It appears to me the worst instrument of arbitrary power, the most destructive of English liberty and the fundamental principles of law, that ever was found in an English law-book.

    JAMES OTIs:  On Writs of Assistance, 1761

Informative and argumentative introductions are quite usual.  They abound in legislative bodies, business organizations, and courts of law.  Having definite purposes to attain they move forward as directly and clearly as they can.  In such appearances a speaker should know how to lead to his topic quickly, clearly, convincingly.  Introductions should be reduced to a minimum because time is valuable.  Ideas count; mere talk is worthless.

Attempts at humorous speeches are only too often the saddest exhibitions of life.  The mere recital of “funny stories” in succession is in no sense speech-making, although hundreds of misguided individuals act as though they think so.  Nor is a good introduction the one that begins with a comic incident supposedly with a point pat to the occasion or topic, yet so often miles wide of both.  The funny story which misses its mark is a boomerang.  Even the apparently “sure-fire” one may deliver a disturbing kick to its perpetrator.  The grave danger is the “o’er done or come tardy off” of Hamlet’s advice to the players.  Humor must be distinctly marked off from the merely comic or witty, and clearly recognized as a wonderful gift bestowed on not too many mortals in this world.  The scoffing, ironic introduction may depend upon wit and cleverness born in the head; the humorous introduction depends upon a sympathetic instinct treasured in the heart.  Look back at the remarks made by Beecher to his turbulent disturbers in Liverpool.  Did he help his cause by his genial appreciation of their sentiments?

The student should study several introductions to speeches in the light of all the preceding discussions so that he may be able to prepare his own and judge them intelligently.  Printed speeches will provide material for study, but better still are delivered remarks.  If the student can hear the speech, then see it in print, so much the better, for he can then recall the effect in sound of the phrases.

Preparing and Delivering Introductions.  Actual practice in preparation and delivery of introductions should follow.  These should be delivered before the class and should proceed no farther than the adequate introduction to the hearers of the topic of the speech.  They need not be so fragmentary as to occupy only three seconds.  By supposing them to be beginnings of speeches from six to fifteen minutes long these remarks may easily last from one to two minutes.

Aside from the method of its delivery—­pose, voice, speed, vocabulary, sentences—­each introduction should be judged as an actual introduction to a real speech.  Each speaker should keep in mind these questions to apply during his preparation.  Each listener should apply them as he hears the introduction delivered.