned in cny otherxney with anything like the succc. ss that could be attained through this method. The author also calls the reader's attention to the use of inform tion in speeches hesed on what the speak er had gained from other courses. This would indicate a high.degree of correlation between oral communication and kn ow le (1 5e . Tlfl CIT -.1).:CL “rhe Citadel is the military college of South Carolina euui is sometimes referred to as the Uest roint of the South. The EHithor was quite interested in the :ttitude that fiould be telmni by this institution in rerard to speech 5nd also ;, The Ohio Sttte Y1 ’ L- 39. Ifirtter to the author from T. H. Evi _ thaiversity, Colunbus, Ohio,1venber 18,1945. how the information on 3: aki included in the directive on reges twenty-seven to thirty would be interpreted. The follow- in; letter received by the author from The Citadel answered these questions very directly. "In answer to your inquiry as to the amount of speech instruction included in the course which is beinj iiven to enlisted men of the Army under the Lr:1y Syecialized Train'r* Program, I will say that at The Cit:+de 1 approximately one— D third of ti 1e time allotte? for instruction in Englisi is devoted to speech. For your information I am inclosin: a st3 tement t3ken from the publication of the War Department in which the curriculum of the Army program is dis:ussed. (The letter refers here to the informa ion found on yafes t enty-seve: to thirty.) It will 3 seen that in both the objectives of the English course and the frarem rk of instruction the matter of effective speaking is emphasized. In the carrying out 0‘ of this progrcm at The Citadel both prepcr>d speeches and exitempore speeches are reéuired of he trainees, and the hatter of Celivery is jiven careful consideration. It may inte est you to know that three of the members (If our English Department have collaborated in :reparini a textbook for use in this course. The name of the tax -is Eniglish for the Armed Forces. The chapter on 3333 ch, which if; one of the lonéest chapters in the text, was written by Ijjaut. Arlin I. Cook, who has been 3 rec cially trcd ned as an instructor in public sneakinj."* It is evident from the letter that Speech was consid— ered a very necessary part of the English: ACT-lll course at The Citade . It is also evident that those in charge at The Citadel interpreted the information on GfeOCh in- !—~'0 cluded in the En~lishz nST-lll directive 24-l2465, as Kean n3 formal class training in speech and not just incidental training in other courses such as geography and history. YEIVLXJITY CE nlanLn In a regort from the University of Llabama it was explained that though there was an HST frogran on the camgus, the speech department was not taking part in the English: AST-lll course. All speech that was being offered to those in the AST Program was handled by the English department. One member of the speech department was serving full time as instructor for the English: AST-lll course, but he was teach- ing the same material as those members of the English depart- ment. 3:1171'33 mv ~13 I“. ”7 II: ._a H; II I“ .J.1J.J A brief report from the University of Idaho stated that Sfeech training was being offered to members of the AST waigram. The objectives suegested in the English: AST—lll IDirective 24-12465 were used as a basis for the work taught 111 speech. 1&0. Letter to the author from L. A. Prouty, Registrar, The Citadel, Charleston, South Carolina, October 27, 1943. ,f. fill 1 . r I (i‘l‘l‘l—l‘llll‘ _5g_ VNIVEfSITY CF KZY3;S "The Enslish and Speech Departments here (University of Kansas) are giving the first term of the course tosether, with the Spee ch Department meeting the elsSses one day a 1veek and the Eng glis h Department the other two. In the second and third terms all the ork v.ill be under the direction of the English Department; but the ermbr is will be on both written and oral con1position. Iractice suite certainly V V differs in the ways in which this material is divided. 1e have vm orked on the assumption that the processes of corgo sition are much the same whether oral or written. Since the examinations which the army supplies fut great stress on skill in reading and on the fundamentals of written composition, we have planned to emphasize thos e aspects rather than trying "le to work out an elaborate protr~m of SPGGCh trainin3. \ UIT ‘1'"17’IT" o1" 12:2?1"l‘l‘C’;Y _,1 L1 V; The information receive d from the University of Ken- '{W ‘tucky explained that there was an Lsr lrogram on the csnjus ‘e beinfi offered except as it was 1M1t no speech traininé a O) ineidently inclL dad in the Enjlish course. "Soldier trainin at the University of Kentucky is cornfined at present to a unit of the nrmy Specialized Training Prwxgram. There is no speech york included in any of the curaeicula in this *rorrem excep t such as may be covered in Letter to Frofessor Iaul D. De a3'ell Acting Head of the Department of Speech, Kichigan S'tate College, East Lansinj, Nichigan, from J. 3. Ashton, The University of Kansas, strence, Kansa , October 37, 1943. 4:1. the English courses.... is our speech work is done in th Department of English, our instructor in speech is engaged in the program, hot as n42 l. a teacher of English rather than as a teacher of Speec. UNIVEiSITY CF IITNQS TA The author received a letter from the University of Kinnesota outlinins the work included in the speech course used in the military prefrcms at the University. It will be seen that a definite effort has been made in the proeram outlined to meet the requirements set forth in the English: AST-lll directive 34—12465. The speech work at the University of hinnesota is handled directly by tie speech department. "First Meeting — A survey - each student in the section reads aloud or talks evtem— foreneously. Second fleeting- 3 voice recordihr is made 1E minutes in length. Student reads hoth numhers and s1nse material. Third testing - flay back and criticism of records. and Fourth fleeting Remaining Neetings - The remaining meetings (usually eight to ten in number) are devoted to the ntking of short expository speeches. We hear about six or seven speeches per hour. Each sgeech is followed immediftely by the instructor's criticism. 42. ILetter to the author from.Ieo K. Chamberlain, Dean of ‘the University and Registrar, Univer81ty of Kentucky, Ixsxington, Tentucky, October 23, 1943. -61- As this outline shows, we are followins a very simple program, concentrating a most exclusively on (1) intelligi— bility of speech (2) ability of student to present a well organized exposition. As near as we can discover, these are the two things of most iayortance as far as military service is concerned. Due to the firessure of tine, we include nothing which is not calculated to improve he behavior of the student with regard strictly to his military duties."45 Uhl‘jRZEFICM‘Tlfid‘URI The Army Specirlized Traininj Tr03ram at the University of Kissouri did receive training in speech. This work, so far as the author was able to determine, was all directed by the speech department at the University of hissouri. ‘ Tr‘T-rfwr-zfl-rm~r fa 11'- swwv-x ~ "1"» div; Lb;.u__i. l. i‘ ;.L’Ju...n.:.;-.;x Information received from the Vniversity of Nebraska stated that there was an AJT lro:rsm but that no work in speech was being offered. The letter to the author in answer ‘to the request for information on the AJTT speech course stated that there was no standardized English syllabus, which included speech. UTIViiilT" C? TITTTTVRCI .A very efinite program of sseech trainins is offered to - 43. letter to the author from Howard Gilkinson, Assistant i?rofessor in SfGBCh, University of Kinnesota, Kinneopolis, T'innesota, Novenher G, 1945. l cs L3 embers of the LST Fro mr mat the University of Pittsbur3h. The information received by the author from Free erick F. Nayer, Chairman, Department of Enjlish, at the University of Iitts- burgh, included a letter describing the speech work for the A33? a complete syllabus of the course and-a set of objec- tives. The follov.in3 informs" tion from the letter very clearly suggests the cooperative attitude that would make for effective tra ining in speech. "In both Army Air Corps work and the AJTI En 3 lish we a speech hour, because the ’\ feel that every En3lish hour is boys must talk clearly and correctly in recitations and in discussions. For that me tter, in other classes they are receiving exercises and clear speech as the history teachers, for example, demand good expression. Cur syeech work is definitely blended and fused with our training in vritten composition of expository paragrajhs. It is als o Llonded, in the £51? course, with the eodings and t‘;e idea discussion. '”e expect the boys to exvlain clearly in oral recitations, what idea they find in their book and wh at idea they have about the readings. Te are giving the student a chance, .however, to give talk which explain process, the appearance of an object, or on idea in oral composition that show cor- rect expository plan and subdivision. We expect well formed J. sentences in these talks, clear and correct rhrasing delivered 0 . A av1th.reasonable Sklll."‘4 4x1. Letter to the author from Frederick T. Layer, Chai Department of English, University of F1ttsbur3h, Pennsylvania, October 22, 1945. A copy of Teneral principles for officer's speech used at the University of Pittsbur3h has a set of objectives for good speech acquirement. This was also included in the in— formation received by the author. Re can us e th ey illustrate s well the thinkin* of rany, on the subject of the need for speech trainin3, these.otjectives are included here in full. -\~.‘" —.: '- » T‘ "GhmflEth . 41-311 1.130 m"*“v /"'—"'1'r"v‘ ‘\‘ 3‘ -V."~ .LlLu L; - .L‘JLJA. -.J ~JA. .1414 ll 1. The primary purpose of the officer's speech to his men is instruction. ”“0 he says should therefore be clear, .IAALA. straightforward and ccnmunicetive. The ultimate test of your effectiveness as a s ea.‘ {er is the degree to which your instructions are carried out. Eilitary regulations re uire attention; if your men have not learned, you are probably at f ult. 2. The effectiveness of your speech depends upon your worth as an individual. The United States army K nual, in discussing discipline says: "A true leads must enbody in his own character, appe N nce and behavior the ideal of his men." 25. IPositiveness and self-assurehce are of 3reat value to the speaker, but they cannot be f had. They must 3rov out of adequate information, thorou3hly difested and prep red. 4. (hily a physically alert person will hold the attention of liis men for any lenfith of time. The specker should have: 1. Good posture . fiesponsive facial muscles Tse of hands for demonstration of material, or of 3estures. . Freedom of.movement before the firoup ()3? H3 ea Icer hirs- 5. Ifinysical alertness stimulates t*e 3 el . ith 3ree ter precisioa. tfliinks more clearly and speaks :0 , , in Appendix "A” and will be found on es text for the ASTP was Prigande and Immel, Speech for a —- -- ‘u A copy of the syllabus used at Eittsturgh is included TBS XII to XIV. The 1 J, J- ~. used at the University of Tittsburgh in the speech work l—i ,ilitory Service. “r w-swarjfi“" 'te -s-r~ruv * *"vz Ll\JI‘J~J_IJL1.—) i .11 I‘VA. r)- 1". i1i CLIL.LI‘L The University of Santa Clara had the Army Specialized 0 Training Program and speecn was included in the curriculum. "The hour sity Oral time allowed is one hour fer reek per unit of sen, trelve total per unit."43 The information received by the author from the Tniver— of Santa Clara included a topic outline of "Course in L1. ‘ " ‘[ 1"") 1 IN ' 1 glish"*7 31ven to all ns11 members. The outl1ne had .— F1 :3 six parts and they are as follows: "I. Ihilosophy of approrch to speech A. Basic principles B. Effective mental attitudes C. The conversational mode II. Self confidence and poise A. The problem of stage fright B. How to conquer steje frijh l. Irepsration 2. Thysical control 3. Yental attitude 4. Compensation C. Developinf communicntion D. Developiné a sense of leadership 46. 47. Letter to author from Y. Fenton Echenna, Chairman, Speech jDivision, University of Santa Clara, Santa Clara, California, November 23, 1933. Ibid. -95- III. Orianieation of speech material A. From psycholoeical point of view D. From thoufht content point of via: C. Types of introduction D. Forms of support “. Factors of interest F. Basic appeils G. Conclusions IV. thsical activity in speech A. Self motivated bodily action B. Nature of food bodily action 1. In approachine tfie platform 2. While on the platform 5. leavinj the platform C. losture D. Gestures V. Voice n Thoueht and voice B. Ihysicnl action and voice C. Avoidinj vocal monotony 1. Time 2. Felody 3. Force D. Controlled brefthing E. Resonance F. Articulation J. Pronuncintion VI. language in speech IFS... words D T'H a" n. 113uroi C n“-8 Udern O ‘U .2 ‘1 \} Ifihfli.fflafn gTZICUlflKfiLfiL CCLLJLE ‘The speech work at Utah State gjricultural College is ijuiluded as a part of the English course. One day each week is zillotted for oral work. The menMers of the ASTP make shorfl: talks mainly expository. They are judged on directness, 48. Ibid. unity, and interest of material. There is no formal outline or syllabus of the work the was included in the oral s ction of the English course. VIRGIIIA JCL’TSCLRIC IIJT THEE The second term of he ACT Irogren is used for speech training. The vhole of the tern is given over to work in oral communication and that includes twenty-four one hour meetings. The tex used was Yonroe's Principles of Speech, Yilitary Edition. YLLJ UH V313 TY The oral communication trainin3 given to the ACT stu- dents at Yale came under the direct supervision of the English department because there is no speech department to do the work. About twelve hours durinf the first or Dasic I term were allotted to speech trainin3. Enough hours in Basic II and Basic III were allotted to speech training to bring the total for the three terms up to twenty-two and twenty-four hours. The objectives for the training in oral communication were enough practice and instruction to enable the students to stand on their feet and talk with force and clarity.49 This completes the information resultin? from the survey of‘ colleges contributing material on speech treinini offered J 49. A letter to Professor Paul D. P jwell, ficting Head of tFe Department of Speech, Tichifian state College, Fest Lansing, Vichigan, from Frofessor Krynerd Keck, Depart- ment of English, Yale University, December 13, 1943. f‘ I"! -57- to the ASTP with the ereeption of Tichijen State Collefie in East lensin§,l Iichig an. he was stated earlier in this thesis, the author will consider in detail the handling of the speech course for the LSTP at Kichi3an State. In key of 1945, the author was appointed a member of a committee of three, selected by Trofes or Pa ul D. hermell, Actin3 Hea d of the Department of Speech at Tich13an s rte College, to evaluate the speech oojectives set forth in the English: AST-lll directive included on pages twenty—seven to thirty of this thesis. The onmittee was then to develop a syllabus that would meet the speech recuiIenents of the directive. Also serving on the committee were Professor ,_ Joseph D. Henchhofer, who served as committee chairman, and Paul.Geisenhof, both members of the speech dept rtrent. The committee agreed that both the T1eakin3 and Iistenine sections of the directive applied to the erk thet fould be used as a basis for the syllabus. It was the opinion of the cofimittee tVVTt'the inforrmxjtns contained in.tfin3111enkin3 section of the directive called for the type of sW ech tra inins inclut‘ ed ill a fundamental's of s1eech course. In addition, the last 1u1ragraph of the se ctio on on Listenin: su33ested that s me tI"1inin3 in the technicue of discuss ion should be included in trma course. These two bases were used as the principles for trma organ zation of the syllabus. The next problem was to eorxsider the amount of time to be allotted for the course “a 51 result of colleb ration between the English and Speech 1'20 departments at Fichi3an Ttate, it was agree? that the Eng- lish department vould teach two terms and the sneeci department ".ould te eac one term of the 3.3lish: AJT- Ill. The time was divided so that all members of the Pseic Engi- neers of the AST would receive a twelve week course, three hours a week, of speech trainin3. This meant that a total of thirty—six hours of the eighty-four allotted for the English: AST-lll would be provided for training in oral cormunication. Eith the division of tire decided upon, it beca3e the task of the committee to divide the course so that all obiectives would be adequately covered. The completed syllabus included seven Speech ass°3nments, two discussion assiibnezits, exer— in speech outlining. (3 :5 D; (D '1 O 1.1. U) G) CO cises in voice training, In addition to this, two eri ds were used for written exami— nations. ‘3 (.4) The author will co ide r the syllabus, erjla1nin3 the re included. The co3flete (IS purpose for the assi3nments that v SVllabUS is included in Appendiv "A”, e53cs IV to IAVII. Tech .. .Army Specialised Trei in3 tident was provided with a syllabus and a copy of the text book, Nonroe's Trincirles of Speech, Tfilitary Edition. The first day of the term includeri a lecture on the pur- 12b frose of the course and the reed for ro1se and rela t1on in speech situations. jj;this tir Le the first speech was cssi3ned. It;1flas a two minute speech. The speaker was to tell about experiences in the army or 'hat he hoped to gain from his LJ 1115 work in the “ST? or some similar subject. The furpose of l-Tl" )—-4 r1 the speech Wis to snow 'oise and TGlTTQtiOfl while eye: I to a group of people. Posture was stressed. Th students vere reéuested to read the infornution on the lest pegs of the syllabus on Ioise and Relavstion. It was intended thet the discussion of the meenine and need for relaration end poise plus the rractic: of the sere in an actual ejecch situa- tion would demonstrate the value of mastering these objectives. included the first three meetings. *3 {3' H. U) D U) U) H. 7 ,3 ' 3 (D *3 d‘ *3 F“ yJ (D second syeech'wes “ tvo to three minute soeech of demonstration. Suggestions were made to use such surjects as: How to but on 8 gas hash; hos to clean C run; he” to gate or read a map or chert; how to use a telephone; et cetere. The goals set forth for this speech were poise, relaxation, 6nd communication. Communication use the new 5031 and was_dis— cussed by the instructor at the time the speech was assijned. Speech number two covered the fourth end fifth meetines. The instructor offered constructive criticisms for each sneaker upon the comfletion of his eree h. In addition to this, the instructor wro,e out snecific criticiszs fer the speaker and at the end of the class :eriod those tritten critiques were C4 ‘. » "l'\ '\ l ' a 'L'" ..Y'. ‘n ”.L' ‘ "' “.- assed out to tn: Lerbezs oi the C see tr anon the; belonue *3 ‘U The plan here was that these written suggestions end conuents could be used ty the speaker when he planned end Kerked on leis next speech. 'The sixth meeting of the class was used by the instructor cuss outlininj rnd orgnrization of material for speecnes. L U) to di. At this time the student here assi of a hirty-minute discussion. The t tic was su3~ested ey the instructor and the assi hmer was to be h:nded in on the eleven h meeting of the class. The students were also Fshe to 2 M18 a list of the vocsl seeecn defects thst they esserved n themselves and their clasemdtes. This assi H. be handed in at the next class meetinj. The me} It four reetinjs vere used by the instructor to discuss the problems of the voice. Tart of he time was used for lecturing and the other part for student farticigc— tion. Vocal exercises were :zeoen out to the students and th were refiuired to reed they aloud. In this way the instructor could diagnose the voice of each individual at the same time making the other students aware of the difference in the con- “3 ditions o the human voice end the advantages and dis.dv.nt of various voice che rec cteristics. m 7" \l3 wvxn KL'K) On the eleventh meeting of the class the outlihes assigned during the s'xth meetin; were discussed. The third speech ‘ as assigned. It was a two to three minute speecn LISln: an article for purposes of explanation end demonstration. The als set for this speech .ere: cleer outlinihj, purposeful and effective handlinv of the article. In addition, all the ‘previous goals set-up in the first two speeches rere to be ‘kept in mind. This sgeech assifinmeht mas covered during the twelfth end thirteenth rectinjs of the class. During the fourteenth Leetih3 an Kamins tion was given over'the material assi3ned in the text during the first thirteen meetings flue any material included in the instruc- .ed in O F4 CL tor's lectures. A copy of this examination is in u Ho ifpendix "A”, pa3es AXVII to KKXIV. The examinat one were given to all AST Groups taking ejeech at Tichigen State College and were mechin "raded. A committee of those teach- ing the seeech course vorhed out the questions for the examination. At the end of the period, the fourth speech was assigned. It was a three to four minute speech eXplaiiing an article or process and involvinj the use of the blackboard, ~meps or charJS. The fifteenth reetinf was used to discuss rnd lecture on the problems of physical activity while speaking. During this meeting the listening requirements set forth in the directive, pages twenty-seven to thirty, were oricticed. Oelected students were ashel to rejeat parts of the dis— cussion to see hov well they could dive back what they had heard others say. The sixteenth, seventeenth, *ni eifihteenth meetin~s 'ere used to cover the fourth sreech assijnment. The last few {ninutes of the sixteenth meetiné were uswd by the instructor 'to organize class for penal discussions and call attention ‘to the assignment requiring students to hand in written topics 'that could be used by discussion groups. The nineteenth meetin: of the class was used to exglain 'the technique of panel discussion. leaders of the class were exelected to participate in an impromptu fianel discussion and trmz instructor used this grouy to illustrate good and had points of the panel, and what mrkes for correct panel dis- cussions. it the end of the period, the first topic from among those handed in by the students was selected by vote of the class and the first discussion group, selected in the sixteenth meeting of the class, vas asked to prepare a panel discuss'on pr03ram on this subject at the next meeting of the class. Class meetin3s tuenty through twenty-five were used for panel diacussions. The cla 3 had been divided into three panels in the sixteenth meeting. each of these groups participated in two p nel discussions. The instructor took time at the end of each meeting to discuss vhat had been don well and where improvement was needed to make the discussion more effective. Individuals in the panel were also jiven criticisms on their speech p ttern durin: the discussion. During the twenty-third meetinfi, the instructor took some time to make the assi3nment of the fifth speech. This speech was to be three to four minutes lone. It would be used to explain the construction and use or relation of objects or processes throufh the use of festures. The twenty— sixth through the twenty—eighth meetin s were used to make the fifth speech. Part of the twenty-eifhth meeting was used to give students a test on the information in the text on discussion. The sixth speech was to be two minutes long and was to be a Speech of explanation making use of all the characteristics of good speaking that had already been stressed. In addition, each sneaker was to strive for effective fluency. -75- Attention was called to supplementary sheet for a discussion 3 of fluency. The instructor also announced that a lists in y. p. I.“ C) 4 ’1) project would be included in th, assignment of the si_th L speech. After each speech, another student in the class would be asked to repeat in his own words w_at had ust been C_J. said. The listening report was to he an organized, clear and correct review of the original speech. The twenty-ninth, thirtieth and thirty-first fleetinss were used in coverinf the sirth speech. Lt the twenty~ninth meeting the students were seeijned the seventh and final speech. The purpose of this tpeech WcS to ex lain. Any subject could be selected. Studen s were asked to refer to the list of topics included in the supplement at the end of the syllabus. Students were required to hand in the subject they planned to speak on at the next meeting of the class. At the thirtieth meetin: of the class, in addition to listening to students give the sixth speech, the instructor provided further information on the seventh and final speech. Subjects were collected by the instructors. The seventh speech was to be five to six minutes loni and students were required to hand in outlines for the seventh speech at the thirty-first meeting of the class. The final speech was started on the thirty—second meeting of the class and was carried thFOU:h the thirty-fifth meeting of the class. All the s the class were asked to t rate the speaker on his final speech. A special form was -74- provided for each member of the class on which to indicate this retina. A copy f tVe form is included in Appendix "a", page IXXV. The thirty—sixth and final meetinq of the class was used for the final examination. This examination is included in Appendix "A", pages XXXVI to K VI. The same frocedure was followed in makinf out this examination as the one provided at the fourteenth meeting of the class, discussed on pajes sixty-nine and seventy of this thesis. When the committee had comjleted the drafting of the syllabus, it was presented for further criticism to the speech department staff at a called pestinf. The syllabus was critically examined and some minor chanfes suggested. Those who were to teach the course discussed what should‘be included in the lectures on voice and outlining. Agreement ’1'! was reached as to what points should be stressed, hut rethod of discussion and lecture technicue was left up to the indi— vidual instructor. The feeling f those teachini the course uses that the best results could be obtained by not making the caching method too Tijid a formula to be follo ed. The author used this syllabus for three terms; August to (Detober, 1945; October to December, 1943; and January to Yarch, 1944. The outline worked most satisfcctorily and the students ovement. During the winter term of l , u C “:5va .14.: -1 .L H showed interest an d richisen State College to review U) it (I) 1943, Army Officials vi the jifl?lrosram as a part of the general study that was being -75- made at that time by the ery to evaluate the pr03ram. The examination of the s.eech course at Fichiésn State Colle3e - resulted in a stateaent ty the examiners to the Dean of the En3ineerin3 School rnd Collefe liason Officer that it was the finest course in oral communications bein3 taufiht to LST Groups in the hid—west. The author, while com letin3 this §art of the thesis, received a War Department release that had a vor3 drastic effect on the AST Pro3ram. Pecause it does flay such an important part in completinj the ficturc of the future of the A”T Bas ic Program, the release is included here. "The shortage of ere onnel from which the hrmy is r e ' ”nt to drastic schedule, the Army is new short 2C0, , should have been in unif rm before ta end of 1945. The increased te3fo of offensive 0 er :tions to— 3ether \ith the noun tin‘ ccsueltici demandin3 irnediate ref lacements in the field have created a situation Th’hich has necessitated drastic econc— mies in the employment of ners onnel throu3hout t :c United Stat:s and a decis sion to reduce the soldiers in colle3es tak in3 lrmy Specie lined Trainin3 from 145, COO to 55, 000. This last rc3°v has been rendered nece S3ary by the injerczti ve raJuireaent Eat this time for the e sen the have already had their basic trainin3 and a certain amount of 8:8- cialized trainin3 for ‘lich their services are now 11r3entlyn needed. ’fter ex austin3 all other sources, it we (determined thgt the type of trained military_{ isonnel needed could be obtained onlyb y decreasin3 'the number of combat units or by cr3._n3 from the Ireservoir of men in LET? trainin3. It was decide ‘thet military necessity required that existin3 combat llnits be maintained. The 35,000 remainin3 in the jroeram "ill be pri- niarily those trainees akin: rdv need COLrses in FKBdicine and dentistry, or engineerin3 and include now suffering has led the We b.:c Lt decisions durin; the pest week. ( irst Nee? of February, 1944) because of the inability of the Selective Service to deliver fersonn nel accordin3 to , CO "1 , e -76.. 5,000 Ere-induction studen s. The St dents Withdrawn will be those clrecdy besicdlly trained end on active duty. Seventeen-yecr—olds in the irmy Specialized Traininj Prosrcun Reserve will not be Mff tei, nor will this Weserve phase of the prejr m be Ccurts ile d. The st ud nt soldiers new in the ery Specialized Training Program me e selected for their h'gh intel— ligence, edaptebility, and “otential leadership. They are the type who cen be expected to assume.the responsikilities of non-conris.ioned officers one of skilled technicians. nrnerieree to dc .te in this war has demonstrate? to the irmy that the combat arms; particularly the infantry, need a substential pronor- tion of ren with these qualities to insure continued success in operations. ill experience also hes shown onclusively that losses are co.siderlbl" lower in units which hove intelli~ent end s~rcssive leadership among non- conmisuioned o cers. We 85 icrcent from Iii} to other duty before Afril lst will be made, so far as military necessity Termits, at the completion of a particular training course or a term in th :t course. Colleges will be reimbursed for the unevpired fortion of contracts covering stu- dents withdra. n from the QSTE. The War Densrtr nt believes, on the basis of experience, the infusion of thous sends of hiihly intelligent studen soldiers into the dround forces, which will see were action es the empo of our offen- sive increases, will help to increase our striking pO‘fl 1. Consequently, around €0,000 of the men to be transferred from LSTE will be sssirned to the irny 1 Ground Forces where the skills end can city for lender— ship are now most needed. Test of the rsmc'nder will be assidned to other units destined for overseas service. The policy will be to msk3 ertain that the skills and th e oueli ties f lerrcrslis rhich these thousands of student selliers wossess ere used on assignments where they cen function most effectively. .‘J we! P. J .T') m ‘ J "50 h - T , . - ‘ -v-“’ n-::I,-1y-i iTL-r-r“. TIJ. 'fi (T‘V'fl s I‘:I::G aLAuSIAY 4.--L‘:L A. LLLUJ J—JL.‘ .«LAL‘D «L The Army Air Force Yrs-Flight Training often referred to 4.4. as tflne Pre-Tre—Fligh Training began in Terch of 1943. The 'traiJring cons1sted of college nork that the Air Force deemed 50. "Speech News l.etter", ("0. l. Supp nleme nt), 1 Mtio nal association of Teachers of S; eec :, The Geor e .esiu nfton "University, flashin,ton 6, D.C., o l, Tebruory 22 , 1344. -77- necessary as a beckjround for its pilots, bomberdiers, end .) PJ- navigators. A ptrt of the program ncluded treinine in Eng- fl lish "The original directive indicated thet 60 hours of Enilish was to be offered. The o’jectives vere to develop ’1) *1 (D O ‘1 in:; end to imjrove reedin: ability hoth Us to snee: G) comprehension. These wer- to be achieved 'since refiiity "n ision and fecility of expression in writing one in sheik- :recision of communication are inflierenserle to efficient nir L Force end military o:eretions.' The directive further state 'the second objective (s“eeking) rill he echievefl through A. prec ice 1 fuhlic ejeekinj enfi criticism thereof. The tiie devoted to this eSfect of the Tork rill be one-thirc of the course.'"51 V ties errezeed tne ,z The indiviiual colle es the univers ,..( )Y‘I J C" Y‘ .L He...) no English course in any wey they saw fit because the IN V Q uniform directive thet specifically outlined new the work . n. \ °. 1 J- .— . ‘. ‘ . V," n, H L , Xmas to be orsenizec end bcu:ht. Tue author as unoule to 1 NA obtain the data on the nunter of schools that fertiCifrted r r x ' :s, College irzininq \— f n trainin3 members of the nrmg [—10 L: H O Q "3 5 s Thtt were'ffrt‘cioetin: O C H Detachments. However, a f—w sch ( J- ‘ n n tLe stetus o~ sueech 0 provided the author Tlth informotion “”ler institutions in so fer es the K» L; l...“ trainin3 at their eert .L Corps progrem was concernefl. Lnother source or Heterisl r ’ Po "3 ' to“ been e survey for infornetion.on.the Lir Corfs freerwwltii 51, 'H3feekin3 Instruction in College Nilitery Units", duorterly Journ'l of Q eech, Vol. TATE, Decexher, lfléé, '3: 412. thet appeared in The Quirterly Journfl of Speech for Decegr 1943. fiV'flWVTTw-wqufil .fu-v r'Y-fi IL‘T‘A‘.‘ :i-JQ .‘u -xf 4.4- -_J -."l.-n.i. Db Q There was on Mir Force Tre-_l_i~};t Tr;inins Detachhent at Fessechusetts State College, tut no course in speech wee made available to members of this "roup. Yr. U. u. Dow "I em eveilnhle, ujen reeuest of the Enjlish teechcrs who are hrndlin: the finalish work of the fire-flifiht aviation f ) cadets, to give a one- -hour lecture on oral communic tion.... host of the ““flish :COTIQ went to ejend their time on .LA‘_/ ~J $$ ° ' ' .379 literature and Trltlnf.‘”~ .1’1 1 "_“.1 f .firor‘I TITV‘I‘W ‘- "\‘Tn T1!“fi‘l"\*‘- ""'.'\T’N ,._JJJ_J L... .f.q.~;.x IVA..-U-uJ ;.-. a- \IJ..._L_J .4‘.-LJ~-\"_I -TURTH C TOLILL 324T; CCL The course in English st this school is divided so the one-third of the time is seen classes and one dev n veek in sneech class. This provided twenty hours of class tire for sfeech work. Du.rin~ the speech course each student :eve five steeches. The first speech stressed :rojection ind fiction and was to he hosed on an exciting exoerience. The second speech was 3 did ctic . 1. Dow fror T":.-.ss.-'ach ueetts‘ 0 1'Porn," Inss‘chus tts 3' ate hu etts, June, 1943. 52. Informts tion re ce lvei f State Colle~e on "59 College, Lzherst, C -79- extemporaneous sreech. At the sane time that this sneech was essinned, a readine'essisnment on Thythm end Tronunciotion wrs made. The text book used was Cheech V'ndheok, Thrrv V A. \J ..J O Barnes. The third oral assirneent was a short memorized selection, maximum, three minutes. Wendinc assienment on voice. Speech number four was to express strone emotion. Reading assi~nment to éccomjeny this sneech use on audience response. The final seeech was to be based on a practical sreech situation and the to he concerned with the student's future work. Other reading assiexhents covered durins the term concerned; choice on subject, choice of thoueht, choice of material, organization of material, 'nd use of leueueee. T-o-‘TI-‘prv-fi V‘lfiTml? ("NV-'1 . L; h oi“! A a.-. v.1.tV‘J.l_'_ an .. M... -L The university of hlabema :rovided a sneech course for members of the Army Air Force Ere-Flight Detachment loosted at that school. About one—third of the time allotted for Erwlish work was used for the speech cwurse. That Joule ano‘ut to twenty class periods of one hour each. The text used by speech department for this course was s seen for l ilitary Service, by Drigsnce and Immel. A very complete syllabus was provided for each student in the Ire-Flight Speech course and a copy of the syllmbus appears in hp3;niix WA", pages ILVII to LIV. Because the syllabus used Ty the Ihsiversity of Alabama is ver; similar to the one used at "1 Ilichigan State College for the nir ‘ C rce, the euthor rill I ,, }__.I O m‘-‘. 1v r\ r in: s;llahus used not take time to e::::.:::i;;e it in fete -80- at Michigan State College will be considered in detail later in this chapter. UNIVERSITY OF MINNESOTA The Pre-Flight training program at the University of Minnesota does include a soeciul speech course. This course is very similar to the course outlined on pages fifty-nine and sixty of this thesis used by the University of Kinnesota for the ASTP group located there. UNIVERSITY OF NORTH DAKOTA The Air Force Pre-Flight Detachment at the University of North Dakota receives two hours of speech training a week and three hours of English. No specific data on what was included in the speech course. 11 1' f TEST RN REGERVE UNIVERSITY L "at the present time we are offering special speech courses to members of the Army Air Forces. It is planned tflaat 500 men should be kept on the campus--new replacements tuxing made as members leave. Sections are for varying lenigths of time. The fast sections are here for 8% weeks. (Hue-third of the time in English is given to speech for this grmn1p. Other sections are here for twenty-one weeks with Drum—fourth of the time given over to speech."53 53. Information received from William B. McCoard, "war Course .Form," Western Reserve University, Cleveland Ohio, June, l9h3- -8‘1- TNIVJRSITY CF ELEVER "In the Army air Force College Training Detachment in the University of Denver where English and Speech are taught in one course, two or three exercises are embodied in one assignment. For example, one lesson is planned in this manner: after a short introduction by the instructor, an essay is read orally by members of the class; three previously prepared outlines of the essay, illustrating three outline types, are evanined in rrder to develop an understanding of organization and outline form; then the students prepare outlines of their own for themes nhich they will write during the next class period. Thus, in one class period, the aviation students practice oral reading for clarity and comprehension, study techniques of organizing, learn to think quickly and practice organizing their own knowledge or written exoression."/L ARIZONA CTJTE TEHCEERS COLLEGE There is an Air Force Ere—Flight Detachment at Arizona State Teachers College, but "it is felt that no time can be spared for speech even though there is a well-trained Speech instructor on the staff."55 Sh. "Speaking Instruction in College Kilitary Units", The Quarterly Journal of Speech, Vol. XXIX, December, 19b3, p. #17. 55. Ibid. -32- KICHIGAN STITE COLLEGE The list of colleges already mentioned having nir Force Pre-Flight Detachments is by no means intended to be all inclusive. These are presented here to provide a picture of the diversification of programs included for Dre-Flight students in speech training. It must be kept in mind that not all schools were equipped to teach Speech as a separate course while other schools did not see the value in speech training for members of the air Force. The author will dis- cuss in detail the program of speech training provided at Michigan State College because he has served as instructor for the course since the first group of air Force Pre—Flight students arrived on the campus in fiarch of 1943. The Air Force Dre-Flight 310th College Training Detach- ment at Michigan State College was the largest school of its kind. Fifteen hundred Pre-Flight students were maintained on the campus from the installation of the Detachment in Karch of 1943 through the writing of this thesis. Approximately forty-two hundred men had completed their Pre-Flight train- ing including a twenty-four hour course in Speech through April, l9bh. When it was learned that Michigan State College was to receive an Air Force Pre-Flight Detachment in 1943, Professor .Paul D. Bagwell, Head of the Department of Speech, was asked to collaborate with the Head of the English department in ‘working out a division of time for oral and written English -83- courses. It was agreed that the speech course would cover a period of twelve weeks. All speech classes were to meet on Tuesdays and Thursdays and each class would be composed of' twenty-five cadets. With these facts in mind, the speech staff was called together to discuss what should be taught in a Speech course for Air-Force Cadets. These discussions required several staff meetings before all of the problems could be satisfac- torily agreed upon. At the termination of the general staff meetings, a committee was appointed by Professor Bagwell to prepare a syllabus incorporating the objectives agreed upon. When the syllabus was completed and accepted, a program of "in-service" training was set up whereby certain instructors taught specified units of the course while the other instruc- tors observed. This was to provide a more unified method of teaching on the part of the various members of the staff. The need for this is better understood when one considers that speech teachers are very_often Specialists such as: correc— tionists, radio instructors, drama teachers, public speaking instructors, et cetera. The text selected for the course was the Speech Handbook 'by Harry E. Barnes. The text and the syllabus were given to each student enrolled in the speech course. A copy of the syllabus is included in Appendix "a", pages LV to LXI. A majority of the time in the course was used for indi- 'vidual speeches by the students. Each student Was required -84- to make six speeches ranging from two minutes to Six min- utes in length. Four meetings were used for work in voice, part of this period being used for lectures and the remainder for student participation in voice exercises. Written and oral critiques were given to the students at the end of each Speech. The instructor used one meeting to discuss the problems of outlining and the students were requested to hand in outlines on two of their speeches. Two examinations were given during the term. The first was a mid-term de- signed to examine the student on all work required of him during the first twelve meetings of the class. The final examination, somewhat longer than the mid—term, tested the student's knowledge over all the material of the course. Both examinations were objective machine tests, making use of true-false and multiple choice questions. Both examinations are included in Appendix "A", pages LXI to LXXV. For a more complete picture of what was included in the course, the author refers the reader to the syllabus in Appendix A. ARMY HETEORCLCCICAL TRnINING TROCRnfiS The Meteorological Training Programs are divided into a §_Basic English, and a 9 Basic English. Both courses require training in oral communication. The p Basic course allows seventy-two hours for English work while the Q_Basic course allows one-hundred and ninety-two hours of English work. The author will provide a summary of the courses for several of the colleges where the Army Meteorological progrrms -85- were set-up and where speech training was given as a part of the curricular activity. again it must be remembered that this is not a comprehensive review but provides a, sampling of how different Speech departments met require- ments of the speech program for the Army meteorology students. CARLET N COLLEGE Carleton College had the "C" Program of the Pre- Keteorology Training Division of the Army air Forces Training Command. "Approximately 220 men were enrolled in this pro— gram, all of whom were handled by one Speech instructor. The men were divided into flights of about 28 men each. Two hours a week were allotted to English and speech. This represented one~fourth of the time given over to the teaching of the humanities. The program was so arranged that the periods given over to speech alternate with those devoted to English; thus four flights take Speech for two hours each per week, while the other four flights take English. The textbooks used are Monroe's Principles and Types of Speech.(Military Edition) and O'Neill and Weaver's Elements txf Speech, the latter being used as a supplementary text. All.eassignments are made to provide a minimum of lecturing and.zizmaximum of practice. The large majority of the time is devmted to speaking assignments, including reading assign- rmnrts, sight reading, impromptu speaking, speaking over the pnflxlic address system, ex>ository speeches, and oral reports. Crwil criticisms and criticism sheets are employed. Individual -86... recordings were made of all men enrolled in the program during the first six weeks, and a final recording made at the end of the year. Between ten and twelve hours per week are spent in individual conferences with students in need of corrective Work in speech. In general the work was satisfactory, but the major drawback was time and in this situation, the lapse of time between Speaking assignments. Seemingly a more satisfactory arrangement would be to have certain flights take twelve weeks of English while the others take twelve weeks of speech. This would result in more intensive and hence more satisfac— tory work. The instruction was being given by a regular member of the departmental staff."56 Though only one instructor was used in teaching this program and there was some problem of assignments and lapse of time, it appears that the speech work at Carleton was quite complete. DENISON UNI‘ERSITY Denison University had a Dre-Meteorology Basic "C" unit. The speech work at Denison for those in the Pre-Keteorology Basic "C" was quite complete as evidenced by the following information. During the first twenty-four weeks of the .program, speech training was given one hour per week with 'twelve or thirteen students in a class. During this time 56. "Speaking Instruction in College Military Units", The Quarterly Journal of Speech, Vol. XXIX, December, l9h3. pp. 408-409. -87- each student was given an Opportunity to give several three- minute talks. During the second twenty-four week period speech classes met again one hour per week, but there were twenty-five students to a class instead of twelve to thir- teen.- "Some work was done with micrOphones and the public address system. Recording of voices was also part of the program."57 "Of necessity, because the student had no outside time for preparation, subjects were chosen that drew upon the student's experience. At each class session some principle of public speaking was stressed for a few minutes at the beginning of the class hour. . Such subjects as, 'Hhat Hy Home Town Is Doing in the War,’ 'My Friends in the Service,’ 'The Uses of Meteorology in the War,‘ 'Some Interesting Incident of hy Furlough,‘ have been used with success. The magazine Tigg was subscribed to for the group so as to help its members keep posted on the ,progress of the war. University of Chicago Broadcasts Round {Tables have been used as the basis of group discussions. 'Use has been made also of Tigg's Bureau of Special Services for'xmyterials, such as, Section IV, 'Relations with Europe,’ ans the basis of class discussions. The students were eager to (Liscuss other problems, such as 'Private vs. Governmental Enterprise, ' Women and the Postwar 'v‘forld.' 573 "Speaking Instruction in College Kilitary Units", The Quarterly Journal of Speech, Vol. XXIX, December, 1943, p. 1.12. L..- 1am: L .v‘.\..' yv 9+ Ii way a- I t r; "\\‘ us“ (h. l ‘1 Wis -§‘ bu “‘ In Pre-Ieteorologv the instructor load was sixteen VJ sections."58 TT T'Tvmn T Tf‘TT".’"“ . V4.“ . I“ Tiere is a Pre—Itteorclogieal Tra inin§ Unit, Basic "B" located at Hamilton College. The course in speech offered at Hamilton to this group was "...routi ne pork in which all cadets share alike. Each flight meets once each week and each cadet speaks before his flight about once every three weeks. Speeches are usually expository, sometimes argumen- tative or descriptive. The purpose of the course is to give cadets some basic training in the sort of Speaking inevitably required of many commissioned cfficers. Speeches run about 6-7 minutes each and are regularly followed by criticism F'(‘ fror1 instrICtor a: 16 class ."2/ )rw-v-rq‘r r~1—1 v-v-m-vv-r v. Ll‘iyualJlJ-d bi‘ l-e_h\JJ..L_A. (‘4; The Army Pre-Leteorol o; jical Training Lnit at the Univer- H“ ‘q sity of I-ichigan receives one hour of speech each week. Each C) student speaks each week, once each three weeks for approxi- mately three minutes ar1d on.the other ocea.sions for one minute M in a 'floor speech.'d‘ 59. "Inforr1ation received on far Course Form from7Hamilton (Sollege Speech Department", Hamilton College, Clinton, New York, July, 19A}. 60. '“Qpeech Instruction in College Lilitary Units", The Quarterly Journ: l of Speech, Vol.1KIk, December, 1943, n. 1406. -gg- In arranging the outline of the course three techniques were stressed: "1) ...one third of the men in each section prepare and deliver three—minute Speeches each week and the remaining men also speak, even if briefly; 2) a plan of dividing each section occasionally i1to two or three groups and of having the instructor and one or two colleagues in the Department conduct vigorous 'work-out' programs which deal with the major problems of delivery and which are designed to cope with these problems as they appear; 3) a plan of having a member of the staff of the Speech Clinic available for con- sultation at the time of meeting of each section to assist with problems of voice and articulation."61 "The men appear to be well Satisfied with the instruction, in narticuler with the individualized approach of the "Work— out' programs. Within the limitations of time and volume of teaching personnel, the staff is well satisfied with its progress—-although constantly revising many of the details Of the progrm.7162 UNIVERSITY OF IZINITLCCT; Both the "B" and "C" Basic units of the Pre—Heteorology Program are located at the University of Kinnesota. The work in Speech is directed by the Speech Department and includes training in public speaking with instructor criticism, voice 61. Ibid, pp. 406-h07. 62. Ibid, pp. 407. recordings for each student, work and training on public address equipment and voice correction where necessary. STnTE UNIVZYCITY CV TOMA Both the "B" and "C" Basic units of the Pre-heteorology Program are located at State University of Iowa. The Basic "C" group received two hours of speech each week. "In the speech instruction weekly mimeographed assignments are fur— nished and textbooks are used, including those in voice and .pronunciation drills. Ioreover, microphones at station USUI are used, as well as dictaphones, the mirrophone, and the recording machine. Each student has had a record of his voice and has had some individual guidance in voice improvement. A blank, devised by Professor Knower, has been used for the criticism of speeches. attempts have been made to set up a variety of speaking situations, both indoors and out."63 FENYCN COLLEGE The Pre-Meteorology program at Kenyon College handled about 110 students per week per instructor with each student being met twice a week. At the first meeting of the class there are between twenty—five and twenty-seven students, but this group is split into two sections for the rest of the term. Texts for the course are those by Crocker, Monroe, Brigance-Immel, and Fairbanks. Some of the speeches given 63. Ibid, p. 410. -91- by the students are recorded and played back so that the students can see where improvement can be made. UNIVERSITY CF ”ISCCNSIN The author received a detailed letter of explantion concerning the Pre-Heteorology program at Wisconsin Univer- sity along with a syllabus fer both the Basic "C" and "B" units. "The B Pre-Neteorology program (at Jisconsin) allowed 3 hours a week for course V - Communication-Written and Oral. Seven of the fourteen sections had Speech three hours a week for the first twelve weeks and English three hours a week for the second twelve weeks. The other seven sections reversed the procedure. There was no time allotment for study outside of class."64 "The C Pre-Meteorology program allotted seven hours a week for a combination of History, English and Speech. at ‘Jisconsin this was divided: History 3 hours, English 2 hours, Speech 2 hours. This division will prevail throughout the AS weeks. (four terms of twelve weeks each) The Speech instruction followed this general outline: 'Term I. Elements of Good Speaking Term II. Voice Improvement. Here we worked with the Voice Hirror, made acetate recordings, and worked for sufficient volume to be heard in large rooms and out of doors. 64. Letter to the author from H. L. Ewbank, Professor of Speech, University of Wisconsin, hadison, Wisconsin, November 3, l9h3. -92- Term III. The Speech of Instruction. Use of visual aids, etc. Term IV. Discussion and 'morale speeches'. We used two texts: Konroe's, Principles of Speech (military Edition), and Holmes' Handbook of Voice and Liction."b5 UNIVERSITY OF CnLIFORUIA One of the most comprehensive outlines of the "C" Pre- Heteorological Program on Course V which includes study in american history, Oral and firitten Composition was received from the University of California. On view of its complete- ness and the fact that it is self explanatory, the author has included a copy of the outline in the Appendix "A", pages LXXVI to LXXXIII. 1‘3. .T‘vr‘Lr if- 1 2 The Navy V-l2 program included sailors, Harines and mem- bers of the Coast Guard who were receiving special college training. To provide some idea of the number included in this program, on February ll, 194a there were 'pproximately sixty-seven thousand students listed as part of the V-l2. These Navy students were select men, who for the most part were placed in college without receiving any basic military training. nbOUt two hundred colleges and universities had units of the V-l2. At the time of the writing of this thesis, the V-12 program had received no notice of curtailment and it 65. Ibid. -93.. was expected that all units would carry through the end of l9hh. All members of the V-l2 program are required to receive training in written and Spoken communication. Nany colleges provided Special courses in speech training, arranged Spe- cifically for the Navy program while other schools permitted the members of the V-l2 units to take the regular Speech course offered at that particular college or university. To provide a more adequate picture of what was done so far as speech training was concerned, the author will include in— formation received from some of the colleges and universities where the V-l2 program was being handled. BATES COLLEGE The speech department at Bates did not offer a Special Speech course for the V-l2 prorram. However, the English I of the Navy program requires oral work so the Speech depart— ment took the English classes once a week. Speech tests were given to all who enrolled and special work was given to those who needed it. The Navy students were permitted to take some elective work and in the information received by the author from Bates College it was stated that some trainees did select speech courses for part of their elective work. In the English I the text used for oral training was Honroe's ‘l . Principles of Speech, Military Edition. .1 THE UNIVERSITY OE KhNSnS The speech work at the University of Kansas provided for the Navy V-l2 trainees is a part of the English I course. The -94... classes in oral communication meet once a week for twelve weeks.. There were twenty-five students to a class. The text for the work was Brigance and Immel's Speech for filitagy Service. "The shortness of the time alloted and the size of the classes prevent effective work in speech "66 being done. Tm“ “IIvm’vTW cs “Cf-2TH clacLTT-T' -‘LA'J A a—J-L-)-L .- -§ .A.-"-J.L The English Department of the University of North Carolina handles the speech training. "Speech training is given as an organic part of the composition program. Stu- dents are required to make three or four speeches each trimester, of length varying from three to five minutes, on topics developing out of the reading and writing program. The aim is to accustom students to speaking clearly, sensibly, easily, and pointedly on simple expository and persuasive topics. We are not at present equipped to offer clinical work for those badly in need of remedial attention, but we hope to make this provision in course of time if the training prorram lasts very long.... Nearly every member of our staff has had. "L7 some speech training.... 66. Letter to the author from the head of the Department of Speech and Drama, University of Kansas, Lawrence, Kansas, October, 1943. 67. A letter to Professor Paul D. Dagwell, Acting Head of the Department of Speech, Michigan State College, East Lansing, Hichigan, from n. P. Hudson, Director of English, The University of North Carolina, Chapel Hill, North Carolina, December A, 1943. -95.... ngvaau "VIVEYSITY The V-lZ program at HarVard University does not receive any special speech course training. There is some oral work carried on in the English I classes but it is all directed by the English department. Hovever, there are regular speech courses offered for all students at Harvard and those members of the V-12 program vno care to may elect such courses. Twp rmeTv-rrjr‘mr ”27¢ There is as speech work offered in the English I cours , but in the second semester 3-2) speech is offered. The text used is Brigunce and Immel's, Speech for iilitary Service. There is a Special course offered for upperclassmen in V—lZ at Northwestern. It is entitled 'Speech Training for Leader- ship in Kilitary Service.’ The text used for this course is Sarett and Foster, Basic Principles of Speech. ”:33C53IN UNIVSdE TY "The V-12 program is limited to engineers. In the first term, the course labelled 'English' has been divided equally betveen speech and BngliSh. Half of the sections are conducted during the first eight weeks and the other half during the second eight weeks.... The text used is Brigance and Inmel, Speech for Hilitary Service."03 6%. "Speaking Instruction in College military Units", quarter- ly Journal of Speech, vol. XXIX, December, 1943, p. 407. -96- UkDaSH COLLEGE The V-12 unit at Wabash received twenty hours of speech training. During both terms of English, the speech Depart- ment has one hour per week. The Speech classes are comprised of ten students each and primarily three aSpects are being stressed in these classes; "(1) Using a microphone; (2) reading of orders of the day and giving of commands; and (3) giving speeches of instruction, especially those involving the use of charts, diagrams, and demonstration equipment."69 Besides the Speech work taught in the Basic English courses, V-12 students are permitted to enroll in the prewar courses still being offered at ’abash College. IIInIII UNI a- 3ITY At Miami University Speech training is offered by the speech department as a part of the English basic course. 0f the forty-eight hours of English work, eight hours are allotted for S peech training. Deca=se of a Shortage of time, no textbook is used. The instructors attempt to hear all students each hour. This sometimes proves impossible because there are twenty-five students_in a class. Only delivery is stressed. Composition and organization are left to the de- partment of English. ()177 A. u ":11L{Y At the time of this writing, the only military college training unit requiring some speech training that is not 69. Ibid, p. All. -97- being curtailed is the Navy V-12 unit and there is some rumor that it soon will be closed. Whatever the situation may be in the months to follow, it can be stated that through many errors and experiments, college training for members of the armed forces has introduced many new problems and created a more urgent need for old problems to be solved. As a result of this survey of the war-time college Speech training program, the author has formulated two critical con- clusions. It is evident, first of all, when reading the reports of the various colleges in the military speech training pro- grams, that the entrenchment of English departments as the organization to teach all composition and communication, oral as well as written, has been so firmly founded among educators as well as those outside the field of education that the obvious faults of this misconception are not understood. English instructors and professors have no more business teaching oral communication and composition than they have teaching history or geography unless they have been specifi- cally trained in these fields of work. Teaching oral communication and composition as it should be taught and is being taught in some of our better depart- Inents of speech, requires skill and knowledge resulting from years of specialized training. Too often, it is accepted that all that is necessary in teaching oral work is to have ttme student give a few speeches and the objectives will have -98- been attained. Very often in such cases, the instructor's ability to constructively criticize and assist the student in over-coming faults of articulation, ennunciation, pro- nunciation, pitch, breathing poise, to say nothing of the other serious speech handicaps such as liSping, stuttering, et cetera, is not even considered necessary. The physiology of Speech, the psychology of speech and the rhetoric of speech cannot be capably taught by those who have majored in the fields of English composition and litera- ture, anymore than one could expect those who have mastered the field of speech correction to assume the authority of the field of literature. Speech in its several aSpects is a distinct and separate field of education from that of English composition, grammar, literature and its Various subdivisions. The author does not suggest a complete divorcement of Speech and English. Rather a cooperative working together of the two. Some very fine examples of integration are to be found in the teaching of the English: AST-lll at Harvard University, Jew York University, The Citadel and the Univer- sity of Pittsburgh. Only when the importance of the teaching of speech is recognized by educators, will such integration be successful. The nomenclature of 'Eiglish' and 'Speech' as such makes it imperative that any integrated course to be successful would have to be titled, in the college and uni- versity catalogue, by some other caption. Twenty-seven colleges and universities reported on the AST Program. Ten schools out of this group indicated that -99... speech was being taught as a part of the English curriculum and conducted by English instructors. Five other schools, as indicated on the chart, have well—organized, integrated courses of Speech and English. The criticism that the author would make of the latter type of course is that the title 'English' is used to designate the course instead of the more apprOpriate and descriptive title of 'Communication'. In spite of the fact that many army Officials as well as leaders in civilian society have pointed out again and again the need of an understanding of the principles of good oral communication and Composition as well as an effective use of both, many leading eduCators still believe that such leadership qualities are the outgrowths of training in other fields. The second conclusion that the author would draw from this study is that among departments of Speech, there is too great a divergence of opinion as to what constitutes good speech training, and the methods of attaining this objective. It is time that the objectives of basic speech courses 'be evaluated and agreed upon by those who are in the pro- :fessional field of Speech education. Until this is done, the ‘variance of Speech training will continue to provide critics witfli a fruitful opportunity to challenge the professional ruarits of teaching Speecd. It is to be empected that speech ‘wilfil come in for much criticism when some schools report that -lOO- they teach after-dinner speaking, sales talks, biographical and autobiographiCal sqeech as a means of attaining a common stress set of objectives. Other reports indicate that the in Speech courses is upon expository Speaking of two or three minutes, with general criticism by the instructor on posture and gestures. The evolutionary development of speech tCaching in colleges and universities is at several different stages. Some schools have not yet advanced far beyond the teaching of speech in an elocutionary manner. Other institutions lead the field in the teaching of Speech by modern methods with the aid of equipment such as voice recorders, microphones, dictaphones, mirror-phones and audiometers. These same in- stitutions use their Speech clinics to the fullest extent and employ thoroughly trained and competent speech teachers. The information included in the reports from the schools gnzrticipating in the speech training programs for military grounds provided in this thesis, indicate that too many schools teemflring Speech are nearer to the elocutionary stage than to thealise of modern methods. These differences of purposes, aims and objectives, per- the field I titmnlarly differences over methodology, have Opened to c:riticism.by those in charge of administering educational ‘trajuiing procrams. If speech traininfi is to have prestige and Estattus in educational circles, then unity of purpose and :nethtxls Will have to permeate the entire speech teaching —lOl- gnnxfessiond Cnce this goal is achieved, educators und others outside the profession.vill recognize the import nce and Value of teechinr students to communicate through speech, by \J means of courses in orul connunicution esnecielly designed .L for such training. $35 toad mwuuo», .wkznaakm ¢2rP¢ouu¢ mom Pzwinwaem JZupdoumd mu»: 1. x X Japan»? ware reumdmywza wrckw 9040 .2 X r va¢M7vz 9 Dun—ow 2F?” .~\ We mica Pflwfidoz v5 5 X » tom. am 7.” z 9 20.532qu 6‘ zhauuzwwzw 9.: mgkxauvflac wmmdou mkcvm (ziomcu F562 rrwwmufiz: v20» >62 >thu>sz affirm £23323 7 tom #3,sz czavazH rtowduvw 29 2458‘: >quOL150up: we Joo’ydw dwadOmw iUSJr‘w wmvaJoU wPEPW 0P¢¢OJOU . y¢o> 26: n6 mum/Jou errwu . wk)»; am drzadukamwnv . o meme?! (witfiCJI vamJJOU wo wimz , P3553 . Esteem: mummaeum fiEzkamoou ’JGVUWn’W «Eoomn/ ezévamxr geese (b O rivwfl 9;me vair Azw fiZouww I’mfiozm. wma.o7 2. owefiuz... pzz {Eur Fwd.» wkfidccmm iuwuum wzozaoduwi mew? .3. 3.5395 ezhpuome mo... Pzwiavwew ezwomouwm Sm: u. l r X 33100 mErm 2teviuu£ fiM 7rva/m7w29 mi; JN uppywszfi Jvzfimkiob E 213:7 HM mama/JOU me’kauflbafi wkfikw r F; c 3. cage 45% mo fwmewdz? £w¢9pmplrwnp uo rtommezD Q mywwdmmz mo 7k,omm.m7,z:. O wdaomnyi we wtmdeZD o o o s *fllk ><>< few “.22.”: “6 revmdmflz: .r. >yup Vva. mo rtmmmZza «51.x x: x m¢m26x we rrmemZzp . x 9.294.. no rrmesz? .1 x flit 37¢ “a 7va5 7.,»29 we b.3553 53% oz £35 £553 atwewoou D mP¢¢¢MVZom— U GUJJOU $0 W£¢ z c. “in we {$595 ezvzvmwr a ws¢MJ¢vuwam Elma 2d,: 1.5, moflnm O 0 O www-mrfii. 4322,75 szm 9” norrmom wfimewi. ma 0 noofld .23. mm wmflflwIJM mzaramz to mtmmnz 73m wvmnwz. 35v} m21 o .. maNOZj wdfidm Amrnzmflw florrmnvm x Em. 33min=cmmfim margam norrmom x 203.41 omflorij m. narrmnm om ImwwncrAch .czflmwwofij‘ om Irmwflqfi) X O m. C mv l\.0Rfl-.~rJ,)-:1?I L1; .1. i; 3414..- The sneakers' bureau at Yorthmestern University has maintained its active record during the vsr and aided in home—front activities by providing spedkers on wsr—time subjects. "We are operating a Sieakers' Bureau mhich pro— vides student sneakers for tilks on Various civilian defense activities; the Bureau also arranges for canpus lectures on Wur activities and conducts .iscu sion Groups in the fraternities and open houses."7'7 PETNSYIVZYIA @TJTV Cthflfifl The Speakers' Bureau at Pennsylvzniu State College has been ruite active providing sheikers, debate ind dis— cussion groups, as well as Droviding inforrational service over the radio. 532$? CPLLEGE According to information received by the author, the steakers' Bureau at Smith College W38 very active and playing;an important part in providing infornation on war-tinw activities. I-l BYE-7-5301731 r Ui‘iinmz‘rw .J 4... *‘J L Ifir. E. L. Disinger of Srrncuse University provided the autruxr vith a very detailed account of the activities of the spealuars' bureau there. Considerable activity was indiCsted for theeschool year of 1948-1945. 77. jInformation received by the autLor in u letter from James H. VcBurney, Dean of the school of Sneech, Iforthwestern University, Evanston, Illinois, “ “ch 10,1945. 116 "Last spring (1942) w put on probdbly the most active prograns of comrunity speaking in the history of our school. A Wide variety of spe1k- ing programs related to the war effort were ‘ presented before some two-hundred connunity groups in or near Jyracuse.”8 3‘?an If (i (\‘I Vim?! $‘""1'." ‘rf‘1T'WTV I '_J'J\-r$;J, $.51 . J\:-L.L| * "AS Chairman of the Public joeakinm Dent. at the City College, I was usked in the winter of 1011—42 to organize a Speakers' Bureju arch; the te1chin3 staff of the College. This Bureau has functioned chiefly, to date, as a clearing—house for defense training (civilian) activity, especially the gir Warden Service, iiany renters of t1_e St.nff assum— ing responsibilities, u11der 11o 1. Y. City Police Depertrent, as Precinct 1Iw1 nin; o1rector3 and, in generil, as 1ec22rers on CC 3 topics.”79 The inf rration receive ed fI-Lm the J1iv M;rsity of Denver stated that the adv hced ClJSS in speech—naking gives sluirteuge, xviys talks on sucL subjects 1s food rstioning, rubber Ho ..‘ .2, -., L13,“ ,.f+1-, . 1. 1'1 ~ .‘ +1 I} “1-41.11. 1.11-8 111.2L‘.1T)E;n.i.l.b 011;. 1-6.1.3 13116 Hur- .o 1‘“ _ M_ '1 1.1.1 , Y: 1 1 An , _‘_- ,- __ _ 3. _. 1fort, paper silvi,e e11ve, 1nd others C1 1 o1111 l ndtuie. "students who do outstandin3 class work ere put on the defense council r03ter of speikers. lo t~lk ,3oes cnrt nitduqut d1,;bl e (n ecli3133 by"mge i1 11‘“ructtr and a nerber of the defense council."5?‘O 78. 79. 80. ‘ Infornotion received on the opeoLers' Lureuu Fork from E. L. Disinger, secretiry, ochool of speech, Syrracuse ,University, Jrecus 1ew York, August 9, 194d. lnior‘rt10n receive d on the Speakers' bureiu Fori from t1e Ci y C011c3e, lew York, few YorL, spril P, lOeQ. information received on tLe one ers' bureau iorn from the University of Denver, Le1vcr, Colorado, 13111 i, 1913. ll? The 13e3ler3' jirilu st tne University of Kansas appears to be very active. ln the surin; or ltio, tnere L1,. - were twenty students serving on the Lureui. scne of tne subjects were: The lew Geography, Low to 313 for TLis War, The fiiracle of Russia, yir Jerrie3es, Ledicine at -1 1 ., . 1 51 the nettle Front, The “un rower Broclen.'* L- 1 ~',—- 2 , -; ”w.“ r‘. I1 ' '1 .4 ‘ , A 1' J‘J.J..4.»_4.LL... “ _ .- 4.404 1.1-; .L. m A very fine account of tLe spegher burciu activity at the University of Linn sota nus received L; the autlor. "This depertnent sponsors a student Cneskers for Victory bureau which is sdninistered by the all University Council. The nrefirun is divided into two divisions: (1) Best Jar fleconstraction, ind (2) irrediate probleus connected with tLe er effort, end Lith tie interpretation of current events. The roster of uctive sheikers is about thirty-five students, Dren red to discuss one or nore sucjects in eich category. TLe greitcr _srt of the COHtJCt work is done b: three stu— dents. Tne euwervision of the sneeches 1nd dis- cussions, is hEll »s the selection of sue hers is done in tLis office. During the 33st two Lonths or so, tLe Zureiu his gverujed ten en- gagements. For the Lost pirt the Burs u is dependent upon org nisitions and individuals who husnen, Lore or less ccasuully, to he 1r of the service, since no concerted_effort is nude to Get people to listen to us.”99 f1: ‘-. vr~lnr‘.—1'1‘rrfir C ‘11 T-TT-‘wjb . -.qv,§ l .1-.'J;-.-.=.'__.._'. - ‘ . A very active Victory Cpeukers' Pureuu is function- ing at the University of febriska. speghers 1T6 tiken from 81. lnfornstion received on tLe ese31ers' bureau Form from the Uiiversity of Kansas, Lawrence, Ednsfis. 82. Information received on the Sneakers' Bureau Form from.the University of Linnesots, Kinneipolis, Kin— r; nesots, Key 10, lgéo. 118 speech classes, the sneech rsjor “roup, ind forensic students. Subjects concern such tosics as ritioning, Len—power, boxds, blackouts, SJlVdje, victory gardens, rumors, morule, war sins, nhd post-war world. To prepare the soeikers for the York they would do as nenbers of the Bureau, a series of four meetinqs were held to discuss such things as the purpose of the organiza— tion, use of subj ect-r: tter and delivery, types of nuterisl to use.83 UT:VI”"*”V W TITTJIWRfif 4.‘ L A student group at the University of Zittsourwh carries on nuch the sure activity as tLe Victory Upeskers' Bureaus on other erpuses. Both yen and woren are used and the grouo is snonsored by the Jneech Departrent of the University. subjects listed for the scnool year or 1912-1945 were: Our Enemies: their airs, tieir nszc m} olo:y, their resources Our Allies: our sins, our ”s,clmolo:y, our resources The Good Yeithbors: the new Pin-.Leri04ni sn — What it is; its future Civil Liberties: what they are, their present stutus, their future 'tht are we Fighting ior? . our Filiter, econoxic, social, end 1301i tic l gins Our Country and its Resources The Geoxzr why of 31's FropaD ands in a ‘orld at‘fiar Th Student in Her —Tire 4 85. Informstion received on the speuhers' “urcxu Form from the University of Bebrssks, Lincoln, lebrsskn, Karch 12, less. 84. Infornntion received on s sneciel bulletin from the 'University of Pittsburgh, Pittsburgh, Pennsylvaniu, LU- . ‘4 A.,v all .tku v .. Lv Nun u+u r ... v . O & u\& r . A . ~ T4,; 0L v, u 2% :Q “Ink- J hi! 2 m. o t. -1 C .. +0 day i n VIM , I Lrlv -r u . . , . t W. xw . 119 U: 71:1"3713 I TV of UTIJT The Head of the Departnent of Speech at the University of Utah was city Chairman of the Victory Sneakers' Bureau at Salt Like City, Utah. The student speuker group at the university was most active in aiding cshpus War—time drives. Some of the projects reported on were: Victory Book Drive, the Knife Drive, Red Cross Drive, and stamp and bond sales. The student sneiker group at Utah University did much to revive projects for the war effort that were on the verge of fiilure because of lack of Campus support.C35 TEHTEDN PE DYVE UTIVEQJITV Though no official Victory Sneikers' Bureau use formed at Western Reserve, it Was reported that s nunber of spesk— ers from the university were actively engaged in giving speeches on subjects pertiining to the war effort and the various cdmpaigns conducted to aid in the war effort. YICHIGsh siugggggnngggs The Kichigan State Collese Victory JpeukerS' Duresu confined its activities, for the most part, to the campus ‘because the Lansing Junior Chamber of Commerce and the Lansing OCD had an active Victory Speakers' Bureau to Curry on the work in the City of Lansing. It W33 soon learned tflrat much could be done right on the campus because war—time activities and campaigns needed a promotiondl organization Q 1- __-r._rw ' 85. Information received on the Sperm is Bureau Form from the University of Utah, Holt lake City, Utah. 120 to get college students to support these various prograhs. During 1942, the Victory sneakers' Bureau at Tichigan State College served as an independent organization on the campus. In January of 1943, the Bureau beesne an affiliate of the Campus Defense Council, an organization set up to institute and regulate all war—tine activities and can— paigns sponsored on the carpus. As an affiliate of the CDC, the Victory Speakers' Bureau wis called upon at the beginning of each campaign or project to present the essen- tials of the project to the student body. The officers of the Victory Speakers' Bureau were few; their duties many. A student chairman headed the organization. This officer was assisted by a sub—chairman. In addition to these two, there was a corresponding secre— tary, a recording secretary, publicity chuirnan and a speaker chairman. The duties of the student chairman were to (I) attend all CDC meetings as the Victory speaker representative, and at such meetings outline the'work of the Victory Speakers' Bureau in handling the various war-time projects that would be carried out on the campus; (2) call meetings of the Victory Speakers' Bureau to discuss tie speech work involved. in handling projects; (5) check with other Victory Speakers' Bureau.officers‘to see that each was satisfactorily carrying out his or her duties; (4) work with the faculty advisor in arranging any special meetings and programs that recuired faculty advice and councel. 121 The sub-chairman assisted the chairnan in all of the above mentioned duties and also arranged for printing of all speech material needed by renbers of the Victory Speak— ers' Bureau in the campaigns. retary contacted other Victory 0 The corresponding se Speakers' Bureau organizations and organizations in Wash— ington, D. C., that provided information on the ViriOUS Campaigns which were being sponsored on campus. The recording secretary kept conplete records on all work and meetings of the Victory speakers' Bureau. The publicity chairman kept the various activities of the Victory dpeakers' Bureau before the student body through articles in the Campus daily. The speaker chairman contacted all speakers and arranged for their speaking schedules and assisted the sub-chairman in getting infornation on the projects to the speakers. During the school year 1942-45, the membership of the Victory Speakers' Bureau grew to sixty—five active members. Each dormitory, Co-op house, sorority, and some of the larger private homes had Victory speakers' speak to their residents on subjects of vital import to the home front war effort. During the 1942-43 school_year, student Victory speak- ers gave speeches to canpus organizations on such subjects as: Campus morale in war-tine, student health in Ear—Tine, Bond and stamp Drives, Red Cross Lctivities, Knitting, Bandage Rolling, Feed of Blood Donors, Tar service Fund, Books for Army Camps, and one of the Lost successful cdn- paigns during the year was to get girls to work in the place of Buildings and Grounds employees tho had left the campus for military service. The Buildings and Grounds Department of lichigsn state College asked the CDC to find out if the girls would be willing to wash windows and blackboards, help clean building, and keep the grounds in order. The Victory Jpeskers' Bureau was called in to ask if they could do anything to help put the project over. It was decided that talks should be given to all Csnpus— women organizations on the needs of the Buildings and Grounds Department. The result was that the Victory Speakers' Bureau representatives gave three to five ninute talks at every sorority meeting, st each dormitory nesting, at the co-op house neetings, st Campus club neetings, end at the con— clusion of the two week carpaign, the results were excellent. The Buildings and Grounds Desertnent reported that enough women had signed up for jobs to replsce ill the yen who had gone into the srned services. Besides supporting war—tine csrpus sctivities, sone of the nore proficient college Victory speakers' Luredu spokesmen appeared at theatres in tLe Lansing urea and gave short talks on the Jar LOun Lrives, the Clean Plate Campiign, the Earn Labor Campaign, and the Red Cross Drive. DurinQ-the suiher of 1945, the Victory speshers' Bureau continued to be active on cihpus though the group vms nuch shaller with only fifteen henters. ”grin in the fall of. ego, the ordinisation LBCJhe lsrger. The enroll— ment at this tite increased to forty—three student Lenbers. hiss Jean Ann Granville, who served as Chdirian cf the Victory speakers' puresu 7t hichigin state College during the school year cf lees—1544, did a fine job of directing the group and hindlina the nqny speech cinuiqrs on the wir—tine projects sponsored on the cinpus. Aiss drsniiile was very active in speech woih and LCCJUQC t: he: iecord, was chosen to represent nichLQun uuqu Collese in the Victory opeqhin; Contest it the ii hippq Delti Lrovincinl :UUIfiCrbLt Lcld »t Luldwin—Ualldce ColleQe at Berea, Ohio, April thh, goth, dnc Ltth, 1944. hiss Granville was awarded first piece in the contest, in conpetition with representatives Tron eight other colleges. Over the period of the two years, less to late, several students were able to buqlify for the national Victory speakers' Lureau pin awarded for active speech service given to War-tine proJects and eunpaibns. dwards of these pins were nude at the LiCh;QJh state College speech Lepart— ment annual banquet in lay, l9e4. Crrice of Civilian Lefense certificates were also awarded to several of the wore out— I standi1n5.nenhers of the college Victory speakers hureau. [-1 24 lhe accomplishnents of the speakers' bureau movements in the United states duriné the war ein;ot be ev lusted by the information of forty schools included in this study. however, the subject hatter broubnt to the attention of the American public through the Victory opedhers' bureaus, and the hsny other colle¢e student speshers' bureaus during war-tine was certainly a necessary pert of the hone—front war—time sotivity. From the reports of the schools included in this chapter, it is possible for the render to 51in some con- ception of the Various speech ictivities of d war effort nature carried on by Victory opeahers' Lureaus and lihe organizations. CI:;1 1521.23 IV. .--, I CDIETRIL’VUI'I‘ICE? CE ling EleU lilfloli'l LIP .1, v.1: . i" A .‘r, - .. -., Ava T‘! ".1” - «y ‘ ('1‘ I? w v 0 1n) rq—‘flfi ”1 ‘ ~ ‘ ’ v- ./ . . - . ' .L.L.LJ.J U-LLJQLJ.‘ U441 1‘)-L.L¢-AJ_1J- A: l-x).sL-.L l 4.4 II COYTRIMLTICI CE £le Linn“, LITILJICJ CF Fr"; “.f.’ *- ‘I 7") 1377?”? M ”71' 2““, rm“ '7‘ if.-J .9 .LJAC/L- DAJ.A;.LeA).IV_..J1.i .Ll". .n.‘;.|.\"l...l..u 126 H RADICJIQ'fIqIOL J ’— Included in the cuestionaires sent to colleges and universities on activities of the speech deolrtnents during war-time was a form to be filled out on the extent of the use of radio by speech departhents. The author realizes that this is a linited field of activity because there are comparatively few schools with licensed radio stations; even there such stations exist, they are often not available for speech departhent activities. however, there has been sons radio activity that should be included in the thesis and the author believes that the infornation contained herein will be interesting and helpful to the reader who is interested in this phase of denarthental work. Thrity-eight schools of one—hundred and fifty receiving the muestionaire regarding ridio activity, returned the form. The chart on the following page provides a list of the schools that returned the forms. The chart shows whether or not the school Lade use of radio as a means of bringing the war and its problems closer to the listening public. As the chart indicates, most schools were very indefinite about the types of programs and length of time on the air. host colleges and universities using radio were those which had a radio station aVailable on the campus. Ten schools provided the author with sons interesting information about the war—time radio activity at their O o o RRmo HQTN \T\| NRME OF COLLEGE . ”55:65 V565 USES COLL H ow. Wham?“ .0 . Tm. u°noL HY m. yes COLLEGE B“ LOR \) VERSIT EkOT QOkLECrE wna. HM NanR QOkLEGE QOkUMBR UN 5R3 kWMouTH \)N VERS\ NVER N VERS |T EHSTER STRTE’ FLORIDF] SOUTHERN COLLEGE PM L 0N COLLEGE HRVHRD NNERS T I INDMNH U VERSlTV LOU StRNH SIH‘VE U NERSIT n M R \ LU; OLL GE PEN LVHN STE oLLEG / WRDUE UNNERS SM\TH COLLEGE OT 0 E: OF of: OF WOOSTE’R \JN\ E S. 0F HkHBHNH 0 Q Q N RS 0F Fk0R\ T oF ND IT 0F NE T \ 0 RR KH E SA 0? WH NE OF- T E \T 0P NS‘lkVHN S U F UTHH 1 SEVEN“. PROGRRMS vex WEEK -—-— Nunntl or- HovRs NoT KNowN 128 institutions. These ten colleges and universities will be considered separately in the following pages. 1] ‘ '- C'“ 'v 77"“? -‘i 4.11,"); .:“. ‘k'.LJJ :J.‘».1’,_’_1 Alabama College at hontivallo, Alabama, owns jointly with Auburn and the University of Alabana the station UHPI ‘in Birmingham, Alabama. Alabaha College broadcasts several programs each week including programs of special war—tine value. For example, there is one pregram which stresses helpful war problems in hone—hiking. Another program is one of entertainment, a draratic show, which portrays war— 'time problems. I? '_ T735.) (‘ (*II 7.3333 Bates College at Lewiston, Kaine has a CflFpUS radio studie connected with the local station (NCOU) transmitter. Round table discussions, drihatic shows, debates, and speakers are presented from the campus studio, and Many of these programs are built around war-tine themes. One of these programs, called "Vorld of Tonorrow", is a dis— cussion of war-tine problems. B YLOR Lyl7lfi-le Baylor University reports the follo’ing: 'dfir. Ralph Mathews, Director of Eadie, has sponsored radio programs emphasizing the war effort and has cooperated with the Red Cross, the Community Chest, jParent Teachers hssociation, and the Waco army Flyin.g school in producing radio progrmr Other prwrgrzns which he ha 3 produced have emphasized the ar effort. 1e has sent transcript ons of such to small.stations of the state no 86. Immforfietion received on "Radio Progr rs" from Baylor 'Univereity, “ace, Texas. FLORIDA SOUTVTPU COLLEGE Florida Southern College has a teckly program of fifteen minutes broadcast from the Campus studio over WLLK. Nine people participate, all from the speech de- partnen . Discussion, drama, talks, and music are all used in the program. All of the programs are arranged to aid the war effort. LOUISIANA CT T3 UTIVTDSITY Information received from louisiana State University is as follows: "Series of six faculty forums presented over Louisiana Network on 'Wartine South, Present and Future'. Series of six faculty forums, broad— cast over lOle station on 'Problens of the Home Front'. Series of six broadcast from Speech Deosrtnent faculty on 'Detter Speech for more Rapid Communication in Time of Sir'. Any number of broadCists for the 'Rubber Con- servation Program'.87- PURDUE UFIVEPSITV "wags, Purdue's Cinpus radio station, has at least fifty programs a peek devoted to some type of mar work, such as Red Cross, Ear Rationing,BOard, and Civilian Defense. These programs are produced through the use of transcripts put out by such agencies as 11 the Office of War Information. When it is possible, local talent is also used on progrars that are sponsored to help the war effort. The majority of the emphasis in the station's radio work is placed on complete COOperatio with the war effort."'~*38 TIE CITYCMEIEGB OFITITYFRK -- a. —. -. —- The City College of Few York has a Saturday rorning __— g -4 E?7. Infornation received on ”Ra.io Progrars" fron speech ‘Department, Louisiana State University, Baton Rouge, Iouisiana. 88. IInfornation received on "Radio Programs" from Purdue 'University, Lafayette, Indiana. Inpsram on WEYC on topics relating to the our. Yenbers (fl'the Public Speaking Department have made significint contributions as speakers on this progruh. Uigr gas TY a“ n- Iii; ”if a series of ( The University of Kinnesota sponsors panel discussions broadcast over ULB on the general topic of "Post—War Reconstruction". The series of twelve broadcasts is entitled, "The Torld We Want". The Key Center for War Inforretion and the speech Departnent co- Operate in the production and presentation of these progrnu CCI.IEGE CUP‘IIIJlgi' LTT)ITIDY' The College of Willian and Vary had a weekly arrange— ment with HEEL in Richmond, Virginia. class in radio at the college handled tie program. Also, William and Twry featured a program of interviews of Navy Chapliins selected from the Iavy Chaplain School thich was in operation on the carztpus . Tsrtrr-r'vhhmr TI" -'_‘nwrv7l TT'F"TT7'"T\_ z-rrmr I i' ‘ . \, 1 ‘ ' . .A .4 L ..L ' ._ -. V ‘J \Ja -. 'n ..J. . J .L. .L _ I;.leJ.~.«.1-. - fiflestern Reserve University provided the following information: ’Hit the present tine sone of our radio students exre helping with the dranatic portions of 0.9.3. radixa shows. skits are sent over to my office and ijuey are rehearsed Thursday evening. since we tCKfli over the dranatic part of the shows about a [month ago, there has been considerable favorable Iniblicfiiwu As a result, I imagine the sho s will 151 continue. Usu'lly ,kere is an iterview with some O.P.n. officis li ollo e; by a ir ‘rsratic illustration. The Sh05 is pre: ented everv Tondey eveni n over wrn "'0’ h.LAJ1-O is has already bee en indic ted ifl espee‘h I-Den rtrents tics huve no connection with {—2. of mnny colleges and univer: radio stitions und thus ire unable to lJKG any direct con- tribution to the wur effort tlrou h this nediun. However, where there is SOLE effil $1ti on bet een t e r1dio ind the 1 Speech Department, there seers to be e very def . ite trend tOWsrd cooperation betmeen the two in presenting prograxs thut will contribute to the yer effort. Progrgrs such as round tsole di scussions, debites, or11Ltic shows 4nd cir— puign speeches appear to be the rest gener1lly used as n neens of bringing war—tire inlOIRselffi before the ridio nublic. The conclusion is drawn thqt speech Len rtreLtS are participating actively in rgdio “Jr—tint activity wlere ever such opportunity presents itself. lflfOIl tion received on "Radio Er05r1rs“ “‘o1 silii,r CW (0 O ir B. LCCoard, Jestein Reserve university, Clevel1nd, Ohio. 132 1 IH‘W' ‘ ' ~ ‘ '“ ' ‘ I); J J... *0 J 1 ..L — - h — _- Drutxtic activities contribute tleii oLire to tLe Lir Jo effort. In order to ledru ,;.t .L.t the speech departiert; were doiud :ith their drenutic groups during the War, a form on drsratics Was included in tLe nuestionaire sent out. sixty—three scLools resporded with inforrution. Cf tLe sixty—three, twenty—four schools provided detailed infert— ation of their activities in the drdflutiC field. The chirt on the next two Q1688 indiCHtGS tLe drgrutic war-tine activities of scLools reoortiufi ln almost every case, the school resorting, stated thit, in addition to tie regular dramatic progrdd of the speech departuent, Lusicul reviens, tllbLt stews, one act plays, 1nd Veriety entert.innent tere being provided by the dej'iir-tsent for near-12:: arr-y C-_ll‘7§‘li_3, U..;.C. centers, lied Cross Eosoituls, and Lilitiry grouws locdted on the c LQUS. several schools stited tL;t tlere Hus LOTS activity in the dramatic division of the soeech depirtgeut since the LAT thin _previous to Pearl Llrbur. filthough the students were fewer in number, those available seemed willing to do .hythiuj wossible to put on entertainient for the irled forces. Uhere l»ck of ucting ability rude it inpossible to do full length plays or there :fluortage of.uen—poner nude cgsting gr i;Jossibility, use 'st loads of substitutes such as musicals and veriety ohOMb. 30¢» 551 20 cwozmkzoog (zwi wagmwm 1.2 do”. zowmmvzofi mum“. u» x m 03.30 min": wewjou whim 219.12.: . _ . rtmamez: wise: rtwemez: whim :zmbmwafl . >hrmam823 czmwozH mewiod Purim: X 3330 223E: wowjou zungom mfimSL. 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Red Cross Lotor Corns units in severil celnunities provided transportation for cerpus talent QIOJDB MLC gresented shows at srny carps and otLer nlqces off tie cinous. 3t Cichigsn State College in Bust Lunsing, Iicligwn, a talent group sent a show once a thth to fort Custer and Percy uones Hospital in Battle Creek. The shows were directed by Donald Buell, Director of Drumstics et tie college. The Red Cross rotor Corps of Lansing provided the transportgtion for the tries. .L U’T’ no Trev ('79 * '7‘: was . .L. i4.-t-J-L.1_ 4.; _ .ll ‘.4\,1__.g _ he infornution received from the University of Kinnesots provides an interesting eccount of whet one school was doing in the drira field during wir—tine. "The Theatre Division of the Desertient of oneech has undertaken to help the var effort in several ways. First, by pl ring on its regular University season, war pliys, 4nd pl gs desicting the ideals of guericsn denocrucy. also the lusruers have been presenting pliys for the oils of bonds to two or three audiences. Ie have tslen severul pluys - to army Cnfips. Lost certainly, the theatre is on important factor in nuintiining norele during war—tine. Civilians and Kilitury audiences alike need it. At present tlere are about one hundred students engaged in the tork stgted at'ir._)ve."(‘jO UTIVLTJITY OE UTxL fl The University of Utah is engiged in nsny theatre zactivities mLich are contriLuting Luck to the war effort. END. information received on th‘ ”frinntic Group Forn” from.the Speech Depirtuent, University of Iinnesots, Ifinnespolis, Linnesota. - sh ow s eh er e group 13 0) "Due to proximity of the University to Yearns Army Base and Fort Douglas Induction Center, the University Theatre has received a nuyber of re uests for special perforrances of sL s given during the season to be present ed for tie entertainnent of the yen in tiese Canps. his men in uniform are also adritted fr plays given under the auspices of t~ Theatre. Dramatic qrouns are press in; nro,r,r. to the convalescing soldiers at Cans legr1s on a regularly scheduled orogran."9l UTIVKT”TTT'CF TLQL ITTCT Information received from the University of Rushington the type of cooperation going on in many connunities colleges are located. "We Have an organization knovn as the seattle Civilian War Conri ssion Pli3ers MI ich coordinates the activities of writers, directors, and actors and sees th at skits on We r effort subjects are given throualout the cit3. Information is ob— tained from governnent agencies and brought to University creative writing classes; skits are written there, are approved by the ?.ar Coniissfon and are officially released. LOCal volunteer directors and actors fern groups to rehearse and pres ent tie plays. Over forty such nerfornnnces have been given in Seattle by six different groups of pla"ers ; fifteen one-act plays have been con— pleted by as any authors. The writing is super— vised by Dr. )avcee of the crextive writing de— partment; he cooriinition of the divisions of the orgjniZation is handled by Trs. Tenhe of the Speech Dep"rtment. This nukes the enterprise a foint pro; ect of tie University and the local ”ar Com— mission. The plays tritten are also sent throu h- out the country for production elsewhere. "9w FLORID; JC JTE'ETN CCL_T?3 Florida Southern College reports that the dramatic presented a one hour show of entertainment once a 91. Information received on the "bran tic Group form" from the speech DGUWTDLEDt of the University of Utsh, Jalt Lfllie Cl , Utah. Informs tion received on the "Drawstic Group Form" from De_oartrent of Speech, Universit3 of Washington, seattle washington. 0 month for the U.3. O. In addition each or the four Lajor productions was played at Drane Field and at Ledwick Field. his I 31* UT’IVZTYd In The University Theatre at Indiana University has been producing not only the regular s'x plays for the year, but providing Variety programs for near—by cihps. One perform— ance of each of the six plays for the year was provided for the Yeomen and WAVES on canpus. A group of thirty people :‘ro was used in the variety shows which included patriotic songs, dances, and skits. LOUISIfiYJ STGTE UTIVETSITY Dramatic activities at Louisiana State Universi y, in euhiition to the regular productions, included one—act plays giveni at the U.3.0. Center. Kehbers of the armed forces lxxxated on campus were invited to participate in dramatic productions. STIIF CCIITEE The Department of Theatre at Smith College reports ‘verjr interesting dramatic activity. "Host of the work on the Theatre Department Pro— duction Course this year has been directly related to the national war effort: 1) Wake Island, a dramatiZation of buriel Rukeyser's poem, making ‘use of choric speech, group Lovenent, projections, sound—effects, interpolated speeches by loud speak— ers. Presented October 23, leis. 2) Take With The liaxinum, a half—hour Factory Follies, composed of original songs and dances, emphasizing the importance of war plant output, and presented at neighboring 138 factories as a horale—builder. Engagenents so far have been at Fish Rubber Co., Chicopee. Vase; *est- inghouse Electric Co., springfield, and the Spring— field hrmory. In each case perfornances were given for all three shifts and office staffs. 5) Tatch on the Rhine,.final production of the season to be presented spril 29th and 50th."93 . The author has included here only the schools that V. -'r ‘- presented detailed reports on dramatic activities. root of the information received on the activities such as resentation of full length pla*s talent shows nusicals x.) 3 ’ , skits and Variety programs preceded the beginning of the 1943—44 school year. It is to be expected that more is being done and will continue to be done during this present year and throughout the remainder of the War. Certainly the value of productions provided by dramatic org;niastions and departments of our colleges and universities cannot be overlooked when the total picture of war effort activities 'is taken into account. It has been a difficult task to carry on in spite of such odds as transportation handicaps, lack of man-power and eruipnent shortage; yet, the reports indicate worth-while activity and wide spread appreciation. ¥ 95- ghrformation received on the "Dramatic Group Form" from :flhlth College, Lorthanpton, hassachusetts. CELL-"TILE? V COI‘ITTEIBUTIOI‘IS CT“ DEBATE AND DI SCUSLIION CROUT’S 148 Debate and discussion have always been inportant as extra-curricular activities of Speech Departn nts. before the United States entered the war, forensic organi- zations were sponsorinn programs for clubs, church groups, fi w business organizations, and professional groups desiring this type of informational progran. n majority of the subjects presented by debate and discussion groups for the past few years have been concerned with topics on various phases of the we . The forensic activities have been concerned with such subjects as Uestern Hemisphere Solidarity, British and American Alliance, The League of Nations, and the Inter— national Volice Force. To determine the extent of forensic activity used to aid the war effort during the year 1942-l943, a questionnaire on Debate and Discussion was mailed to one hundred and fifty colleges and universities. The Chart on page one hundred and for-TY W thirty-seven provides information received from the thirty— three schools that returned the questionnaires with some indication of the condition of forensic activities at their .institutions. It should be noted that several colleges and thriversities are included in the last column headed, 'Returned F0113 Indicates no Activity'. The questionnaires received from trmuse schools either stated that the Forensic activity had beeui discontinued or that no vork of this type Was being the exception of calnxied out or some similar stetement. 7it} ‘the Irine schools included in the last column of the chart, 143 all of the schools reported that their regular program of debate and discussion was being handled much the sane as in previous years. Twelve schools reported that their debate and discussion groups were appearing before off-campus audiences. Audiences listed by these schools included: high school assemblies, Kiwanis Clubs, Rotary Clubs, Arm Camps, Junior Chamber of Commerce, Chamber of Commerce, Parent-Teacher Clubs and Lions Clubs. Several schools listed their audiences in general classifications such as civic clubs, business organizations and professional clubs. These categories probably include other organizations than those listed above. The reports from six colleges and universities stated specifically that they were using special war tine subjects in their forensic “ork. The subjects listed were: Rationing, Inflation, Strikes in fiar Time, Black Iarkets, Share—The-Ride Plan, Home Front Morale, Cost of War and lend Lease. Reports from a few of the schools are included to indi- cate the type of information received on the returned questionnaires. __ nTiZ‘l COLLECT; jBates College reports that their debaters have discussed and definited wartime problems and ;roblens of peace to come 'beforfa college and extension audiences and over the air on ‘theiI-cnvn programs and on commercial networks. 144 Ba‘iICR UIII’ EQUITY Baylor University had one of the more active forensic groups. "Hany of the Speakers supplied by the Speakers' Bureau to civic clubs and other groups are students of debate and discussion who have gained their knovledge and background of subjects dealing with the war effort from their study in debate and discussion. Debates upon togics con- nected with the war effort and the peace to follow the war have been held before different civic groups. The result is of course in the main to inform and supply information on topics related to this field. The division also has sponsored a participant in the National Liscussion Contest sponsored by the Coordinator of Inter-americen affairs. This has added much to the student's knowledge and he has been able to con- . . ( tribute from the research vaulred."’h " T.T‘T" "M m [TITI‘JIL'EJIIY CF I; ulnn‘fx IA The University of Kinnesota reports: "In addition to tflua regular debate program, which has this year concerned, kar'the most part, post war.reconstruction, the University Inns sponsored a Hinnesota all College Congress-~Nar Session, whirfli‘was attended by nineteen schools and something over sevenity'delegates. For the future, the plans include a pan- ¢Unerdxzan.Discussion program, as a part of the contest sponsored nd Discussion" form 9A. ILnformation received on the "Debate a xa :frcmlthe Baylor University, Haco, Te U] 145 by the Coordinator of Inter-nmerican affairs."95 UNIVERSITY CF WASHINGTON The University of Washington had one of the more active forensic groups. "Ken's Public Discussion program with fifteen students participating made eighty appearances before school, civic, and service groups throughout Washing- ton, Oregon, and in British Columbia discussing vital war topics in forum style. University Uomen's Discussion squad with twelve women students participating made eighty-two appearances before school, civic, and service grouns. Ken's groups also made twelve appearances using round table discussion method ex- plaining the Victory Tax to community groups,"90 IUEInN; UNIVERSITY The report from Indiana University suggests an active karensic prorram. "Ky debaters and discuss nts in cOOperation xvith 0CD are giving speeches before county groups of both an infornetive and persuasive nature. They discuss before and squeak to fraternity, sorority and dormitory audiences and bekare high school audiences. The vurpeses are to improve namrale, make for unity at home and unity with our allies, 95. Information received on the "Debate a Discussion” form, from the University of Minnesota, Kinneapolis, Kinnesota. <96. Information received on the "Lebate & Discussion" form, from the University of Tashinaton, Seattle, Vashington. 146 and intensify the War effort."97 The college and university forensic programs of the schools reporting, indicate that many schools are using this division of the Speech Department to further the war effort. More than two-thirds of the schools that returned the ques— tionnaires are busily engaged in Sponsoring debate and discussion groups. One-half of this group, or twelve schools, indicated that their forensic speakers were appearing before off-campus audiences. Students of debate and discussion have for the last few years used subjects that center around the war time problems. a few schools reporting, stated that they had even selected special topics concerned with the war effort. These were indicated on the chart. Such activities illustrate the service that is being rendered by the forensic programs in helping to bring about an ultimate victory for the allies at home. “some 56.? zodimmpwhyzodu X X «WPmOOB “.0 wQWAAOU E .w\ x 53> :32 mo mewjou WW m5. .3 X 33.60 Swim E x ytomamflzp 25%? .3 X wowngou mint; .3 x 3.5.60 whim. 2555”,; .t x WE, yznfim x x X ykvmawflz: DIE; mzcmysoa a x x x ytomumeza mzmyezfi .m X assume? PEG mwozwfiH 25.55 N. m72m .w X x X >tom¢m229 M Q. . x 7.53522) 150252” .0 O n x mamaaou Zzz as". sawing; a K x 33.50 #93 .n x x x >tmmm22: «3:5 a o WEI x x x mamjou $55 .. 5.25m $583 335 mg twwmwyvzp mo .3“ wawwcz swuwwwwnmmma «finowwfimfi 2333 m0 wimz 20... 33me 5E ukmmwan x X rimmmZz: m>awwmm 2%;me . X age/3 no :wmamzza . 25203.3 do 7thwZz> 0 Jr a all zebzimms lo reomwwzz? E2755 no rammwazrb: E it: no rtmmdme/ip. >< reapflmrfld .3 >kflmamwza . «:0sz rwzzmd mo >tomMm>iw22 >< ><><><><>< chime 1:32 “5 ytwamzzs X wwimazmtsmz Us Karma mini: x .txmmmmlm} he E...mMm>..>S X whomwzii me \KKHMMMKZD Ll a23>em2 to F5235: 33E} mo inwamee: mnoiouk to. crewmmmfizz X><><>< oelmluio do firmzwfiz: x zzmamam n8 :wmmmfizz manomw mwfrzime >F.>;.dm Wkumhmbm. mzktmu umo toiwodemzbv TPVWMwws/VZD MO 0 on? minimumlstk gamma mm¢uoim nzm mama—b. mhumljod no .92de WIJD¢NW Mm Al‘l >2“ mm .10me A3...» wkmmwwnfl CHAPTER V I CCTI’ERIT‘ITTIONS OF TIE SPEECH Cit-11.16 1N WAR-TIDE. 148 The Speech Clinic is comparatively a new division of the Speech Department. The author realized this when he planned this chapter of the thesis. However, it was believed that enough would be contributed through pork in this field to warrant a consideration of the activity in the survey. a Speech Correction Form was included in the questionnaire mailed to one-hundred and fifty colleges and universities. The information desired was concerned with clinical aid being given to members of the armed forces through the Speech Department clinic. It was to be expected that fewer schools would provide information on this form than on the others mailed to the colleges and universities by the author. Thirty-two schools did respond with some information. Of this group, fifteen stated that they had a speech clinic, and it was assisting in correcting Speech difficulties of dif- ferent types for members of the armed services. Most of the returned questionnaires were received by the author during the spring and summer of 19h3. It is quite possible that other schools have added clinical work to their Speech departments during the succeeding months. Five schools indicated that though they had no speech clinician at the time of writing, they planned to secure a person qualified for that position as soon as possible. Huch has been mrittcn on the need for speech clinics during war time. The Army induction examinations have proved that there is a decided need for just such a program of 149 remedial aid. Professor Raymond Carhart pointed out in a recent arti- cle that; "Today there are four professional functions that apeech correctionists can perform, in behalf of the war effort: (1) help to overcome Speech defects in men liable for military service; (2) aid persons engaged in essential civilian activities to assume more important duties by helping them overcome handicaps of speech; (3) supply Speech rehabilitation Opportunities to war injury cases; and (h) Lain- tain school and community speech correction services."98 In the same article it is stated that; "The task facing Speech correctionists, however, includes more than helping speech defectives.meet the requirements for military service or for essential civilian activity. ”hen the wounded come home, the profession must be ready to assist in their rehabilitation."99 It is to be expected that much will be :ccomjlished during the following months and yecrs alone these lines of rehabilitation. Only when the Work has been done can any evaluation be made. However, in considering the contribu- tions of the Speech Department in war time, it is worth While to note that some of the things that have already been done through the Speech clinic for the service man or woman. V d 98. Carhart, Waymond, "Bar Responsibilities of the Speech Correctionist", The Quwrterly Journ l of Speech, Vol. XXIX, april 1943, p. 137. 99. Ibid, p. 138 150 In the following paragraphs sever 1 college and university speech Clinics will be considered to orovide the re Cad :r vith a picture of some of the accomolishments. P TIT“; COLL ICE At. Bates, all of the hundred V—lZZ T‘T Arv trainees at the college, upon orders from the commanding officer e 3" Speech tests with the Tiirrorphone and classified speech abilities and defects. "Those 'L/ho nee D; (D OJ 0) '23 "3 O Ho (1? H d T a (I? ("q C+ I ment were sixssirrner’ to a special Speech teacher for Remedir'zl Speech.100 *mT M's TTIT‘FT 1:1 new-m I- ling-i 1.fo “2-1.1 At the time of writing, those in ch rye.of speech correction work at Indiana University were preparing; to work with soldiers assigned to the university hose speech was impairedolcl “T’TTI‘ITTZ TTI-TIV_ LSIEY The information received from the ’lpeech Department at Purdue University provided the author with a more detailed report of the work in speech correction bein 5; done the-re. "The Purdue Speech Clinic conducts a hearing testing service for the firmy Air Corps examining board in LalT'ayette; whenever 100. Information received on the "Spaech Corrective Form", fron the Speech Department, Bate-s Collei'e, I..e*"iston, Kaine, June 191$. 101. Information received on the "Speech Corrective Porn", from the Speech Department, Indiana University, Bloem- inzrton, Indiana, august 1913. 151 requests are received, candidates are given audio:1etric examinations on the Western Electric 68 audioneter and findings are sent in writing to the officer in charge. Included among our forty— six ca' ses thi 1s semester are many.n m>ers of the University R. C.T.3., the E.R.C. and other army and navy organization U) ; we attempt to help these studerts make prac— tical appli Cation of the training given them in Speech clinic meetings to their military needs."102 '13" vrrw‘r' *r ‘T'T' rm :11“ ."1 1T". 1 FV‘ _.L—J-1II—:.J-_a_l--.~.--.L..LL -.J._-_.&..A.J \J AJAJA‘J...‘ The Sneech Clinic Staff at Pennsylvia State College which I v .3 consists of a Profeusor, Instructor, nssistant and Technician, are all cooperating with the military groups on campus in providing remedial aid here necessary. Military and naval ~ units are infor:1ed of the avaiL bility of the service 01 fered and instructors at the college are expected to refer students in need of Speech correction to the clinic. TITIVE CITY F IIIILTPLTLSCTA "The Speech Clinic, now a department of the Office of Dean of Students, has given service during the past year to twenty persons who 11 ight be called 'wartime' patients. They fall into four classes: 1. Those rejected by Draft Boarcs on account of a Speech defect. 102. Information received on "Speech Corrective Fornfl, from. Speech Department, Durdue University, La Fayette, Indiana, June 19h}. 152 'Reserves who at time of induction were turned down. 3. Those uho are enlisted and wish to increase their chances of promotion in rank of officers. 11. ‘Beniors in hirh school who are aware of possible rejec ction due to speech defect. The clinic has been successful in rehabilitation in about ninety-five percent of the articulatory cases and fif- .L teen percent in cases of stuttering. We are also in a ,1 (J. '3 sition to advise induction officers on the h|11u icap aspect O O r‘ of speech defects, :henever called upon for th1s ewr 1V3 171:;1T14123Im-Y CF 1J11J111IGTCN The information included on the Speech Corrective Form received by the author from the Speech Department of the University of fiashington stated that; "No special_arrange- ments have been made, and no statistiCal data is aVailahle, but the facilities of our Speech clinic are available to the armed services. The types of cases which have thus far been handled are (1) men tho have been disqualified by reason of defective speech; (2) men already in the service who are defective in Speech; and (3) men who are enrolled as resere vists or in special military courses in the University. The total number of men served thus far is fairly substantial It is also.our hope that the facilities of the University of fiashington clinic will be used for necessary rehabilitation 103. Information received on "Speech Corrective Form", from Speech Lepartment , University of Iiinnesota, July 1943. 153 of speech defective and hard of hearing or deaf casualties."lm+ WESTERN RLSLTW U13 VERSITY rThe Speeoh Clinic activities at Western Reserve University inc lude: l. Aid to civilians and college students who are likely army material and who would be handicapped by speech defects. Diagnostic service for the Army Air Cadets on the campus. This service includes: (a) recording, (b) analysis by clinician, (c) group criticism of - second play back, (d) practice with voice mirror, (e) pronunciation test. 30 Special clinic arrangements for members of the armed forces. 11. Post-war rehabilitation work. The information provided by the schools quoted in this chapter does not give a complete picture of what is being accomplished, nor of the need for Speech correction with military groups. However, there has been one study made on a military speech correction program that does indicate what is being done by the college speech clinic and what could be done by all clinics. The results of this experimental program have been recently written up in the Quarterly Journal of Spee ch . "In February, 19113, an educational project was initiated to correct the speech of advanced R.O.T.C. cadets in the University of Illinois. The program was to include 1011. Information received on "Speech Corrective Form", from Speech Department, University of Washington, Seattle, '.‘Iashington, September, l9L13. 15h first, a Speech survey of all advanced cadets to discover those needing speech correction; and second, therapy for cadets who needed remedial Speech training. "Upon consultation with the Commandant and Head of the anglish Department, a program was developed to promote greater military efficiency through correct speech. With that end in view, it was planned to train the cadets to use distinct, articu- late speech for the military classroom and to instruct them in the use of the vocal mechanism in order to have the voice convey clear commands, and yet leave it in good condition after a long period of use. We hoped that this program would help especially those cadets experiencing hoarseness and huskiness during and after giving commands. The cadets were not to receive instruction in the organization of Speeches. "The staff for this program included a supervisor, one full-time instructor, one full-time assistant, one two-thirds time assistant, and a stenographer."lo5 The article provides information on the nature of the survey, procedure of testing, results of testing, methods of therapy, time spent in therapy, improvement of cadets and suggestions for improvement of the program. In addition to a consideration of each of the items just mentioned, the authors of the article provide a worth-while 'Conclusion' on the' results of the six-hundred and eighty-two R.C.T.C. cadets tested. 105. "Conclusion "The project showed the following results: Preliminary data. 1. Of the total 682 cadets tested, 12.8% noted that they had experienced Speech difficulties in the per- formance of R.O.T.C. duties. The greatest per cent Nelson, Severina E., D. P. McKelvey, Naomi Hunter, Marjorie Walter, "An EXperimental Military Speech Correction Program", The Quarterly Journal of Speech, Vol. XXX, February, 194h, p. 8. 155 found speech difficulties due to 'tired throat' or a ' husky voice' . 2. Previous speech training did not seem to aid cadets in meeting military speech situations. 3. The 'satisfactory' and 'defective' groups differed significantly with a critical ration of 3.08 in respect to spirometric measurements. L». No significant relationship was shown between hear- ing loss and defective military speech. Oral Performance Tests . 1. Of the total 682 cadets tested 390, or 57.2% were judged to have speech that was 'Satisfactory' for military purposes. 2. Of the total 682 cadets tested, 292, or h2.8,3, were judged to have one or more Speech defects that would hinder their military efficiency. 3. The 'satisfactory' cadets showed a higher average rat- ing on all oral performance tests than did the 'defective' cadets. 1+. A total of 590 speech defects were found among 292 Speech defective cadets, or an average of 2 defects per cadet. 5. The range of speech defects varied from 1 to 5 de- fects per cadet. 6. Of the Speech defects, 5h.6€3 were vocal; 38.8,?) were articulatory; 6.4% were rhythmical. Therapy. 1. The greatest per cent of cadets 38.2255 was judged to have shown 'good' improvement at the end of the semester. 2. The greatest per cent of cadets 492'?) antinued working until the end of the semester."lo hrs. Lucia Nesom, Director of Speech Correction at iiichigan State College, has been doing considerable work with young men about to be drafted into the armed forces 106. Ibid., pp. 15-16. 156 vdw had Speech difficulties which needed correction. Twenty cases have to date been entered in the clinic records. Each case has been carefully examined. An audiometric test was given to each individual to check hearing and voice record- ings were made to aid in the diagnosing of the difficulty. Fifteen of this group are now serving in the armed forces. Nine members of the armed forces, all stutterers, have received aid at the clinic. Seven of this group were dis- charged from the armed forces upon the recommendation of the clinician. The other two made sufficient progress as to be permitted to remain in the service. Two cases treated at the Kichigan State College Speech Clinic are worth noting here as evidence of what was done in these and similar instances to aid the war effort. The first case was diagnosed as a voice problem, very high pitch. Buonithe standpoint of the clinician, the method of correction and subsequent adequate results could be determined and obtained without much difficulty, providing the soldier in the case would c00perate. The circumstances surrounding the case were these: the young man of better than average height with a.very masculine appearance was returned to this country from.a battle—front where he had been serving;as a gunner on a flying fortress. He had been retUImei to this country because of a maladjusted condition that kuai developed out of the inability to gain and hold the ixuapect of those serving under him. He had been reduced from 157 a sergeant to a private. The fact that people laughed at him had caused him to lose confidence in himself. He was not aware of the reasons for the merriment and could not account for the condition in which he found himself. An examination by the clinician revealed that though he was physically mature, his voice and his personality indicated that he was still in an early stage of adolescence. These facts were explained to the young man and he immediately responded with a desire to do something about the problem. The period of treatment covered three months, and at the end of that time, the young man appeared before the major of his unit, asked for his reinstatement as a sergeant and permission to be returned to action. In his last letter to Mrs. Nesom, the soldier mentioned being once again a gunner on a flying fortress in an active battle area. He was given his sergeant's rating. The recordings of this soldier's voice are good evidence of the improvement that took place during the three months. He actually matured during that time. The first recording of his voice shows a very high pitch with much strain. The last recording made before leaving for duty, indicates a The second case concerned an officer who had served as a private in the first fiorld War and was active again in this war. He came to the clinic because he was having trouble making men understand his commands. an audiometric test 158 revealed that he was totally deaf in high frequency sounds above '4096'. The case was recorded as an articulation problem, and the officer was trained to give Speech commands throug1 muscular control. The training required several months of work, but as a result of the time taken to correct the condition, the officer was able to return to his position and give commands that were understood. The work done by speech clinicians has proved to be a real contribution to the war effort. Through the activity of this division of the Speech Department many men who would otherwise have been rejected because of speech difficulties were aided and their Speech problems often completely cor— rected. The speech clinics are also serving those in the service who develop Speech nodules from the strain of Shouting commands. Still another important part that is being played and will be still more important as the war progresses is the rehabilitation of the Speech of the war injured. A P132177.) I: A 5-6. 7.8.9 0 10-11-12. AST C“TL TTQIIJU City College of Yew York Term.l Introductory ta h: Objectives aid nethods of course; explenation of op ech rating Sheet. Each student .ill "introduce" 11 self to ti;— grcup -— state *-:'-S 123.19, his heir-:3 torn, iiS education, an intereSts. C x ,’7\ H C) ('3 D o , . - paragraph of O SCO Words); to read it t Readings: Each student roductory comrent: title general intere3t to the claSS Lith_in of book or article, ar.‘e of author student's reason for choosing he paSSage. Rate student -- and make your COLLLLCIlt -- on his general effectiveness, vocal resonance, distinctness of utterance, undesirable mannerisms. lili ta y commands: StreSS strong clear voice and hygienic use of voice in talking to larg e groups under difficult conditions. Disc cuss nilitary presence (How do you like to have connands given? —- Value of good timing.) Re adin g over a P. A. system: Iaterial -- an editor- ial or news item drawn from a news—magazine or from a commentator's column. Stress dis— tinctness, phrasing, inflection, expire asis. Reading and Short talk: Reading of a sentence or brief passage from FIBI - lOO, followed by an explanatory talk. Check on use made of previous suggestions; comment on clarity and effectiveness of interpretation, development, illustration. Talk: Report on an area or an activity from a military viewpoint. Stress concise, complete description. * N.B. Each student Speaks six times, once in each of the above exercises. 1-3. 4-7. 8. 9-12. h 13. 14. 15-17. II AS‘T ORA: 1327311311 - T231717. 3 City College of Yew York Theory of speech preparation and delivery, with par- ticular reference to the expository, the teaching, Speech: lst hour Purposes and methods of the course; nature and purpose of'a speech; types of Speeches; selection of a topic; audience analysis, and adaptation of delivery. Assign: Select 3 objects, 3 processes, each of which you can describe in a five-minute talk. 2nd hour Criticize, offer suggestions concerning ‘* selected tOpics. Discuss gathering and selecting material; organizing the speech; body, introduction, conclusion, the outline. Assign: Prepare an outline for a 5—minute speech describing an object (the first speech to be delivered.) 3rd hour Criticize outlines. Discuss visual aids; forms of support; practicing delivery, "wording the Speech"; notes. Five—minute Speech describing an object, with use of visual aids; outline. Impromtu Speeches. Fiveqminute speech describing a process, with use of visual aids; outline. (In 12th hour, class selects a topic for group discussion.) Informal group discussion by entire class. Theory of the persuasive Speech, the morale-building Speech: materials and types of argument; the appeal of emotions, basic drives; adaptation to favorable, hostile, or indifferent attitude of audience. Three-minute persuasive or morale-building Speech. (In 17th hour, divide class into three groups and let each choose a tOpic for group discussion.) 18-20. 21-24. To officer of oral To develop ability III AST ORAL ENGLISH -- TEE: 3 City College of Yew York Group discussions by small groups. (In 18th hour a brief talk on the duties and proper attitudes of a participant in group discussion; in 19th hour, a brief talk on the duties and proper attitudes of a group leader.) Fiveqminute speech describing an object or a process, without visual aids, with outline. Objectives contribute to the develOpment of a more effective personnel by training in the principles and practices communication. inculcate habits of clear and precise Speech, to resonant voice and military presence, to train the to organize speech materials and to present them effectively, and to develop the power of exercising a guiding role in discussion — all for the purpose of (a) giving commands - (b) reading and interpreting orders (c) transmitting messages via telephone and micrOphone » (d) instruction in drill (e) demonstrations in use and care of equipment (f) participation in group discussions (g) public Speaking (h) building and maintaining morale General Procedures The objectives are to be achieved by practical work in the classroom involving individual exercises in reading and Speaking, each exercise to be followed by criticism from the instructor and the group. Each student will be given as many Opportunities to speak before the group as the limited time allows. The student will be expected to participate in IV AST ORAL EITGLIJH - TERM 3 City College of IT w York in the discussions as well as to speak formally. Checks will be made to test the student's ability to listen ac- curately to what is being said. Special hours will be set aside for speaking over a public address system. In- struction in the principles of giving explanations, in leading discussions and conferences, and in making Speeches will prepare for the actual performance of these tasks. Textbook: V Military Speech Louisiana State University Preliminary Instructions Alan.H. Nonroe, Principles of Speech: Filitary Edition Schedule of Textbook Readings: Speeches: Quizzes: Chapter IV: Four Weeks Chapter V: Eight Weeks Each student will give a minimum of three prepared speeches during the eight weeks' course. Each Speech is to be accompanied by an outline, handed in to the instructor at the beginning of the class meeting. The instructor will make comments on the speech and return the paper at the end of the hour. Each assignment is ts be fulfilled promptly as assigned. It should be understood that the class hour is not the time for the preparation of the speech, which should have been prepared and rehearsed before coming to class. One quiz and a final exahination will be given. The first quiz, over Chapter IV, will be given in the fourth week; the final examination, covering both Chapters IV and V, will be given in the eighth week. First assignment: Read: Chapter IV of the textbook: How to Develop to Inform or Instruct. Speech: Demonstrate a process (2-3 minute limit) using a diagram on the board or an actual object. Suggestions: How to read a map, how to clean a gun, put on a gas task, how a battle or campaign was fought, how to read a weather map, how a navigator determines his location at night. VI Military Speech Louisiana State University Preliminary Instructions Special Instructions: The Use 2£_Blackboard Illustrations l. 2. 3. 4. Special 1. Make your drawing large enough to be seen easily. Use heavy lines. Draw neatly and Simplify your drawing as much as possible without on1itting necessary details. Face the audience as much as possible. Do not talk to th§_blackboard 93..stand ip_front 2: the drawing One possible method is to stand obliquely in relation to the audience and the blackboard and divrh your attention between the two. Instructions: The Deronstration of Objects (e.g., gas mask) Feel free to pick up and put down the mask (or other object). Generally, hold it in your hand only while actually demonstrating it. Do not "fidgit" with it. Hold the mask in such a position that all can easily see it. If possible, hold it in the left hand and point with the right. take movements purposeful. Do not limit yourself to merely operating the object or article. Kake your demonstration an actual exhibit. Do not waste your tire in non-essential details. Stress important features, uses and values. Points of Emphasis in First Speech: 1. Audience Contact: A positive communicative relation- ship between speaker and audience. Signs of poor audience contact: Looking at floor, ceiling, out the window or over the heads of the audience. Looking in the general direction of the audience, but not getting the reactions of the listeners. Seeming to talk to oneself -- soliloquizing. Conversational Node: An informality of manner similar to that—6f poIite conversation. The voice is natural though louder in order to be heard. The pitch should not rise with increase in volume. An intimate eye- contact will assist in develOping the desired contact. 'VII Military Speech Louisiana State University Preliminary Instructions Audibility: Speaking loudly enough to be heard easily by the entire audience. 'Avoid both an over-loud, booming voice, and a soft, veak voice that will not carry. Observe those in the back rows to see if they Show Signs of being unable to hear. Clarity: Lake sure th at you "secure understanding" of the audience. SLOL the ihportance of wLat you are trying to explain. Be sure to include a very brief sunrary at th e close siflo11ng what you have tried to explain thether on the blackboard or by the us e of tin e actual object. Second Assignment: 1. 2. Chapter II of tliLe textb coin "How to Stand Up and Be Heard. Speaking assi- 3n1eht: (2—3 hinute tire lihit) a. Describe so~e object, process, sceLe of action, or locality (To bisexbo1rd drawings to be used in this speecL.) TLe speaker is to use bodily activity (i. e., roverert and 3e ture) to accorpany and recroerce t1 e verbal descrip- tion. Ore purpose of tie as igmyent is to en- oourage tLe freeCo: and effec1iveness of bOQlly activity. in outline of tie speech is to ie handed the inztr‘cizr at tie tive r‘f iLe s: sch. b. Suggested topics: Describe have 101d you Lave been over. Describe tie striking features of sore 1 ive building. Describe tie general course of sage streah Describe tie rener;-l topography of soze region. U *1 press— 1y or both, will make a suitable topic for this assignment.) Outli: 1e the 1ilitar3* carpaign. She‘n ho" geong1i;y 11as influenced sore histori— cal eve1‘1t or develol11ent. (TLese and sihilar topics drawn fro: history or gee raph VIII Yilitary Speech, Pa sic I. Iouisiana State Ln1ver‘4 1 DJ Points of Enphasis in this Zeconr Speech: a. Avoid the use of "uh", "er", "ends", and other such vocalized pauses. b. Stand erect, but not at attention. Avoid he e: {treres of slouchin5 or stiffness. c. 'Vove freely and purpos ively s— as to corrand the attention of the vhole Oaudience. Avoid nervous siiftin5 of the feet, pacing to and fro. d. Ise the hands freely in 5esturin5, nakin5 the noverents from the shoulder full and conplete. Avoid nervous tniddling of the hands. 8. Linit the subject to the tine linit of three ninutes 1a:i1:um. Core straight to the point of the speech, avoidin5 all tendencies to rahble. Careful and specific preparation is the most effective safe5uard a5ainst ranbli15 Third Assignment: 1. 2. Couplete your study of Chapter II, as well as a re- view of Chapter I, preparatory to a six weeks' quiz. Speaking Assi5nrent: (2-5 ninute tine lirit) a. A speech to eXplain or wake clear sore idea, theor3, law, principle, personal conviction, or belief. This i§_p2§.pp_pe_§p_e Yplanation of a process or object. Subjects rist be draxvn from your studies and readin5s in history, geography, English, or from your personal convictions. b. Suggested topics: 1. EXplain tre basic principles and theories of th1e lonroe Doctrine, The Good Neighbor Policy The Open-Door, Extraterritorialit3, Yhite Nan's Burden, Reciprocal Trade Agreements, and Geopolitics. 2. EXplain the principles of Dymaxion Paps, Mercator Projection, or Hay Coordinates. 3. State a conviction of your own bearin5 on social, economic, political, religious, moral, or ethical principles. Do not try to ar5ue the belief or gain acceptance of it. You are simply to state the belief and your personal reasons for adhering to it. IX Nilitary Speech, Basic I. Louisiana State University Points of Emphasis: 1. Delivery: Correct pronunciation, distinct arti— culation, adequate projection, pleasing pitch, good quality, and effective modulation. Content: Select a subject worth thinking and talking about. Avoid the trite and commonplace in the choice of subject. Organize the speech carefully, giving attention-to the concise and coherent. Go straight to the point, and "do not beat around the bush." Illustrate the abstract principles by concrete examples and details. ENGLIQH III (3PEE H SECTION) Fourth Assignment: 1. 3. Textbook Assignment: Chapter 3, "How to Explain or Prove a Point." (This assignment covers a period of three weeks. A twenty—minute objective quiz over the textbook assignment will be given in the third week.) Speaking Assignment: (To be completed in three weeks) A one-point speech based on the discussion in the text. The purpose of this speech may be either to eXplain or to convince. Time limit: 3 to 3% minutes. Suggested tOpics: ‘ The significance of some historical event. The significance of some quotation from literature. The significance of one main point in some recent book such as: Victory Through Air Power, Union Now, One World, etc. The significance of some main geographic or climatic factor, such.as: The Gulf Stream, the Bering Strait, the Mississippi River, the Dardanelles, etc. The central point of a magazine article. State a personal belief or conviction and support it with one main point. Develop one mainargument supporting your point of ~view on such problems as: strikes in war time, a fourth term for Roosevelt, Willkie for President, aid to China, the English in India, relations be- 5. ‘X ENGLISH III (SPEEUH SECTION) Louisiana State University tween Russia and the United States, the occupation of conquered countries, punishment for war guilt, etc. Outline of Speech: Make a detailed outline of your Speech showing in logical order all of the ar- guments, facts, etc., that are to be included in the speech. At the beginning of your outline, state whether you are organizing your speech by the didactic method or by the method of implication. In the margin of the outline, note, opposite the point being made, the type of supporting material used, i.e., explanation, analogy, etc. Do not use this detailed outline for notes in speaking, If you wish to use notes, c0py off the main points in your speech on a separate and smaller piece of paper. Items to be stressed in this assignment: a. In delivery Direct audience contact and a communicative man— ner of speaking. Speak earnestly and sincerely and try to make the listeners feel that you are talking directly to them. If you use notes, do not try to conceal them but try to use them as inconspicuously as possible. Do not refer to your notes more often than necessary. Do not bend your head and shoulders down in looking at your notes. Raise the notes, so that you can look at them while standing erect. rb. In content Select a worthwhile subject and be sure to make specific use of as many as possible of the forms of supporting laterials discussed in the text. Decide whether your subject can be best developed by the didactic method or by the method of implic— ation and follow the method decided upon. Make a special effort to make your speech interesting and to make your audience feel a real need for the information or the ideas that you have to offer. 0. In the textbook You should understand thoroughly the nature and purpose of the one-point speech. You should learn the seven forms of verbal supporting material, understand how to use them in building a speech, and ,make a conscious effort to incorporate this knowledge XI ENGLISH III (33.33201? :43 TIoI-T) Ass GITITEl-TT Iv Louisiana State University in this and future speeches. Note the criteria given on page 63 for evaluating an authority. Note also the suggestions concerning the use of maps, diagrams, etc. You should understand the use of the forms of support in a speech to ex— plain and in a speech to establish proof. Eam- iliarize yourself with the basic principles of the didactic method as over against the method of implication and the factors governing the choice of the method to be used in a given speech. XII GEE! E 'RA L PRIIIC IPLES Ul‘TI V'ERS I TY O F PI TTS BUR SH 1. THE OFFICER'S SPEECH The primary purpose of the officer's speech to his men is instruction. What he says should therefore be clear, straightforward and communicative. The ultimate test of your effectiveness as a speaker is the degree to which your instructions are carried out. Military regulations require attention; if your men have not learned, you are probably at fault. The effectiveness of your Speech depends on your worth as an individual. The United States Army Manual, in discussing discipline says: "A true leader must embody in his own character, appearance and behavior the ideal of his men." Positiveness and self-assurance‘are of great value to the Speaker, but they cannot be faked. They must grow out of adequate information, thoroughly digested and prepared. Only a physically alert person will hold the attention of his men for any length of time. The speaker should have: 1. Good posture 2. Responsive facial muscles 3. Use of hands for demonstration of material, or for gestures 4. Freedom of movement before the group IPhySical alertness stimulates the speaker himself. He ‘thinks more clearly and speaks with greater precision. XIII KATERIAL FOR STUDEITS -- SPEECH University of Pittsburgh Textbook: Brigance and Immel — Speech for Kilitary Service Period 1: Discussion of pages 1-14 in text.- Exercises 1 and 5 in pp. 14-15. . Period'z: Exercises 2, 3, or 4 on p. 14. Substitute three minutes for one minute. Or make a three minute Speech beginning with a Short and rather startling state— ment. Use a narrative or a series of short vivid examples to illustrate it. Choose your own subject. (pp. 5-7) In this assignment, concentrate on two things: (I) Give the impression of being a person worth hearing, Speaking before an audience which you respect and which respects you. (pp. 5—7) (2) Get a full sense of your speech as a two—war process. See your audience and respond to them. (pp. 8—11) If you do, they will respond to you. Period 3,4: Finish the speeches begun last hour. Discuss Chapter II. Period 5,6: Demonstrative speeches In this assignment, choose a subject which will require a great deal of action and descriptive movement. 'You should Speak about some Sport, hobby, or semi-technical Skill which you actually want to demonstrate to your audience. There should be as much action as there is talk. Your title .might well begin: "How To .....". Do not use the blackboard. Period 7: Continue Demonstrative Speeches. Discuss Chapter VIII. Period 8: A Speech on a technical subject, using chart or diagram. Note: Do not use the blackboard. Prepare a chart on a large piece of detail paper outside of class. Be sure to observe the Simple rules which are stated in Chapter 'VIII. Exercises 1, 2, and 3 at the end of Chapter VIII offer some excellent suggestions for this assignment. Period 9: Continue these speeches, which are, at the same time, composition exercises and constructive work in organizing your thoughts as well as your sentences. IPeriod 10: Read Chapter 3. Practice in class the exercises _ on pp. 44—46, 51-54, 55—56, 58-61, 62—63. IPeriod ll: Read a selection of your own choosing from.Wheat. Suggestions: "What is an American?" p. 69; "Early iDayS”, p. 91; "What Ahericanisn.reans", p. 165; "Third In- ziugural Address", p. 287; There are many other good ones. ZPick:out a passage a half page or a little more in length, and read.it to the class, deronstrating that you have profited by your'reading of Chapter 5. XIV University of Pittsburgh Period 12: Read Chapter 4. Practice in class sore of the exercises in th chrpter, particul-—rly those on pages 81-83. Read passages fror Uheat vitL the SSLG purpose in mind. Suggestions —— "Early Years in ALBTICG", p. 140; "America E n:li 51.", p. 106; "ALerican landscape", p. 112; "Early Dajs", p. Sl; "Lincoln as a Car;>ai;I er", p. 98; Any other pas age with a light, converag tional quality nay be used. Period 13: Read and discuss Chapters 4 and 6. Analyse tLe differerce betveen triting aid Speaking. Vote T the importance of the udience in deterhinihg LLat the speaker will say and L10. he will SIy i . Period 14: Bring to class Ird hIhd in a tell “rifts: Speech outline on a topic of ;rur Cfln chot'ing. Observe the an; testiozg g1“ L in Chapter 5. This outliLS till Le returned to you pith suggestions. You till then revise it and use it is the basis for your final speech. {1 es and discuss Chapter 7. Rovisn Perrin, Cha“ter 4, :ection 3, 10‘ical parugr ; Tote th *se of illusL and in tances to develOp an icon in the folloting Iel from ”heat: "Zincoln a3 a Car uigrer", p. 98; ";; E. h 8 £3 Introduction 0 2 h 6 8 Communicative Manner 0 2 h 6 8 Enthusiasm O 2 R 6 8 Vbice (variety. Vclume, 0 2 h 6 8‘ Quality, Pitch, Rate) Articulation O 1 2 3 h Bodily action Effective gesture o 1 2 3 h Effective walking 0 l 2 3 M Effective posture 0 1 2 3 M Effective facial expression 0 1 ‘ 2 3 h Poise O u 7 10 13 Fluency O p} 5 7 Organization of Material 0 1 2 3 14 Grammatical Correctness O 1 2 3 H Conclusion 0 1 2 3 h RS'I‘IT'G SHEET USED BY JTLHTEI‘TTJ IN FINAL SPEECF FDR A he ‘ ”’11?“ _T _‘ (\‘V 'V‘n"‘ 1.).0. .LJJJUII CIAJUJJJ "V __). _~ JUL—.1. Michigan State College as"): ":1 ammo" Fen AJT —A-_1_J. 4-- - . IIULTI PLE CI-T CI C“ l. ”hen eXplaining a chart, the :peal;er should: (1) Stand a little to one side, (2 ) altays look at the chart, (3) do as little talking as p sible, (4) refer to all de— tails of the chart though they are not related to your purpose, (5) use a pointer in referring to the chart. When your audience is sleepy, you night best hold their attention by: (1) a few jokes, (2) a rest period of five or ten minutes, (5) more statistics and factual information, (4) increased bodily activity, (5) fewer vocal changes. Transition of thought in a speech is usually indicated to the audience by: (l) shifting your weight to the other foot, (2) a step forward, (3) a step backward, (4) looking away from your audience, (5) a few steps to the side. A beginning speaker in his use of platform movement in speaking should (1 use very little movement, (2) walk only when using the bo1rd, (5 ) use as much movement as possible, (4) never use bacanard movement, (5) stay near the center of the pla tforn. The two usual classifications of gestures are: (1) Giv— ing and Receiving, (2) accentin3 and rejecting, (5) con— ventional and non- conventional, (4) descriptive and non— descriptive, (5) descriptive and conventional. A gesture should alwavs be: (1) in the audience's plane of vision, (2 ) an exact description of the thing descibed, (3) made only with the hands and arrs, (4) preceded by the eXplanation, (5) accorpanied by a change in facial expression. Changes in the Speaker's facial eXpression usuzlly: (l) eXpress his emotional feeling toward his though (2) eXpress his intellectual feeling t \w1rd his thought, (3) emphasize his cordial feeling toward his audience, (4) are thought out before his speech, (5) accompany descriptive gestures. 8. 10. ll. 12. 13. 14. IIXVII The present view of the arred forces toward education is that: (1) colleges should entirely dispense with teaching the Liberal Arts subjects, (2) technical train— ing for war duties should be given only in army and navy camps, (3) technical training for war duties should begin in the elementary schools, (4) colleges should furnish the Liberal Arts background for army technical training, (5) Liberal Arts education will not be valuable in the period after the war. In his January 6, 1941 nessage to Congress, President Roosevelt stated that: (l) he was satisfied with the progress of America in the war effort, (2) our domestic policies were a part of our foreig policy (5) original war production goals were set too high, (45 governmental influence must not be used in labor-management disturb— ances, (5) social and economic problems must rest until after the war is won. Prime Yinister Churchill gave the principal credit for England's survival in 1940 to the (l) R. A. F., who turned back the German Luftwaffe, (2) defeat of the U-boat campaign, (3) increased arms production, (4) will-power of the English nation, (5) help from the United states. In a panel discussion, the one thing the chairman should not do is: (1) ask direct cuestions of the participants, T27 state his own opinions on hatters discussed (5) allow any disagreement between participants, (45 sum— marize the conclusions of the discussion, (5) prepare an agenda of the discussion. One of the best guarantees for a successful discussion is: (11 Spontaneous thinking on the part of the par— ticipants, (2) active participation of the audience, (3) strict formality in the procedure, (4) a feeling of cooperation between participants, (5) a sirple uncon— plicated subject. The first step in an actual discussion is: (1) visual— izing the results of the discussion, (2) evaluating the problem, (3) examining the importance of the problen, (4) focusing attention on the problem, (5) stating the Vpurpose of the discussion. In introducing a speaker your rain object should be to: (1) create a desire to hear the speaker, (2) discuss the Speaker's subject that the audience till understand his talk, (3) build him up as a speaker, (4) say something humorous about the speaker, (5) get the speaker's name across to the audience. 7"”"77'III “5.- D 15. The attention-holding factor in y ur delivery of n broadcast speech is your: (1) clarity of articulation, (2) correct ur1n11c1au1oh, (3) Variation of force aid :uality, (4 ) pitch, and rate variety, (5) oratorical style of delivery 16. An eXpository speech LEJLSt (l) to expose screens and bring him to justice, (2) to presert a 7*bject in debatable for I: (3) t3 , ‘= cle r 1h 11 crd~rl3_proce 1 of explah tion. 17. Coupon is correctly :rsnounced: (1) cu—(keu)1 pon (2) cu—(koo)'— pon. C‘ n . Pi - wt 4- - -‘ $\ 1 1 o 2 fl 1 - _1 e. De1ect is c-r1ectly pronounced. (l) ce'- rect (1) . —1ect' "Y' z 4-:- n .1! ... ",vr . ,:, n.3, . : V1 :. _ ,, 19. cl: of tie lOllOthU Charncte11,t cs ,1 es~c1tu F to good group n; CUCElCL leader or (‘ 'r‘ n: (1) I”t:tsnd— 1113 s;w_j ;r (.1) cne ”110 QUU :; , a: idiat c1=* 1:31 1 J- v - t ~r'~ 7 ‘- ~. -~- .1 1 ’I ' 1 ~ -1 a" M \ L1tterdnlon, (S) (n1e :10 1.1 C-E.fr“ _,t 1 311 txe, (a) (.1 .. ,,1 .. ., , ' ”‘11,. -. 1- _ Lho sno b 1earle,1 11311t1111t3. P“ m. \ ‘ ‘i a . \" ‘ '. ‘ 'r- 1 ‘ -1 " "> 7' ‘. 1"“ so. 1ne eleIents 01 variet3 11c; cu --3 reve1cp in your 0 _. . :1 _- _ 1 1 r‘ 1: ° - w, _ 1 v‘1ce are. (l) Iorc~, tiI l , 1c yo, (~ pIicu, r1te, .', . ,1' ’ ,1 , 1 ., 1'4. ‘1‘ 1111;, (3) ritch, rate, lorcc, (4) L-‘O, r1th, i11c1. 21. The normal speed of UUJsr;r"e fer Icst snealers -v-“agv1' (1) 75-100 1ords per Linute, (2) 120—200 ':35‘ per IirJte, (5) 100—120 words per rinute, (4) 129—150 .Irc‘ e1“11n,te. 2C. In order to effectively participate in a discussion an individual should (1) not for: opinions on he discussion question beforehand, (2) a1 a3s dis Iss tTe use cation with other nerbers of the panel, (3) read the Con ressionil Digest (4) study the problem which is to be discussed, (5) plan to win the otncr Igmbers of the panel over to your views. 23. Discussion groups need to (1) nedi 3 ts, analyze, discuss, and agree, (2) argue points aisag e t1 in liIits, understand one another and rake de es s, (3) focus attention, exahihe needs, explore he neans of sa tis- faction, visualize results, and t1ke a; propriate action, (4) listen attentively, gain the respect of otler reh— bers of the group, neah rapidl', a1d organize your ileas, (5) follow the trend of the discussion, interrupt onl3 to ask questions, look at the adience, and keep your speech closely tied to your notes. (I) (‘3 U} o 27. 29. 30. 31. wr—wvfiv- To give commands used by the armed forces, it is well to remember this fundamental: (1) be ri id (2) nake a re un10ne of your mouth, (3) lzeep tense ,(4) be stern, (5) be cheerful and ul‘ddu carry a s-1le. Ordinarily a lover— pitch level Igjest (l) weakness, excite1:ent,irrita-tion, (2) assurance, poise, and strength, (3) intelligence, understanding, ar d kindnesr:, (4) good— nature, understanding, and fineness, (5 ) fear, tenseness, and youth. You may develop these desirable elements of vocal variety in your voice: (1) sweetness,1oudn as, and attraction, (2) kindness, definiteness, and ease, (3) directness, understanding, and fairness, (4) clarity, distinctness and harshness, (5) rate, force and pitch. The best criterion for arny pen to follow in the pro- nunciation of spoken words, is to: (1) pronounce vords as you hear them in your group, (2) pronounce the words as you learned them in high school, (5) ask your of— ficers how to pronounce the words in muestion, (4) fol— 10W the pronunciation agreed upon in your branch of military service, (5) ask your college instructors. Changes in the Iuality of tone are closely related to (1) the subject (2 ) the audience, (3) he occasion, (4) friends, (55 emotion. The object of a deliverative group discussion is (l) to allow an audience to hear the opinions of eXperts, (2) to i.ernit citi zens to "air" their beliefs, (3) to enable nany people to speak during a given amount of time, (4) to reach a consensus on what to do about something and how to do it, (5) to entertain a group of people interested in pertinent cuestions of the day. A successful group discussion should provide (1) for the utilization of the specialized inforhation of the panel members, (2) an Opportunity for every member to speak, (3) time for considering CUBSthFS from the audience, (4) for limiting the tire taken by each renber, (5) ample time for ade1uate preparation and study. A good discussion leader should above all else have, (1) a sense of humor, (2) understardin,, (3) the ability to speak well, (4) good sense, (5) a thorough under— standing of the question. 32. 53. 34. 35. 56. 37. 38. 39. 40. ‘p .1). A good presiding officer on any program (1) does not say much, (2) is dressed very attractively, (3) fol- lows the speaker carefully, (4) always carries notes, (5) has a kindly voice. Talks at luncheon club group meetings especially aim (l) to influence belief, (2) gain respect for a certain view, (3) to secure good will, (4) to present inform- ation, (5) to argue a pertinent problem. The three terns which more nearly characterize the ran- ner of speaking to luncheon club groups are: (l) ease, breeze, and please, (2) kind y, cheerful and funny, (5) joking, clear, and pleasant, (4) modesty, tolerance, and good humor, (5) understanding, intelligent and lengthy. Of primary inportance to the speaking of a nilitary man is: (l) precision, (2) interesting ess, (5) size, (4) friendliness, (5) a good subject. The first essential in group discussion is: (1) speed, (2) common background of experience of participants, (3) use of good English, (4) order, (5) reference to authority. The follORing practice on the part of the speaker tends to improve eye contact: (1) pick out one person and talk to him.personally for a short while, (2) reference to well prepared notes, (3) use of chart or diagram, (4) attempt to take in the whole audience at one glance, (5) assume a military bearing. Group discussion is particularly valuable for (l) logically developing a topic, (2) developing friendship between members of the panel, (3) promoting a particular vieWpoint (4) discovering detailed facts about the topic, (55 to exchange ideas. The folloving suggestion which is 222 good recitation practice is: (1) act alert (2) be prepared, (3) talk loudly enough to be heard, (4) accept criticism with dignity, (5) impress class and instructor with your general krorledge. In classroom discussion speak, (1) only when you have been asked a direct question, (2) then you have an op- portunity to use clever language, (3) when you can clari- fy an idea, (4) when you can demonstrate superiority, (5) when you can be huhorous. 41. 45. 47. 48. 49. XII Tflue'best prelihinzry step in.preparin3 the listener's nijui for the r in points of a speech consists of: (1) {giving a history of the topic, (8) using humor to test th e rood of the audience, (3) getting attention, (4) developirg e rinor point, (5) statin3 the cor— Cllhsi 10L to La regched. J a The most essential requirexor t for an informative talk is to: (1) be husorous, (8) re state your points for emphasis, (3) to have clear or3anization, (4) to use vivid language, (5) to be it presr:ive. The English speech sounds v.1 ch are - correctly nasal are: (l) 8, th, z, (2) th, ah 00, L3 . r; n, no The air'reaches the lungs through the (l) Eustachian tube, (2) Esophagus, (5) the trachea, (4) the aorta, (5) the cochlear duct. Your pronunciation :zhould be (1) like that of Oxford graduates, (2) like that us ed by care ul spea};ers the community, (3) like that of yowr “ rents, (4) like that of Harvard graduates. lIl' The purpose of the informative talk is to: (1) get it off your chest, (2) show how ru h you know on the subject, (3) impress the importance of the inforhation, (4) get the interest and attention of the audience, (5) secure understanding of the subject. The best type of humor in a so neech is th=a t which: (1) is an outgrowth of the subject itself, (2 ) cores at the beginning of the speech, (3) is in the form of a joke, (4) refers to some mehber of the audience, (5) is on the speaker hihself. When your listeners have a vital interest in your sub- ject, you should usually begin with: (l) a hurorous anecdote, (2) a rhetorical ouestion, (3) an illustration, (4) a reference to the Hub- ect, (5) a startling state- ment. Yminsy best overcore the heaviness of a sisting mainly of facts by: amMflmr story, (2) a pause of a few minutes in speak— ing,(5) occasional humorous cornents, (4) an illustra- thfllof the fact in cuestion, (5) a statenent of the impaflmnce of the information. speech con- (1) a hurorous story on 50. 51. TRUE 91. 92. 93. 96. 97. 98'. 99. 100. 101. 102. 103. XLII The human vocal mechanism can best be corpared toa: (l) violin, (2) piano, (3) wind instruhent, (4) drum, (5) rubber band. In demonstrating an article, you should, when not directly referring to it: (1) put it in back of you, (2) hold it where it can be seen, (3) hold it relaxed at your side, (4) move it from.one hand to the other to alternately free both hands, (5) put it in your pocket. AND FALJE C There is one correct posture for speaking. In speaking one should sacrifiCe complicated details for understandability. Restating a point makes your audience feel you think them incapable of understanding it the first time. Presenting information is the main task in the intro— duction of your talk. Clear organization is an essential requirement for talks which aim to instruct or inform a group. Always use abstract data in a Speech in order not to mislead your listeners. Your rate of speaking should be in inverse ratio to the difficulty of the fiaterial being explained. The vocal cords are similar in structure to the strings on a violin. The palate is one of the resonatrrs. Microphone hissing is produced by poor articulation of sibilants. A pause in speaking may be used to create suspense and interest. Changes in force are usmally used for emphasis. Good vocal variety may be fostered by oral reading Of poetry. lili roEahfiN-aidlhfh LIN-HF. , 104. 105. 106. 107. 108. 109. 110. 111. 112. 115. 114. 115. 116. 117. 118. 119. fXLIII The purpose of a speech should be stated by the speaker in his first sentence. As a speaker begins his talk, the audience attention is centered upon his subject. When audience interest in a subject is low, he speaker might best secure attention by use of an initial summary. The thought transitions in a speech will usually take care of themselves if the subject is interesting. The primary purpose in giving an inforhative speech is to create an interest in the inforhation. Save your novelty, vividness and personal vigor for the last point of your speech. The "Initial Suhhary" of the points of an inform— ative speech ihmediately precedes the final summary. If the speaker is interested in his subject, it is not necessary to consider the time, place, and oc- casion of the speech. A cure for stage fright is to becohe so absorbed in yourself that you forget your audience. U A honotonous voice is caused by abrupt changes in pitch. 3 )J .1 L10 H- m Lack of interest on the part of the . ence hovs lo: audience intelligence. The larger the audience the slower you should speak. th‘ one is born with (3" Cf “P Q Flexibility of voice is sonethin and is very seldom aeguired. Every speech rust have a specified purpose. To project well, you need only a strong voice. You should not haste tine during your speech by inter— preting the facts, statis 3 your speech. Transitions should be hade in the hiddle of a thoujht if the speaker would give relief to his audience. V The "h" on one (hut), two, three, four, is used to produce di~nlr”"‘ tic pull. Resongrce is t1 arp-ification of tLe overtones produced by m1 ’1 Fl xibility of voice is an attribute of sh ClCrt, wide —ama1:c spe31:eru {O Q; ('3 ‘1 ’J. (4 '1 C) H) H O t—o J Reserve of porer i strength of the vocal b nds lection at the end of a sentsmlce con- Relaxation of t1.e muse cles of t‘e Lody will help to lower the pitch of a voice. Tf‘ "‘ \ . u . .~ V ‘I '\ (a ‘\ v (‘1 '3‘ f. . V +' A ‘ ,‘ ,I 1' - .' 'fi Eurfl LQJLI 16/33 1:.) C LAKE. 3(J\..\ 1):) 'J break 311 O )1 I") \J')CM1 I_"..:..Y1.'1{-) . Th re is no L-y for an individuil to detect his o.n 1 l subtle voice C' .u—A ’. .- -‘ -. L_\, {ALL ~.\/b.). U A good speaker has at least u rants of ore octuve. .'« ‘« ' 1 . n .. . \ ~N \ ’. . ‘~' ' ‘ : Y r § 1 “L \ The run ter Cu l\uln ;»JJ-Us 111 -1 UJTJJHIL o.u.'to be ‘A 4“ " 4"“ '.\‘ x " ‘ 7 A ‘ -, : F.4-A ‘r~ .Juch mist Fu_ter s- ~ specmhi is ()rer, t,t; llerm; er ,- , 1. 4. , '1 ~_ , . , m," 4., - , . s:oulc e dole b0 rotiij.iuk ,qu» to reconitruct ' " .1. a 4-, r ‘ ‘\ .2 .1 ‘- t$-e t1 UI: \ 1" a- C A {)3 e difv‘ ‘r‘ )S. O -, ‘.L__, .0 ‘- 3 ‘- _;__° 4_ v ., 50 Forrdlity 01 wrwce«ure i: c seriigl to lr~l c1 - I cus81m ‘ .‘4 ,-\ e~ ‘ H v: " V . \ \ ‘ ~ C‘ ‘5 v.- ‘- ~ ‘ A ~ 4- I II L;?nro cl 4; i-_.q;. hr LUh~’°.J you - .c; -_ nitgf e 7 . ,‘i... - n 2 ,y 4. :4. .2 , ,,,.‘ , _. LbflfilEkde of tie Cksjcct 'uthT, it La Let r€cc.s r; -- . a. A . .:., --.°.-., ._ A i ,,V tc: 11 0*; tire lxu c dicta (Jr 0 L=¢,t- .: c,f f.T r as Cklg- "-£ ’3 I‘ 1. r: 4“ ,-\ s - ‘ fl ~ .JJ. 311-14g ~Jl L; L : J - .'..- Q r l 1- . ,_~ 0 ,w .9 w,._ 0. - “V J- - I Orb .'J ‘7 ~ I J . ‘ , J‘“ — (3:. e _.‘ .1", I ' ( I l O to ,- , .1. 4.1..» P: . .._ ' ‘ ‘ 4. . ."1 .- , .Jbfi: 1_ H J is- . i.)cr, ,1 ; - r . ( ' ,.n‘ 01;. '1' - ‘ ' ,fi ° _ ,. J .. l \ 1 .. ‘ - " A, J--. l _-( LIT/014v .tm cult "" L k-_—-.; - -_ 0:1" (vi‘ . , : _ .1. .a H .' ‘ 3:1 - 3, 'J-‘ J OLA—L U4? 4 ’ 1-5;. - , “I t] I \fi.\ *11“ .— " r- --\_) , Ml " r 0 ‘cr JA\_1 T- -I "s ;\I‘: C--‘J;':l-. 1'?!‘ ’ ‘ 1’ “ 1 - .01 ‘ _‘ O ’— P‘ ‘ q, _0 ‘ O I “ \_‘ "‘-L‘L¢ 5(IU. (lb/LOT- DE! IL.’U. 11,4-..v 'M I .._( Q \As. A ‘4' —- MT ’aL. L, "l V v ,DV‘J‘J- '1 - V7 ‘\ q '| .1” . . ‘ Lello or gutters- Dr da_.l, yuu rt "aribzrg it; '1‘: '31" \1 "M-LJ— wr-r +7- I A _.... '7‘" “: r1 '9 ‘ ': f~ ‘ 1. fl .7- v ‘ lL/Lb an) I'ZV‘A du'x V I *l(- J... {1.41- liq ‘u. (xx) \jq '.._ -,-](‘ 1...- _;:_) of veice “nu J. 7” . ’ J ‘- a, -V‘,3 N " r1 . - r: l. . It is Dbbf‘l t CLJ tc.tc c,s '11. n L; 1r_ “11 ”c1 1. , . . i . 1 —. than achri”er1 Cidcrc—. "’C' m ,. . , V .. ‘ , , ' .. lJQJ. .LAA-e «5.5“ U1 I‘ql t6 J10; V. 3"_1‘M__ .L 1"!) J," .1 ‘1»: . J- . 1 ~ - r- w» -,—.._ 4—. '7 . 1 1 ~1 w, piLmn; ‘ixu'~fe1 6163’ tr; tr) 11c1vxi : *3 3 ioii-r;ss. r7 4- : ~. in . - - 1...“ ... ~.»-'; —' 1. pa . : loO. ID is poujinlt to fir; the iuhrer in UglCd lorce is 1 ‘1 ° v. .1 .. ,‘ L .y . .A. ~—~ {3 4", ., ’ "2 applied as s;l as the ulsuht or lurcc applifc. 4 ‘ V F .1 \ ‘v‘ 1 r ‘ ~ N ‘0 ' 1’" "x 4-. w -" -. I 1 (‘ -, w ‘W +‘ ' : 110. Acouiutely speahin,, or cozr.- tiers 1) no such Ui_n; r (N 1‘ v ‘ . -. . ,'\ -. (‘v v,‘\ . as a speech ieCLJflio“ or voc l Jccnaii . 141. A be;irhihj lpcuner is better off with too LucL rove— lent thin with too little. 142. The stoke of the gesture stould full just a little late of the point to he e'pl L5126d. 143. If a person fiestures hell in ordinury confersatiun V—r it fo1lows tLat he will ;e:ture well on th e platfcrs. l44. The consensus of opinion eitpres sed in t}:e Chicago Round Taule \as th t the high schools slould irtroduce more courses such as rechunics 1 driving and riotine shop to get students ready for the var. 145. A good speaker never criticizes hisself bec use this tould lessen Lis confidence. 146. Panel discussion affords an excellent opportunity for one member of a panel to criticise an tier for his histakes. .147. Flat disarreenent is indicative of decisivcneii and should be encouraged in panel liscuzsion. 2148. Gestures should be rad only with the hancs. 149. Speech has a visual as F011 as an auditory appeal. 150. A movement by the speiker of Lich the auditors are unconscious can affect their response. her does nay be sufficient to e ta blish h auditors. 510 1‘": lat 8 She‘ |._.l 152. 155. 154. 155. 156. 157 . 158. 159. 160. 161. 162. 165. 164. 1'1 vrI .1; ‘ A good expository speech persuades the audience to the speaker's point of View. Explanation is a form of verbal supporting material. The didactic method of establishing the proof for a statement consists of's sting your concl‘sion first, then presenting the proof, and finally restating your conclusion. Establishing the proof for a statement by the method of implication consists of stating the cone usion at the end after the evidence to support it has been presented. fivmrmr ‘17-) . - w The purpose of Iincoln's'eniiLquRG LDDfiZCJ convince. was to Dividing a talk on the organization of the U. 3. Army into (11 the air forces, (2) the ground forces, (5) the services of supply, is usina the "causal order" method. In the speech to 8Xplaln, the need step may often serve as the attention step. Humorous stories referring to a particular race or‘ religion are good means of securing attention and in- terest in a speech. In explaining a set of rules to a group, one should be sure to give a detailed explanation of all exceptions to these rules. ' As the interestingness of the material being read de— creases, the vocal variety should usually increase. speech before delivering it will Oral practice of a in causing you to lose interest in it. usually be harmful G. I. collar pin, you should hold it chest height. In demonstrating a in front of you at ‘When demonstrating an article you need not worry about audience contact for their attention rill be on the article. X1711 T1: r '1 r. “#7 7 mm 5 Ty? 1n 7.7"“ 3 AI? (‘ ,_r‘ >h’ Tn ' ”11.. G “Lu—:3]. Le]; . 11V- .../...1.. ..L.\J 11--.»! Univer3ity of Alabara Course Outline - English Speech This course has t~o general objectives : (l) to develOp fluency and precision of expression in speech, and (2) to develop the ability of concentration upon and understanding of spoken renarks. These goals will be accomplished through practice in speaking and criticis thereof. Filitary nanuals stress the fa ct tLat "rapidity and precision of connunication are indis pensible to ef— ficient Air Force and nilit: ry cpe eration". Since oral communication means (1 ) that vords are spoken and (2 that they are heard and understood by others, the student's role as listener in this class is eeually a3 inortant as that of spee ker. The good student will lea n such by observing and lie tening to Lis fellov students. Also the student should attend as nsny public functions as possible, critically evaluating both speakers and speeches. The work of tLe course Las been so arr1n3ed that each student will deliver a ninimun of five speeches during the four weeks. Additional speaking ass°3nnents Lay be node by the instructor if tine pernits. ”130 the instructor nay rake specific listening .3,“ t'nrz‘ents if outwlndiro Speakers appear on tLe carpus during tLe course. i”ith these two possible exception, tLis :111b1'n contains every assi3n— tent for tLe course. It and .he text (JPCICV FOP LITITLEY SERVICE — Bri3ance and Innel) sl.ould be brouoL t to class dallyo CL—Jo Every speech you deliver should be carefully thou3ht out and thorou3hly prepared. This is the best insurance you can have against stage fright. Renenber that each Speech you deliver in class is an oral test of your progress, your nastery of subject and orjaniza tion, and your ability to ex press yourself clearly and Leanircfully. In a sense, each speech is a preparation for all othe speeches you will ever make. The follo*ing suggestions have pr: ved helpful to thou3ands of colle 3e students in sptech: 1. Select a subject in which you are interested. 2. Do not write out the speech. Take an outline. 5. Practice your speech, going tLrou3h it several tires, if po,s sible aloud, standin3 and inaoining yours elf before the audience. XIII—I I I 4. Sta rt tLi1nA’r3 abLut yo1r speech as far in aqunce as poss i.ble. Lull over it at odd tires, lettin3 tie sp MSGCT 3row ~ nd develO3 in ycur L1nd. ecL s for lp you by Oh you L13 No one can select the subjects of your spe yOU. Only you can do tLat. However, we cin h e su3 3estin3 a nu ber of possible subjects in \Li be inte1313ted.1nrt uhiclecvre lilrflg’ mill gmxnve to cungfest otLe r tOpics to you. Under no conLitions are you erpccted to liLit yourself to the sxs; cots listed in tLis syllabus. Tine lirnits are 'ndicsted for eacl Speech and sho1ld be strictly observed unless chan3ed by your instructor. One of tLe Los t irportant tL 5;:3s to he learned i1 th's course is a 36136 of tire mLile speakfn3 1nd tLu: to develo he ability to ad us t‘e length of tLe :pLLcL to the ti 1 J U . 1‘. °.. '..\,~ .4--~. . 4.1-_.3. 1,.-.1... ,. .7. .444, allottec. It is 1 per11_Je 1111 “ll _-cncne1 -ta, .111- ”H J- "‘ 5‘ mm 3 . y... . 1.‘ the tips 11.1ts. 1 1 1- . m!— — , The on :e c1 -nc Ar1blL ( '\ r. 1 ~. 31 ,_ v 1 . -~ - “r . r9 . ' .1 plrn for 611 C“ .11.: '9 ,~ (1:11. 13 11V ,3 . “ ' . . 1 " ‘ "" -“ ‘ . \'~ I‘. .r‘. . '3‘ t‘ '1 " -. nu: rals 1ndicute the Horn to se ch red in Class t-. Lile the capital lettnr: 1r 1C1te “ '~' '”‘ 361.3, .Lv , “I. 4 1 wr A (‘1:‘9 .» r_-y 4- u —J‘A.l..L 1 I ~/ ’ -—_-1.- - —4 7:1: V1 ‘J- V" 1.1- . _L..- U ‘2“; ._ ‘— ‘— “' ‘ fl. 7 O 1onLay. haw-r" - J». A \fi ‘3 1 ,— ‘ ' - ~4- °- - ‘ .0 ~‘q- lo -4... 4.- J. Ulbfl Ll. - 1 Ci‘kl VL'JK K. .1 Tr » (1'- C ‘. \C . c ° .- —. 1.43 4 1- 4.1 1 w. )quI‘an L21. U1 ‘Ji‘k' ‘1 J . A <"\/ ».,~. 1 DMF'IN ’ r‘ F, '9" 1...’ ~ 4- .L' —\ a 41‘ Q )LJVKIV. L.'\). . .. .1. -;/.4] € ‘4 .1- ) J ...-- .\)L, L .1. \ --~-“A J— \ $1 I ‘N ,-- ,‘. r -. ‘1 1~-' w m . 1 ’— tm '1"- «5‘1 v- )glCUC__ -\ J 1 .1 "’ ['J Ur . .L .. .1' _ ‘ i _.1 . -)‘I.l .. 1 '1 ~ *2 J1 +4- 4.: 3 .-' 1- 1- .n . . a , V\ a. I T (' C .L\‘ ‘LJ'J . ‘ 1'-“ T.'.I-( M ‘J 1) .1..- ' .1‘ .3 U . ‘.- ! ( .. afi A. --. . -: - - 1-..“ 4. .~ : 1 . 17- m 1 1 ("WI—I _. €JiC/(’/ . "Ls. \’ I)(,‘ a: ' (T13 . U'1_ ( _’,\V H U U‘-‘ '- I: , A-,, ”'3 L 517- -~' 3- 'l l— 1' “V, t ,4. m‘ .1.°"'1l 1'” ‘1... 1.41 _ ._ 1 -1. t ' \1-1 TALL. u -1 - .1. ‘— 3 , u 7' . 77" v?! 3 “~. _-: y — TT T1 —— --: J-.~ 1' ' 4—, -y- 3- (.1) t .- _ 1. {11.},11CL , {.H - 'J“. r’l 11..., ‘JCO T“ ‘ at. :4... —' - ~-+ . " A L . -) ’Il"-"..; '] te U ’ ‘u‘ - p O m. '1. - . .L—lv I .4 I u l .r-‘r’ .'!|1.‘ f“ \f; ‘ n. ’ '\I .‘l 54" I, ('.‘-')+ '1 Y 2 1 1 (5 vy~\ “J. v ': fl" 1 — . NJ". ‘- 4‘. v'»..~ V _. I~ . _‘._. J ~-' VA- ..-) -.._-L..-.$— k- A V-.- -' .5- -- ‘ 9 J- _° W " -- 1 3 ...- ' - .. ,..' - ‘ e '( . 1 .,-.H -L “a l J.-.“ 5-1 ‘4.._ , . \J" -. .L- Q 4 1-; .-.. O -.. ’ “.. I -u ‘-’ 0 ‘- l ‘0 fl ’ Q 1 ~ ( r f >4. ~1... I (t { 1*.) -'_ .1- ( ( l -l J r L'.L \Ctkfip C L.) . 5 _",\.1J —. "M— 1. .' . 1 -’ . 'J a" LJJ... 4 (\J _".‘L€ \l, L Q a». h J... ‘. .2 .,._ .LA-.-L- \ - F‘ 1 ‘ 1!. V94 :1 JlJ. DU-"J ’ u - '.""_‘ o m‘r‘ “ CT on ) ' J [-J CUP? anltill‘z‘ S‘WL‘UT,I'O. l. U; 501.13.21',IL _\..‘ I" ( _- -7 +1. ( .‘ (‘14 K ‘ o ei¢cm,-i‘n v_ n' e 5C“: 1. Ce'“lcte “:C'CT Ta. 7. ?"”3 i1 5 "fl, pa;" le—TV. : Carelete _C~ui re. 1. ‘7 “‘4.-.'L -. “rLtLCi-A .,f *w C7 .. V73C U-f<’: c? Lert Lerj_;gr.fifi. . - J— - “-. _‘ 4— ' . r“! r— r‘ (LI ._ U _I-r .1 , ~"“\_)" 's. Lz—‘I » . ‘frd.tfi':; t. t -- te_:t r PLi 7uf- M ' -C" 8 ,r1 L v ” Werere:_‘K7ICNge°vlrtxf j:€uCL-I‘». 1. “4‘1- C :Lg; on QrOHlerq of infiivi‘ugl ,tu‘cxt . YCUJJ:OL glC revieu of tart “.vajizbt,. '7rit CA1 te;t cul'trfj tgfi; ‘Lrl. fCECI re. 8. “GCgre u 3 :anfir jnec' L9 ‘t lite. VOW ‘C“rul 57c; i‘;t 7e ;eea\fiem L; ; cu?icu:c, L‘fi I): Lef* fi“c; to tel?vvc ‘t 'rre .gtro:;jj' or ;-1§?3r; it irgre VijC:fTflJl: h 3f” C;T.j;ete. :Ldl TCL:.3:1'QCll~fCX1, fink ‘r3,e ”qr“ alii x a gag, (?L‘ ‘?C'M3 F‘ri 1T.J.7i., II;“IJ teat pa wv-L- A‘U 1 ‘peee. e=ee .(-> -1“; 1361‘s. M VCQJC;. ‘- CT? ' ‘ U 1 x 114— .gir 12 0. “irh J. ,uO CO u‘/, see. 110. I :7"; o 13. flu“..- - ‘ “ml—M .-1.-_- 4- ¢ .um- Tue sdoy. ° 1. 2. 5. A. B. Speech no. 8. To stimulate. Begin vith speuher no. 2. Discussion and criticisr of speeches. second group of outlines turned in. Continue Sp oh no. 2 Study 1n to 3 o " 6.3 128 '1‘380 v'ledneSdaEY: Continue Bpeech re. 2. DiscussiCn and criti c_t3r of siee C-c1_Cs. Discus s:10n of text essijnrent. Tliird group of outlines turned in. (" Conplete Jpeech no. a. Study in text, pu3es 65—31. Corplete Jpeecb no. 2. Die cussi _on and cr:1ticis1 of ‘nCLCLVQ. Discussion of text sssijnnent. Written test on text rote Hi 1 of second week. General discussion nd criti cisr of _‘pe ech no.2. Discussion and revieu of text reteri 1. Written test on tex roterisl of second week. Speech no. 3, Pre ovsre a 8 Linute speech to ex— plain uithout use of visuul aids. Your goul is complete understanding by yet r audience. .lonu“'s on clarity of expression, brevity, and vividness of description, to be achieved throuih careful selection and or3unizution of rsteriul. Sug— 3ested subjects: How to (do slrost anything such 8) lake 3 Bed, Polish G. I. Jhoes, Tush Uniforns, Yilk a Cow, Clean a Gun, Read a Gas or Electric Peter, etc. Divide the class into two groups for third xeek speeches. Group I will speak on “ondo y and Thurs- day, Group II on Tuesday and Prioey. The order of speekin3 been reversed on Thursday and Friday. ' _A - 9‘3 u. LI Third Week Monday: 1. Begin Speech no. 3, Gr 2. Discussion and critici A. Conplete Jpeech no. 3, Group II. B. Study in text, pa3es eO-GB. l. Conplete Speech no. 3, Group II. 2. Discussion and criticism of speeches. A. Study in text, pa3es 35— 38. Wednesday: 1. Discussion and criticise of Jpeech no. 5. 2. Discussioz and explanation of text assi3nnent. A. speech no. 4. Prepare a 2 minute speech to explain using demonstration. Your goal is the sane as in speech no. 5, but your nethod will differ in that you will Lake use of visual aids for demonstrations. Enphasis is on bodily action, including purposeful walking, gestures and facial eXpression. su33ested subjects: How to Read a Pap, Use a slide Rule, Construct a Camera, Identify Airplanes, Adnirister First Aid, etc. (Also see text, pa3e 137, exercises 2 and 3, and su3gested subjects at end of syllabus.) B. Speech no. 5. Final Speech. Prepare a 5 rinute speech to inforh, utilisin3 all the attributes of good speaking. This speech vill be an oral exam— ination on your work in tlis course and should be your best effort. The speeches will not bezin until next Yonday, but you should spend as much time as possible in its preparation. See su33ested subjects at end of syllabus, but you Lay choose any subject on which you can speak well. C. A full and conplete outline of Speech no. 5 rust be handed in to your instructor at least one class meeting before you are to speak. D. Study in text, pages 99—111 (on outlining). E. The vritten weekly test will be given either Thurs- day or Friday as time permits. l:—‘——-—'-I .. Thursday: 1 2. A. B };j H L—lo DJ [D «1 U35 NH 0 +3 5: (D to Q. m <4 LII Speech no. 4. Group I (reverse order). Discussion and criticism of speeches. Conplete Speech no. 5, Group 11. Preparation of Speech no. 5. Conplete Speech no. 4, Group II (reverse order). Discussion and criticism of speeches. ' Begin Speech no. 5. Review text, pages 1-56. Fourth Week Begin Speech no. 5. Discussion and criticism of speeches. Outlines due from speakers for Tuesday. Contine Speech no. 5. Review text, pages 40-81. Contine Speech no. 5. Discussion and criticism of speeches. Outlines due from speakers for ”ednesday. Continue Speech no. 5. Review text, pages 84-120. Wednesday: 1. 2. 3. A. B. Thursday: 1. 2. A. B. Continue Speech no. 5. Discussion and criticism of speeches. Outlines due from speakers for Thursday. Complete Speech no. 5. Review in text, pages 22— 38. Complete Speech no. 5. Discussion and criticism of Speeches. Final weekly written examination of text and lectures Bring textbooks for collection by instructor. 1. Final weekly written eXanination. 2. Collect textbooks and return them to supply room. End 2; Cours 1 w -r_- 3‘7 , 's m": LU”- T T _):.TF,TT- Ci.) Tron pf'vr‘vv '3 .c— A.L L)- ~_,J\J, -,_.' J These subjects are typical of the ones you do not us e one of these your own subject Speeches nos. 3, 4, and 5. If and you need not, as well as these do. Radio Range Finder Geopolitics Making a Field Bed Operation of the N-l Rifle Soils Flesh Burns and Their Treat— rent The Correct Way to Salute Treatrent for a Buns: tro}:e How to PIOW a Field Tood or Ietal Laicitr ft How to Clean a Gun Cizstr‘iction of a Lioloto" C“’t*’l ., J_-Ju.]‘ Field Water Supply Pow to Construct a Kite how to Play a Nusical Instru— sent Types of Fishing Traffic Patterns of an sir- port How to Report to an O ficer Types of' ar Gases My Civilian Job The Turbine En3ine Principle of the Electric Eye Esp Construction or Reading Structure of the Human Larynx Submarine Nenace Precision Bombing Branding Cattle Japan's 3trate3y How to Us e a licrophone Landing on an .Aircraft Carrier to be used for SlOlld fit the purpose Cloud Forhations The Four Cycle Fn3ine Care of a Pipe Methods of Carouflage The Principle of Protective Tariffs EssentL ls of Feyboard Har— pony Airport I‘yo out Loadin3 a Ii berty Rhi. Fanufacture of Shells, Tanks, or Otier Objects ane Identification The Principle of Rudd r Icin3 a Refri3erator Car The irry as a Career Tow to Train a D03 sad Construction OthTUCtlon of a Gas—‘usk Duties (or trainin3) of N.P.'s Llood Poisoning leather Prediction Divisions of the fir Corps IRE ton's Innrs of Tsticn Yritin3 Tilitary Correspond— Tim-37r- \ ence Importance of the Panana wial Rifle Rang; e Layout Fli3ht —Check for an Sirplane Iavi3ation iethcds How to Ride a Horse Post—War Aviation Types of Airplane Engines Lend—less e Yearly. ea ther C; cles LIV ‘qumw ‘anD 3TT‘D T'T'f‘mj ‘q‘n'n 7..)L‘J J-.’U' .J\/ Electric Power Distrdlmrtion .Jpeaking over the Ihniio Attacking an Objective lattitude and Longitude The October Revoluticni Hunting for Ducks, Pheasants, etc. Pow Not to Get Malaria Transfer of Heat Principle of tre Telephone How to Spot a Spy Structure of the Human Eye Cryptology Soil Erosion Frozen Food Industry Care of Lawn, shrubs, etc. How to Dig a Foxhole Rocket Guns Plan for Post-War Germany The Life (of any great nan) ”onders of Science Care of an Airplane Radio 1"‘l“.‘.\1‘i/“TI"."V (pcyrm'fi ) A.’ .L... .,‘. .) _ _._j- “I." x. Identification of ‘ilitar; Ins.i3nia Printing a TTevensner Explanation of Plays in Football, or Other Sports The Pos t -‘.."ar Horne Uis e of Julfa Drugs Iaying out a Baseball Field How to select-Your Friends Book Binding The Fagnetic “ire Recorder The Britis: Conmandoes Developing and Printing Pictures Conservation (of any natural resource) Treatment of Shell Shock Blind Flying harbor Defense Orchestra Arrangement Prospecting for Oil, Gold, etc. Anphibious Operations 1V Michigan State College AMYY Alu F9“ E5 -RE—Fl GIT TRAIYIYG C CURL] OUT? I??? This course will attempt to help you in your mental and physical adjustments in situations involving oral com- munication. This will include the develOpnent of confid— ence, a poised appearance, a neaningful facial eXpression, and the use of bodily alertness. You will receive assistance in developing a voice that is pleasant to listen to, clearly understood, and easily heard. Further, you will secure practice in such organization of reports, military.orders, instructions, etc., as will secure satisfactory response. I Day of Nonth Day of Week Day's L sson: 1. Introductory Lecture - to explain course and the basis for the adjustment to the speakiné situation and oral communication. 2. Class Organization Details. 0 o ’I 3. Begin Oral Progect fl. A. Oral Project fl — to aid the individual to develop the fundamental processes of oral communication. B. Tex , "speech Handbook", Harry G. Barnes, pages l-lS (Intro uction to the speaking Situation) II Day of Month Day of Week 1. Oral Project #1. 2. Discussion and criticism (oral and/or written) A. Oral Project. B. Text, pages 15—20 (Phonation, Articulation) C. Lecture and Discussion of Voice. LVI III Day of Ifonth Day of ifeek 1. Oral Project fl to be concluded. 2. Lecture and Discussion of Voice and Voice Control. A. Discussion of Voice. B. Individual Voice Practice. C. Text, pages 20—26 and 67-80 (Rhythm, Voice Control, Pronunciation, Audience Response). IV Day of Month ,Day of Tieek 1. Discussion of Voice, including Text [assignment (pages 67-76). 2. Individual Voice Improve-rent. A. Practice Individual Voice Irproverent. B. Lecture on Bodily Action. C. Text, pages “2-67 (Control of Bodily Activity). V Day of I‘ionth Day of ”'ee}: 1. Suggestions for Individual- Voice Improver‘ent. 2. Lecture on Bodily Action. A. Oral Project $2 (2)-:3 minutes). Articles should be used for purposes of demonstration and explanation, e.g., book, photo-trash album, razor, r'ess kit, small musical instrument, leijgi 3215, etc.. B. Text, pages 26—36 (Choice of SubjeCt, Choice of Thou’fht). VI Day of I"Tonth Day of I’feek 1. Oral Project ”123 (speakers present outlines). 2. Discussion and Criticism. A. 'Oral Project ,‘52. B. Text, pages 36—55 (Choice and Organization of I'aterial ) . LVII VII Day of Fonth Day of Week 1. Oral Project '2 to be concluded. 2. Discussion and Crit ici3n. A. Oral Project f3 (2-31*inutes) bodily alertness. (Board, as TOpics: Vow to dig a foxhole, how to carry a gun; how to drive a tractor; -e correct position of a u. *0 o soldier; correct response to rilitary orders; how to rake a bed; etc. B. Prepare an Outline for Project 33 (Present Outlines at time of Speaking.) C. Tex , peg-s 55-62 (Pr3v“ction to Audience.) Day of Vonth Dav of Teak Purpos‘: To develop 3, charts 13; be used. ,uIGIS present outlines). sr A. Oral Project fa. Day of Ponth Day of ”sea 1. Oral Prefect '3 to be concluded ( tudents present cuitI.:ilie:3). 8. Disscu::sion and Criticism (ora ant/er vr. LJ. C+ d- (D {75 o A. REVI‘L for "idterr fixer (:rphasis on bock). 'V' Day 0 Yonth 1a of .eeL ,_ 1id—tern eX3nination. .3 Discussisn of jue 3tions follovin; test. A. Oral Project }4 (2—3 Linutes). Frphasis on intro— d ction and concll ion. Telect subject and nrepare ,general_(M1tline. B. Lecture on Orgarization and Outlining of Naterial. IJTIITI ",1, VAA CDf '“e 7‘: T? ....«' H J m.- 4““ 1 I ~'T ‘A-_L w—-P TN. .. -,_ -- .i- ‘ «A... '3.‘ ~— -‘l u .. l N. 1" ~.. 7'? .n .L 0 h ‘ - “v 1‘ -h oiit’ 1: n1 I) 3' o O “J t o C J 0. U i. Q T. T .. 1 hi 1* +1 1.. H q n r C +u w» .1; {y A h L. I up D o S r l. n . C J . _ 1-. Q... a _ . u C he C 0.)... 0.11. .3; Tr“, +3 .. J o. ._ r“ ( M..-" “i. ”J o J Wu Irv .3 l - [9.“ r. u G D T LU d .Tu .3... C C C A 6 T : -u O 3. o ”L. AU .q. Av We r .w T rd \‘afi " p " L3; 01 . 7 4-. ‘\ H. Um» U D 1. do A. DOE," of I'or th lay of "7eek l. (‘3 Can A. Day of l. 2. -onth Day of 'feei: y of T'onth Pay 0 'onth D3y of Teak III ' +~\,_ 7-“ 'v- p ~~v> 1" 3:: UL; add ('i he-.. *3. .- 3, r- ' . w, e - 4—1: - 4.341 .L...nlx.'°‘\JCt u U (JLHCM. I‘Q _:.T‘L EAL-t () LbAll k‘ )9 -. ‘n 3 1g, -.~ r\ > 1" {:1 . . 3 DJ- :30 2.13:,- .‘_, -: Lil .4-l\.. CZ“ thl 31.. '1 'D -' 4- "v Oral iro,ect -;. I o o " '~ 3‘ \ ‘ 3 h ’V n Continte :r63333t_cn on Jin33 Cr3l TOVFCt 34- '1'? .1‘.‘ 1 0P3l Project f5 to be concluded (3peaTcr3 present outlinxa). Discu33ien and Criticisr. Final Or3l Prefect f3, (e—a linutta). Tlrsn,(: To :3":,ent a; prehlfnf 3nd va‘r pIT“%3. e! I_v;ltticr: clearly ant intere.tin;ly. Cujfev ed t1 Wis ;: Derocr3cy 3rd the Individ13l, ”orld Cooper3tien after tie ”3r, Settlement of P3tianal Boundaries, Presidert13l Candidates, Our Telatfsns Kith Bussi labor Disputes, British—Inciax “1e ti _on, The R'ce Problei, c r Personal Creed, etc. ’7‘: #1 Prepare outlines for iinal Or3l Project QC. TVII Ora l P No ect *6 (incaTers present outlines). DL cussion and Criticisn. Oral Pra; ect 15 ~ --~. 771' “- J—;¢ Oral Project 36 (3peakers presert outlines). 7‘ Discussion and C iticisn. Oral Project f6. «v- «r- u“ -L Oral Project [6 to be concluded (3pe31ers present outlines). Discussion and Criticisn. A. B. Day of Iontb l. 2. 5. FII'A "D mane”? \.‘,’. _._ L.‘._.'l.. date. ILZITD II? THIS 17' LL LYCAI'IT‘YEICI' over all Iraterial T‘VTLI «33717-4 . m Trunv'm Im‘rnm'rTWfl \J' -:_fl-.-\) I I I... .L.‘_J..-.~ A. .a.4.....4.L—L-- . Day of ‘.'.'e e1: FIIT': '.'T ”“33" D SCUBJICIT CF I’A‘T’D DI'M mg? 51,4. to TWV‘.W' \‘fif‘fi “if #54). 1...- {141‘ 'L.‘o ,rHr-rrrnm-r 1 $7 n? T“ THW 3:..._)‘ _A_- _LCLT -4.- U C .m-.:‘ .A L"; ___.J,-. 'J‘wr'y-T 7:17; .1 .L— 4—4141\4 .- a,--. .tv _A.‘_‘_._ ___ .n_._l_ _ _ _ . .. ,9 _"_._____.._ IZII nHCY_AIR CP573 — FEE-FLIIYT TRJITIV” _n,\1' Kichigan State College SPEEC" —— IID_mrnW W" T W M” ‘1’ 4.444;; Aha l :zlJ. Do l’ot ".‘frite _O__n Tl i s 133'- ) V" L) ku’ :5 atio on .2 _L 'NULTIPLE CIICLE; l. 'The3:follomin3 su33estion which rill decrease your selji—confidence in your speaking is: (1) pick an iJIteres tin3 subject, (2) speak aloud as often as Exxusible, (Z ) never allow yourself to give up, (4) try speaking without preparation, (5) focus your at- tention on your audienCe. ' The best preliminary step in preparin3 your minds for the rs in points of a speech consists of: (l) 3ivin3 the history of th topic, (2) usin3 humor to test the mood of the audience, (3 ) 3tettin3 attention, (4) developing a 4) statin3 the conclusion listeners' a ninor point, ( to be reached. The most essential requi erent for an inforrative talk is to: (1) be humorous, (2) restate your points for emphasis, (3) have clear or3anization (4) language, (‘ se vivid c) to be JTUT83 ive. The purpose of time off your checnz, (2) ject, inforwative talk is to: (1) get it show how nuch ymllnunacm.the sub— (3) impress the irportanc ce of the lIlOTTlthD (4 ) get the interest and attention of ti e audience (5)3ecure understandin3 of the subject The best type of hurtor to use in a sneech is that yrhi ch: (1)13 an outgrowth of the subject itself (2) cores at thelmginnin3 of the speech (5) is in the form of a yme,(4) refers to sore henber of the audience, (5) on'mm speaker himself. 1' menybur listeners 1:ave a vital interest in “met, you should usually be in with: (l) a huhorous mmcmme, (2) a rhetorical questi011,(3) an illustration, (4)areference to the subject, (5) a startling state— ment. your sub- Pmflmmion of your voice is lar3ely depender t on your use NJ 8 low pitch, (2) 3ood articulation, (3) nasal rmmmmce, (4) correct breath control, (5) sustained vocalization. £3. ‘10. ll. 12. 13. 14. 15. 16. 17. 18. IRDOIP'use of the soft palate usua LXII The human vocal rtechanisnt can best be con: pared to a: (1.) Kricfljnw (2) piano, (3) 1ind instruhent, (4) drum, (5) rubber band. lly vdnicfli is: (1) flat, (2) harsh, (3 causes a voice (5) nasal. ) hollow,(4) thin, This sn133ested nethod for overconing a weak, thin v01ce is to: 1) use the modifiers more, (2) lower the soft palate, (3) lower the pitch and talk louder, (4) breathe more deeply, (5) speak louder. Ybnxr emotional character is usually displayed in your “voice ye (l) pitch, (2) quality, (3) force, (4) rate, (5) precision. .A harsh voice usually sig (2) a rela: {ed pals te, (3) thi (l) a ti3ht throat, (5) diaphragmatic brea inactive lips, (4) a low pitch, A hi3 pitch may be caused by: (l) tension in the larynx, (2) a nasal voice, (3) poor articulation, (4) chest breathing, (5) closed sinus s Your pronunciation should be like that of: (1) an Oxford graduate, (2) the careful spe«hers in your comnunity, T3) your parents, (4) Farvard graduates, (5) the average individual. ' 113 most important purpose of the conclusion of an ex— positdry speech is to: (1) make the last point, (2)' nakecmm r.ore V.itty remark, (3) review the points of muespeech, (4) 3et the good will of the audience, (5) pemmmde the audience to act on the proposal. Tneanost important purpose of a good speech introduction Lsto: (l) arouse attention, (2) cause lau3hter, (5) rdv eaihistory of the subject, (4) size up the audience I5)have time to adjust notes and other speech aids. If the spea1:er' touched on the violated: (l). (4)economy of s subject were "4rmy Instructors" and he ca rp lay— out, you would say that he coherence (2) 300d taste, (3) unity, rds, (55 enphasis. he my went, "n“ir Cadet Filton Jones from Tackson, i, is benefiting from the Physical Edm1c tion hel. in Tenison Field FoLse at Yichiga state 3 , u an eIafT le of: (1) an omission of one step inlogic, (2) an anac1ron11y (3) a specific instance, (4)use of aut1ori ty, (5) a general preri e. 19. 20. 21. PO {‘0 D.) (N o 24. 25. £95. 13111 Thegndncipal re 1 on for rating an outline of your speech is to: (l ) aid in r1re1bcrin3 he speech, (2) test the or 3anisation of the speech, (3) test your neatness of outlinin3, (4) deterrine the len3th ,__O of the speech, (5) use t1e out’ire while spe-._13” Of primary importance to tie “uran1n3 of a man is: (l) precision, (2) iicfrc‘tin’nes (4) friendliness, (5) 3ood s Mb ect. The followin3 practice on the part of the speaker tends to inprove eye centa ct: (1) pick out one per- son and talk to hit per3cnw‘l3 for a short while, (2) refer to-uell—prepared notes, (3) use a chart or dis— 3ram in the speech, (4) attenpt to take in the whole audience at a glance, (R) assure a bilitary bearin3. U ula~ tors are us ed orir ari ly for purposes of: (2) breatiin , (3) Valvular action, 5); allo ihg. ti U)LD I“ T) a e t AA F3 he 0 l) kin3 4) 113,? e h an 6 ) ) ch soundsvdjrm_are correctly -acd.are: ) h, ah, oo, (3) d, t, u, (4) n, n, n3, “AD-3 ()1 H The first step in speech improvement is to: (1) learn the rules of good speakin3, (2) discover your soefl'in3 abilities and needs, (3) pr ctice to develop 300d speaking habits, (4) h111e tr ransi itions, (5) develop eye— ontact. Before one can overcome nervousness in speaking he should: (1) imitate the speakin3 style of soye 3oai speaker, (2) cover up his speech faults so they won't be noticed (3) be willin3 to nenorize his entire Speech, (45 deliver impromptu speeches, (5) be willin3 to accept CTlthlSI At a 11:! his .L‘IH‘JLJ It 313 impossible to be too conversational in speakin3. should no ct 1w ste tine during your speech by inter— 'You etc., presented in your gpretirggthe facts, statistics, speech. A gamod method of establishing a direct relationship witfli your audience during a speech is the free use of persona l pronouns . 94. 95. 96. 97. 98. 99. 100. 101. 102. 105. 104. 105. 106. 107. 108. LXIV It is not necessary to repeat inportant facts, dates, names or figures in your speech for the audience will get them the first time. Strain in vocalization is caused by forcing the breath over hyper-tense vocal bands. A low—pitched voice is more easily heard at a distance than a high—pitched voice. Relaxation of the muscles of the body will help to lower the pitch of the voice. Diaphragmatic breathing is the best type of breathing for the giving of hilitary coarands. A Speaker with a flexible voice will give his audience the irpression that he is an alert, wide—awake person. A rising inflection at the end of a sentence connotes uncertainty. M Qgressive behavior hen used as a compensation for an inferiority complex is not revealed in the voice of the speaker. It is good psychology to open your speech by saying, "Unaccustomed as I am to public speaking....". A cure for stage—frisht is to becohe so absorbed in yourself that you forget your audience. Nasality of speech usually sirn ifies to the listener laziness on the art of the spe taker. p .4 *J (D CD F\ Ho :3 C R The larger the audience to which you are st the slover you should talk. A good exoository speecn persuades the audience to the speaker's point of View. A large chest expansion is necessary in order to speak loudly. The speaker who is training to project to his audience must develOp the characteristics of meekness, gentle— ness, and nildness. 109. 110. 111. 112. 115. 114. 115 O 116. 117. 118. LKV If a semi—humorous incid nt should occur while you are speaking, assure a dignified manner that yould prevent laughing by the audience. If you, as the speaker, have a bad cold, apologize for it early in your speech. Once the material is organized for a speech, there is no reason for varying that naterial regardless of where the speech is given. New Yaterial dealing with your subject should not be introduced to your audience in the conclusion of your speech. ' The nuhber of main points in an outline ought to be such that after the speech is over, the listener should be able to recall item and to reconstruct the trend of the whole address. Huskiness of voice after Speaking to a large group is an evidence of vocal strain. The purpose of the introduction of a speech is to prove that FOSt isportant point of the speech. A rhetorical Question, to be effective in a speech, must be answered by the speaker, ' Avoid the use of personal eXperiences in your speeches." A good speaker never criticizes hisself because this would 1 seen his confidence. The norral condition of an audience consisting of soldiers is alwaYs one of tense eXpectancy. A factual illustration is a series of statistics. Dividing a talk on the organisation of the U.S. Arry into these three divisions: (l) the Sir Forces, (2) the Ground Forces, (3) the Services of Supply, is using the "logical" method of organizing a speech. Oral practice of a speech before delivering it will usually be harmful in causing you to lose interest it. 184. I’TTTmTDT’T‘ V__-..¢. J .u A pause in spea .. renory on the pa In explainins a “.1 be sure to give a detailed explars to t1 e e rules. exceptions As tie interest Orig-40C: increase AT: Y :3]. p. T . 1 11C «'3 “fimr =JP_J U1 Do Tot 1. Q14 to 191 11 f LXVI usually signify lack of J the speaker. set of 111 *‘ 3Il€ Cph'n . ‘.‘-h—~ Ligan I“ (a LIQ -L s, the vocal variety of th 3ta — rules in) a troup, ti on of one all the of the Katerial b FII’F’TT” 1 L lI‘III'G .. 1.371;)- te College Err-HAT :7]: n'Ir" III-ION- 1' . 1r. . a 1:1!!‘_-. I- '9 ‘ . - ya, - Tr1te On This hlalihat_on 0701C”: 1. When e171 i_n :5 , 1 t. $13 *4 .41“. ‘ ttle Va _ do as 11 .L’ chart 1c , ( 1n. as the speaker Lisllv: "lwaUJ look at the chart, O‘:iblc (4) refer to all de- related t0 errirg to should ( "ert 9' (1) stand 7 z) your the chart. ' f“ . O ‘p ." V“ "‘\ . ‘- ' I\ H ‘I ‘l ' . W '7 .‘- Trans1t11on cl shou,ht in a peccu gs usuilly 1n:1cated to your auci We 1*" (l) a (ten b clv rd, (7) a ‘te“ _..;- . U .4 ‘. A .A. 4. .1.‘ \ N ~_' «I _ -‘.c v- .—‘ 1 7 ‘ . —: '0 - . - —-.u ~ — h ~ ‘~ -: N13 4- "L- ‘I‘ -\ 'L' ‘ '.| . n ~. forhuxru, 1) s311_t1hg QLW‘T *<_:th '11 t,1: OhLCI‘.J§(t, Q . C 'v “ 77 'n r .- - - V 'I’ ~ r- .I- ' v, IJ-hv“: (4) lOChan a a, 13L] :cnr r is co, (c) a fen Suh_3 .L'. ..' 1 “Q. - r- \-, 1 . -.. -‘ 3: j \ 'n ~o Ln" y‘; r r.V\ -. .4 segirriri ,‘CKAeI, 11: 111~1x3 o1 ;l_b12T!‘=«VF .iu 1 -Ue“”7‘", liUld' (l) u e vs?" litsll *1?“ ”fit, (2) .~ _.. ._ v J )/ _-_ ., .- .. 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'1 ' - -_ ° .h' t J- -, {J_ £r(;k.fix) 1‘3-0 -- r~,LJ_~ J H:- L{:,,_!_ L 1., 1k u—l d _, - J ','-,' l J, (N) ‘ x a— - 3: »‘ -., 1 1 r- - u —. .6 ‘ r .1 -. . v r w I -. 7| I A ‘Q’ e'lrbio ]"b .‘tQ11LCtaql LL11 3) “LU 3' tA’UV'ta ) (T: o 10. 11. 12. (3) cth13i11 ti; curdiol fau"1“ to 3:" " n l -rc, (i) are thouflt oit Before 'i ,V‘(l , (1) 3030*“ u* deicript've ;( nw‘Fa. To 3 ve the co: u-1" . e3 L; i‘e 1r ad forces, 1t is * ell to rr*c 'er tif: f1361“ettul: (1) 3e :5“ " (N) lxae 3 t6“ C. ( 1) 1‘1J.e .1 :er;u,fl-orw: Lu ,' 1r ’11‘4f , (i) be ote11 (5) be c“wx33911 i;d u]-.fl,, (irr; u Jil'. 171M33113'51 lo cr‘;yitck lxflvcl €13,3e3 1%: (l) thukimazc, excite -nt Mr? irritution, (L nonvrerce, poise, did otre35tn, (5) intelli3rcce, inderotundinj, uLF 153516”), 4) cod—Iatiic, underotundir;, and finenecc, (5) fear, tenscneoo and youth. Tie best criterion for aryy yen to 10110‘ ir the pro— nunciution of cpoltn words, is to: (l) pronoun c "wrdo a you ieur the“ in your 3roup, (2) fronounce tLe more, as you leurned time in high ochoo , (3) ask your of— ficere IOVJ to pronounce the vordo in Question, (4) fol- low tie pronunc:1ticr agreed on in your branch of {ili- tary service, (5) ask "ou colle e;e inutructors. Changes in ruulity of vocul tone are closely related to the: (1) out ECt, (2) audience, (5 occa3ion, (4) friends, (5) exotion. - i1e ei1?'reuciea3 tie lfiulfj tTJunrjh time (1) Zhuitqcli1gi tune, (2 ) nooona313, (3) Trachea, (4) Lortu, (S) Cochleur duct. In denonstretinj a revolver, you should, wten not directly referring to it: (1) put it in back of rou, (2) hold it where it can be 3een, (3) hold it relaxed a your side, (4) move it from one hand to the other to ulternutely free both hands, (5) put it in vour pocket. U he orguns of articulation are the: (l) intercootu uncles, nasal cavities, vocal cords, (2) lun3r, p 3Ophe3 us, recrea, (F) teeth, ton3ue, lo*er elate, (4) diuphr 3m, rind—pipe, :3in11: , (g d .1. 'rd palate, lury1x, 1aoo—pnurynx. Good relaxation in speech is a: (l) disjointe attitude reflecting freedom from thou3ht, ( coordinated muscles without tension, (3) fee plete ease, (4) chest and eh uldere erect and abdonen Pulled in, (5) posture reflecting infor alit; 14. 15. 16. 17. 18. 19. PO {‘0 . LIVIII Pasal twan3 in speech is often the direct result of: (1) too flexible a ton3ue, (2) too rizid a tongue, (5 ) inactivity of the soft p:1ate,(4) too tense a condition of the pharynX, (5 ) lack of control of the vocal cords. The thesis of your speech is the s we as your: (1) general subject, (2) speech title, (3) introductory statement, Z4) central thouiht, (5) first nain pOint. One of the best methods of "ecurin3 MUdiEHCG attention at the be3innin3 of your speech is by an introduction using a: (1) pre—sunrary, (2) sta- tenent of thesis, (3) definition, (4) illustration, (5) statement that the speech VJill be interest n3. he staterent: "” any of the pen in the Arry Air Corps are profiting by virtue of their training at the colleges where they are stationed," is an illustration of: (1) faulty construction (2) a general premise, (5) hypothet- ical illustration, (4) statement from authority, (5) factual statistics. Articulation rzay be defined as:' (l) use of preper accent, (2) vibration of the vocal bands, (5) givin3 correct value to vowel sounds, (4) flexible adjustment of teeth, ton3ue, lips, etc. in forrin3 syll bles, (5) the correct use of vowel and consonant rounnu. The pitch of your voice is controlled by th e (l) novenent of the to 3ue, (2) arount of air evrellrd (3) muscles of the larynx, (4) action of the dianxra"* (5) ts sion of the pharynx. When your audience is sleepy, you mi3ht best hold their attention by: (l) a few jokes, (2) abstract data, (5) more statistics and factual infornation, (4) increae ed bodily activity, (5) fewer Vocal changes. The uSUal nunber of 1'ords spoken per minute by the average speaker is: (1) 75—200, (2) 120—200,.(3) loo—120, (4) 120—150, (5) 200.240. "11en tire is very brief and the audience interest in your subject is low, you might best secure attention by an introduction of the type of: (l) hypothetical question, (2) illustration, (3) humorous story, (4) startling statenent, (5) history of the subject. {‘0 (A O 25. 26. 27. 29. I 1" '1'?- IL .4 L Your outside preparation for a speech to be delivered before an audience should consist la gely of: (1) null- Ci ing over the rain points to be dis 13sed, (2) writing the speech in full and Femorizin3 it, 5) reading on the subject that you may discuss all phases of it, (4) out— lining the speech and orally practicing it, (5) rentally going over the points to be discussed. P In givin3 an expositOry speech, you should state your speech thesis or central thoufiht: (l) in the openin3 ' sentence, (2) just before the conclusion, (3) as the i first main point, (4) innedfately after the definitions, (5) folloving attention step. When usin3 a gesture during a speech, the stroke of the gesture should cone: (1) just after the point to be en- phasized, (2) a few vords before th vcrd to be erphc— sized, (3) as a surprise to the audience, (4) on the emphasized vord, (5) only as a description. After you have selected the general subject for a speech, your next step is to: (l) rake the outline, (2) write the introduction, (3) read on the subject, (4) select the topic or phase of your subject, (5) find a hurorous story to bejin the speech. In the event of disturbances or "hecklinj" interruptions from your audience thile deliverin; a speech, you should: (1) ignore the disturbance, (2) have the offender ejected fron the room, (3) remain silent until the disturbance has stopped, (4) turn the incident to your advantafe by good nature and tact, (5) laujh it off. When you have been introduced by the chairnan as the hex spealer, you should first: (1) retain seated for a nonent and snile at the audience, (2) rise and ad— dress the cfairyan before roving to the speakers' stand, (3) begin speaking to the audience as seen as you rise, (4) uwlh to the speakers' stand and then turn and address the chairma , (5) re! in seated until t'e audience has stopped applauding. The best posture y»* can use for a- '“_ itnry speech be— fore a group of hen neyly inducted into the irvy is to stand with your: (1) feet toéethcr :rd back strai3ht and stiff, (2) feet sfiart and hands on your hips, (3) feet wide apart an your hands clasp d heii d you, (4) feet slightly apart ard body relaxed, (E) ore la; Lent and your arms folded. JO. Bl. 35. CR ,p. 57. Your speech ”theses” nay be: (1) concrete, (2,) general, (5) general or arbitrary, (4) concrete or abstract, (L) arbitrary and abstract. The "statenein;«1f thesis"i1121:ipeech: (lj runit be stated before the discussion of usin- points, (2:) is the ooening; sentence of your speech, (5) is identiCal with your general purpose, (4) need not necessarily be stated, (5) is usually stated as a zuestion. A very inportant purpose for having written outline of your speech is to: (l) free your hind for the delivery process of the speech, (2) guarantee proportion and dis— unity, (5) give your instructor something to follow while you are speaking, (4) test your powers of menory in delivering the speech, (5) have a speech thich nay be used at any tine on short notice. 5 very good method to use in overcoming HGTVLQSRESS in speaking is to: (l) have confidence in the stability of your speech mechanism, (2) ignore your sreahing faults to protect your self—confidence, (5) criticise yourself in all aspects of your speaking and admit no improvement, (4) use notes in your first few speeches, (5) prepare thoroughly your speech raterial. The use of comparison as a nethod of explanation usually involves relating the thing explained to sonethinq which is: (1) unknown, (2) novel, (3) opposite, (4) familiar, (5) obscure. A hypotheticil illustration is: (1) statistics (2) a humorous story, ( perience, (4) an imaginary happening, tative statenent. et of BCtdjl personal ex- 5) an authori- iflien ouoting statistics in a speech, you should always. (1) have them on a note Card and reid them_to the audience, (2) state the exact figures to insure understanding, (a) state the general source of your infornition, (4) separ— ate them from illustration, (5) interpret their Leaning. Statements of authority are especially valuable in a speech then: (1) your purpose is to inTeSS the nudience, (a) the authorities are unknown, (5) those authorities ouoted are prejudiced in favor of your side of the ouestion, (4) you condense the statements and eXpress then in your own words, (5) the source of the material is also given. 38. 39, 40. 41. TRUE 17* ' 1 Lit—ALI Audience interest in your speech will be increased if you use material which is: (l) capable of creating suspense, (2) abstract and inpersonal, (5) outside the experience of the audience, (4) anti—climatic in construction, (5) complicated and calls for their undivided attention. A good conclusion to your expository speech might con- tain: (1) an amplification of your thesis, (2) a new point of eXplanation, (5 an apology for the haterial . omitted (4) an appeal for the acceptance of your pro- ‘: posal, (5) a pre-sumnary. :1 A talk which you, as an Army officer, might deliver be- fore a luncheon club would especially aim at: (l) influenc- ing belief, (2) gaining respect for a certain View, (3) I securing goodwill, (4) presenting information, (5) arguing a pertinent point. The follOting difficulty which is a fault of articulation is: (l) substitution of one sound for ano her, (2) omission of a sound, (5) incorrectly formed sound, (4) incorrectly accented syllables, (5) addition of a sound. is ND Ff, L3 33 91. 92. 93. 94. 95. 96. 97. 98. In speaking, one should sacrifice corplicated details and exceptions to rules for understandability. Restatina a point makes your audience feel that you think them inCspable of understanding it the first time. Presenting information is your main task in the intro— duction of your speech. Always use abstract data in a speech in order not to mislead your listeners. The vocal cords are sihilnr in structure to the stings of a violin. A pause in speaking may be used to create suspense and interest. - As a Speaker begins to talk, the audience attention is centered on his subject. When audience interest in a subject is low, you, as the speaker, might best secure attention by the use of an initial summary. 99. 100. 101. 102. 104. 105. 106. 107. 108. 109. 110. 111. 112. 115. 114. 122111 The thought transitions in a speech will take care of themselves if the subject is interesting. The primary purpose in giving an informative speech is to create an interest in the information. Save the novel and vivid material for the last point in your speech. The "Pre—Summary" of the points of an informative speech immediately precedes the final summary. J To project well, you need only a strong voice. Walking should be done in the middle of a thought if the Speaker would give relief to his audience. A rigid jaw vhile speaking rakes for distinctness of voice sounds. If a person gestures well in ordinary conversation, it follows that he will gesture well on the platform in a public address. Gestures should be made only with the hands. A movement by the speaker of which both the speaker and and the audience are unconscious Can effect the audience response. What a speaker "does? may be sufficient to establish contact with his audience. Humorous stories referring to a particular race or religion are good means of securing attention and in— terest in a speech. In demonstrating the construction of the "throat—micro- phone" you should hold it in front of you at chest height. If your audience contains men who are high school grad- uates, and men with only an eighth grade education, you should speak on the level of the high school graduates. Tension of the vocal bands has no relation to the pleasing quality of the voice. Nervous tension in speaking should be entirely overcome before you can speak.well. 115. 116. 117. 118. 119 o 120. 121. 122. LXXIII When demonstrating an article, you need not worry about your audience contact for the audience's attention will be on the article about which you are talking. The larger the audience, the more you must extend your arms when gesturing. Learn to use one or two gestures and then practice them until you can use them in all the speeches you give. Good, eXperienced sneakers are unconscious of their posture, movement and gestures while speaking. An effective gesture usually originates in general bodily action. A speaker should not take a step while talking, instead he should move only during the pauses between thoughts. The speaker's problem of the use of movement while Speaking can be solved by his standing still. The movements and gestures you use in a speech should be done so well that they will call the audience's attention to themselves. As an officer speaking to a group of privates you should use as much slang as possible to create the desired feel- ing of informality between yourself and your audience. The word "one" in "one, two, three, four," (counting cad— ence) should be pronounced "HUT" in order to secure the necessary diaphragmatic pull. A speaker's voice nuality usually reveals important characteristics of his personality. Before becoming an effective speaker you must learn the hard and fast rules governing the art of speech ma.ing. All effective bodily activity used by the speaker should arise from an intense desire to project thought and material to the audience. Flexibility of voice is sonething that one is born with and can very seldom be aciuired. One of the simplest ways of establishing clarity in a speech is by using obscure words. i b ~1uu| z 3%!“ .J .. .4 . I .1- 150. 151. 15s. 167. 142. led. 144. lJ'ZCIV Your vocol resonance is due to your own explii' icstion of the overtones produced by your vocal cords. Too many overtones in your voice will cause it to sound thin. The reserve of VOCsl power you nay hive, nahin3 it possible for you to speak to a lar3e audience as well as a small “roup, is derived from the stren3th of your vocal cords. The QUdlity of your voice will usually eXpiess your enotionil feelin3 obout whut you are se;in3. The only item you need consider in selectin3 the sub— ject for a speech is your own interest in the subject. The connec ives ”andih", "well", "uhuh" 316 good ;euns of nskin3 transitions tetween thcuolts. You sLould never use abrupt chunDes in pitci :or tie; will cause your voice to bec core nonotoncus to your listeners. Your conxuniCstion with the audience is appnffiflt in the physical well us the 1entul reaction of,the rem— bers of the uuuience. is a general rule, tie dictionary is tLe iinil outloi‘i 1ty on the pronunciation of w ids. ('1‘ \ .‘V ' . A . O .:' A! 1 \ .’._. . .LV. ‘ .1.1. ine princ1pul resonators oi the leUC die. t-e lousn, noSal CaVltleé, sinuses, ind pierdni. L The first st . i on of your own inadequacies in speaning. p tOWard your in‘ruveuent in speech is 3*our reco3n i 6 4. U 5 speaker' voice is more easily heard and more pleasant to listen to when it is ali3htly above a medium pitch level. If your speech is indistinct and difficult to understand, the chief fault lies witn your resonatin3 apparatus. If your audience shows coldness, preguulce or ennity toward you, close your speech as soon as possible. in the conclusion of s speech the speaker needs to justiry his right to be sneakin3 on the particular subject A. .IIJI '3‘ LIQV 145. The historical type of speech demands the use of a chronolO3ical type or outline. léd. One should not attempt to speak in public until he has nastered the fundamentals of good speaking. 147. In outlinin3 a speech, the introduction is the first part to be thou3ht out. l48. In a periodic sentence, the important idea cones at the end of the sentence. .7“. *—“ .7 r '-'—r 149. lf you can make 300d declariative sentences while 3ivin3 a speech, do not risk making poor sentences of anOLher type. 150. The general purpose of a 3ood expository speech is to persuade the audience to the speaker's point of View. .Jlij H ism/'1 University of California 1\a _-.. . _,,_,. ,-...- ,-_ 1,7? . . ‘,_,.__ . . 13,114.} ”14.1.;kaa’iLL‘LOKTLLI‘)L .L-llloLl‘lLtflx-Q T ' x r -~‘1-._~r»,l.-\~_-w_ filudf 4-} 13). .L’ (Alvin) Outline for Course V (a h b) in the ”t” Program Prepared under Direction of the University heteorological Committee Course V (a)J American histprv Purpose: To vauaint the student with American history in relation to the principal social and political movements of the modern world; to pro- mote understanding of the events leading to the present war and the ideas at conflict in it. Course V (b), Oral and Written Composition Purpose: To develop the student's power to read and think accurately, and to express himself pre- cisely in speech and on paper; to develop imagin- ation and mental resourcefulness. Organization The purposes enumerated above will be served most effectively and economically by collaboration of Departments of English, speech, history, and Government. The responsibilities of instruction may be divided in such a way as to make the bes use of the staff at each college. A single in- tegrated course may be planned; or the three branches of the work — history, writing, and speech — may be conducted by independent meetings, after joint planning by a representative com- mittee and with due recognition of the content of AmeriCan history as appropriate subject matter for speaking and writing. whatever the method of organization, the training in written and spoken composition and the training of history should be regarded as eoual in importance. The wo main divisions of the course should strengthen and fac- ilitate each other; neither should be thought of as subordinate to the other. .4. fibn[1.| . 4. 4 .4J... [If H'Ifln 1.2.1.] .§I;Hu\‘ IV. LlCiVlI ‘ Allotment of time History: Three contact hours a week Writing and speech: Four contact hours a week, in— cluding two hours of laboratory. (a) All work in Course V (a & b) is to be done within contact hours. (b) In writing and speech, one—two—hour labora- tory period should be scheduled each week, if possible. Study of History (1) Since the student's powers of reasoning, imagin— ation, and expression are to be trained in relation to the study of American history and institutions, the historical work in the course should renuire the student to analyze and discuss in detail selected documents of primary importance, such as the Declara- tion of Independence; the Constitution; selections from Roger Uilliams; The Bloody Tenent; selections from Thomas Paine; Conron sense, The sherican Crisis; half a dozen Federalist papers; selections from speeches and writings of Theodore Parker, Horace kann, Daniel Webster, John C. Calhoun, Henry George; selec- tions from Whitman's specimen Days; selections from state papers, letters, and speeches of Jefferson, Lincoln, and Wilson. The supplementary use of such a work as Documents 23 Ameri an history, edited by Henry Steele Commaser, or The heritage 23 smerica, edited by Commager and Allan Nevins, or American Femory, edited by henry Boston, will be advisable. At least one hour each week shall be devoted to discussion in sections of not more than twenty—. five students under the leadership of an instruct- or. The function of lectures shall be to provide historical background for the texts to be studied in detail. (2) The study of American history may begin with the Colonial or the National period, but in any event shall include some treatment of the diverse racial and national stocks and the strusdle on the .)(J American continent of the European Empires. VI. LIJVIII (a) It shall include study of the develOp— ment of indigenous institutions, with special reference to self-governhent, religious in— stitutions, and the conceptions of freedom of conscience, speech, and the press; of the formation of the Constitution and the Bill of Rights; of the Jeffersonian and hamiltonian conceptions of the anerican state; of the progressive dehocratization of our govern- ment, including the eeualitarian influence of the frontier; of historic hperican foreign policies; of the industrial, social, and political dev lonments hat produced the Civil War and its aftermath; of tie importance of immigration in jEeTlCan develOpment; of America's part in the war of 1914—1918, and the period thereafter. - (b) It shall present America, as far as pos— sible, in relation to the nain social and political novenents of world importance during the period studied. (0) It shall contain some analysis of important social and political ideas such as tarxisr, the idea of a world state, and the ideas of nations now at war with us, such as rational socialism and Italian Fascism, and shall study the bear- ing of these ideas on finerican conceptions of society. ' study of Conposition (1) Speech It shall be considered eeually important that a student be able to speak well and write well, but methods of satisfying minimum requirements in speech may be worked out by the colleges individually. Kinimum reouirements in speech: (a) A voice adequately clear and loud, free from faults of articulation such as might prevent im— mediate intelligibility. Yote: It should be borne in Find that future candidates for the ”a" program should exhibit eualities of leadership involving a commanding presence and skill in clear exposition to audiences of perhaps 60 indoors or out. Kr‘w‘ *1;- LJHL '1. (b) Enough fluency to give a short impromptu speech, reasonably free from hesitation, reason- ably forceful and pleasant in delivery, reason- ably coherent in sentence structure, and well enough put together to be readily remembered in outline. rote: It is very desirable that disc recordings be made of the voice of each student, at the start of the course to give him an idea of his faults in speech, and at later periods to show progress in correcting them. Each student, wherever possible, should be given practice in distinct utter— ance over public address systems. Officers in the Air Corps have to rake thehselves clearly understood despite interference by intense noise. Training in written composition should seek to develop the Urinary virtues of good eXpository style, recom— nizing that eXposition, liberally understood, offers full play for imagination and eXpressiveness. (a) Exeosition has responsibilities to the sub— ject; the ideas or data to be presented must be accurately understood. (b) EXposition has responsibilities to the audience; the students should think of thenselves as addressing laymen in laymen's English. They must be able to put technical ideas in non— technical language. This often calls for ant metaphor and anjlogy. (c) Exposition requires sustained structure and demands the power to plan and organize Kater— ial of some scope. (d) A good expository style is at once concise and sufficiently articulated. The principles long faniliar to conposition teachers will apply with double force in this program; vords must be accurate and definite; sentences coherent, free from ahbigdity, and readable. Jargon, in f‘uiller— Couch's sense, should be treated as a eirdinal sin. The colloquial style should be encouraged within reason; in any case, diction should be idiomatic, not excessively bookish. VII. ”Ha?" L1H}. (e) since one purpose of this course is to foster imagination, and since composition and the reading of literature are stimulants to imagination, the reading of literature should be encouraged within limits of time and short of interference with the dominant object of training students in American history and clear expression. Some class periods may be devoted to the reading and discussion of poems, of short prose pieces, or selections by notable English and AmeriCan writers of the past and present. American students will gain by the opportunity to learn the native idiom from Emerson, Thoreau, Hark Twain (Life Along the Nississippi, Huckle— berry Finn,)Frost, E. B. White, (Che Nan's Neat), Mencken, TThe hherican language), etc. Tithin the forty—eight weeks it may be possible to study one or two literary works of full magnitude - a play of Shakespeare, an important novel, or the like. Readings in literature may easily be found which will correlate with the study of history, but this need not be the only or primary reason for introducing them; they may be intro- duced for their value to the student's imagina— tion and power of reflecting and writing. Integration Much or most of the writing and speaking in the com— position section will be based on raterial drawn from the study of sheriCan history. Consosition instructors should not overlook the opportunity also provided by the student's scientific and technical training as a source of material. Put especially at the start of the course, those in charge of written and oral com- positions will have to give many hours to establishing fundamental concepts of style, delivery, organisation, etc., and to providing aparopriate exercises. Oppor- tunities for integration will increase as the course develops. instructors in American history and in science and mathematics should suggest to those responsible for composition appropriite topics for oral and nritten development. Compositions originating in this may need not be doubly read and graded. Instructors in history and science will satisfy thenselves independ— ently of the degree in which students have mastered assigned material. Instructors in corpositien Will judge the student's ability in structure, lucidity, and power of expression. staff conferences should iron out any difficulties in the judgment of pirticulsr pupers. VIII. IJQCXI Examinations* (1) For the use of the central record office in Chicago, each college shall establish a qualitative standing for all students in each branch of the course; history, written composition, and spoken composition. For this purpose each student shall be rated superior, ordinary, or inferior. (2) 5n exanination combining history and vritten composition will be set by the central committee at the end of each half of the program. This examination shall be graded by the colleges according to instruct— ors. A list of the examination scores and the com- pleted eXamination papers shall be sent to Chicago for the use of the central record office. The examinition at the end of the first half of the progrim will deal with muterial from.smerican history to or through the Civil War, and the final paper with material after the Civil War. (5) Each college shall also report the nahes of stu— dents given remedial work in speech, with a statehent indiCating whether such students have improved suf- ficiently so that their level of ittainnent Lny be considered satisfactory, or whether they are so de— ficient in speech as to be unpronising weatherof— ficer candidates. duch reports shonld be returned at the snake tires as reports on SKILIILJJGIOII stc‘xndings. *dections (l) and (2) were ahplified only through the first half of the course. for the last half a dif— ferent plan was approved by the conference of “CJQBLIC “A Directors in Chicigo, Lovember so, 194s. It provided: A. That the final examination be prepared by the Course V staff in each college, according to uniform directions as to length, type of questions and gen— eral content, and submitted for approVal to Pro- fessor Theodore Lorrison, harVard UhiverSity, Con- sultant in Course V. D. That any college at its option nay offer to the students at their option the foli0ting alternatives -, n: l. '1 ., 4.’ . to tlLe J..Ll.s;.;.l. €5.1le..._;;\4 U.LL).L-: lussill (a) sny student who wishes ray, with the ap— proval of JD appropriate hehser of the Course V staff, substitute for the Iihul cranihition an original paper of about s,CCO words on 2 topic dealing with th historical content of the course for the :mxxnhi'twent3—fcur neehs as outlined in the syllabus. This paper should be based on the reading of at lbaoo one toi— plete been, approved by an appropriate nenber the Course V staff and above tLe level of a mere textbook or survey. (b) The paper should be handed in before the beginning of final uniform examinations. The grade given the paper should be considered the student's grade on the final exarinition. (c) The student should be illowed a period not to exceed four weeks for writing his paper. During this tine he may, with the approval of an appropriate henber of the Course V staff, be excused from contact hours devoted to writ- ing and speech (not history), but if so excused, he should be renuired to satisfy his instructor y a suitable means that he is working on his paper seriously and maxing prcgress on it. (d) It is expected that the better students (C plus to s) will be attracted by this op— portunity. Instructors should approve the project only for students who may'reasonably be eipected to profit by it and to write papers of not less than C plus Value. C. That final grades shall be reported to the Chicago office in letters - h, B, C, D, E3 (a Conrittee, A = 90-100; B = oO—CS; C = 70-79; h = 60—69; E below 60. (b) The final brades shall constitute an ap— praisal of the student's work throughout the entire course. As in the past, separate grades shall be reported for history, Gritten Composition, and speech. A separate grade for the final exanination need not be reported to Chicago. In lieu of reporting to ) For purposes of the University heteorological lSZlillI Chicago, it is understood that the examination grade will be taken into account in arrivins at the final grade reported for Course V. The essay section of the final examination (or the paper substituted for it) should be graded for both content and form - that is, it should count both in the student's grade for history and in his grade for written composition. K. Consultant The consultant in Course V is Professor Theodore horrison of harverd University, who assumed the primary responsibility for the organization of the course. A PPiZlTD I}: B it 1 ol‘ I, 'I‘l‘ll II Sixty-two colleges and universities returned cuestion— sires sent to them by the author on activities of the speech department in war—time. The schools that provided information that could be used in any part of this thesis are as follows: 1. Alabama College, hontevallo, Alabama 2. Amherst College, Amherst, Tassachusetts 3. Bates College, Lewiston, haine 4. Baylor University, Waco, Texas 5. Beloit College, Beloit, Wisconsin 6. Brigham Young University, Provo, Utah 7. Carleton College, horthfield, Kinnesota 8. Carnegie Institute of Technology, Pittsburgh, Pennsylvania 9. City College of Tew York, Kew York, Yew York 10. College of Killian and nary, Uilliamsburg, Virginia 11. Columbia University, Few York, New York 12. Cornell University, Ithaca, hew York 13. Dartmouth College, Kanover, Yew Fampshire 14. Eastern Illinois State Teachers College, Charleston, Illinois 15. Florida Southern Colleme, Lakeland, Florida 16. Georgetown University, Washington, District of Columbia 17. Georse Washin2ton University Washington District 3 £1 . t. , , of Columbia 18. Grinnell College, Grinnell, Iowa _l\ ‘ , 'l‘l’i‘l‘I'llllll “IF. O’C- n‘ I n n.. spurns”! ti‘ 19. 20. 52. III Hamilton College, Clinton, New York Harvard University, Cambridge, Kassachusetts Indiana University, Bloomington, Indiana Iowa State College, Ames, Iowa Louisiana State University, Baton Rouge, Louisiana Kassachusetts State College, Amherst, kassachusetts Kiami University, Oxford, Ohio hichigan state College, East Lansing, Yichiasn Kills College, kills College P. 0., California New York City College, Pew York, Yew York Few York University, New York, New York Yorthwestern University, Evanston, Illinois Ohio state University, Colunbus, Chic Pennsylvania State College, State College, Pennsylvania Princeton University, Princeton, Few Jersey Purdue University, Lafayette, Indiana Sm'th College, Northampton, Kassachusetts State College of Washington, Pullman, Washington State University of Iowa, Iowa City, Iowa Syracuse University, Syracuse, New York The College of Wooster, Wooster, Ohio University of Alabama, University P.O., alabina University of Chicago, Chicago, Illinois University of Denver, Denver, Colorado University of Florida, Gainsville, Florida uuuuuuuuuuuuuu . 0 u oooooooo 44. 54. 55. 56. 57. 5a. 59 . so"; 62. IV University of Georgia, athens, Georgia University of Illinois, Urbana, Illinois University of Kansas, Lawrence, {ansas University of Haryland, College Park, karyland University of kichigan, Ann hrbor, Hichigan University of Hinnesota, Hinneapolis, Finnesota University of Missouri, Columbia, kissouri University of Nebraska, Lincoln, Hebraska University of Hew Hampshire, Durham, Few Hampshire University of North Dakota, Grandforks, Forth Dakota University of PennsyIVania, Philadelphia, Pennsylvania University of Pittsburgh, Pittsburgh, Pennsylvania University of Virginia, Charlottesville, Virginia University of Utah, Salt Lake City, Utah University of Washington, Seattle, Washington Universitv of‘Wisconsin Madison Wisconsin . o .2 U.) o 2 o W a 6 VW 0% ”$3M \ YMWC/ \ “QM Wayne University, Detroit, Nichigan Western Reserve University, Cleveland, Ohio V The following is a list of the colleges and univers- ities that provided information on the military speech training programs considered in Chapter II of this thesis: 1. 13. 14. 15. 16. 17. 18. Alabama Polytechnic Institute, Auburn, Alabaui Amherst College, Amherst, haSsachusetts Agricultural and TBChniCal College of North Carolina, Greensboro, Forth Carolina ball—l3, Bates College, Lewiston, Paine Baylor University, Waco, Texas City College of Hew York, Hew York Carleton College, Horthfield, Linnesota Colorado school of Lines, Golden, Colorado Colorado State College of Agriculture and hechanic Arts, Fort Collins, Colorado Cornell University, Ithaco, Hew York Florida Southern College, Lakelan., Florida Georgetown University, Tashington, District of Colunbia Georgia School of Technology, Atlanta, Georgia LarVard University, Cambridge, Hassachusetts Indiana University, Bloorington, Indiana IOWa state College, sues, Iowa Louisiana State University, University, Louisiuni Hassachusetts Institute of Technology, Cahbridqe, Lassachusetts lew York University, Lew York, Lew York North Carolina State College of agriculture and Lngineering, Raleigh, Lorth Carolina |rtl l u\ vOr , . ‘ “‘) .I ‘0 I I I .0 . t \ ‘ iii igit‘ -’.‘\ b 1-0.1.! - .' d. . t n I: in- y n ’ V; I O. "ll‘ ”‘1! 00.! $0, , . . Q . cor... .4..l|?3.9§.00|.. 2?} t‘ k... . . _ V1 Ohio state University, Columbus, Ohio Pennsylvania state College, State College, Pennsylvinia 0 Princeton University, Princeton, Lew Jersey Purdue University, Lafayette, Indiana st. Forbert College, Nest DePere, Wisconsin stanford University, stanford University P,O., California State College of Tashinston, Pullman, Hashington State University of Iowa, Iowa City, Iowa The Citadel, Charleston, south Carolina University Of filabdkn UDlVSISltV P.O. Alubnfia u , v , Universitv of Arizona Tucson grisona v 2 2 University of Californii, Berkeley, Csl'fornia University of Denver Denver Colorado a 2 2 University of Florida, Gainsville, Florida University of Idaho Loscow Idah v 2 2 University of Lansas Lawrence L;nsas J 2 2 University of Kentucky Lexington Lentucnv J U , J , u 'University of lirfljgjni, an: “rhor, Richigmrl Universitv of Iinnesota Linneanolis Linhesota J 2 -. 2 U iversity of hissouri Colunbii Iissouri v 2 2 University of Letrusku, Lincoln, Tehraska University of Pennsylvanii, Philadelphia, i“e1n'1s;rlvahi;1 ‘ V University of Pittsburgh, I . . I I . I . I I O O O o o o o o o I o o O I . O L O ‘ s I“ d “I a O I: J‘ “1 .fl. 0. .- w .i..': . : . it! 'i".“? 'I‘ 1““ II“ III?! ‘ a 2‘6- 1 - 1E1]: 9.2:..L. Y’idom’. H‘Hi’!.qnol.y . ‘1. o. . . . . . . .. . I . I o . o . o I $11 University of Janta Clara, oanti Clari, California University of Utah, silt Lake City, Utah University oi hashington, seattle, Washington University of Wisconsin, hadison, Wisconsin University of Jyoming, Laramie, Uyoming Utah State Agricultural College, Lorin, Utah Virginia Polytechnic Institute, Placksbura, Virgiginis gestern Reserve University, Cleveland, Ohio Yale University, Lew haven, Connecticut VIII PLRISLICQIo Carhart, Paynond, "(ar Responsibilities of the speech Correctionist" The Fuartcrly Journal of ssecch, held, I... '..'., and C. held, ""ublic speilziny: in , ing Prograr", The uarterly Journil of an April, l945, 149-146. Lallory, L. s., "soeech Triinin3 of 1rzy and faVul Cfficers", The 'usrterly Journal or sueech, L411, nnril 1945, leQ—léo. ' Ielson, s. 3., D. P. Ichelvey, Laoni hunter, and Yarjorie Halter, "sn HAUEILubhbdl Lilitary speech Correction Program", The u rterly uToLrn:,l of sneech, Ln“, fiebruary l9e4, o-lo. "one kin; Instruction in Collefle Lilitary Units", The uarterly Journal of sneech, I111, De enber l9e5, 599—éLJ. Wiley, E. 3., "On LQTP, English Ill", The ‘uarterly Journal of speech, XXX, February 1944, 16—18. w Brigance, 1.., and R. L'. Innuel, ..‘neech for L ilitiry ..ervicg Lew York, 1943. IJJnroe, A. L., Principles of {peech, [i-itary Edition, Lew York, lQéJ. D:::-‘ '1 '1'1'7'1’" \ ..JU J._L J L.) Ixtrective on grny anecialized Training Program, Ln 3lish: LQT- III, 24-lz465 The following is a list of letters received in answer to the; fornxletter that is included at the end of Appendix "B”. .nly, iBower, Chairhsn, Denartment of La sch, University 50f issouri COluhbid, Lisefiuri, Cthber 32, 194 . M 46-. "l‘ -v F 14‘... Bartlett, Howard R., Head of the Department of English and History, Lassachusetts Institute of Technology, Cambridge, Iassachusetts, October 28, 1945. Chamberlain, L. U., Dean of the University and’Registrar, University of Kentucky, Lexington, Lentucky, October 25, 1945. Grafton, Allan, Head, Department of speech and Drama, University of Kansas, Lawrence, Kansas, October 21, 1945 Ewbank, H. L., Professor of speech, Departnent of speech, University of Wisconsin, hadison, Uisconsin, Iovember 5, 1946. Gilkinson, Howard, assistant Professor in speech, speech Department, University of Linnesota, hinneanolis, Linnesota, fovember 6, 1945. Johnson, T. Earle, head of Department of speech, University of Alabama, University P.O., Alabama, Lovenber 15, 1945. Ketcham, V. 3., Chairman, Department of Speech, Ohio State University, Columbus, Ohio, April 9, 1945. Lattig, H. E. Coordinator sOTP, University of Idaho, Yoscow, Idaho, Lovember 2, 1945. Kayer, F. P., Chairman, Departnent of Snzlish, University of Pittsburgh, Pittsburgh, Pennsylvania, October 22, 1948. I cCloskey, F. E., Coordinator, Departnent of English, Lew York University, Tashington Souure, Few York, Yew York, Lovember l, 1945. Icheenna, J. P., Chairman, Speech Division, University of Santa Clara, Santa Clara, California, Povenber 85, l945. lforrison, Theodore, Director, Deoartnent of English A, Harvard University, Cambridge, Kassachusetts, October 29, 1946. 'Prouty, L. A., Registrar, The Citadel, Charleston, south Carolina, October 27, 1945. Raining, Glenn 3., Den rtrent of anlish, Georgia school of Technology, stlanta, Georgia, Lovem or $6, 1945. Began, J. P., Division of Lanzuages and Literature, Grinnell, College, Grinnell, Iona, {arch lO, l945. —...l..ll|.:ll I .I. :1! ‘ . r .i E :4 .- . v 1, ll}! 51.}. i. 1:“. ..‘i'llll'.( fif- J1. Westfall, Alfred, Speech Deonrtnent, Colorado state College, Fort Collins, Colorado, October 25, 1945 The following is a list of the letters used in this thesis that were received by Professor Paul D. Bagwell, Acting Head of the Deoartment of Speech, hichigin state College, East Lansing, Michigan. 1 Ashton, J. W., Chairman, Department of English Languaqe and Literature, University of Kansas, Lawrence, Kansas, October 27, 1945. Coffman, C. R., Head of English Department, University of North Carolina, Chapel Hill, Forth Carolina, December 4, 1945. Emerson, J. G., Associate Professor of Speech and Drama, Stanford University, stanford University P.O., California, Decenber 1, 1945. Howell, U. 5., Deoartment of English, Princeton University, Princeton, Yew Jersey, December 5, 1945. Hudson, A. P., Director, Favy 2—1-2, Densrtment of Enrlish, University of Perth Carolina, Chapel Hill, Korth Carolina, December 4, 1945. Lack, Kaynard, Department of English, Yale University, Yew Haven, Connecticut, Decenber 15, 1945. Dorrison, Theodore, Director, Denartnent of Dnjlish A, Eermrd University, Cambridme, Kassachusetts, December 2, 1945. Weaver, 3. T., Chairman, Department of speech, University of Wisconsin, hadison, Wisconsin, Cctober 22, 1945. Williamson, 5. B., Chairman, Department of speech, New York University, Washington SCUEPG, Iew York, December 25, 1945. 'Wise, C. N., Denartment of Speech, Louisiana State University, Baton Rouge, Louisiana, October 25, 1945. 'Yenfier, W. H., Public Speaking, Georze Washington Universigy, Washington, District of Columbia, December 2, 1945. “("1 45 The following _ages include a copy of the ruestionaire forms and the form letter sent to the colleges and universities to obtain the necessary information for this study. 11" ‘il 1" a] W')“ 1 "‘ 5 I MICHIGAN STATE COLLEGE or AGRICULTURE AND APPLIED sensual lAs'r LANSING DIVISION OF LIBERAL ARTS DEPARTMENT OF SPEECH AND DRAHATICS Dear Sir: I am compiling information for a.Master's dissertation in the field of speech and hope that you.might have some material that could be 'used in completing the study. ’ The study concerns the activities of the speech departments of the colleges of the‘United States in their efforts to aid in the winning of the present War. Perhaps you,havc‘organized Special classes or courses which serve the war effort. on the other hand, you might be sponsoring a war speaker‘s bureau. Undoubtedly, you are striving in some War to do your bit as a department. It might be that you are still in the process of planning your work in this direction. If so, I Would be glad to know about it,-so that I can keep in touch with you as to the progress you are making. I am interested in any of the following programs being sponsored by you that has a direct.correlation with some phase of war work. 1. Speaker's bureau 2. Dramatic groups 3. Radio programs M. Speech corrective Work for branches of the armed services 5. Var courses (please describe) e.g. a course in Speech for members of the Army Air Corps 6. debate and discussion I feel that the individual persons concerned with sending me the necessary information will see the value for future reference and study and will be willing to cooperate in furnishing the material desired. It is my hope that you will not be modest about your ac- complishments to date. Certainly the speech departments of the country have certain definite activities in which they might engage in shall or'more important ways that will help to bring the United Ration! closer to peace. Knowing that a compilation of the desired information will take up your time that might have been spent in other advantageous ways. I am enclosing forms on which much of the information I desire may be placed and hoping that such forms will save you some trouble that might other— wise be incurred. I will thank you in advance for any cooperation you may be able to give me. Sincerely yours. - 7' ‘ o 4/ le:apaaauaglléf.,/i nrjéfr'dLrsfflLr’ Kenneth Richards Graduate Assistant Ilil‘fl 1 I II '1 . O . s . . n . . a . I I t I a; . t . 0 ~ 5 . n n t. O . . I . . I. u a C t v v r U ‘ p s .v 4 i ‘ n U . . O O I s. . . . . u u s I I ' .. u . L . I . I n. V , u . I . . .6, v . ~ . . . .v at f a . C o. . s u . I a \ . r V I .\ . A l .‘ . . t I ' Q l l 1 I u e v . u . . n 0 v P. o ( 3.1 . . u . . . . . o ~ I. . . .l . . i C . c. . . w 0 .. I u g. . .... n . - Wit... .0 . l. ‘0‘ f . z . 1 . . .f. . v. .. I... c SPEAKER'S BUREAU FORM Name of College Address State Already speech departments throughout the country“ are sponsoring Victory Speaker's Bureaus that supply clubs, theatres, and various community gatherings with speakers the talk about and discuss with audiences such problems as gasoline rationing, food rationing, rubber shortage. ways in which the housewife can help win the war. etc. If your department sponsors such an organisation or anything similar to it. I would appreciate any and all facts you are able to send me about it. Use the space below for any information you might have on speaker's bureaus. DRAMATIC GROUP FORM Name of College Address State It might be that you have dramatic groups who have been doing or are planning to do skits or plays depicting some phase of the war problems. If such groups are appearing in public. any information about the type of skits or plays used. the audiences played to, number of peeple used for such activities and the ac- complishments and value to audiences if any is noticable may be listed in the space provided below. SPEECH CORRECTIVE FORM Name of college Address State Many speech departments who are fortunate enough to maintain speech clinicians and speech clinics are able to offer their services to various branches of the armed services. If you are doing any work of this type, use the space below to describe the kinds of cases handled and any results that may have been tabu- lated. RADIO PROGRAMS Name of College Address ' ' State If there is a college sponsored radio station on your campus. or you have access to a radio station and are presenting through the speech department programs that may be classified as aiding the war effort. please describe below the type of radio programs, number of people participating. department affiliations with the station used, results of programs if any can be determined, and how much of the responsibility of preparation of the programs is assumed by the speech department. DEBATE & DISCUSSION Name of College Address ‘ State If any debate or discussion groups have been or are being. sponsored by the speech department or in soaperation with the department and are doing special work to further the war effort in any way please describe below the nature and accomplishments if any are known of the work. WAR COURSE FORM Name of College Address State Many speech departments are offering or are preparing to offer special speech courses for branches of the armed service. If you.are doing so list the ac- complishments in the space below. e . r- 0. O p I ... .- . .- I no 0“... Q. - -0 0. O a u 9 a. . - ‘- o- - 0 0e. 0 . o o u -- - o O -0 --o s u .o ---o -o o o o s -- - ~O \ . . a . ... -. e - - - 9 a » c . o s - - o. t o. 0.0 - .- .- c -- -- .O - D. I 0-- .- -. O O .0 o O C h- e I- s o o u o a . ~ . a o n u u o . o ‘ o . I o o - -- 9 - «o ... — . Q o c on... -7 - — I.... I. s I It- 0-- -0 . u- *— "O - -_ ‘- —. 9-- . ’0- 3 - r w .- ' ‘l 3‘. f. o ~m- ~~\‘lt.; _' - - ——-v. '1"; 1r“ 'n“"°.. O t ‘ 0- 05VI .s 9‘ 00' s . - -- of‘i vs... 1.!” 33:. a”--‘-. “-~--“~m . - —. ow “““M~.-“m —. --r==—v——‘ -- yo OM..-M.. .. - fl--m- W. - -- “'-- -.c-Q‘o—‘w- ... —. -- . --—c»-o-c