17.  Current events should be studied in all history or civics courses.

18.  The practice of Christmas giving should be discontinued.

19.  School buildings should be used as social centers.

20.  Bring to class an editorial and an outline of it.  Put the outline upon the board, or read it to the class.  Then read the editorial.

Speaking from the Brief.  Now that the brief is finished so that it represents exactly the material and development of the final speech, how shall it be used?  To use it as the basis of a written article to be memorized is one method.  Many speakers have employed such a method, many today do.  The drawbacks of such memorizing have already been hinted at in an early chapter.  If you want to grow in mental grasp, alertness, and power as a result of your speech training avoid this method.  No matter how halting your first attempts may be, do not get into the seemingly easy, yet retarding habit of committing to memory.  Memorizing has a decided value, but for speech-making the memory should be trained for larger matters than verbal reproduction.  It should be used for the retention of facts while the other brain faculties are engaged in manipulating them for the best effect and finding words to express them forcefully.  Memory is a helpful faculty.  It should be cultivated in connection with the powers of understanding and expression, but it is not economical to commit a speech verbatim for delivery.  The remarks will lack flexibility, spontaneity, and often direct appeal.  There is a detached, mechanical air about a memorized speech which helps to ruin it.

With the outline before you, go over it carefully and slowly, mentally putting into words and sentences the entries you have inserted.  You may even speak it half aloud to yourself, if that fixes the treatment more firmly in your mind.  Then place the brief where you can reach it with your eye, and speak upon your feet.  Some teachers recommend doing this before a mirror, but this is not always any help, unless you are conscious of awkward poses or gestures or movements, or facial contortions.  Say the speech over thus, not only once but several times, improving the phraseology each time, changing where convenient or necessary, the emphasis, the amount of time, for each portion.

Self-criticism.  Try to criticize yourself.  This is not easy at first, but if you are consistent and persistent in your efforts you will be able to judge yourself in many respects.  If you can induce some friend whose opinion is worth receiving either to listen to your delivery or to talk the whole thing over with you, you will gain much.  In conference with the teacher before your delivery of the speech such help will be given.  As you work over your brief in this manner you will be delighted to discover suddenly that you need refer to it less and less frequently.  Finally, the outline will be in your mind, and when you speak you can give your entire attention to the delivery and the audience.