3.  To write out and memorize the opening and closing sentences and other especially important parts, leaving the rest for extempore delivery.

4.  To use an outline or a brief which suggests the headings in logical order.

5.  To speak without manuscript or notes.

Reading the Speech.  The first of these methods—­to read the speech from a prepared manuscript—­really changes the speech to a lecture or reading.  True, it prevents the author from saying anything he would not say in careful consideration of his topic.  It assures him of getting in all he wants to say.  It gives the impression that all his utterances are the result of calm, collected thinking.  On the other hand, so few people can read from a manuscript convincingly that the reproduction is likely to be a dull, lifeless proceeding in which almost anything might be said, so little does the material impress the audience.  This method can hardly be considered speech-making at all.

Memorizing the Speech.  The second method—­of repeating memorized compositions—­is better.  It at least seems alive.  It has an appearance of direct address.  It possesses the other advantages of the first method—­definite reasoning and careful construction.  But its dangers are grave.  Few people can recite memorized passages with the personal appeal and direct significance that effective spoken discourse should have.  Emphasis is lacking.  Variety is absent.  The tone becomes monotonous.  The speech is so well committed that it flows too easily.  If several speakers follow various methods, almost any listener can unerringly pick the memorized efforts.  Let the speaker in delivery strive for variety, pauses, emphasis; let him be actor enough to simulate the feeling of spontaneous composition as he talks, yet no matter how successful he may be in his attempts there will still be slight inconsistencies, trifling incongruities, which will disturb a listener even if he cannot describe his mental reaction.  The secret lies in the fact that written and spoken composition differ in certain details which are present in each form in spite of the utmost care to weed them out.

Memorizing Parts.  The third manner can be made effective if the speaker can make the gap just described between written and spoken discourse extremely narrow.  If not, his speech will appear just what it is—­an incongruous patchwork of carefully prepared, reconsidered writing, and more or less spontaneously evolved speaking.

Speaking from Outline or Brief.  The fourth method is by far the best for students training themselves to become public speakers.  After a time the brief or outline can be retained in the mind, and the speaker passes from this method to the next.  A brief for an important law case in the United States Supreme Court is a long and elaborate instrument.  But a student speaker’s brief or outline need not be long.

Directions, models, and exercises for constructing and using outlines will be given in a later chapter.