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Speak the Speech, I Pray Thee

Long before the appearance of heads of news speakers and broadcasters, radio waves multiplied with many additions in each sentence, or began to comment with “afterwards,” educators promoted Shakespeare’s request to “speak the language.” “Through the lessons of communication, they declared the ability to communicate in the correct sentences grammatically, without hesitation, with appropriate reflection, pronunciation and knowledge of the subject, as essential for success in life.

I was in third grade at Concord School in Pittsburgh when my mother accompanied me to the King’s School to recover my shyness and my fear of talking to adults. When he learned of the miracles accomplished by her founder, Byron W. King, including the healing of speech impediment, the most famous communicator died many years ago, but his wife Inez, a famous actress Chutokawa. Fairs, even trained representatives, businessmen, lawyers, clergy, and even children after the public interest rose to children’s stars such as Shirley Temple, Mickey Rooney and Judy Garland.

Despite the proper preservation of the dramatic readings that Ms. King had set for me, she remained painfully shy. Also, I could not cultivate the deep and theatrical sound that you prefer. He suggested that the first step towards this goal is to practice yelling often every day. The first time I tried it at home, my mother came and she thought she was infected.

My progress in public speaking was minimal because we moved to Philadelphia and entered seventh grade at Swarthmore High School, where Nathan Bell taught social studies. Every day, I walked in his class trembling that he was calling me to participate as a news reporter. Several times a week, Mr. Bell distributed a newspaper published by an educational organization dedicated to informing adolescents about current national and international events. This was typical of a typical newspaper with columns covering a variety of topics, from serious military and political stories to comical reports about intelligent animals or popular star achievements on stage, screen and radio. Mr. Bell said the dangerous stuff was “heavy” and lighter. “We warned against avoiding fuzz and focusing on heavy stories because they qualified us to understand the latter.

Once you check the newspaper and choose an article, we were ordered to keep it on our desk to avoid a look. Then I call the student randomly to explain the story of his choice and why he should be interested in it. Its criteria for excellent reports are required to be delivered at a later date with appropriate expression, vocabulary and a clear understanding of the subject. To facilitate the exchange, we were asked to move our offices into a circle. He has always asked for comments on his presentation and how it could have been improved. He then moves on to another student, emphasizing that the selected material must be different from the one already covered. Repetition was not allowed.