Why Should The Pledge Of Allegiance Be Revised?

Topics for Critical Thinking and Writing

1. Summarize the essay in a single paragraph.

2. Does the background material about the history of the pledge serve a useful purpose? Should it be deleted? Why, or why not?

3. Does the writer give enough weight to the fact that no one is compelled to recite the pledge? Explain your answer.

4. What arguments does the writer offer in support of her position?

5. Does the writer show an adequate awareness of other counterarguments?

6. Which is the writer’s strongest argu

Why the Pledge of Allegiance Should be Revised

By: Gwen Wilde

(This essay was written for a composition course at Tufts University.)

All Americans are familiar with the Pledge of Allegiance, even if they cannot always recite it perfectly, but probably relatively few know that the original Pledge did not include the words “under God.” The original Pledge of Allegiance, published in the September 8, 1892, issue of the Youth’s Companion, ran thus:

I pledge allegiance to my flag, and to the Republic for which it stands: one Nation indivisible, with Liberty and justice for all. (Djupe 329)

In 1923, at the first National Flag Conference in Washington, DC, it was argued that immigrants might be confused by the words “my Flag,” and it was proposed that the words be changed to “the Flag of the United States.” The following year it was changed again, to “the Flag of the United States of America,” and the wording became the official—or, rather, unofficial—wording, unofficial because no wording had ever been nationally adopted (Djupe 329).

In 1942, the United States Congress included the Pledge in the United States Flag Code (4 USC 4, 2006), thus for the first time officially sanctioning the Pledge. In 1954, President Dwight D. Eisenhower approved adding the words “under God.” Thus, since 1954 the Pledge reads:

I pledge allegiance to the flag of the United States of America, and to the Republic for which it stands: one nation under God, indivisible, with Liberty and Justice for all. (Djupe 329)

In my view, the addition of the words “under God” is inappropriate, and they are needlessly divisivean odd addition indeed to a Nation that is said to be “indivisible.”

Very simply put, the Pledge in its latest from requires all Americans to say something that some Americans do not believe. I say “requires” because although the courts have ruled that students may not be compelled to recite the Pledge, in effect peer pressure does compel all but the bravest to join in the recitation. When President Eisenhower authorized the change, he said,

In this way we are reaffirming the transcendence of religious faith in America’s heritage and future; in this way we shall constantly strengthen those spiritual weapons which forever will be our country’s most powerful resource in peace and war. (Sterner)

Exactly what did Eisenhower mean when he spoke of “the transcendence of faith in America’s heritage,” and when he spoke of “spiritual weapons”? I am not sure what “the transcendence of faith in America’s heritage” means. Of course many Americans have been and are deeply religiousno one doubts itbut the phrase certainly goes far beyond saying that many Americans have been devout. In any case, many Americans have not been devout, and many Americans have not believed in “spiritual weapons,” but they have nevertheless been patriotic Americans. Some of them have fought and died to keep America free.

In short, the words “under God” cannot be uttered in good faith by many Americans. True, something like 70 or even 80% of Americans say they are affiliated with some form of Christianity, and approximately another 3% say they are Jewish. I don’t have the figures for persons of other faiths, but in any case we can surely all agree that although a majority of Americans say they have a religious affiliation, nevertheless several million Americans do not believe in God.

If one remains silent while others are reciting the Pledge, or even if one remains silent only while others are speaking the words “under God,” one is open to the change that one is unpatriotic, is “unwilling to recite the Pledge of Allegiance.” In the Pledge, patriotism is connected with religious belief, and it is this connection that makes it divisive and (to be blunt) un-American. Admittedly the belief is not very specific: one is not required to say that one believes in the divinity of Jesus, or in the power of Jehovah, but the fact remains, one is required to express belief in a divine power, and if one doesn’t express this belief one isaccording to the Pledgesomehow not fully an American, maybe even un-American.

Please notice that I am not arguing that the Pledge is unconstitutional. I understand that the First Amendment to the Constitution says that “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof. “I am not arguing that the words “under God” in the Pledge add up to the “establishment of religion,” but they certainly do assert a religious doctrine. Like the words “In God we trust,” found on all American money, and the words “under God” express an idea that many Americans do not hold, and there is no reason why these Americansloyal people who may be called upon to defend the country with their livesshould be required to say that America is a nation “under God.”

It has been argued, even by members of the Supreme Court, that the words “under God” are not to be taken terribly seriously, not to be taken to say what they seem to say. For instance, Chief Justice Rehnquist wrote,

To give the parent of such a child a sort of “heckler’s veto” over a patriotic ceremony willingly participated in by other students, simply because the Pledge of Allegiance contains the descriptive phrase “under God,” is an unwarranted extension of the establishment clause, an extension which would have the unfortunate effect of prohibiting a commendable patriotic observance. (qtd. In Mears)

Chief Justice Rehnquist here calls “under God” a “descriptive phrase,” but descriptive of what? If a phrase is a “descriptive phrase,” it describes something, real or imagined. For many Americans, this phrase does not describe a reality. These Americans may perhaps be mistakenif so, they may learn of their error at Judgment Daybut the fact is, millions of intelligent Americans do not believe in God.

Notice, too, that Chief Justice Rehnquist goes on to say that reciting the Pledge is “a commendable patriotic observance.” Exactly. That is my point. It is a patriotic observance, and it should not be connected with religion. When we announce that we respect the flagthat we are loyal Americanswe should not also have to announce that we hold a particular religious belief, in this case a belief in monotheism, a belief that there is a God and that God rules.

One other argument defending the words “under God” is often heard: the words “In God We Trust” appear on our money. It is claimed that these words on American money are analogous to the words “under God” in the Pledge. But the situation really is very different. When we hand some coins over, or some paper money, we are concentrating on the business transaction, and we are not making any affirmation about God or our country. But when we recite the Pledgeeven if we remain silent at the point when we are supposed to say “under God”we are very conscious that we are supposed to make this affirmation, an affirmation that many Americans cannot in good faith make, even though they certainly can unthinkingly hand over (or accept) money with the words “In God We Trust.”

Because I believe that reciting the Pledge is to be taken seriously, with a full awareness of the words that is quite different from when we hand over some money, I cannot understand the recent comment of Supreme Court Justice Souter, who in a case said that the phrase “under God” is “so tepid, so diluted, so far from compulsory prayer, that it should, in effect, be beneath the constitutional radar” (qtd. in “Guide”). I don’t know his reasoning that the phrase should be “beneath the constitutional radar,” but in any case I am willing to put aside the issue of constitutionality. I am willing to grant that this phase does not in any significant sense signify the “establishment of religion” (prohibited by the First Amendment) in the United States. I insist, nevertheless, that the phrase is neither “tepid” nor “diluted.” It means what it saysit must and should mean what it says, to everyone who utters itand, since millions of loyal Americans cannot say it, it should not be included in the statement in which Americans affirm their loyalty to our great country.

In short, the Pledge, which ought to unite all of us, is divisive; it includes a phrase that many patriotic Americans cannot bring themselves to utter. Yes, they can remain silent when others recite these two words, but again, why should they have to remain silent? The Pledge of Allegiance should be something that everyone can say, say out loud, and say with pride. We hear much talk of returning to the ideas of the Founding Fathers. The Founding Fathers did not create the Pledge of Allegiance, but we do know that they never mentioned God in the Constitution. Indeed the only reference to religion, in the so-called establishment clause of the First Amendment, says, again, that “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof.” Those who wish to exercise religion are indeed free to do so but the place to do so is not in a pledge that is required of all school-children and of all new citizens.

Words Cited

Djupe, Paul A. “Pledge of Allegiance.” Encyclopedia of American Religion and Politics.

Ed. Paul A. Djupe and Laura R. Olson. New York: Facts on File, 2003.

“Guide to Covering ‘Under God’ Pledge Decision.” ReligionLink. Religion

Newswriters Foundation, 17 Sept. 2005. Web. 9 Feb. 2007.

Mears, Bill. “Court Dismisses Pledge Case.” CNN.com. Cable News Network 15 June

2004. We. 9 Feb. 2007.

Sterner, Doug. “The Pledge of Allegiance.” Home of Heroes. N.p., n.d. Web. 9 Feb.

2007.

Topics for Critical Thinking and Writing

1. Summarize the essay in a single paragraph.

2. Does the background material about the history of the pledge serve a useful purpose? Should it be deleted? Why, or why not?

3. Does the writer give enough weight to the fact that no one is compelled to recite the pledge? Explain your answer.

4. What arguments does the writer offer in support of her position?

5. Does the writer show an adequate awareness of other counterarguments?

6. Which is the writer’s strongest argument? Is any argument notably weak, and, if so, how could it be strengthened?

7. What assumptionstacit or explicitdoes the author make? Do you agree or disagree with them? Please explain.

8. What do you think the words “under God” to mean? Do they mean “under God’s special protection”? or “acting in accordance with God’s rules”? or “accountable to God”?

9. Chief Justice Rehnquist wrote that the words “under God” are a “descriptive phrase.” What do you think he meant by this?

10. What is the purpose of the Pledge of Allegiance? Does the phrase “under God” promote or defeat that purpose? Explain your answer.

11. What do you think about substituting “with religious freedom” for “under God”? Set forth your response, supporting your reasons in about 250 words.

12. what makes a distinction between the reference to God on U.S. money and the reference to God in the pledge. Do you agree with her that the two cases are not analogous? Explain.

13. What readers might not agree with Wilde’s argument? What values do they hold? How might you try to persuade an audience who disagrees with her to consider her proposal?

14. putting aside your own views on the issue, what grade would you give this essay as a work of argumentative writing? Support your evaluation with reasons.

ment? Is any argument notably weak, and, if so, how could it be strengthened?

7. What assumptionstacit or explicitdoes the author make? Do you agree or disagree with them? Please explain.

8. What do you think the words “under God” to mean? Do they mean “under God’s special protection”? or “acting in accordance with God’s rules”? or “accountable to God”?

9. Chief Justice Rehnquist wrote that the words “under God” are a “descriptive phrase.” What do you think he meant by this?

10. What is the purpose of the Pledge of Allegiance? Does the phrase “under God” promote or defeat that purpose? Explain your answer.

11. What do you think about substituting “with religious freedom” for “under God”? Set forth your response, supporting your reasons in about 250 words.

12. what makes a distinction between the reference to God on U.S. money and the reference to God in the pledge. Do you agree with her that the two cases are not analogous? Explain.

13. What readers might not agree with Wilde’s argument? What values do they hold? How might you try to persuade an audience who disagrees with her to consider her proposal?

14. putting aside your own views on the issue, what grade would you give this essay as a work of argumentative writing? Support your evaluation with reasons.

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ZORA NEALE HURSTON

Their Eyes Were

Watching God

With a Foreword by Edwidge Danticat

 

 

To Henry Allen Moe

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Contents

E-Book Extra

Janie’s Great Journey: A Reading Group Guide

Acknowledgments

Foreword by Edwidge Danticat

Foreword by Mary Helen Washington

1 Ships at a distance have every man’s wish on board.

2 Janie saw her life like a great tree in leaf…

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3 There are years that ask questions and years that answer.

4 Long before the year was up, Janie noticed that her…

5 On the train the next day, Joe didn’t make many…

6 Every morning the world flung it- self over and exposed the…

7 The years took all the fight out of Janie’s face.

8 After that night Jody moved his things and slept in…

9 Joe’s funeral was the finest thing Orange County had ever…

10 One day Hezekiah asked off from work to go off…

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11 Janie wanted to ask Hezekiah about Tea Cake, but she…

12 It was after the picnic that the town began to…

13 Jacksonville. Tea Cake’s letter had said Jacksonville. He had worked…

14 To Janie’s strange eyes, everything in the Everglades was big…

15 Janie learned what it felt like to be jealous. A…

16 The season closed and people went away like they had…

17 A great deal of the old crowd were back. But…

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18 Since Tea Cake and Janie had friended with the Bahaman…

19 And then again Him-with-the- square-toes had gone…

20 Because they really loved Janie just a little less than…

Afterword by Henry Louis Gates, Jr.

About the Author

Books by Zora Neale Hurston

Credits

Copyright

About the Publisher

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E-Book Extra

Janie’s Great Journey:

A Reading Group Guide

Their Eyes Were Watching God by Zora Neale Hurston

Introduction

In her award-winning autobiography, Dust Tracks on a Road(1942), Zora Neale Hurston claimed to have been born in Eatonville, Florida, in 1901. She was, in fact, born in Notasulga, Alabama, on January 7, 1891, the fifth child of John Hurston (farmer, carpenter, and Baptist preacher) and Lucy Ann Potts (school teacher). The author of numer- ous books, including Their Eyes Were Watching God, Jonah’s Gourd Vine, Mules and Men, and Moses, Man of the Mountain, Hurston had achieved fame and sparked controversy as a novelist, anthropologist, outspoken essayist, lecturer, and theatrical producer during her sixty- nine years. Hurston’s finest work of fiction appeared at a time when artistic and political statements—whether single sentences or book- length fictions—were peculiarly conflated. Many works of fiction were informed by purely political motives; political pronouncements

 

 

frequently appeared in polished literary prose. And Hurston’s own political statements, relating to racial issues or addressing national politics, did not ingratiate her with her black male contemporaries. The end result was that Their Eyes Were Watching God went out of print not long after its first appearance and remained out of print for nearly thirty years. Henry Louis Gates, Jr., has been one among many to ask: “How could the recipient of two Guggenheims and the author of four novels, a dozen short stories, two musicals, two books on black mythology, dozens of essays, and a prizewinning autobiography virtu- ally ‘disappear’ from her readership for three full decades?”

That question remains unanswered. The fact remains that every one of Hurston’s books went quickly out of print; and it was only through the determined efforts, in the 1970s, of Alice Walker, Robert Hemenway (Hurston’s biographer), Toni Cade Bambara, and other writers and scholars that all of her books are now back in print and that she has taken her rightful place in the pantheon of American authors.

In 1973, Walker, distressed that Hurston’s writings had been all but forgotten, found Hurston’s grave in the Garden of Heavenly Rest and installed a gravemarker. “After loving and teaching her work for a number of years,” Walker later reported, “I could not bear that she did not have a known grave.” The gravemarker now bears the words that Walker had inscribed there:

ZORA NEALE HURSTON

GENIUS OF THE SOUTH

NOVELIST FOLKLORIST ANTHROPOLOGIST

(1891-1960)

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Questions for Discussion

1. What kind of God are the eyes of Hurston’s characters watching? What is the nature of that God and of their watching? Do any of them question God?

2. What is the importance of the concept of horizon? How do Janie and each of her men widen her horizons? What is the significance of the novel’s final sentences in this regard?

3. How does Janie’s journey—from West Florida, to Eatonville, to the Everglades—represent her, and the novel’s increasing immersion in black culture and traditions? What elements of individual action and communal life characterize that immersion?

4. To what extent does Janie acquire her own voice and the ability to shape her own life? How are the two related? Does Janie’s telling her story to Pheoby in flashback undermine her ability to tell her story directly in her own voice?

5. What are the differences between the language of the men and that of Janie and the other women? How do the differences in language reflect the two groups’ approaches to life, power, relationships, and self-realization? How do the novel’s first two paragraphs point to these differences?

6. In what ways does Janie conform to or diverge from the assump- tions that underlie the men’s attitudes toward women? How would you explain Hurston’s depiction of violence toward women? Does the novel substantiate Janie’s statement that “Sometimes God gits familiar wid us womenfolks too and talks His inside business”?

7. What is the importance in the novel of the “signifyin’” and “playin’ de dozens” on the front porch of Joe’s store and elsewhere? What

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purpose do these stories, traded insults, exaggerations, and boasts have in the lives of these people? How does Janie counter them with her conjuring?

8. Why is adherence to received tradition so important to nearly all the people in Janie’s world? How does the community deal with those who are “different”?

9. After Joe Starks’s funeral, Janie realizes that “She had been getting ready for her great journey to the horizons in search of people; it was important to all the world that she should find them and they find her.” Why is this important “to all the world”? In what ways does Janie’s self-awareness depend on her increased awareness of others?

10. How important is Hurston’s use of vernacular dialect to our un- derstanding of Janie and the other characters and their way of life? What do speech patterns reveal about the quality of these lives and the nature of these communities? In what ways are “their tongues cocked and loaded, the only real weapon” of these people?

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Acknowledgments

The Estate of Zora Neale Hurston would like to thank those people who have worked so hard over the years in introducing new genera- tions of readers to the work of Zora Neale Hurston. We are indebted to Robert Hemenway, Alice Walker, and all the Modern Language Asso- ciation folks who helped usher in Zora’s rediscovery. We are also deeply appreciative of the hard work and support of our publisher, Cathy Hemming; our editor, Julia Serebrinsky; and our agent, Victoria Sanders, without whom this reissue would not have been possible.

 

 

Foreword

BY EDWIDGE DANTICAT

I “Ships at a distance have every man’s wish on board.” So begins Zora Neale Hurston’s brilliant novel about a woman’s search for her authentic self and for real love. At first it might seem contradictory that a work whose central character is the remarkably resolute and re- silient Janie Crawford should start with a dictum about “the life of men.” However, that is one of the many shrewd manifestations of Zora Neale Hurston’s enormous talents: her ability to render a world com- plete with its codes and disciplines within a few sentences, and then placing in that world her vision of how her people—the women and men of her own creation, her characters—function, triumph, and sur- vive. So off that metaphorically distant ship comes our heroine Janie Crawford, and suddenly we realize that she had been on her own sin- gular journey all along, her dreams “mocked to death by Time,” but never totally defeated. And since women “remember everything they don’t want to forget,” Janie Crawford recalls all the crucial moments of her life, from the time she first discovers that she is a “colored” little girl by searching for her face in a group photograph, to the moment she returns to Eatonville, Florida, from the Everglades, not swindled and deceived, as had been expected, but heartbroken, yet boldly defi- ant, after having toiled in the bean fields, survived a hurricane, and lost the man she loved.

 

 

Janie Crawford is able to retrace her steps, disembark from her own ship, come home, and remember, because she has been close to death but has lived a very full life. So in spite of the judgmental voices that greet her upon her return, in spite of the “mass cruelty” invoked by her prodigal status, Janie has earned the right to be the griot of her own tale, the heroine of her own quest, the “member” of her own remembering.

In the loose call-and-response structure that frames the nov- el—Janie’s friend Pheoby asks her to tell her where she has been, and Janie responds with the story that constitutes the book—Janie’s is an intimate audience of one. She entrusts her adventures to Pheoby to re- tell to others only if Pheoby chooses. (“You can tell ’em what Ah say if you wants to. Dat’s just de same as me ’cause mah tongue is in mah friend’s mouf.”) Janie is recounting her story as much to Pheoby as to herself. Her response to Pheoby’s call is at the same time an echo, much like the nymph Echo who retains only her voice after having lit- erally been torn apart. Hurston herself also becomes Janie’s echo by picking up the narrative thread in intervals, places where in real life, or in real time, Janie might have simply grown tired of talking. Much like the porch sitters at the beginning of the book who are the first to see Janie arrive, Janie, Pheoby, and Zora Neale Hurston form their own storytelling chain, and it is through their linking of voices that we are taken on this intimate yet communal journey that is Their Eyes Were Watching God.

II I have always been extremely proud to remind all who would listen that Zora Neale Hurston’s masterpiece, Their Eyes Were Watching God, was written, by her own account, in seven weeks, in my home- land, Haiti. I once made a complete fool of myself in front of a group of young women writers who had just created a book club and had

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gracefully invited me to their first meeting. Soon after the book club’s newly elected president announced that the first book they’d be read- ing would be Their Eyes Were Watching God, I intervened to declare, “Did you know that Zora wrote it in seven weeks in Haiti?”

I was hastily rebuffed by a curt “So?” from one of the members.

“So?” I replied, embarrassed. “Could you write a book like that in seven weeks?”

Of course Hurston’s own account of how long it took to compose the novel has been debated and contested. However, I am awed by her ability to have found the time during her anthropological travels and constant research in Haiti to produce a novel—at all. As a writer, I am amazed by the way she often managed to use the places and circum- stances she found herself in to create a room, a world, of her own. Even with the menace of pennilessness always looming, she somehow unearthed the solace, or perhaps the desperation, to write.

Many of my contemporaries, including myself, often com- plain—sometimes with book contracts in tow—about not having enough time, money, and space to write. Yet Zora battled to write and she did, knowing, as Janie Crawford must have also known, that “there is no agony like bearing an untold story inside you.” Thus, no matter how many times I have read this book, when Janie begins telling that untold story inside her, I am always doubly elated, both with the story itself and with the way in which it came to be. And so when I blurt out my favorite piece of Hurston trivia, I do it partially out of pride for her association with Haiti, but I also do it heeding Alice Walker’s extremely wise advice in her foreword to Robert E. He- menway’s literary biography of Hurston: “We are a People.” (And I in- clude all the international peoples of the African diaspora in this cat- egory.) “A People do not throw their geniuses away.”

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Fortunately, over the years, I have met very few active readers of my generation (born after 1960), writers and nonwriters alike, who would even consider throwing Zora away. Many of us can remember vividly our first encounter with her work, particularly Their Eyes Were Watching God. Because of the efforts of Ms. Walker and others, who valiantly reclaimed Zora for themselves and for all of us, we read Zora either in high school or in college classes, where her work is enthusi- astically taught by men and women—most of whom were much older than we were when they first read her—and still had the exuberance of a recent discovery, much as in the early days of a love affair, or a re- union with a friend long thought dead.

I first read Their Eyes Were Watching God in an elective black his- tory class at Clara Barton High School in Brooklyn, New York. The class was taught by a young teacher who conducted it during his lunch hour. There was not much reading for young adults about Zora and her work, so we struggled with the plot and the language with a lot of coaching from our teacher. Most of us were new immigrants to the United States and read Janie, Pheoby, and Tea Cake’s dialogue out loud with our heavy Creole accents, and managed to come away with only a glimmer of the brilliance of what we had read.

At times, feeling as if my lack of English had robbed me of precious narrative information, I would raise questions that went beyond the scope of the novel, and my teacher would become very excited, ap- plauding the fact that I was stretching my imagination way beyond the words in front of me, which is what all good readers are supposed to do. “Where was Tea Cake’s family?” I would ask. “And what did Janie’s friend Pheoby do while Janie was gone?”

I would later explore more purposefully deliberate questions about the book in a freshman English class at Barnard College, where Zora had also been a student in the 1920s. Hers were among the books in a

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glass case in the Barnard library that also highlighted other famous alumnae authors, including the poet, playwright, and novelist Ntozake Shange. Each time I walked by that glass case, I felt my dream of be- coming an author growing more and more attainable, partly because Zora and Ntozake were black women, like me.

“Zora has lived in my country,” I happily told one of my class- mates, “and now I am living in hers.” I liked to think that Zora was drawn to Haiti partly because of the many similarities between Haitian and Southern African-American culture. Zora was from an all-black town, run and governed by black people, and I was from a black re- public, where Frederick Douglass had resided and where Katherine Dunham had studied and danced. In Tell My Horse, Zora finds an equivalent for the cunning Brer Rabbit of the Uncle Remus stories in Haiti’s sly Ti Malis of popular lore. And in the rural belief that our dead will one day return to Ginen, Africa, she uncovered echoes of the strong convictions of many of those who were forced on board slave ships for points of no return.

There were so many things that I found familiar in Their Eyes Were Watching God: the dead-on orality in both the narration and dialogue; the communal gatherings on open porches at dusk; the in- timate storytelling (krik? krak!); the communal tall-tale sessions, both about real people who have erred (zen) and fictional folks who have hilariously blundered (blag). Her description of the elaborate burial of Janie’s pet mule reminded me of an incident that she detailed in Tell My Horse, in which Haitian president Antoine Simon ordered an elab- orate Catholic funeral at the national cathedral for his pet goat Simalo, something many Haitians would laugh about for years.

In class at Barnard, we gladly raised structural questions about Their Eyes Were Watching God. Was it a love story or an adventure story? We decided it could be both, as many other complex novels are.

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Besides, don’t adventures often include romance? And aren’t all excit- ing romances adventures?

We brought up issues that concerned us as young feminists and womanists. Was Janie Crawford a good female role model or was she solely defined by the men in her life? Many of us argued that Janie did not have to be a role model at all. She simply had to be a fully realized and complex character, which she was. She certainly manifested a will of her own in spite of the efforts of her grandmother and her two first husbands to dominate her, leaving her first husband when life with him grew unbearable, and taking off with Tea Cake against public opinion after the second husband died.

Why did Janie allow Tea Cake to beat her? Some of us thought that Hurston tried to envision characters who are neither too holy nor too evil. Her men and women are extremely nuanced, reflecting human strengths as well as frailties. If Tea Cake were too cruel, then Janie would not love him at all. If he were too uniformly pious, then rather than being her equal, as he was at work in the fields, he would be wor- shipped by her, and “all gods who receive homage are cruel. All gods dispense suffering without reasons…half gods are worshipped in wine and flowers. Real gods require blood.” In the end, Janie receives from Tea Cake the equivalent of all three—wine, flowers, and blood—and she becomes like a treasured relative whose love affair we could never wholeheartedly condone, but the source of which we could certainly understand. Tea Cake gives his life for Janie, and this, if nothing else, serves as some atonement for many of his sins.

In spite of Janie’s choices concerning Tea Cake, or perhaps because of them, she experiences more freedom than most women (certainly most poor women) of her time. And as much as she loves Tea Cake, she ultimately chooses to live and not to die with him, and her final act is not to follow him to the grave, but to bury him and return alone to a

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community that will not embrace and welcome her without first being given an explanation as to where she has been and what she has been through.

III For many decades and, hopefully, centuries to come, Their Eyes Were Watching God will probably be at the center of Zora Neale Hurston’s legacy as a novelist. Perhaps because it was written in such a short and, reportedly, emotionally charged period, this is a novel with an overpowering sense of exigency and urgency in its layered plot, swift pace, intricate narration, and in the raw anguish evoked by the con- flicting paths laid out for Janie Crawford as she attempts to survive her grandmother’s restricted vision of a black woman’s life and realize her own self-conceived liberation. Like all individual thinkers, Janie Crawford pays the price of exclusion for nonconformity, much like Hurston herself, who was accused of stereotyping the people she loved when she perhaps simply listened to them much more closely than others, and sought to reclaim and reclassify their voices.

The novel not only offers a penetrating view of Janie’s evolving thinking process, but we are also given plenty of insight into the mind- sets of those who would wish to condemn her. Janie, however, is never overly critical of her neighbors’ faultfinding reactions to her. She either ignores them entirely or pities them for never having left the safety of their town and never having lived and loved as deeply as she has.

Having survived all she has, Janie now has a deeper understanding of her own actions as well as a greater comprehension of human beha- vior in general.

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“It’s uh known fact, Pheoby, you got tuh go there tuh know there,” she explains to her friend. “Two things everybody’s got tuh do fuh theyselves…They got tuh go tuh God and they got tuh find out about livin’ fuh theyselves.”

Along with the classic conflict between an individual’s wishes and a community’s censure, there are many contemporary motifs in this novel, events that could have been easily plucked out of early-twenty- first-century headlines: loveless marriages; verbal and physical abuse; mercy killing, or a killing in self-defense, depending on how you inter- pret it; forbidden love; a public and passionate affair between a young- er man and an older woman from different stations in life. Many of the minor characters in the novel are vibrantly multicultural, from African Americans to Native Americans to the Caribbeans who live and work in the Everglades. (To this day, migrant labor and hurricanes remain very concrete elements of life in Florida.)

The influence of Zora’s work, particularly Their Eyes Were Watch- ing God, will continue to be felt for years in the works of many genera- tions of writers. For example, Janie Crawford shares a literary kinship with Celie of Alice Walker’s The Color Purple, whose eyes not only watch God, but whose words and letters, whose voice, speak directly to God.

Part of the reason Janie’s grandmother Nanny pushes her into a loveless marriage to Logan Killicks, her first husband, is that Nanny was born in slavery and had little choice over her own destiny. Nanny has craved small comforts, like sitting idly on a porch, and wants her granddaughter to have them, along with money and status, no matter what the emotional cost. What Nanny may not have considered is that Janie would have her own ideas of freedom. However, Nanny is also pained by a deferred dream of her own.

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Nanny confesses to young Janie, “Ah wanted to preach a great ser- mon about colored women sittin’ on high, but they wasn’t no pulpit for me.”

In Toni Morrison’s Beloved, Beloved’s grandmother Baby Suggs preaches the sermon Nanny never got to preach. Baby Suggs “became an unchurched preacher, one who visited pulpits.” However, her most- used pulpit was one that Baby Suggs created for herself, outdoors, in a clearing: “After situating herself on a huge flat-sided rock, Baby Suggs bowed her head and prayed silently…. Finally she called the women to her. ‘Cry,’ she told them. ‘For the living and for the dead. Just cry.’ And without covering their eyes the women let loose.”

What a difference it might have made to young Janie to have heard her grandmother preach that sermon, to have heard her Nanny say, as Baby Suggs did, “More than your life-holding womb and your life-giv- ing private parts…love your heart. For this is the prize.”

IV In the circular narration of Their Eyes Were Watching God, at the end of the book, a whole new life lies ahead, uncharted for a still relatively young Janie Crawford. She has told her story and has satisfied “that oldest human longing—self-revelation.” And now she must go on.

We know that Janie will never forget Tea Cake. Not only did she love him very deeply, but her life and travels with him have opened up her world and her heart in irreversible ways. However, we get hints that Janie will continue to live on her own uncompromising terms, for even as she has lost her beloved, she has also discovered many deeper layers of herself.

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“Now, dat’s how everything wuz, Pheoby, jus’ lak Ah told yuh,” she says to her friend as she prepares to wrap up her story. “So Ah’m back home agin and Ah’m satisfied tuh be heah. Ah done been to de horizon and back and now Ah kin set heah in mah house and live by comparisons.”

Janie’s life, by comparison, might seem more turbulent than most. However, both her past and her future can best be characterized by the way she describes her love for Tea Cake at the end of the book. Not like a “grindstone” that is the same everywhere and has the same effect on everything it touches, but like the sea, the sea of distant ships with every man’s wish on board, the powerful moving sea that “takes its shape from de shore it meets,” and is “different with every shore.”

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Foreword

In 1987, the fiftieth anniversary of the first publication of Their Eyes Were Watching God, the University of Illinois Press inserted a banner in the lower right-hand corner of the cover of their anniversary reprint edition: “1987/50th Anniversary—STILL A BESTSELLER!” The back cover, using a quote from the Saturday Review by Doris Grumbach, proclaimed Their Eyes, “the finest black novel of its time” and “one of the finest of all time.” Zora Neale Hurston would have been shocked and pleased, I believe, at this stunning reversal in the reception of her second novel, which for nearly thirty years after its first publication was out of print, largely unknown and unread, and dismissed by the male literary establishment in subtle and not so subtle ways. One white reviewer in 1937 praised the novel in the Saturday Review as a “rich and racy love story, if somewhat awkward,” but had difficulty be- lieving that such a town as Eatonville, “inhabited and governed en- tirely by Negroes,” could be real.

Black male critics were much harsher in their assessments of the novel. From the beginning of her career, Hurston was severely criti- cized for not writing fiction in the protest tradition. Sterling Brown said in 1936 of her earlier book Mules and Men that it was not bitter enough, that it did not depict the harsher side of black life in the South, that Hurston made black southern life appear easygoing and carefree. Alain Locke, dean of black scholars and critics during the

 

 

Harlem Renaissance, wrote in his yearly review of the literature for Opportunity magazine that Hurston’s Their Eyes was simply out of step with the more serious trends of the times. When, he asks, will Hurston stop creating “these pseudo-primitives whom the reading public still loves to laugh with, weep over, and envy,” and “come to grips with the motive fiction and social document fiction?” The most damaging critique of all came from the most well-known and influen- tial black writer of the day, Richard Wright. Writing for the leftist magazine New Masses, Wright excoriated Their Eyes as a novel that did for literature what the minstrel shows did for theater, that is, make white folks laugh. The novel, he said, “carries no theme, no message, no thought,” but exploited those “quaint” aspects of Negro life that satisfied the tastes of a white audience. By the end of the forties, a dec- ade dominated by Wright and by the stormy fiction of social realism, the quieter voice of a woman searching for self-realization could not, or would not, be heard.

Like most of my friends and colleagues who were teaching in the newly formed Black Studies departments in the late sixties, I can still recall quite vividly my own discovery of Their Eyes. Somewhere around 1968, in one of the many thriving black bookstores in the country—this one, Vaughn’s Book Store, was in Detroit—I came across the slender little paperback (bought for 75¢) with a stylized portrait of Janie Crawford and Jody Starks on the cover—she pumping water at the well, her long hair cascading down her back, her head turned just slightly in his direction with a look of longing and expectancy; he, standing at a distance in his fancy silk shirt and purple suspenders, his coat over one arm, his head cocked to one side, with the look that speaks to Janie of far horizons.

What I loved immediately about this novel besides its high poetry and its female hero was its investment in black folk traditions. Here, finally, was a woman on a quest for her own identity and, unlike so

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many other questing figures in black literature, her journey would take her, not away from, but deeper and deeper into blackness, the descent into the Everglades with its rich black soil, wild cane, and communal life representing immersion into black traditions. But for most black women readers discovering Their Eyes for the first time, what was most compelling was the figure of Janie Crawford—powerful, articulate, self-reliant, and radically different from any woman charac- ter they had ever before encountered in literature. Andrea Rushing, then an instructor in the Afro-American Studies Department at Har- vard, remembers reading Their Eyes in a women’s study group with Nellie McKay, Barbara Smith, and Gail Pemberton. “I loved the lan- guage of this book,” Rushing says, “but mostly I loved it because it was about a woman who wasn’t pathetic, wasn’t a tragic mulatto, who de- fied everything that was expected of her, who went off with a man without bothering to divorce the one she left and wasn’t broken, crushed, and run down.”

The reaction of women all across the country who found them- selves so powerfully represented in a literary text was often direct and personal. Janie and Tea Cake were talked about as though they were people the readers knew intimately. Sherley Anne Williams remem- bers going down to a conference in Los Angeles in 1969 where the main speaker, Toni Cade Bambara, asked the women in the audience, “Are the sisters here ready for Tea Cake?” And Williams, remembering that even Tea Cake had his flaws, responded, “Are the Tea Cakes of the world ready for us?” Williams taught Their Eyes for the first time at Cal State Fresno, in a migrant farming area where the students, like the characters in Their Eyes, were used to making their living from the land. “For the first time,” Williams says, “they saw themselves in these characters and they saw their lives portrayed with joy.” Rushing’s comment on the female as hero and Williams’s story about the joyful portrayal of a culture together epitomize what critics would later see as

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the novel’s unique contribution to black literature: it affirms black cul- tural traditions while revising them to empower black women.

By 1971, Their Eyes was an underground phenomenon, surfacing here and there, wherever there was a growing interest in African- American studies—and a black woman literature teacher. Alice Walker was teaching the novel at Wellesley in the 1971–72 school year when she discovered that Hurston was only a footnote in the scholarship. Reading in an essay by a white folklorist that Hurston was buried in an unmarked grave, Walker decided that such a fate was an insult to Hur- ston and began her search for the grave to put a marker on it. In a per- sonal essay, “In Search of Zora Neale Hurston,” written for Ms. magazine, Walker describes going to Florida and searching through waist-high weeds to find what she thought was Hurston’s grave and laying on it a marker inscribed “Zora Neale Hurston/’A Genius of the South’/Novelist/Folklorist/Anthropologist/1901–1960.” With that in- scription and that essay, Walker ushered in a new era in the scholar- ship on Their Eyes Were Watching God.

By 1975, Their Eyes, again out of print, was in such demand that a petition was circulated at the December 1975 convention of the Modern Language Association (MLA) to get the novel back into print. In that same year at a conference on minority literature held at Yale and directed by Michael Cooke, the few copies of Their Eyes that were available were circulated for two hours at a time to conference parti- cipants, many of whom were reading the novel for the first time. In March of 1977, when the MLA Commission on Minority Groups and the Study of Language and Literature published its first list of out of print books most in demand at a national level, the program coordin- ator, Dexter Fisher, wrote: “Their Eyes Were Watching God is unan- imously at the top of the list.”

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Between 1977 and 1979 the Zora Neale Hurston renaissance was in full bloom. Robert Hemenway’s biography, Zora Neale Hurston: A Literary Biography, published in 1977, was a runaway bestseller at the December 1977 MLA convention. The new University of Illinois Press edition of Their Eyes, published a year after the Hemenway bio- graphy in March of 1978, made the novel available on a steady and de- pendable basis for the next ten years. I Love Myself When I Am Laughing…And Then Again When I Am Looking Mean and Impress- ive: A Zora Neale Hurston Reader, edited by Alice Walker, was pub- lished by the Feminist Press in 1979. Probably more than anything else, these three literary events made it possible for serious Hurston scholarship to emerge.

But the event that for me truly marked the beginning of the third wave of critical attention to Their Eyes took place in December 1979 at the MLA convention in San Francisco in a session aptly titled “Tradi- tions and Their Transformations in Afro-American Letters,” chaired by Robert Stepto of Yale with John Callahan of Lewis and Clark Col- lege and myself (then at the University of Detroit) as the two panelists. Despite the fact that the session was scheduled on Sunday morning, the last session of the entire convention, the room was packed and the audience unusually attentive. In his comments at the end of the ses- sion, Stepto raised the issue that has become one of the most highly controversial and hotly contested aspects of the novel: whether or not Janie is able to achieve her voice in Their Eyes. What concerned Stepto was the courtroom scene in which Janie is called on not only to preserve her own life and liberty but also to make the jury, as well as all of us who hear her tale, understand the meaning of her life with Tea Cake. Stepto found Janie curiously silent in this scene, with Hurston telling the story in omniscient third person so that we do not hear Janie speak—at least not in her own first-person voice. Stepto was quite convinced (and convincing) that the frame story in which Janie speaks to Pheoby creates only the illusion that Janie has found her

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voice, that Hurston’s insistence on telling Janie’s story in the third person undercuts her power as speaker. While the rest of us in the room struggled to find our voices, Alice Walker rose and claimed hers, insisting passionately that women did not have to speak when men thought they should, that they would choose when and where they wish to speak because while many women had found their own voices, they also knew when it was better not to use it. What was most re- markable about the energetic and at times heated discussion that fol- lowed Stepto’s and Walker’s remarks was the assumption of everyone in that room that Their Eyes was a shared text, that a novel that just ten years earlier was unknown and unavailable had entered into critic- al acceptance as perhaps the most widely known and the most priv- ileged text in the African-American literary canon.

That MLA session was important for another reason. Walker’s de- fense of Janie’s choice (actually Hurston’s choice) to be silent in the crucial places in the novel turned out to be the earliest feminist read- ing of voice in Their Eyes, a reading that was later supported by many other Hurston scholars. In a recent essay on Their Eyes, and the ques- tion of voice, Michael Awkward argues that Janie’s voice at the end of the novel is a communal one, that when she tells Pheoby to tell her story (“You can tell’em what Ah say if you wants to. Dat’s just de same as me ’cause mah tongue is in mah fiend’s mout”) she is choosing a collective rather than an individual voice, demonstrating her closeness to the collective spirit of the African-American oral tradition. Thad Davis agrees with this reading of voice, adding that while Janie is the teller of the tale, Pheoby is the bearer of the tale. Davis says that Janie’s experimental life may not allow her to effect changes beyond what she causes in Pheoby’s life; but Pheoby, standing within the tra- ditional role of women, is the one most suited to take the message back to the community.

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Although, like Stepto, I too am uncomfortable with the absence of Janie’s voice in the courtroom scene, I think that silence reflects Hur- ston’s discomfort with the model of the male hero who asserts himself through his powerful voice. When Hurston chose a female hero for the story she faced an interesting dilemma: the female presence was in- herently a critique of the male-dominated folk culture and therefore could not be its heroic representative. When Janie says at the end of her story that “talkin’ don’t amount to much” if it’s divorced from ex- perience, she is testifying to the limitations of voice and critiquing the culture that celebrates orality to the exclusion of inner growth. Her fi- nal speech to Pheoby at the end of Their Eyes actually casts doubt on the relevance of oral speech and supports Alice Walker’s claim that women’s silence can be intentional and useful:

’Course, talkin’ don’t amount tuh uh hill uh beans when yuh can’t do nothin’ else…Pheoby, you got tuh go there tuh know there. Yo papa and yo mama and nobody else can’t tell yuh and show yuh. Two things everybody’s got tuh do fuh theyselves. They got tuh go tuh God, and they got tuh find out about livin’ fuh theyselves.

The language of the men in Their Eyes is almost always divorced from any kind of interiority, and the men are rarely shown in the pro- cess of growth. Their talking is either a game or a method of exerting power. Janie’s life is about the experience of relationships, and while Jody and Tea Cake and all the other talking men are essentially static characters, Janie and Pheoby pay closer attention to their own inner life—to experience—because it is the site for growth.

If there is anything the outpouring of scholarship on Their Eyes teaches us, it is that this is a rich and complicated text and that each generation of readers will bring something new to our understanding of it. If we were protective of this text and unwilling to subject it to

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literary analysis during the first years of its rebirth, that was because it was a beloved text for those of us who discovered in it something of our own experiences, our own language, our own history. In 1989, I find myself asking new questions about Their Eyes—questions about Hurston’s ambivalence toward her female protagonist, about its un- critical depiction of violence toward women, about the ways in which Janie’s voice is dominated by men even in passages that are about her own inner growth. In Their Eyes, Hurston has not given us an unam- biguously heroic female character. She puts Janie on the track of autonomy, self-realization, and independence, but she also places Janie in the position of romantic heroine as the object of Tea Cake’s quest, at times so subordinate to the magnificent presence of Tea Cake that even her interior life reveals more about him than about her. What Their Eyes shows us is a woman writer struggling with the prob- lem of the questing hero as woman and the difficulties in 1937 of giv- ing a woman character such power and such daring.

Because Their Eyes has been in print continuously since 1978, it has become available each year to thousands of new readers. It is taught in colleges all over the country, and its availability and popular- ity have generated two decades of the highest level of scholarship. But I want to remember the history that nurtured this text into rebirth, es- pecially the collective spirit of the sixties and seventies that galvanized us into political action to retrieve the lost works of black women writers. There is lovely symmetry between text and context in the case of Their Eyes: as Their Eyes affirms and celebrates black culture it re- flects that same affirmation of black culture that rekindled interest in the text; Janie telling her story to listening woman friend, Pheoby, suggests to me all those women readers who discovered their own tale in Janie’s story and passed it on from one to another; and certainly, as the novel represents a woman redefining and revising a male-domin- ated canon, these readers have, like Janie, made their voices heard in

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the world of letters, revising the canon while asserting their proper place in it.

MARY HELEN WASHINGTON

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1

Ships at a distance have every man’s wish on board. For some they come in with the tide. For others they sail forever on the horizon, nev- er out of sight, never landing until the Watcher turns his eyes away in resignation, his dreams mocked to death by Time. That is the life of men.

Now, women forget all those things they don’t want to remember, and remember everything they don’t want to forget. The dream is the truth. Then they act and do things accordingly.

So the beginning of this was a woman and she had come back from burying the dead. Not the dead of sick and ailing with friends at the pillow and the feet. She had come back from the sodden and the bloated; the sudden dead, their eyes flung wide open in judgment.

The people all saw her come because it was sundown. The sun was gone, but he had left his footprints in the sky. It was the time for sit- ting on porches beside the road. It was the time to hear things and talk. These sitters had been tongueless, earless, eyeless conveniences all day long. Mules and other brutes had occupied their skins. But now, the sun and the bossman were gone, so the skins felt powerful and human. They became lords of sounds and lesser things. They passed nations through their mouths. They sat in judgment.

Seeing the woman as she was made them remember the envy they had stored up from other times. So they chewed up the back parts of their minds and swallowed with relish. They made burning statements with questions, and killing tools out of laughs. It was mass cruelty. A mood come alive. Words walking without masters; walking altogether like harmony in a song.

 

 

“What she doin’ coming back here in dem overhalls? Can’t she find no dress to put on?—Where’s dat blue satin dress she left here in?—Where all dat money her husband took and died and left her?—What dat ole forty year ole ’oman doin’ wid her hair swingin’ down her back lak some young gal?—Where she left dat young lad of a boy she went off here wid?—Thought she was going to marry?—Where he left her?—What he done wid all her money?—Betcha he off wid some gal so young she ain’t even got no hairs—why she don’t stay in her class?—”

When she got to where they were she turned her face on the bander log and spoke. They scrambled a noisy “good evenin’ ” and left their mouths setting open and their ears full of hope. Her speech was pleasant enough, but she kept walking straight on to her gate. The porch couldn’t talk for looking.

The men noticed her firm buttocks like she had grapefruits in her hip pockets; the great rope of black hair swinging to her waist and un- raveling in the wind like a plume; then her pugnacious breasts trying to bore holes in her shirt. They, the men, were saving with the mind what they lost with the eye. The women took the faded shirt and muddy overalls and laid them away for remembrance. It was a weapon against her strength and if it turned out of no significance, still it was a hope that she might fall to their level some day.

But nobody moved, nobody spoke, nobody even thought to swal- low spit until after her gate slammed behind her.

Pearl Stone opened her mouth and laughed real hard because she didn’t know what else to do. She fell all over Mrs. Sumpkins while she laughed. Mrs. Sumpkins snorted violently and sucked her teeth.

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“Humph! Y’all let her worry yuh. You ain’t like me. Ah ain’t got her to study ’bout. If she ain’t got manners enough to stop and let folks know how she been makin’ out, let her g’wan!”

“She ain’t even worth talkin’ after,” Lulu Moss drawled through her nose. “She sits high, but she looks low. Dat’s what Ah say ’bout dese ole women runnin’ after young boys.”

Pheoby Watson hitched her rocking chair forward before she spoke. “Well, nobody don’t know if it’s anything to tell or not. Me, Ah’m her best friend, and Ah don’t know.”

“Maybe us don’t know into things lak you do, but we all know how she went ’way from here and us sho seen her come back. ’Tain’t no use in your tryin’ to cloak no ole woman lak Janie Starks, Pheoby, friend or no friend.”

“At dat she ain’t so ole as some of y’all dat’s talking.”

“She’s way past forty to my knowledge, Pheoby.”

“No more’n forty at de outside.”

“She’s ’way too old for a boy like Tea Cake.”

“Tea Cake ain’t been no boy for some time. He’s round thirty his ownself.”

“Don’t keer what it was, she could stop and say a few words with us. She act like we done done something to her,” Pearl Stone com- plained. “She de one been doin’ wrong.”

“You mean, you mad ’cause she didn’t stop and tell us all her busi- ness. Anyhow, what you ever know her to do so bad as y’all make out?

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The worst thing Ah ever knowed her to do was taking a few years offa her age and dat ain’t never harmed nobody. Y’all makes me tired. De way you talkin’ you’d think de folks in dis town didn’t do nothin’ in de bed ’cept praise de Lawd. You have to ’scuse me, ’cause Ah’m bound to go take her some supper.” Pheoby stood up sharply.

“Don’t mind us,” Lulu smiled, “just go right ahead, us can mind yo’ house for you till you git back. Mah supper is done. You bettah go see how she feel. You kin let de rest of us know.”

“Lawd,” Pearl agreed, “Ah done scorched-up dat lil meat and bread too long to talk about. Ah kin stay ’way from home long as Ah please. Mah husband ain’t fussy.”

“Oh, er, Pheoby, if youse ready to go, Ah could walk over dere wid you,” Mrs. Sumpkins volunteered. “It’s sort of duskin’ down dark. De booger man might ketch yuh.”

“Naw, Ah thank yuh. Nothin’ couldn’t ketch me dese few steps Ah’m goin’. Anyhow mah husband tell me say no first class booger would have me. If she got anything to tell yuh, you’ll hear it.”

Pheoby hurried on off with a covered bowl in her hands. She left the porch pelting her back with unasked questions. They hoped the answers were cruel and strange. When she arrived at the place, Pheoby Watson didn’t go in by the front gate and down the palm walk to the front door. She walked around the fence corner and went in the intim- ate gate with her heaping plate of mulatto rice. Janie must be round that side.

She found her sitting on the steps of the back porch with the lamps all filled and the chimneys cleaned.

“Hello, Janie, how you comin’?”

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“Aw, pretty good, Ah’m tryin’ to soak some uh de tiredness and de dirt outa mah feet.” She laughed a little.

“Ah see you is. Gal, you sho looks good. You looks like youse yo’ own daughter.” They both laughed. “Even wid dem overhalls on, you shows yo’ womanhood.”

“G’wan! G’wan! You must think Ah brought yuh somethin’. When Ah ain’t brought home a thing but mahself.”

“Dat’s a gracious plenty. Yo’ friends wouldn’t want nothin’ better.”

“Ah takes dat flattery offa you, Pheoby, ’cause Ah know it’s from de heart.” Janie extended her hand. “Good Lawd, Pheoby! ain’t you never goin’ tuh gimme dat lil rations you brought me? Ah ain’t had a thing on mah stomach today exceptin’ mah hand.” They both laughed easily. “Give it here and have a seat.”

“Ah knowed you’d be hongry. No time to be huntin’ stove wood after dark. Mah mulatto rice ain’t so good dis time. Not enough bacon grease, but Ah reckon it’ll kill hongry.”

“Ah’ll tell you in a minute,” Janie said, lifting the cover. “Gal, it’s too good! you switches a mean fanny round in a kitchen.”

“Aw, dat ain’t much to eat, Janie. But Ah’m liable to have something sho nuff good tomorrow, ’cause you done come.”

Janie ate heartily and said nothing. The varicolored cloud dust that the sun had stirred up in the sky was settling by slow degrees.

“Here, Pheoby, take yo’ ole plate. Ah ain’t got a bit of use for a empty dish. Dat grub sho come in handy.”

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Pheoby laughed at her friend’s rough joke. “Youse just as crazy as you ever was.”

“Hand me dat wash-rag on dat chair by you, honey. Lemme scrub mah feet.” She took the cloth and rubbed vigorously. Laughter came to her from the big road.

“Well, Ah see Mouth-Almighty is still sittin’ in de same place. And Ah reckon they got me up in they mouth now.”

“Yes indeed. You know if you pass some people and don’t speak tuh suit ’em dey got tuh go way back in yo’ life and see whut you ever done. They know mo’ ’bout yuh than you do yo’ self. An envious heart makes a treacherous ear. They done ‘heard’ ’bout you just what they hope done happened.”

“If God don’t think no mo’ ’bout ’em then Ah do, they’s a lost ball in de high grass.”

“Ah hears what they say ’cause they just will collect round mah porch ’cause it’s on de big road. Mah husband git so sick of ’em some- time he makes ’em all git for home.”

“Sam is right too. They just wearin’ out yo’ sittin’ chairs.”

“Yeah, Sam say most of ’em goes to church so they’ll be sure to rise in Judgment. Dat’s de day dat every secret is s’posed to be made known. They wants to be there and hear it all.”

“Sam is too crazy! You can’t stop laughin’ when youse round him.”

“Uuh hunh. He says he aims to be there hisself so he can find out who stole his corn-cob pipe.”

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“Pheoby, dat Sam of your’n just won’t quit! Crazy thing!”

“Most of dese zigaboos is so het up over yo’ business till they liable to hurry theyself to Judgment to find out about you if they don’t soon know. You better make haste and tell ’em ’bout you and Tea Cake git- tin’ married, and if he taken all yo’ money and went off wid some young gal, and where at he is now and where at is all yo’ clothes dat you got to come back here in overhalls.”

“Ah don’t mean to bother wid tellin’ ’em nothin’, Pheoby. ’Tain’t worth de trouble. You can tell ’em what Ah say if you wants to. Dat’s just de same as me ’cause mah tongue is in mah friend’s mouf.”

“If you so desire Ah’ll tell ’em what you tell me to tell ’em.”

“To start off wid, people like dem wastes up too much time puttin’ they mouf on things they don’t know nothin’ about. Now they got to look into me loving Tea Cake and see whether it was done right or not! They don’t know if life is a mess of corn-meal dumplings, and if love is a bed-quilt!”

“So long as they get a name to gnaw on they don’t care whose it is, and what about, ’specially if they can make it sound like evil.”

“If they wants to see and know, why they don’t come kiss and be kissed? Ah could then sit down and tell ’em things. Ah been a delegate to de big ’ssociation of life. Yessuh! De Grand Lodge, de big convention of livin’ is just where Ah been dis year and a half y’all ain’t seen me.”

They sat there in the fresh young darkness close together. Pheoby eager to feel and do through Janie, but hating to show her zest for fear it might be thought mere curiosity. Janie full of that oldest human longing—self-revelation. Pheoby held her tongue for a long time, but she couldn’t help moving her feet. So Janie spoke.

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“They don’t need to worry about me and my overhalls long as Ah still got nine hundred dollars in de bank. Tea Cake got me into wearing ’em—following behind him. Tea Cake ain’t wasted up no money of mine, and he ain’t left me for no young gal, neither. He give me every consolation in de world. He’d tell ’em so too, if he was here. If he wasn’t gone.”

Pheoby dilated all over with eagerness, “Tea Cake gone?”

“Yeah, Pheoby, Tea Cake is gone. And dat’s de only reason you see me back here—cause Ah ain’t got nothing to make me happy no more where Ah was at. Down in the Everglades there, down on the muck.”

“It’s hard for me to understand what you mean, de way you tell it. And then again Ah’m hard of understandin’ at times.”

“Naw, ’tain’t nothin’ lak you might think. So ’tain’t no use in me telling you somethin’ unless Ah give you de understandin’ to go ’long wid it. Unless you see de fur, a mink skin ain’t no different from a coon hide. Looka heah, Pheoby, is Sam waitin’ on you for his supper?”

“It’s all ready and waitin’. If he ain’t got sense enough to eat it, dat’s his hard luck.”

“Well then, we can set right where we is and talk. Ah got the house all opened up to let dis breeze get a little catchin’.

“Pheoby, we been kissin’-friends for twenty years, so Ah depend on you for a good thought. And Ah’m talking to you from dat standpoint.”

Time makes everything old so the kissing, young darkness became a monstropolous old thing while Janie talked.

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2

Janie saw her life like a great tree in leaf with the things suffered, things enjoyed, things done and undone. Dawn and doom was in the branches.

“Ah know exactly what Ah got to tell yuh, but it’s hard to know where to start at.

“Ah ain’t never seen mah papa. And Ah didn’t know ’im if Ah did. Mah mama neither. She was gone from round dere long before Ah wuz big enough tuh know. Mah grandma raised me. Mah grandma and de white folks she worked wid. She had a house out in de back-yard and dat’s where Ah wuz born. They was quality white folks up dere in West Florida. Named Washburn. She had four gran’chillun on de place and all of us played together and dat’s how come Ah never called mah Grandma nothin’ but Nanny, ’cause dat’s what everybody on de place called her. Nanny used to ketch us in our devilment and lick every youngun on de place and Mis’ Washburn did de same. Ah reckon dey never hit us ah lick amiss ’cause dem three boys and us two girls wuz pretty aggravatin’, Ah speck.

“Ah was wid dem white chillun so much till Ah didn’t know Ah wuzn’t white till Ah was round six years old. Wouldn’t have found it out then, but a man come long takin’ pictures and without askin’ any- body, Shelby, dat was de oldest boy, he told him to take us. Round a week later de man brought de picture for Mis’ Washburn to see and pay him which she did, then give us all a good lickin’.

 

 

“So when we looked at de picture and everybody got pointed out there wasn’t nobody left except a real dark little girl with long hair standing by Eleanor. Dat’s where Ah wuz s’posed to be, but Ah couldn’t recognize dat dark chile as me. So Ah ast, ‘where is me? Ah don’t see me.’

“Everybody laughed, even Mr. Washburn. Miss Nellie, de Mama of de chillun who come back home after her husband dead, she pointed to de dark one and said, ‘Dat’s you, Alphabet, don’t you know yo’ ownself?’

“Dey all useter call me Alphabet ’cause so many people had done named me different names. Ah looked at de picture a long time and seen it was mah dress and mah hair so Ah said:

“ ‘Aw, aw! Ah’m colored!’

“Den dey all laughed real hard. But before Ah seen de picture Ah thought Ah wuz just like de rest.

“Us lived dere havin’ fun till de chillun at school got to teasin’ me ’bout livin’ in de white folks’ back-yard. Dere wuz uh knotty head gal name Mayrella dat useter git mad every time she look at me. Mis’ Washburn useter dress me up in all de clothes her gran’chillun didn’t need no mo’ which still wuz better’n whut de rest uh de colored chillun had. And then she useter put hair ribbon on mah head fuh me tuh wear. Dat useter rile Mayrella uh lot. So she would pick at me all de time and put some others up tuh do de same. They’d push me ’way from de ring plays and make out they couldn’t play wid nobody dat lived on premises. Den they’d tell me not to be takin’ on over mah looks ’cause they mama told ’em ’bout de hound dawgs huntin’ mah papa all night long. ’Bout Mr. Washburn and de sheriff puttin’ de bloodhounds on de trail tuh ketch mah papa for whut he done tuh

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mah mama. Dey didn’t tell about how he wuz seen tryin’ tuh git in touch wid mah mama later on so he could marry her. Naw, dey didn’t talk dat part of it atall. Dey made it sound real bad so as tuh crumple mah feathers. None of ’em didn’t even remember whut his name wuz, but dey all knowed de bloodhound part by heart. Nanny didn’t love tuh see me wid mah head hung down, so she figgered it would be mo’ better fuh me if us had uh house. She got de land and everything and then Mis’ Washburn helped out uh whole heap wid things.”

Pheoby’s hungry listening helped Janie to tell her story. So she went on thinking back to her young years and explaining them to her friend in soft, easy phrases while all around the house, the night time put on flesh and blackness.

She thought awhile and decided that her conscious life had com- menced at Nanny’s gate. On a late afternoon Nanny had called her to come inside the house because she had spied Janie letting Johnny Taylor kiss her over the gatepost.

It was a spring afternoon in West Florida. Janie had spent most of the day under a blossoming pear tree in the back-yard. She had been spending every minute that she could steal from her chores under that tree for the last three days. That was to say, ever since the first tiny bloom had opened. It had called her to come and gaze on a mystery. From barren brown stems to glistening leaf-buds; from the leaf-buds to snowy virginity of bloom. It stirred her tremendously. How? Why? It was like a flute song forgotten in another existence and remembered again. What? How? Why? This singing she heard that had nothing to do with her ears. The rose of the world was breathing out smell. It fol- lowed her through all her waking moments and caressed her in her sleep. It connected itself with other vaguely felt matters that had struck her outside observation and buried themselves in her flesh. Now they emerged and quested about her consciousness.

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She was stretched on her back beneath the pear tree soaking in the alto chant of the visiting bees, the gold of the sun and the panting breath of the breeze when the inaudible voice of it all came to her. She saw a dust-bearing bee sink into the sanctum of a bloom; the thousand sister-calyxes arch to meet the love embrace and the ecstatic shiver of the tree from root to tiniest branch creaming in every blossom and frothing with delight. So this was a marriage! She had been summoned to behold a revelation. Then Janie felt a pain remorseless sweet that left her limp and languid.

After a while she got up from where she was and went over the little garden field entire. She was seeking confirmation of the voice and vision, and everywhere she found and acknowledged answers. A personal answer for all other creations except herself. She felt an an- swer seeking her, but where? When? How? She found herself at the kitchen door and stumbled inside. In the air of the room were flies tumbling and singing, marrying and giving in marriage. When she reached the narrow hallway she was reminded that her grandmother was home with a sick headache. She was lying across the bed asleep so Janie tipped on out of the front door. Oh to be a pear tree—any tree in bloom! With kissing bees singing of the beginning of the world! She was sixteen. She had glossy leaves and bursting buds and she wanted to struggle with life but it seemed to elude her. Where were the singing bees for her? Nothing on the place nor in her grandma’s house answered her. She searched as much of the world as she could from the top of the front steps and then went on down to the front gate and leaned over to gaze up and down the road. Looking, waiting, breathing short with impatience. Waiting for the world to be made.

Through pollinated air she saw a glorious being coming up the road. In her former blindness she had known him as shiftless Johnny Taylor, tall and lean. That was before the golden dust of pollen had be- glamored his rags and her eyes.

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In the last stages of Nanny’s sleep, she dreamed of voices. Voices far-off but persistent, and gradually coming nearer. Janie’s voice. Janie talking in whispery snatches with a male voice she couldn’t quite place. That brought her wide awake. She bolted upright and peered out of the window and saw Johnny Taylor lacerating her Janie with a kiss.

“Janie!”

The old woman’s voice was so lacking in command and reproof, so full of crumbling dissolution,—that Janie half believed that Nanny had not seen her. So she extended herself outside of her dream and went inside of the house. That was the end of her childhood.

Nanny’s head and face looked like the standing roots of some old tree that had been torn away by storm. Foundation of ancient power that no longer mattered. The cooling palma christi leaves that Janie had bound about her grandma’s head with a white rag had wilted down and become part and parcel of the woman. Her eyes didn’t bore and pierce. They diffused and melted Janie, the room and the world into one comprehension.

“Janie, youse uh ’oman, now, so—”

“Naw, Nanny, naw Ah ain’t no real ’oman yet.”

The thought was too new and heavy for Janie. She fought it away.

Nanny closed her eyes and nodded a slow, weary affirmation many times before she gave it voice.

“Yeah, Janie, youse got yo’ womanhood on yuh. So Ah mout ez well tell yuh whut Ah been savin’ up for uh spell. Ah wants to see you mar- ried right away.”

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“Me, married? Naw, Nanny, no ma’am! Whut Ah know ’bout uh husband?”

“Whut Ah seen just now is plenty for me, honey, Ah don’t want no trashy nigger, no breath-and-britches, lak Johnny Taylor usin’ yo’ body to wipe his foots on.”

Nanny’s words made Janie’s kiss across the gatepost seem like a manure pile after a rain.

“Look at me, Janie. Don’t set dere wid yo’ head hung down. Look at yo’ ole grandma!” Her voice began snagging on the prongs of her feel- ings. “Ah don’t want to be talkin’ to you lak dis. Fact is Ah done been on mah knees to mah Maker many’s de time askin’ please—for Him not to make de burden too heavy for me to bear.”

“Nanny, Ah just—Ah didn’t mean nothin’ bad.”

“Dat’s what makes me skeered. You don’t mean no harm. You don’t even know where harm is at. Ah’m ole now. Ah can’t be always guidin’ yo’ feet from harm and danger. Ah wants to see you married right away.”

“Who Ah’m goin’ tuh marry off-hand lak dat? Ah don’t know nobody.”

“De Lawd will provide. He know Ah done bore de burden in de heat uh de day. Somebody done spoke to me ’bout you long time ago. Ah ain’t said nothin’ ’cause dat wasn’t de way Ah placed you. Ah wanted yuh to school out and pick from a higher bush and a sweeter berry. But dat ain’t yo’ idea, Ah see.”

“Nanny, who—who dat been askin’ you for me?”

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“Brother Logan Killicks. He’s a good man, too.”

“Naw, Nanny, no ma’am! Is dat whut he been hangin’ round here for? He look like some ole skullhead in de grave yard.”

The older woman sat bolt upright and put her feet to the floor, and thrust back the leaves from her face.

“So you don’t want to marry off decent like, do yuh? You just wants to hug and kiss and feel around with first one man and then another, huh? You wants to make me suck de same sorrow yo’ mama did, eh? Mah ole head ain’t gray enough. Mah back ain’t bowed enough to suit yuh!”

The vision of Logan Killicks was desecrating the pear tree, but Janie didn’t know how to tell Nanny that. She merely hunched over and pouted at the floor.

“Janie.”

“Yes, ma’am.”

“You answer me when Ah speak. Don’t you set dere poutin’ wid me after all Ah done went through for you!”

She slapped the girl’s face violently, and forced her head back so that their eyes met in struggle. With her hand uplifted for the second blow she saw the huge tear that welled up from Janie’s heart and stood in each eye. She saw the terrible agony and the lips tightened down to hold back the cry and desisted. Instead she brushed back the heavy hair from Janie’s face and stood there suffering and loving and weep- ing internally for both of them.

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“Come to yo’ Grandma, honey. Set in her lap lak yo’ use tuh. Yo’ Nanny wouldn’t harm a hair uh yo’ head. She don’t want nobody else to do it neither if she kin help it. Honey, de white man is de ruler of everything as fur as Ah been able tuh find out. Maybe it’s some place way off in de ocean where de black man is in power, but we don’t know nothin’ but what we see. So de white man throw down de load and tell de nigger man tuh pick it up. He pick it up because he have to, but he don’t tote it. He hand it to his womenfolks. De nigger woman is de mule uh de world so fur as Ah can see. Ah been prayin’ fuh it tuh be different wid you. Lawd, Lawd, Lawd!”

For a long time she sat rocking with the girl held tightly to her sunken breast. Janie’s long legs dangled over one arm of the chair and the long braids of her hair swung low on the other side. Nanny half sung, half sobbed a running chant-prayer over the head of the weeping girl.

“Lawd have mercy! It was a long time on de way but Ah reckon it had to come. Oh Jesus! Do, Jesus! Ah done de best Ah could.”

Finally, they both grew calm.

“Janie, how long you been ’lowin’ Johnny Taylor to kiss you?”

“Only dis one time, Nanny. Ah don’t love him at all. Whut made me do it is—oh, Ah don’t know.”

“Thank yuh, Massa Jesus.”

“Ah ain’t gointuh do it no mo’, Nanny. Please don’t make me marry Mr. Killicks.”

“ ’Tain’t Logan Killicks Ah wants you to have, baby, it’s protection. Ah ain’t gittin’ ole, honey. Ah’m done ole. One mornin’ soon, now, de

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angel wid de sword is gointuh stop by here. De day and de hour is hid from me, but it won’t be long. Ah ast de Lawd when you was uh infant in mah arms to let me stay here till you got grown. He done spared me to see de day. Mah daily prayer now is tuh let dese golden moments rolls on a few days longer till Ah see you safe in life.”

“Lemme wait, Nanny, please, jus’ a lil bit mo’.”

“Don’t think Ah don’t feel wid you, Janie, ’cause Ah do. Ah couldn’t love yuh no more if Ah had uh felt yo’ birth pains mahself. Fact uh de matter, Ah loves yuh a whole heap more’n Ah do yo’ mama, de one Ah did birth. But you got to take in consideration you ain’t no everyday chile like most of ’em. You ain’t got no papa, you might jus’ as well say no mama, for de good she do yuh. You ain’t got nobody but me. And mah head is ole and tilted towards de grave. Neither can you stand alone by yo’self. De thought uh you bein’ kicked around from pillar tuh post is uh hurtin’ thing. Every tear you drop squeezes a cup uh blood outa mah heart. Ah got tuh try and do for you befo’ mah head is cold.”

A sobbing sigh burst out of Janie. The old woman answered her with little soothing pats of the hand.

“You know, honey, us colored folks is branches without roots and that makes things come round in queer ways. You in particular. Ah was born back due in slavery so it wasn’t for me to fulfill my dreams of whut a woman oughta be and to do. Dat’s one of de hold-backs of slavery. But nothing can’t stop you from wishin’. You can’t beat nobody down so low till you can rob ’em of they will. Ah didn’t want to be used for a work-ox and a brood-sow and Ah didn’t want mah daughter used dat way neither. It sho wasn’t mah will for things to happen lak they did. Ah even hated de way you was born. But, all de same Ah said thank God, Ah got another chance. Ah wanted to preach a great sermon about colored women sittin’ on high, but they wasn’t

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no pulpit for me. Freedom found me wid a baby daughter in mah arms, so Ah said Ah’d take a broom and a cook-pot and throw up a highway through de wilderness for her. She would expound what Ah felt. But somehow she got lost offa de highway and next thing Ah knowed here you was in de world. So whilst Ah was tendin’ you of nights Ah said Ah’d save de text for you. Ah been waitin’ a long time, Janie, but nothin’ Ah been through ain’t too much if you just take a stand on high ground lak Ah dreamed.”

Old Nanny sat there rocking Janie like an infant and thinking back and back. Mind-pictures brought feelings, and feelings dragged out dramas from the hollows of her heart.

“Dat mornin’ on de big plantation close to Savannah, a rider come in a gallop tellin’ ’bout Sherman takin’ Atlanta. Marse Robert’s son had done been kilt at Chickamauga. So he grabbed his gun and straddled his best horse and went off wid de rest of de gray-headed men and young boys to drive de Yankees back into Tennessee.

“They was all cheerin’ and cryin’ and shoutin’ for de men dat was ridin’ off. Ah couldn’t see nothin’ cause yo’ mama wasn’t but a week old, and Ah was flat uh mah back. But pretty soon he let on he forgot somethin’ and run into mah cabin and made me let down mah hair for de last time. He sorta wropped his hand in it, pulled mah big toe, lak he always done, and was gone after de rest lak lightnin’. Ah heard ’em give one last whoop for him. Then de big house and de quarters got sober and silent.

“It was de cool of de evenin’ when Mistis come walkin’ in mah door. She throwed de door wide open and stood dere lookin’ at me outa her eyes and her face. Look lak she been livin’ through uh hun- dred years in January without one day of spring. She come stood over me in de bed.

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“ ‘Nanny, Ah come to see that baby uh yourn.’

“Ah tried not to feel de breeze off her face, but it got so cold in dere dat Ah was freezin’ to death under the kivvers. So Ah couldn’t move right away lak Ah aimed to. But Ah knowed Ah had to make haste and do it.

“ ‘You better git dat kivver offa dat youngun and dat quick!’ she clashed at me. ‘Look lak you don’t know who is Mistis on dis planta- tion, Madam. But Ah aims to show you.’

“By dat time I had done managed tuh unkivver mah baby enough for her to see de head and face.

“ ‘Nigger, whut’s yo’ baby doin’ wid gray eyes and yaller hair?’ She begin tuh slap mah jaws ever which a’way. Ah never felt the fust ones ’cause Ah wuz too busy gittin’ de kivver back over mah chile. But dem last lick burnt me lak fire. Ah had too many feelin’s tuh tell which one tuh follow so Ah didn’t cry and Ah didn’t do nothin’ else. But then she kept on astin me how come mah baby look white. She asted me dat maybe twenty-five or thirty times, lak she got tuh sayin’ dat and couldn’t help herself. So Ah told her, ‘Ah don’t know nothin’ but what Ah’m told tuh do, ’cause Ah ain’t nothin’ but uh nigger and uh slave.’

“Instead of pacifyin’ her lak Ah thought, look lak she got madder. But Ah reckon she was tired and wore out ’cause she didn’t hit me no more. She went to de foot of de bed and wiped her hands on her handksher. ‘Ah wouldn’t dirty mah hands on yuh. But first thing in de mornin’ de overseer will take you to de whippin’ post and tie you down on yo’ knees and cut de hide offa yo’ yaller back. One hundred lashes wid a raw-hide on yo’ bare back. Ah’ll have you whipped till de blood run down to yo’ heels! Ah mean to count de licks mahself. And if it

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kills you Ah’ll stand de loss. Anyhow, as soon as dat brat is a month old Ah’m going to sell it offa dis place.’

“She flounced on off and let her wintertime wid me. Ah knowed mah body wasn’t healed, but Ah couldn’t consider dat. In de black dark Ah wrapped mah baby de best Ah knowed how and made it to de swamp by de river. Ah knowed de place was full uh moccasins and other bitin’ snakes, but Ah was more skeered uh whut was behind me. Ah hide in dere day and night and suckled de baby every time she start to cry, for fear somebody might hear her and Ah’d git found. Ah ain’t sayin’ uh friend or two didn’t feel mah care. And den de Good Lawd seen to it dat Ah wasn’t taken. Ah don’t see how come mah milk didn’t kill mah chile, wid me so skeered and worried all de time. De noise uh de owls skeered me; de limbs of dem cypress trees took to crawlin’ and movin’ round after dark, and two three times Ah heered panthers prowlin’ round. But nothin’ never hurt me ’cause de Lawd knowed how it was.

“Den, one night Ah heard de big guns boomin’ lak thunder. It kept up all night long. And de next mornin’ Ah could see uh big ship at a distance and a great stirrin’ round. So Ah wrapped Leafy up in moss and fixed her good in a tree and picked mah way on down to de land- in’. The men was all in blue, and Ah heard people say Sherman was comin’ to meet de boats in Savannah, and all of us slaves was free. So Ah run got mah baby and got in quotation wid people and found a place Ah could stay.

“But it was a long time after dat befo’ de Big Surrender at Rich- mond. Den de big bell ring in Atlanta and all de men in gray uniforms had to go to Moultrie, and bury their swords in de ground to show they was never to fight about slavery no mo’. So den we knowed we was free.

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“Ah wouldn’t marry nobody, though Ah could have uh heap uh times, cause Ah didn’t want nobody mistreating mah baby. So Ah got with some good white people and come down here in West Florida to work and make de sun shine on both sides of de street for Leafy.

“Mah Madam help me wid her just lak she been doin’ wid you. Ah put her in school when it got so it was a school to put her in. Ah was ’spectin’ to make a school teacher outa her.

“But one day she didn’t come home at de usual time and Ah waited and waited, but she never come all dat night. Ah took a lantern and went round askin’ everybody but nobody ain’t seen her. De next morn- in’ she come crawlin’ in on her hands and knees. A sight to see. Dat school teacher had done hid her in de woods all night long, and he had done raped mah baby and run on off just before day.

“She was only seventeen, and somethin’ lak dat to happen! Lawd a’mussy! Look lak Ah kin see it all over again. It was a long time before she was well, and by dat time we knowed you was on de way. And after you was born she took to drinkin’ likker and stayin’ out nights. Couldn’t git her to stay here and nowhere else. Lawd knows where she is right now. She ain’t dead, ’cause Ah’d know it by mah feelings, but sometimes Ah wish she was at rest.

“And, Janie, maybe it wasn’t much, but Ah done de best Ah kin by you. Ah raked and scraped and bought dis lil piece uh land so you wouldn’t have to stay in de white folks’ yard and tuck yo’ head befo’ other chillun at school. Dat was all right when you was little. But when you got big enough to understand things, Ah wanted you to look upon yo’self. Ah don’t want yo’ feathers always crumpled by folks throwin’ up things in yo’ face. And Ah can’t die easy thinkin’ maybe de men- folks white or black is makin’ a spit cup outa you: Have some sym- pathy fuh me. Put me down easy, Janie, Ah’m a cracked plate.”

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3

There are years that ask questions and years that answer. Janie had had no chance to know things, so she had to ask. Did marriage end the cosmic loneliness of the unmated? Did marriage compel love like the sun the day?

In the few days to live before she went to Logan Killicks and his often-mentioned sixty acres, Janie asked inside of herself and out. She was back and forth to the pear tree continuously wondering and think- ing. Finally out of Nanny’s talk and her own conjectures she made a sort of comfort for herself. Yes, she would love Logan after they were married. She could see no way for it to come about, but Nanny and the old folks had said it, so it must be so. Husbands and wives always loved each other, and that was what marriage meant. It was just so. Janie felt glad of the thought, for then it wouldn’t seem so destructive and mouldy. She wouldn’t be lonely anymore.

Janie and Logan got married in Nanny’s parlor of a Saturday even- ing with three cakes and big platters of fried rabbit and chicken. Everything to eat in abundance. Nanny and Mrs. Washburn had seen to that. But nobody put anything on the seat of Logan’s wagon to make it ride glorious on the way to his house. It was a lonesome place like a stump in the middle of the woods where nobody had ever been. The house was absent of flavor, too. But anyhow Janie went on inside to wait for love to begin. The new moon had been up and down three times before she got worried in mind. Then she went to see Nanny in Mrs. Washburn’s kitchen on the day for beaten biscuits.

Nanny beamed all out with gladness and made her come up to the bread board so she could kiss her.

 

 

“Lawd a’mussy, honey, Ah sho is glad tuh see mah chile! G’wan in- side and let Mis’ Washburn know youse heah. Umph! Umph! Umph! How is dat husband uh yourn?”

Janie didn’t go in where Mrs. Washburn was. She didn’t say any- thing to match up with Nanny’s gladness either. She just fell on a chair with her hips and sat there. Between the biscuits and her beaming pride Nanny didn’t notice for a minute. But after a while she found the conversation getting lonesome so she looked up at Janie.

“Whut’s de matter, sugar? You ain’t none too spry dis mornin’.”

“Oh, nothin’ much, Ah reckon. Ah come to get a lil information from you.”

The old woman looked amazed, then gave a big clatter of laughter. “Don’t tell me you done got knocked up already, less see—dis Saturday it’s two month and two weeks.”

“No’m, Ah don’t think so anyhow.” Janie blushed a little.

“You ain’t got nothin’ to be shamed of, honey, youse uh married ’oman. You got yo’ lawful husband same as Mis’ Washburn or anybody else!”

“Ah’m all right dat way. Ah know ’tain’t nothin’ dere.”

“You and Logan been fussin’? Lawd, Ah know dat grassgut, liver- lipted nigger ain’t done took and beat mah baby already! Ah’ll take a stick and salivate ’im!”

“No’m, he ain’t even talked ’bout hittin’ me. He says he never mean to lay de weight uh his hand on me in malice. He chops all de wood he

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think Ah wants and den he totes it inside de kitchen for me. Keeps both water buckets full.”

“Humph! don’t ’spect all dat tuh keep up. He ain’t kissin’ yo’ mouf when he carry on over yuh lak dat. He’s kissin’ yo’ foot and ’tain’t in uh man tuh kiss foot long. Mouf kissin’ is on uh equal and dat’s natural but when dey got to bow down tuh love, dey soon straightens up.”

“Yes’m.”

“Well, if he do all dat whut you come in heah wid uh face long as mah arm for?”

“ ’Cause you told me Ah mus gointer love him, and, and Ah don’t. Maybe if somebody was to tell me how, Ah could do it.”

“You come heah wid yo’ mouf full uh foolishness on uh busy day. Heah you got uh prop tuh lean on all yo’ bawn days, and big protec- tion, and everybody got tuh tip dey hat tuh you and call you Mis’ Kil- licks, and you come worryin’ me ’bout love.”

“But Nanny, Ah wants to want him sometimes. Ah don’t want him to do all de wantin’.”

“If you don’t want him, you sho oughta. Heah you is wid de onliest organ in town, amongst colored folks, in yo’ parlor. Got a house bought and paid for and sixty acres uh land right on de big road and…Lawd have mussy! Dat’s de very prong all us black women gits hung on. Dis love! Dat’s just whut’s got us uh pullin’ and uh haulin’ and sweatin’ and doin’ from can’t see in de mornin’ till can’t see at night. Dat’s how come de ole folks say dat bein’ uh fool don’t kill nobody. It jus’ makes you sweat. Ah betcha you wants some dressed up dude dat got to look at de sole of his shoe everytime he cross de street tuh see whether he got enough leather dere tuh make it across.

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You can buy and sell such as dem wid what you got. In fact you can buy ’em and give ’em away.”

“Ah ain’t studyin’ ’bout none of ’em. At de same time Ah ain’t takin’ dat ole land tuh heart neither. Ah could throw ten acres of it over de fence every day and never look back to see where it fell. Ah feel de same way ’bout Mr. Killicks too. Some folks never was meant to be loved and he’s one of ’em.”

“How come?”

“ ’Cause Ah hates de way his head is so long one way and so flat on de sides and dat pone uh fat back uh his neck.”

“He never made his own head. You talk so silly.”

“Ah don’t keer who made it, Ah don’t like de job. His belly is too big too, now, and his toe-nails look lak mule foots. And ’tain’t nothin’ in de way of him washin’ his feet every evenin’ before he comes tuh bed. ’Tain’t nothin’ tuh hinder him ’cause Ah places de water for him. Ah’d ruther be shot wid tacks than tuh turn over in de bed and stir up de air whilst he is in dere. He don’t even never mention nothin’ pretty.”

She began to cry.

“Ah wants things sweet wid mah marriage lak when you sit under a pear tree and think. Ah…”

“ ’Tain’t no use in you cryin’, Janie. Grandma done been long uh few roads herself. But folks is meant to cry ’bout somethin’ or other. Better leave things de way dey is. Youse young yet. No tellin’ whut mout happen befo’ you die. Wait awhile, baby. Yo’ mind will change.”

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Nanny sent Janie along with a stern mien, but she dwindled all the rest of the day as she worked. And when she gained the privacy of her own little shack she stayed on her knees so long she forgot she was there herself. There is a basin in the mind where words float around on thought and thought on sound and sight. Then there is a depth of thought untouched by words, and deeper still a gulf of formless feel- ings untouched by thought. Nanny entered this infinity of conscious pain again on her old knees. Towards morning she muttered, “Lawd, you know mah heart. Ah done de best Ah could do. De rest is left to you.” She scuffled up from her knees and fell heavily across the bed. A month later she was dead.

So Janie waited a bloom time, and a green time and an orange time. But when the pollen again gilded the sun and sifted down on the world she began to stand around the gate and expect things. What things? She didn’t know exactly. Her breath was gusty and short. She knew things that nobody had ever told her. For instance, the words of the trees and the wind. She often spoke to falling seeds and said, “Ah hope you fall on soft ground,” because she had heard seeds saying that to each other as they passed. She knew the world was a stallion rolling in the blue pasture of ether. She knew that God tore down the old world every evening and built a new one by sun-up. It was wonderful to see it take form with the sun and emerge from the gray dust of its making. The familiar people and things had failed her so she hung over the gate and looked up the road towards way off. She knew now that marriage did not make love. Janie’s first dream was dead, so she became a woman.

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4

Long before the year was up, Janie noticed that her husband had stopped talking in rhymes to her. He had ceased to wonder at her long black hair and finger it. Six months back he had told her, “If Ah kin haul de wood heah and chop it fuh yuh, look lak you oughta be able tuh tote it inside. Mah fust wife never bothered me ’bout choppin’ no wood nohow. She’d grab dat ax and sling chips lak uh man. You done been spoilt rotten.”

So Janie had told him, “Ah’m just as stiff as you is stout. If you can stand not to chop and tote wood Ah reckon you can stand not to git no dinner. ’Scuse mah freezolity, Mist’ Killicks, but Ah don’t mean to chop de first chip.”

“Aw you know Ah’m gwine chop de wood fuh yuh. Even if you is stingy as you can be wid me. Yo’ Grandma and me myself done spoilt yuh now, and Ah reckon Ah have tuh keep on wid it.”

One morning soon he called her out of the kitchen to the barn. He had the mule all saddled at the gate.

“Looka heah, LilBit, help me out some. Cut up dese seed taters fuh me. Ah got tuh go step off a piece.”

“Where you goin’?”

“Over tuh Lake City tuh see uh man about uh mule.”

“Whut you need two mules fuh? Lessen you aims to swap off dis one.”

 

 

“Naw, Ah needs two mules dis yeah. Taters is goin’ tuh be taters in de fall. Bringin’ big prices. Ah aims tuh run two plows, and dis man Ah’m talkin’ ’bout is got uh mule all gentled up so even uh woman kin handle ’im.”

Logan held his wad of tobacco real still in his jaw like a thermo- meter of his feelings while he studied Janie’s face and waited for her to say something.

“So Ah thought Ah mout as well go see.” He tagged on and swal- lowed to kill time but Janie said nothing except, “Ah’ll cut de p’taters fuh yuh. When yuh comin’ back?”

“Don’t know exactly. Round dust dark Ah reckon. It’s uh sorta long trip—specially if Ah hafter lead one on de way back.”

When Janie had finished indoors she sat down in the barn with the potatoes. But springtime reached her in there so she moved everything to a place in the yard where she could see the road. The noon sun filtered through the leaves of the fine oak tree where she sat and made lacy patterns on the ground. She had been there a long time when she heard whistling coming down the road.

It was a cityfied, stylish dressed man with his hat set at an angle that didn’t belong in these parts. His coat was over his arm, but he didn’t need it to represent his clothes. The shirt with the silk sleeve- holders was dazzling enough for the world. He whistled, mopped his face and walked like he knew where he was going. He was a seal- brown color but he acted like Mr. Washburn or somebody like that to Janie. Where would such a man be coming from and where was he go- ing? He didn’t look her way nor no other way except straight ahead, so Janie ran to the pump and jerked the handle hard while she pumped. It made a loud noise and also made her heavy hair fall down. So he

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stopped and looked hard, and then he asked her for a cool drink of water.

Janie pumped it off until she got a good look at the man. He talked friendly while he drank.

Joe Starks was the name, yeah Joe Starks from in and through Ge- orgy. Been workin’ for white folks all his life. Saved up some money—round three hundred dollars, yes indeed, right here in his pocket. Kept hearin’ ’bout them buildin’ a new state down heah in Floridy and sort of wanted to come. But he was makin’ money where he was. But when he heard all about ’em makin’ a town all outa colored folks, he knowed dat was de place he wanted to be. He had al- ways wanted to be a big voice, but de white folks had all de sayso where he come from and everywhere else, exceptin’ dis place dat colored folks was buildin’ theirselves. Dat was right too. De man dat built things oughta boss it. Let colored folks build things too if dey wants to crow over somethin’. He was glad he had his money all saved up. He meant to git dere whilst de town wuz yet a baby. He meant to buy in big. It had always been his wish and desire to be a big voice and he had to live nearly thirty years to find a chance. Where was Janie’s papa and mama?

“Dey dead, Ah reckon. Ah wouldn’t know ’bout ’em ’cause mah Grandma raised me. She dead too.”

“She dead too! Well, who’s lookin’ after a lil girl-chile lak you?”

“Ah’m married.”

“You married? You ain’t hardly old enough to be weaned. Ah betcha you still craves sugar-tits, doncher?”

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“Yeah, and Ah makes and sucks ’em when de notion strikes me. Drinks sweeten’ water too.”

“Ah loves dat mahself. Never specks to get too old to enjoy syrup sweeten’ water when it’s cools and nice.”

“Us got plenty syrup in de barn. Ribbon-cane syrup. If you so desires—”

“Where yo’ husband at, Mis’ er-er.”

“Mah name is Janie Mae Killicks since Ah got married. Useter be name Janie Mae Crawford. Mah husband is gone tuh buy a mule fuh me tuh plow. He left me cuttin’ up seed p’taters.”

“You behind a plow! You ain’t got no mo’ business wid uh plow than uh hog is got wid uh holiday! You ain’t got no business cuttin’ up no seed p’taters neither. A pretty doll-baby lak you is made to sit on de front porch and rock and fan yo’self and eat p’taters dat other folks plant just special for you.”

Janie laughed and drew two quarts of syrup from the barrel and Joe Starks pumped the water bucket full of cool water. They sat under the tree and talked. He was going on down to the new part of Florida, but no harm to stop and chat. He later decided he needed a rest any- way. It would do him good to rest a week or two.

Every day after that they managed to meet in the scrub oaks across the road and talk about when he would be a big ruler of things with her reaping the benefits. Janie pulled back a long time because he did not represent sun-up and pollen and blooming trees, but he spoke for far horizon. He spoke for change and chance. Still she hung back. The memory of Nanny was still powerful and strong.

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“Janie, if you think Ah aims to tole you off and make a dog outa you, youse wrong. Ah wants to make a wife outa you.”

“You mean dat, Joe?”

“De day you puts yo’ hand in mine, Ah wouldn’t let de sun go down on us single. Ah’m uh man wid principles. You ain’t never knowed what it was to be treated lak a lady and Ah wants to be de one tuh show yuh. Call me Jody lak you do sometime.”

“Jody,” she smiled up at him, “but s’posin’—”

“Leave de s’posin’ and everything else to me. Ah’ll be down dis road uh little after sunup tomorrow mornin’ to wait for you. You come go wid me. Den all de rest of yo’ natural life you kin live lak you oughta. Kiss me and shake yo’ head. When you do dat, yo’ plentiful hair breaks lak day.”

Janie debated the matter that night in bed.

“Logan, you ’sleep?”

“If Ah wuz, you’d be done woke me up callin’ me.”

“Ah wuz thinkin’ real hard about us; about you and me.”

“It’s about time. Youse powerful independent around here some- time considerin’.”

“Considerin’ whut for instance?”

“Considerin’ youse born in a carriage ’thout no top to it, and yo’ mama and you bein’ born and raised in de white folks back-yard.”

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“You didn’t say all dat when you wuz begging Nanny for me to marry you.”

“Ah thought you would ’preciate good treatment. Thought Ah’d take and make somethin’ outa yuh. You think youse white folks by de way you act.”

“S’posin’ Ah wuz to run off and leave yuh sometime.”

There! Janie had put words in his held-in fears. She might run off sure enough. The thought put a terrible ache in Logan’s body, but he thought it best to put on scorn.

“Ah’m gettin’ sleepy, Janie. Let’s don’t talk no mo’. ’Tain’t too many mens would trust yuh, knowin’ yo’ folks lak dey do.”

“Ah might take and find somebody dat did trust me and leave yuh.”

“Shucks! ’Tain’t no mo’ fools lak me. A whole lot of mens will grin in yo’ face, but dey ain’t gwine tuh work and feed yuh. You won’t git far and you won’t be long, when dat big gut reach over and grab dat little one, you’ll be too glad to come back here.”

“You don’t take nothin’ to count but sow-belly and cornbread.”

“Ah’m sleepy. Ah don’t aim to worry mah gut into a fiddle-string wid no s’posin’.” He flopped over resentful in his agony and pretended sleep. He hoped that he had hurt her as she had hurt him.

Janie got up with him the next morning and had the breakfast halfway done when he bellowed from the barn.

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“Janie!” Logan called harshly. “Come help me move dis manure pile befo’ de sun gits hot. You don’t take a bit of interest in dis place. ’Tain’t no use in foolin’ round in dat kitchen all day long.”

Janie walked to the door with the pan in her hand still stirring the cornmeal dough and looked towards the barn. The sun from ambush was threatening the world with red daggers, but the shadows were gray and solid-looking around the barn. Logan with his shovel looked like a black bear doing some clumsy dance on his hind legs.

“You don’t need mah help out dere, Logan. Youse in yo’ place and Ah’m in mine.”

“You ain’t got no particular place. It’s wherever Ah need yuh. Git uh move on yuh, and dat quick.”

“Mah mamma didn’t tell me Ah wuz born in no hurry. So whut business Ah got rushin’ now? Anyhow dat ain’t whut youse mad about. Youse mad ’cause Ah don’t fall down and wash-up dese sixty acres uh ground yuh got. You ain’t done me no favor by marryin’ me. And if dat’s what you call yo’self doin’, Ah don’t thank yuh for it. Youse mad ’cause Ah’m tellin’ yuh whut you already knowed.”

Logan dropped his shovel and made two or three clumsy steps to- wards the house, then stopped abruptly.

“Don’t you change too many words wid me dis mawnin’, Janie, do Ah’ll take and change ends wid yuh! Heah, Ah just as good as take you out de white folks’ kitchen and set you down on yo’ royal diasticutis and you take and low-rate me! Ah’ll take holt uh dat ax and come in dere and kill yuh! You better dry up in dere! Ah’m too honest and hard-workin’ for anybody in yo’ family, dat’s de reason you don’t want me!” The last sentence was half a sob and half a cry. “Ah guess some

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low-lifed nigger is grinnin’ in yo’ face and lyin’ tuh yuh. God damn yo’ hide!”

Janie turned from the door without answering, and stood still in the middle of the floor without knowing it. She turned wrongside out just standing there and feeling. When the throbbing calmed a little she gave Logan’s speech a hard thought and placed it beside other things she had seen and heard. When she had finished with that she dumped the dough on the skillet and smoothed it over with her hand. She wasn’t even angry. Logan was accusing her of her mamma, her grandmama and her feelings, and she couldn’t do a thing about any of it. The sow-belly in the pan needed turning. She flipped it over and shoved it back. A little cold water in the coffee pot to settle it. Turned the hoe-cake with a plate and then made a little laugh. What was she losing so much time for? A feeling of sudden newness and change came over her. Janie hurried out of the front gate and turned south. Even if Joe was not there waiting for her, the change was bound to do her good.

The morning road air was like a new dress. That made her feel the apron tied around her waist. She untied it and flung it on a low bush beside the road and walked on, picking flowers and making a bouquet. After that she came to where Joe Starks was waiting for her with a hired rig. He was very solemn and helped her to the seat beside him. With him on it, it sat like some high, ruling chair. From now on until death she was going to have flower dust and springtime sprinkled over everything. A bee for her bloom. Her old thoughts were going to come in handy now, but new words would have to be made and said to fit them.

“Green Cove Springs,” he told the driver. So they were married there before sundown, just like Joe had said. With new clothes of silk and wool.

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They sat on the boarding house porch and saw the sun plunge into the same crack in the earth from which the night emerged.

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5

On the train the next day, Joe didn’t make many speeches with rhymes to her, but he bought her the best things the butcher had, like apples and a glass lantern full of candies. Mostly he talked about plans for the town when he got there. They were bound to need somebody like him. Janie took a lot of looks at him and she was proud of what she saw. Kind of portly like rich white folks. Strange trains, and people and places didn’t scare him neither. Where they got off the train at Maitland he found a buggy to carry them over to the colored town right away.

It was early in the afternoon when they got there, so Joe said they must walk over the place and look around. They locked arms and strolled from end to end of the town. Joe noted the scant dozen of shame-faced houses scattered in the sand and palmetto roots and said, “God, they call this a town? Why, ’tain’t nothing but a raw place in de woods.”

“It is a whole heap littler than Ah thought.” Janie admitted her disappointment.

“Just like Ah thought,” Joe said. “A whole heap uh talk and nobody doin’ nothin’. I god, where’s de Mayor?” he asked somebody. “Ah want tuh speak wid de Mayor.”

Two men who were sitting on their shoulderblades under a huge live oak tree almost sat upright at the tone of his voice. They stared at Joe’s face, his clothes and his wife.

“Where y’all come from in sich uh big haste?” Lee Coker asked.

 

 

“Middle Georgy,” Starks answered briskly. “Joe Starks is mah name, from in and through Georgy.”

“You and yo’ daughter goin’ tuh join wid us in fellowship?” the oth- er reclining figure asked. “Mighty glad tuh have yuh. Hicks is the name. Guv’nor Amos Hicks from Buford, South Carolina. Free, single, disengaged.”

“I god, Ah ain’t nowhere near old enough to have no grown daugh- ter. This here is mah wife.”

Hicks sank back and lost interest at once.

“Where is de Mayor?” Starks persisted. “Ah wants tuh talk wid him.”

“Youse uh mite too previous for dat,” Coker told him. “Us ain’t got none yit.”

“Ain’t got no Mayor! Well, who tells y’all what to do?”

“Nobody. Everybody’s grown. And then agin, Ah reckon us just ain’t thought about it. Ah know Ah ain’t.”

“Ah did think about it one day,” Hicks said dreamily, “but then Ah forgot it and ain’t thought about it since then.”

“No wonder things ain’t no better,” Joe commented. “Ah’m buyin’ in here, and buyin’ in big. Soon’s we find some place to sleep tonight us menfolks got to call people together and form a committee. Then we can get things movin’ round here.”

“Ah kin point yuh where yuh kin sleep,” Hicks offered. “Man got his house done built and his wife ain’t come yet.”

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Starks and Janie moved on off in the direction indicated with Hicks and Coker boring into their backs with looks.

“Dat man talks like a section foreman,” Coker commented. “He’s mighty compellment.”

“Shucks!” said Hicks. “Mah britches is just as long as his. But dat wife uh hisn! Ah’m uh son of uh Combunction if Ah don’t go tuh Ge- orgy and git me one just like her.”

“Whut wid?”

“Wid mah talk, man.”

“It takes money tuh feed pretty women. Dey gits uh lavish uh talk.”

“Not lak mine. Dey loves to hear me talk because dey can’t under- stand it. Mah co-talkin’ is too deep. Too much co to it.”

“Umph!”

“You don’t believe me, do yuh? You don’t know de women Ah kin git to mah command.”

“Umph!”

“You ain’t never seen me when Ah’m out pleasurin’ and givin’ pleasure.”

“Umph!”

“It’s uh good thing he married her befo’ she seen me. Ah kin be some trouble when Ah take uh notion.”

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“Umph!”

“Ah’m uh bitch’s baby round lady people.”

“Ah’s much ruther see all dat than to hear ’bout it. Come on less go see whut he gointuh do ’bout dis town.”

They got up and sauntered over to where Starks was living for the present. Already the town had found the strangers. Joe was on the porch talking to a small group of men. Janie could be seen through the bedroom window getting settled. Joe had rented the house for a month. The men were all around him, and he was talking to them by asking questions.

“Whut is de real name of de place?”

“Some say West Maitland and some say Eatonville. Dat’s ’cause Cap’n Eaton give us some land along wid Mr. Laurence. But Cap’n Eaton give de first piece.”

“How much did they give?”

“Oh ’bout fifty acres.”

“How much is y’all got now?”

“Oh ’bout de same.”

“Dat ain’t near enough. Who owns de land joining on to whut yuh got?”

“Cap’n Eaton.”

“Where is dis Cap’n Eaton?”

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“Over dere in Maitland, ’ceptin’ when he go visitin’ or somethin’.”

“Lemme speak to mah wife a minute and Ah’m goin’ see de man. You cannot have no town without some land to build it on. Y’all ain’t got enough here to cuss a cat on without gittin’ yo’ mouf full of hair.”

“He ain’t got no mo’ land tuh give away. Yuh needs plenty money if yuh wants any mo’.”

“Ah specks to pay him.”

The idea was funny to them and they wanted to laugh. They tried hard to hold it in, but enough incredulous laughter burst out of their eyes and leaked from the corners of their mouths to inform anyone of their thoughts. So Joe walked off abruptly. Most of them went along to show him the way and to be there when his bluff was called.

Hicks didn’t go far. He turned back to the house as soon as he felt he wouldn’t be missed from the crowd and mounted the porch.

“Evenin’, Miz Starks.”

“Good evenin’.”

“You reckon you gointuh like round here?”

“Ah reckon so.”

“Anything Ah kin do tuh help out, why you kin call on me.”

“Much obliged.”

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There was a long dead pause. Janie was not jumping at her chance like she ought to. Look like she didn’t hardly know he was there. She needed waking up.

“Folks must be mighty close-mouthed where you come from.”

“Dat’s right. But it must be different at yo’ home.”

He was a long time thinking but finally he saw and stumbled down the steps with a surly “ ’Bye.”

“Good bye.”

That night Coker asked him about it.

“Ah saw yuh when yuh ducked back tuh Starks’ house. Well, how didju make out?”

“Who, me? Ah ain’t been near de place, man. Ah been down tuh de lake tryin’ tuh ketch me uh fish.”

“Umph!”

“Dat ’oman ain’t so awfully pretty no how when yuh take de second look at her. Ah had to sorta pass by de house on de way back and seen her good. ’Tain’t nothin’ to her ’ceptin’ dat long hair.”

“Umph!”

“And anyhow, Ah done took uhlikin’ tuh de man. Ah wouldn’t harm him at all. She ain’t half ez pretty ez uh gal Ah run off and left up in South Cal’lina.”

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“Hicks, Ah’d git mad and say you wuz lyin’ if Ah didn’t know yuh so good. You just talkin’ to consolate yo’self by word of mouth. You got uh willin’ mind, but youse too light behind. A whole heap uh men seen de same thing you seen but they got better sense than you. You oughta know you can’t take no ’oman lak dat from no man lak him. A man dat ups and buys two hundred acres uh land at one whack and pays cash for it.”

“Naw! He didn’t buy it sho nuff?”

“He sho did. Come off wid de papers in his pocket. He done called a meetin’ on his porch tomorrow. Ain’t never seen no sich uh colored man befo’ in all mah bawn days. He’s gointuh put up uh store and git uh post office from de Goven’ment.”

That irritated Hicks and he didn’t know why. He was the average mortal. It troubled him to get used to the world one way and then sud- denly have it turn different. He wasn’t ready to think of colored people in post offices yet. He laughed boisterously.

“Y’all let dat stray darky tell y’all any ole lie! Uh colored man sittin’ up in uh post office!” He made an obscene sound.

“He’s liable tuh do it too, Hicks. Ah hope so anyhow. Us colored folks is too envious of one ’nother. Dat’s how come us don’t git no fur- ther than us do. Us talks about de white man keepin’ us down! Shucks! He don’t have tuh. Us keeps our own selves down.”

“Now who said Ah didn’t want de man tuh git us uh post office? He kin be de king uh Jerusalem fuh all Ah keer. Still and all, ’tain’t no use in telling lies just ’cause uh heap uh folks don’t know no better. Yo’ common sense oughta tell yuh de white folks ain’t goin’ tuh ’low him tuh run no post office.”

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“Dat we don’t know, Hicks. He say he kin and Ah b’lieve he know whut he’s talkin’ ’bout. Ah reckon if colored folks got they own town they kin have post offices and whatsoever they please, regardless. And then agin, Ah don’t speck de white folks way off yonder give uh damn. Less us wait and see.”

“Oh, Ah’m waitin’ all right. Specks tuh keep on waitin’ till hell freeze over.”

“Aw, git reconciled! Dat woman don’t want you. You got tuh learn dat all de women in de world ain’t been brought up on no teppentine still, and no saw-mill camp. There’s some women dat jus’ ain’t for you tuh broach. You can’t git her wid no fish sandwich.”

They argued a bit more then went on to the house where Joe was and found him in his shirt-sleeves, standing with his legs wide apart, asking questions and smoking a cigar.

“Where’s de closest saw-mill?” He was asking Tony Taylor.

“ ’Bout seben miles goin’ t’wards Apopka,” Tony told him. “Thinkin’ ’bout buildin’ right away?”

“I god, yeah. But not de house Ah specks tuh live in. Dat kin wait till Ah make up mah mind where Ah wants it located. Ah figgers we all needs uh store in uh big hurry.”

“Uh store?” Tony shouted in surprise.

“Yeah, uh store right heah in town wid everything in it you needs. ’Tain’t uh bit uh use in everybody proagin’ way over tuh Maitland tuh buy uh little meal and flour when they could git it right heah.”

“Dat would be kinda nice, Brother Starks, since you mention it.”

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“I god, course it would! And then agin uh store is good in other ways. Ah got tuh have a place tuh be at when folks comes tuh buy land. And furthermo’ everything is got tuh have uh center and uh heart tuh it, and uh town ain’t no different from nowhere else. It would be nat- ural fuh de store tuh be meetin’ place fuh de town.”

“Dat sho is de truth, now.”

“Oh, we’ll have dis town all fixed up tereckly. Don’t miss bein’ at de meetin’ tuhmorrow.”

Just about time for the committee meeting called to meet on his porch next day, the first wagon load of lumber drove up and Jody went to show them where to put it. Told Janie to hold the committee there until he got back, he didn’t want to miss them, but he meant to count every foot of that lumber before it touched the ground. He could have saved his breath and Janie could have kept right on with what she was doing. In the first place everybody was late in coming; then the next thing as soon as they heard where Jody was, they kept right on up there where the new lumber was rattling off the wagon and being piled under the big live oak tree. So that’s where the meeting was held with Tony Taylor acting as chairman and Jody doing all the talking. A day was named for roads and they all agreed to bring axes and things like that and chop out two roads running each way. That applied to every- body except Tony and Coker. They could carpenter, so Jody hired them to go to work on his store bright and soon the next morning. Jody himself would be busy driving around from town to town telling people about Eatonville and drumming up citizens to move there.

Janie was astonished to see the money Jody had spent for the land come back to him so fast. Ten new families bought lots and moved to town in six weeks. It all looked too big and rushing for her to keep track of. Before the store had a complete roof, Jody had canned goods

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piled on the floor and was selling so much he didn’t have time to go off on his talking tours. She had her first taste of presiding over it the day it was complete and finished. Jody told her to dress up and stand in the store all that evening. Everybody was coming sort of fixed up, and he didn’t mean for nobody else’s wife to rank with her. She must look on herself as the bell-cow, the other women were the gang. So she put on one of her bought dresses and went up the new-cut road all dressed in wine-colored red. Her silken ruffles rustled and muttered about her. The other women had on percale and calico with here and there a headrag among the older ones.

Nobody was buying anything that night. They didn’t come there for that. They had come to make a welcome. So Joe knocked in the head of a barrel of soda crackers and cut some cheese.

“Everybody come right forward and make merry. I god, it’s mah treat.” Jody gave one of his big heh heh laughs and stood back. Janie dipped up the lemonade like he told her. A big tin cup full for every- body. Tony Taylor felt so good when it was all gone that he felt to make a speech.

“Ladies and gent’men, we’se come tuhgether and gethered heah tuh welcome tuh our midst one who has seen fit tuh cast in his lot amongst us. He didn’t just come hisself neither. He have seen fit tuh bring his, er, er, de light uh his home, dat is his wife amongst us also. She couldn’t look no mo’ better and no nobler if she wuz de queen uh England. It’s uh pledger fuh her tuh be heah amongst us. Brother Starks, we welcomes you and all dat you have seen fit tuh bring amongst us—yo’ belov-ed wife, yo’ store, yo’ land—”

A big-mouthed burst of laughter cut him short.

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The Art of Public Speaking

S tephen E. L ucas University of Wisconsin–Madison

ELEVENTH EDITION

TM

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Published by McGraw-Hill, an imprint of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2012, 2009, 2007, 2004, 2001, 1998, 1995, 1992, 1989, 1986, 1983. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning.

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ISBN: 978-0-07-340673-2 (Student Edition) MHID: 0-07-340673-2

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Credits: The credits section for this book begins on page C-1 and is considered an extension of the copyright page.

Library of Congress Cataloging-in-Publication Data

Lucas, Stephen, 1946— The art of public speaking / Stephen E. Lucas. – 11th ed. p. cm. Includes bibliographical references and index. ISBN-13: 978-0-07-340673-2 (softcover : alk. paper) ISBN-10: 0-07-340673-2 (softcover : alk. paper) 1. Public speaking. I. Title. PN4129.15.L83 2011 808.5’1–dc23 2011035682

The Internet addresses listed in the text were accurate at the time of publication. The inclusion of a website does not indicate an endorsement by the authors or McGraw-Hill, and McGraw-Hill does not guarantee the accuracy of the information presented at these sites.

www.mhhe.com

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Stephen E. Lucas is Professor of Communication Arts and Evjue-Bascom Professor in the Humanities at the Univer-sity of Wisconsin–Madison. He received his bachelor’s degree from the University of California, Santa Barbara, and

his ma s ter’s and doctorate degrees from Penn State University.

Professor Lucas has been recognized for his work as both

a scholar and a teacher. His first book, Po r tents of Rebellion: Rhetoric and Revolution in Philadelphia, 1765–1776, received the Golden Anniversary Award of the National Communication

Association and was nominated for a Pulitzer Prize. His major

articles include “The Schism in Rhetorical Scholarship” (1981),

“The Renaissance of American Public Address: Text and Co n-

text in Rhetorical Criticism” (1988), “The Stylistic Artistry of

the Declaration of Independence” (1990), and “The Rhetorical

Ancestry of the Declaration of Independence” (1998), for which

he received the Golden Ann i versary Monograph Award of the

National Communication Association. His most recent book is

Words of a Century: The Top 100 American Speeches, 1900–1999 (2009).

Professor Lucas has received a number of teaching awards, including

the Chancellor’s Award for Exce l lence in Teaching at the University of

Wisconsin and the National Communication Association’s Donald Ecroyd

Award for Outstanding Teaching in Higher Education. His lecture course on

“The Rhetoric of Ca m paigns and Revolutions” is among the most popular

on campus and has twice been selected for statewide broa d cast in its

entirety by Wisconsin Public Radio. Professor Lucas is featured in the

Educational Video Group’s program on the hi s t o ry of American public

address, and he has appeared on the History Channel’s documentary on

the Declaration of Independence.

Professor Lucas has directed the introductory public speaking course

at the University of Wisconsin–Madison since 1973. Over the years he has

been responsible for numerous teaching innovations and has supe r vised

the training of hundreds of graduate assistants. In addition to participating

in public speaking workshops and colloquia at schools throughout the

United States, he has served as a judge for the major n a tional English-

language public speaking competitions in China, has lectured at numerous

Chinese universities, and has co n ducted workshops for Chinese instructors

on teaching public speaking. The Art of Public Speaking has been published in China both in translation and in English editions.

Stephen Lucas and his wife, Patty, live in Madison, Wisconsin, and have

two sons, Jeff and Ryan. His inte r ests include travel, sports, art, and

photography.

About the Author

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iv

Contents in Brief SPEAKING AND LISTENING

1 Speaking in Public 3

2 Ethics and Public Speaking 29

3 Listening 47

4 Giving Your First Speech 63

SPEECH PREPARATION: GETTING STARTED

5 Selecting a Topic and a Purpose 77

6 Analyzing the Audience 97

7 Gathering Materials 119

8 Supporting Your Ideas 141

SPEECH PREPARATION: ORGANIZING AND OUTLINING

9 Organizing the Body of the Speech 165

10 Beginning and Ending the Speech 185

11 Outlining the Speech 205

PRESENTING THE SPEECH

12 Using Language 221

13 Delivery 239

14 Using Visual Aids 259

VARIETIES OF PUBLIC SPEAKING

15 Speaking to Inform 277

16 Speaking to Persuade 299

17 Methods of Persuasion 325

18 Speaking on Special Occasions 353

19 Speaking in Small Groups 365

APPENDIX Speeches for Analysis and Discussion A1

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Contents A Note from the Author xvi

Preface xvii

Acknowledgments xxii

Reviewers, Symposium and Focus-Group Participants, and Contributors xxiii

PART ONE SPEAKING AND LISTENING

Chapter 1� Speaking in Public 3 The Power of Public Speaking 4

The Tradition of Public Speaking 5

Similarities Between Public Speaking and Conversation 6

Differences Between Public Speaking and Conversation 8

Developing Confidence: Your Speech Class 9

Nervousness Is Normal 9

Dealing with Nervousness 10

Public Speaking and Critical Thinking 16

The Speech Communication Process 18

Speaker 18

Message 18

Channel 19

Listener 19

Feedback 20

Interference 20

Situation 21

The Speech Communication Process: Example with

Commentary 21

Public Speaking in a Multicultural World 22

Cultural Diversity in the Modern World 22

Cultural Diversity and Public Speaking 23

Avoiding Ethnocentrism 24

Chapter 2� Ethics and Public Speaking 29 The Importance of Ethics 30

Guidelines for Ethical Speaking 31

Make Sure Your Goals Are Ethically Sound 31

Be Fully Prepared for Each Speech 32

Be Honest in What You Say 33

Avoid Name-Calling and Other Forms of Abusive Language 34

Put Ethical Principles into Practice 35

Plagiarism 37

Global Plagiarism 37

Patchwork Plagiarism 38

Incremental Plagiarism 38

Plagiarism and the Internet 40

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vi CONTENTS

Chapter 3 �Listening 47 Listening Is Important 48

Listening and Critical Thinking 49

Four Causes of Poor Listening 50

Not Concentrating 50

Listening Too Hard 50

Jumping to Conclusions 51

Focusing on Delivery and Personal Appearance 52

How to Become a Better Listener 53

Take Listening Seriously 53

Be an Active Listener 53

Resist Distractions 55

Don’t Be Diverted by Appearance or Delivery 56

Suspend Judgment 56

Focus Your Listening 56

Develop Note-Taking Skills 58

PART TWO SPEECH PREPARATION: GETTING STARTED

Chapter 5 � Selecting a Topic and a Purpose 77

Choosing a Topic 78

Topics You Know a Lot About 78

Topics You Want to Know More About 79

Brainstorming for Topics 80

Chapter 4 � Giving Your First Speech 63 Preparing Your Speech 64

Developing the Speech 64

Organizing the Speech 66

Delivering Your Speech 67

Speaking Extemporaneously 68

Rehearsing the Speech 69

Presenting the Speech 70

Sample Speeches with Commentary 71

Guidelines for Ethical Listening 41

Be Courteous and Attentive 41

Avoid Prejudging the Speaker 42

Maintain the Free and Open Expression of Ideas 42

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CONTENTS viiCOO

Chapter 6 � Analyzing the Audience 97

Audience-Centeredness 98

Your Classmates as an Audience 99

The Psychology of Audiences 100

Demographic Audience Analysis 101

Age 102

Gender 102

Religion 103

Sexual Orientation 104

Racial, Ethnic, and Cultural Background 104

Group Membership 105

Situational Audience Analysis 106

Size 106

Physical Setting 106

Disposition Toward the Topic 107

Disposition Toward the Speaker 108

Disposition Toward the Occasion 109

Getting Information About the Audience 110

Adapting to the Audience 113

Audience Adaptation Before the Speech 113

Audience Adaptation During the Speech 114

Determining the General Purpose 82

Determining the Specific Purpose 82

Tips for Formulating the Specific Purpose Statement 84

Questions to Ask About Your Specific Purpose 86

Phrasing the Central Idea 89

What Is the Central Idea? 89

Guidelines for the Central Idea 90

Chapter 7 �Gathering Materials 119 Using Your Own Knowledge and Experience 120

Doing Library Research 120

Librarians 120

The Catalogue 121

Reference Works 121

Newspaper and Periodical Databases 122

Academic Databases 123

Searching the Internet 124

Search Engines 124

Specialized Research Resources 125

Evaluating Internet Documents 127

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viii CONTENTS

PART THREE SPEECH PREPARATION: ORGANIZING AND OUTLINING

Chapter 9 � Organizing the Body of the Speech 165

Organization Is Important 166

Main Points 166

Number of Main Points 168

Strategic Order of Main Points 169

Tips for Preparing Main Points 174

Supporting Materials 175

Connectives 177

Transitions 177

Internal Previews 178

Internal Summaries 178

Signposts 178

Interviewing 129

Before the Interview 130

During the Interview 131

After the Interview 132

Tips for Doing Research 133

Start Early 133

Make a Preliminary Bibliography 133

Take Notes Efficiently 134

Think About Your Materials as You Research 136

Chapter 8 �Supporting Your Ideas 141 Examples 142

Brief Examples 143

Extended Examples 143

Hypothetical Examples 144

Tips for Using Examples 144

Statistics 147

Understanding Statistics 148

Tips for Using Statistics 151

Testimony 155

Expert Testimony 155

Peer Testimony 155

Quoting Versus Paraphrasing 156

Tips for Using Testimony 156

Citing Sources Orally 159

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CONTENTS ix

Chapter 10 � Beginning and Ending the Speech 185

The Introduction 186

Get Attention and Interest 186

Reveal the Topic 192

Establish Credibility and Goodwill 192

Preview the Body of the Speech 194

Sample Introduction with Commentary 195

Tips for the Introduction 196

The Conclusion 196

Signal the End of the Speech 196

Reinforce the Central Idea 198

Sample Conclusion with Commentary 201

Tips for the Conclusion 202

Chapter 11 � Outlining the Speech 205 The Preparation Outline 206

Guidelines for the Preparation Outline 206

Sample Preparation Outline with Commentary 210

The Speaking Outline 213

Guidelines for the Speaking Outline 214

Sample Speaking Outline with Commentary 216

PART FOUR PRESENTING THE SPEECH

Chapter 12 �Using Language 221 Meanings of Words 222

Using Language Accurately 223

Using Language Clearly 224

Use Familiar Words 224

Choose Concrete Words 225

Eliminate Clutter 226

Using Language Vividly 227

Imagery 228

Rhythm 230

Using Language Appropriately 232

Appropriateness to the Occasion 233

Appropriateness to the Audience 233

Appropriateness to the Topic 233

Appropriateness to the Speaker 234

A Note on Inclusive Language 234

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x CONTENTS

Chapter 13 � Delivery 239 What Is Good Delivery? 240

Methods of Delivery 240

Reading from a Manuscript 241

Reciting from Memory 241

Speaking Impromptu 241

Speaking Extemporaneously 242

The Speaker’s Voice 243

Volume 244

Pitch 244

Rate 244

Pauses 245

Vocal Variety 245

Pronunciation 246

Articulation 246

Dialect 247

The Speaker’s Body 248

Personal Appearance 248

Movement 249

Gestures 250

Eye Contact 250

Practicing Delivery 251

Answering Audience Questions 252

Preparing for the Question-and-Answer Session 252

Managing the Question-and-Answer Session 253

Chapter 14 � Using Visual Aids 259 Kinds of Visual Aids 260

Objects and Models 260

Photographs and Drawings 260

Graphs 261

Charts 263

Video 264

The Speaker 264

PowerPoint 265

Guidelines for Preparing Visual Aids 267

Prepare Visual Aids Well in Advance 267

Keep Visual Aids Simple 267

Make Sure Visual Aids Are Large Enough 267

Use a Limited Amount of Text 267

Use Fonts Effectively 268

Use Color Effectively 269

Use Images Strategically 269

Guidelines for Presenting Visual Aids 270

Display Visual Aids Where Listeners Can See Them 270

Avoid Passing Visual Aids Among the Audience 271

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CONTENTS xi

PART FIVE VARIETIES OF PUBLIC SPEAKING

Chapter 15 �Speaking to Inform 277 Types of Informative Speeches: Analysis and Organization 278

Speeches About Objects 278

Speeches About Processes 280

Speeches About Events 282

Speeches About Concepts 284

Guidelines for Informative Speaking 286

Don’t Overestimate What the Audience Knows 286

Relate the Subject Directly to the Audience 287

Don’t Be Too Technical 289

Avoid Abstractions 290

Personalize Your Ideas 291

Be Creative 293

Sample Speech with Commentary 293

Display Visual Aids Only While Discussing Them 271

Explain Visual Aids Clearly and Concisely 272

Talk to Your Audience, Not to Your Visual Aid 272

Practice with Your Visual Aids 273

Check the Room and Equipment 274

Chapter 16 �Speaking to Persuade 299 The Importance of Persuasion 300

Ethics and Persuasion 300

The Psychology of Persuasion 301

The Challenge of Persuasive Speaking 301

How Listeners Process Persuasive Messages 302

The Target Audience 304

Persuasive Speeches on Questions of Fact 305

What Are Questions of Fact? 305

Analyzing Questions of Fact 305

Organizing Speeches on Questions of Fact 306

Persuasive Speeches on Questions of Value 307

What Are Questions of Value? 307

Analyzing Questions of Value 307

Organizing Speeches on Questions of Value 308

Persuasive Speeches on Questions of Policy 309

What Are Questions of Policy? 309

Types of Speeches on Questions of Policy 309

Analyzing Questions of Policy 311

Organizing Speeches on Questions of Policy 313

Sample Speech with Commentary 318

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xii CONTENTS

Chapter 18 � Speaking on Special Occasions 353

Speeches of Introduction 354

Speeches of Presentation 356

Speeches of Acceptance 358

Commemorative Speeches 358

Chapter 17 �Methods of Persuasion 325 Building Credibility 326

Factors of Credibility 326

Types of Credibility 327

Enhancing Your Credibility 328

Using Evidence 330

How Evidence Works: A Case Study 331

Tips for Using Evidence 332

Reasoning 334

Reasoning from Specific Instances 335

Reasoning from Principle 336

Causal Reasoning 337

Analogical Reasoning 337

Fallacies 338

Appealing to Emotions 342

What Are Emotional Appeals? 343

Generating Emotional Appeal 344

Ethics and Emotional Appeal 345

Sample Speech with Commentary 346

Chapter 19 �Speaking in Small Groups 365 What Is a Small Group? 366

Leadership in Small Groups 367

Kinds of Leadership 367

Functions of Leadership 368

Responsibilities in a Small Group 369

Commit Yourself to the Goals of Your Group 369

Fulfill Individual Assignments 370

Avoid Interpersonal Conflicts 371

Encourage Full Participation 371

Keep the Discussion on Track 372

The Reflective-Thinking Method 373

Define the Problem 373

Analyze the Problem 374

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CONTENTS xiii

Establish Criteria for Solutions 375

Generate Potential Solutions 376

Select the Best Solution 377

Presenting the Recommendations of the Group 378

Oral Report 378

Symposium 379

Panel Discussion 379

Appendix� Speeches for Analysis and Discussion A1

I Have a Dream Martin Luther King, Jr. A2

Ramadan A5

The Horrors of Puppy Mills A7

Bursting the Antibacterial Bubble A9

My Crazy Aunt Sue A11

Questions of Culture Sajjid Zahir Chinoy A13

Notes N1

Photo Credits C1

Index I1

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xiv CONTENTS

SPEECHES

There’s an App for That (Sample Speech with Commentary) 72

Fork in the Road (Sample Speech with Commentary) 73

Surrounded by Stuff (Sample Introduction with Commentary) 195

Surrounded by Stuff (Sample Conclusion with Commentary) 201

Service Dogs (Sample Preparation Outline with Commentary) 211

Service Dogs (Sample Speaking Outline with Commentary) 216

Medical Robots: From Science Fiction to Science Fact (Sample Speech with Commentary) 294

Phony Pharmaceuticals (Sample Speech with Commentary) 318

The Dangers of Cell Phones (Sample Speech with Commentary) 346

Presenting the Congressional Gold Medal Bill Clinton 357

Accepting the Congressional Gold Medal Nelson Mandela 358

Elie Wiesel 361

I Have a Dream Martin Luther King, Jr. A2

Ramadan A5

The Horrors of Puppy Mills A7

Bursting the Antibacterial Bubble A9

My Crazy Aunt Sue A11

Questions of Culture Sajjid Zahir Chinoy A13

SPEECHES BY GENRE

INTRODUCTORY SPEECHES

Self-Introduction

There’s an App for That (Sample Speech with Commentary) 72

Introducing a Classmate

Fork in the Road (Sample Speech with Commentary) 73

INFORMATIVE SPEECHES

Surrounded by Stuff (Sample Introduction with Commentary) 195

Surrounded by Stuff (Sample Conclusion with Commentary) 201

Service Dogs (Sample Preparation Outline with Commentary) 211

Service Dogs (Sample Speaking Outline with Commentary) 216

Medical Robots: From Science Fiction to Science Fact (Sample Speech with Commentary) 294

Ramadan A5

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CONTENTS xv

PERSUASIVE SPEECHES

Phony Pharmaceuticals (Sample Speech with Commentary) 318

The Dangers of Cell Phones (Sample Speech with Commentary) 346

The Horrors of Puppy Mills A7

Bursting the Antibacterial Bubble A9

SPEECHES OF PRESENTATION

Presenting the Congressional Gold Medal Bill Clinton 357

SPEECHES OF ACCEPTANCE

Accepting the Congressional Gold Medal Nelson Mandela 358

COMMEMORATIVE SPEECHES

Elie Wiesel 361

I Have a Dream Martin Luther King, Jr. A2

My Crazy Aunt Sue A11

Questions of Culture Sajjid Zahir Chinoy A13

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T he Art of Public Speaking will pass its 30th anniversary in the course of this edition. When I wrote the first edition, I could not have imag-ined the extraordinary response the book would receive. I am deeply appreciative of the st u dents and teachers who have made it the leading

work on its subject at colleges and universities across the United States

and around the world.

In preparing this edition, I have retained what readers have identified

as the main strengths of the book. The Art of Public Speaking is informed by classical and contemporary theories of rhetoric, but it does not pr e sent

theory for its own sake. Keeping a steady eye on the practical skills of

public speaking, it offers full cove r age of all major aspects of speech prep-

aration and presentation.

It also follows David Hume’s advice that one “who would teach elo-

quence must do it chiefly by examples.” Whenever possible, I have tried to

show the principles of public speaking in action in addition to descri b ing them. Thus you will find in the book a large number of narratives, speech

excerpts, and full sample speeches that illustrate the principles of effective

public speaking.

Because the immediate task facing students is to present speeches in

the classroom, I rely heavily on e x amples that relate directly to students’

classroom needs and experiences. The speech classroom, however, is a

training ground where students develop skills that will serve them through-

out life. Therefore, I also include a large number of illustrations drawn from

the kinds of speaking experiences students will face after they grad u ate

from college.

Because speeches are performative acts, students need to be able to

view speakers in action as well as read their words on the printed page.

The Art of Public Speaking has an extensive video program that is available both on DVD and on Connect Public Speaking, the book’s innovative online learning platform. The video program i n cludes 27 full student speeches,

plus more than 60 speech excerpts. Nine of the full speeches and more

than 25 of the e x cerpts are new to this edition.

Connect also provides a wide range of teaching and learning resources in addition to the speech videos. These resources include hands-on study

tools, critical-thinking exercises, speech analysis questions, worksheets,

a s sessment forms, and more. Taken together, the book and Connect pro- vide an interactive public speaking pr o gram that meets the needs of stu-

dents and teachers alike.

The Art of Public Speaking has changed over the years in response to changes in technology, student demographics, and instructional needs. But

it has never lost sight of the fact that the most important part of speaking

is thinking. The ability to think critically is vital to a world in which person-

ality and image too often substitute for thought and substance. While help-

ing students become capable, responsible speakers, The Art of Public Speaking also seeks to help them become capable, responsible thinkers.

A Note from the Author

xvi

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FEATURES OF THE ELEVENTH EDITION

The eleventh edition of The Art of Public Speaking builds on its predecessors with expanded coverage in key areas that students find most challenging— plunging into the first speech, avoiding fallacies, using supporting materials properly, citing sources orally, developing and presenting visual aids, and taking public speaking from classroom to career. These content revisions are combined with a thorough revision of Connect Public Speaking, the pathbrea k ing online learning platform for The Art of Pub- lic Speaking at www.mcgraw-hillconnect.com . The book, Connect, and the other resources available with The Art of Public Speaking are all designed to work hand in hand. They provide an int e grated teaching and learning system that is without parallel among public speaking textbooks.

Helping students make the leap from principles to performance

THE ART OF PUBLIC SPEAKING CONNECTS STUDENTS TO THE PRACTICE OF PUBLIC SPEAKING. Clear, consistent coverage and a friendly, authoritative voice that speaks personably to students and gives them the principles they need to create and deliver dynamic public speeches.

Print and video examples show the principles of public speaking in action rather than just descri b ing them.

■ Every chapter of The Art of Public Speak- ing has been thoroughly revised to pre- sent relevant, easy-to-grasp real-world models that speak to the newest gen- eration of students.

■ Student speeches on DVD and on Con- nect provide models of major speech genres. There are a total of 27 full stu- dent speeches (9 new to this edition), including 5 “Needs Improvement” ver- sions. There are also more than 60 vid- eos (27 new to this edition) that illustrate specific skills and concepts from the book. Icons in the margins of the main text direct readers to the appropriate videos.

■ Written and narrated by Stephen E. Lucas, Introductions, Conclusions, and Visual Aids utilizes the pri n ciples of visual learning

NEW

NEW

NEW

Preface

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to reinforce key concepts from the book. Part One of this 30-minute DVD uses excerpts from a wide range of student speeches to illustrate the principles of effective introductions and conclusions. Part Two contains examples of speakers using a variety of visual aids and presentation m e dia.

LearnSmart, Connect’s adaptive diagnostic study tool, helps stu- dents absorb and internalize key ideas from the text. LearnSmart adapts to individual students and, based on their responses, identifies strengths and weaknesses in their grasp of course content. By tracking stu- dent responses, instructors can use class time to f o cus on subjects that stu- dents find most challenging.

Helping students apply principles discussed in the text to the creation of their own speeches

THE ART OF PUBLIC SPEAKING CONNECTS STUDENTS TO CONFIDENCE IN PUBLIC SPEAKING.

Improved coverage of persuasive speaking. Chapter 16, “Speaking to Persuade,” includes many new exa m ples, including a new full speech with commentary. Chapter 17, “Methods of Persuasion,” has a revised discussion of reasoning, plus expanded coverage of fallacies and a new sample speech with commentary.

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A full chapter on “Giving Your First Speech” (Chapter 4). This chap- ter gives students the support they need to present their first speeches at the start of the term—long before most of the principles of public spea k ing have been covered in class. Two new sample speeches with commentary provide models of introductory prese n tations.

More on supporting ideas and source citation. In response to requests from instructors, Chapter 8 provides expanded coverage of how to use sup- porting materials and how to cite sources orally. Chapter 7 takes account of new developments in online research and provides criteria for assessing infor- mation gleaned from the Inte r net.

Revised chapter on visual aids (Chapter 14). Among other changes, the popular PowerPoint appendix has been integrated into the main chapter, providing more streamlined and up-to-date coverage of visual aids.

Interactive assignments and activities in Connect take online ped- agogy to a new level. The latest version of Connect offers a wide range of assignable and assessable online activities. These include exercises for critical thinking, speech videos with questions for analysis, scrambled outline exer- cises, chapter study que s tions, key-term dia g nostics, and speech checklists and worksheets.

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Strong connection between public speaking principles and real- world application. “Using Public Speaking in Your Career”

activities place students in realistic, professional scenarios and help them make the leap from clas s room to career.

Comprehensive chapter-ending pedagogy builds critical thinking skills. Each chapter contains review que s tions and exercises for critical thinking. The exer-

cises require students to work with—and to think about—skills and concepts covered in the chapter. They are vital to the integrated teaching and learning system that has helped make The Art of Public Speaking so successful.

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Student Workbook. This popular supplement contains exercises, check- lists, worksheets, evaluation forms, and other materials designed to help stu- dents master the principles of effective speechmaking presented in the text.

Helping novices gain practice time and become eff ective public speakers

THE ART OF PUBLIC SPEAKING CONNECTS STUDENTS TO SUCCESS IN PUBLIC SPEAKING.

Speech Capture. This cutting-edge tool lets instructors evaluate speeches live, using a fully custo m izable rubric. Instructors can also upload speech videos on behalf of students, as well as create and manage peer r e view assig n ments. Stu- dents can upload their own videos for self-review and/or peer review.

Outline Tool, with enhanced user interface. The Outline Tool guides students systematically through the process of organizing and outlining their speeches. Instructors can customize parts of the outliner, and also turn it off if they don’t want their students to use it.

Topic Helper, as well as access to EasyBib and Survey Monkey online tools. The Topic Helper helps st u dents select a topic for speech assignments. EasyBib is a Web-based tool that automates the fo r matting of citations and bibliographies. Survey Monkey, also a Web-based tool, helps students create and ma n age audience-analysis questionnaires.

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RESOURCES FOR INSTRUCTORS

The Art of Public Speaking has an exceptional set of instructional resources that provide a fully integrated, comprehensive teac h ing and learning program for instructors of all experience levels.

Easier online course management through Connect-Blackboard CMS integration. McGraw-Hill’s partne r ship with Blackboard allows for full integration of McGraw-Hill content and digital tools into Blackboard, fe a turing single sign-on capability for students and faculty.

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PREFACE xxi

Annotated Instructor’s Edition. The Annotated Instructor’s Edition pro- vides a wealth of teaching aids for each chapter in the book. It is also cross- referenced with Connect , the Instructor’s Manual , the Instructor’s R e source CD-ROM, and other supplements that accompany The Art of Public Speaking .

Instructor’s Manual. This comprehensive guide to teaching from The Art of Public Speaking contains su g gested course outlines and speaking assign- ments; chapter outlines; supplementary exercises and classroom a c tivities; feedback for all exercises and activities; and 45 additional speeches for discus- sion and analysis.

Test Bank. The Test Bank furnishes 2,600 examination questions based on The Art of Public Speaking.

PowerPoint Slides with Video Clips. Fully revised for this edition, more than 400 Powe r Point slides include text, photographs, illustrations, and video clips, and can be cu s tomized by instructors for lecture or discussion.

Online Learning Center. The Art of Public Speaking Online Learning Cen- ter, located at www.mhhe.com/lucas11e , enables teachers to download the full roster of teaching resources:

■ Instructor’s Manual

■ Test Bank (Microsoft Word files, as well as computerized EZTest versions)

■ PowerPoint slides

■ Teaching Public Speaking

■ Teaching Public Speaking Online, fully revised for the eleventh edition by  Jennifer Cochrane of Indiana Unive r sity and Purdue University at Indianapolis

■ Handbook for Teachers of Non-Native Speakers of English

Instructor’s Resource CD-ROM. The Instructor’s Manual, Test Bank, Power- Point slides, and other items in the O n line Learning Center are also available on this CD-ROM.

The Instructor’s Manual, Test Bank, and PowerPoint slides are available on Connect, the Online Learning Ce n ter, and the Instructor’s Resource CD-ROM.

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ACKNOWLEDGMENTS

“’Tis the good reader,” said Ralph Waldo Emerson, “that makes the good book.” I have been fortunate to have very good readers indeed, and I would like to thank the reviewers, symposium and focus-group partic i pants, and co n- tributors whose names appear on pages xxiii–xxv for their expertise and help- ful comments and suggestions. In addition, I would like to express my gratitude both to the students at the University of Wisconsin whose speeches provided the material for many of the examples in the book and to members of the Communic a tion Arts 100 teaching staff who helped me by collecting sample speeches and by offering feedback on the tenth ed i tion. I am especially grateful to Sarah Jedd, assistant director of Communication Arts 100, for her splendid work in that capac i ty and for her many contributions to the book. Thanks go as well to Margaret Procario for her work on the Instructor’s Manual and the Test Bank; to Jennifer Cochrane for her supplement on using The Art of Public Speaking in an online course; and to Ashley Hinck, who helped with the research for this edition. Above all, I am indebted to Paul Stob, who worked with me on the book and supplements throughout the preparation of this edition. His contributions were indispens a ble. I also owe thanks to The Art of Public Speaking team at McGraw-Hill. David Patterson, Susan Gouijnstook, Mikola De Roo, Suzie Flores, and Jamie Daron joined the book this edition, and they have continued its trad i tion of excel- lence. Now in her fourth edition as marketing manager, Leslie Oberhuber continues to prove why she is one of the best in the business. Mike Ryan, Steve Debow, and Ed Stanford all provided exec u tive support and direction. In this day and age, publishing a textbook involves much more than the book itself. Working with the editorial team, Janet Byrne Smith and Adam Dweck skillfully managed the new version of Connect. Other members of the Connect team included Vicki Splaine, Debabrata Acharya, Pravarna Besa, Manish Gupta, Irina Reznick, Sanjay Shinde, Sujoy Banerjee, John Brady, Priscila Depano, Nidhi Kumari, and Suzy Cho. Meghan Campbell coordinated the addition of LearnSmart to the online resources. As production editor for the book, Carey Eisner handled a thousand details with skill and aplomb. Pr e ston Thomas oversaw the creation of a new design and cover. Natalia Peschiera coordinated the photo program, and Jennifer Blankenship located a wealth of images on a tight schedule. Vicki Malinee helped steer the suppl e ments through production. As always, my biggest debt is to my wife, Patty, whose love and support have sustained me through the years.

Stephen E. Lucas Madison, Wisconsin

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REVIEWERS, SYMPOSIUM AND FOCUS-GROUP PARTICIPANTS, AND CONTRIBUTORS

PREFACE xxiii

Main-Text Reviewers Bob Alexander, Bossier Parish Community College Barbara Armentrout, Central Piedmont Community

College Richard Armstrong, Wichita State University Gretchen Arthur, International Academy of Technology

and Design Leonard Assante, Volunteer State Community College Jennifer Becker, University of Missouri–Columbia Kimberly Berry, Ozarks Technical Community College Patrick Breslin, Santa Fe Community College Christa Brown, Minnesota State University–Mankato Ferald J. Bryan, Northern Illinois University Jack Byer, Bucks County Community College Richard Capp, Hill College Nick Carty, Dalton State University Mary Carver, University of Central Oklahoma Crystal Church, Cisco Junior College Jennifer Cochrane, Indiana University–Purdue

University, Indianapolis Shirley Lerch Crum, Coastal Carolina Community

College Karen Dwyer, University of Nebraska–Omaha Tracy Fairless, University of Central Oklahoma Rick Falvo, College of Lake County Bryan Fisher, Francis Marion University Bonnie Gabel, McHenry County College Paul Gaustad, Georgia Perimeter College Kevin Gillen, Indiana University Donna Gotch, California State University,

San Bernardino Catherine Gragg, San Jacinto College JoAnna Grant, California State University,

San Bernardino Neva Kay Gronert, Arapahoe Community College Omar Guevara, Weber State University Karen Hamburg, Camden Community College Tina M. Harris, University of Georgia Daria Heinemann, Keiser University Marcia Hotchkiss, Tennessee State University Delwyn Jones, Moraine Valley Community College Susan Kilgard, Anne Arundel Community College Amy King, Central Piedmont Community College Patricia King, McHenry County College Linda Kurz, University of Missouri–Kansas City Jerri Lynn Kyle, Missouri State University Kathleen LeBesco, Marymount Manhattan College Mark Lewis, Riverside Community College Sujanet Mason, Luzerne County Community College Peg McCree, Middle Tennessee State University Nicki L. Michalski, Lamar University Marjorie Keeshan Nadler, Miami University Ronn Norfleet, Kentucky Community and Technical

College System–Jefferson Community and Technical Co l lege

Kekeli Nuviadenu, Bethune-Cookman College Holly Payne, Western Kentucky University Theodore Petersen, Helmick Johnson Community College Jeff Peterson, Washington State University–Pullman James (Tim) Pierce, Northern Illinois University Jean R. Powers, Holmes Community College

Barry Poyner, Truman State University William Price, Georgia Perimeter College James E. Putz, University of Wisconsin–La Crosse Jennifer Reem, Nova Southeastern University Belinda Russell, Northeast Mississippi Community

College Diane Ryan, Tidewater Community College Rhona Rye, California State Polytechnic University,

Pomona Cara Schollenberger, Bucks County Community College Jay Self, Truman State University Michael J. Shannon, Moraine Valley Community College Gale Sharpe, San Jacinto College Richard Sisson, Georgia Perimeter College Amy R. Slagell, Iowa State University Katherine Taylor, University of Louisville Cindu Thomas-George, College of Lake County Joseph Valenzano, University of Nevada, Las Vegas Jill Voran, Anne Arundel Community College Linda J. White, Central Piedmont Community College Theresa White, Faulkner State Community College Alan Winson, John Jay College of Criminal Justice Carleen Yokotake, Leeward Community College

S ymposia and Regional Focus-Group Participants Donna Acerra, Northampton Community College Krista Appelquist, Moraine Valley Community College Vera Barkus, Kennedy-King College Barbara Baron, Brookdale Community College Mardia Bishop, University of Illinois–Champaign Audrey Bourne, North Idaho College Karen Braselton, Vincennes University Melissa Broeckelman-Post, California State University–

Los Angeles Cynthia Brown El, Macomb Community College,

Center Campus Kristin Bruss, University of Kansas–Lawrence Bobette Bushnell, Oregon State University Pamela Cannamore, Kennedy-King College Helen Chester, Milwaukee Area Technical College–

Milwaukee Jennifer Cochrane, Indiana University–Purdue

University, Indianapolis Jennifer Del Quadro, Northampton Community College Amber Erickson, University of Cincinnati Kris Galyen, University of Cincinnati Joan Geller, Johnson & Wales University Ava Good, San Jacinto College JoAnna Grant, California State University,

San Bernardino Delwyn Jones, Moraine Valley Community College Amy King, Central Piedmont Community College Bryan Kirby, Ivy Technical Community College, Indiana Steven Lebeau, Indiana University–Purdue University,

Indianapolis Cindy Leonard, Bluegrass Community and Technical

College, Main Campus Tobi Mackler, Montgomery County Community College Molly Mayer, University of Cincinnati James McCoy, College of Southern Nevada–Henderson

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Peg McCree, Middle Tennessee State University Libby McGlone, Columbus State Community College Delois Medhin, Milwaukee Area Technical College–

Milwaukee Stanley Moore, Henry Ford Community College Marjorie Keeshan Nadler, Miami University John Nash, Moraine Valley Community College Ronn Norfleet, Kentucky Community and Technical

College System–Jefferson Community and Technical Co l lege

Edward Panetta, University of Georgia Alexander Papp, Cuyahoga Community College Tim Pierce, Northern Illinois University Sunnye Pruden, Lone Star College, CyFair Jeff Przybylo, William Rainey Harper College Shawn Queeney, Bucks County Community College David Schneider, Saginaw Valley State University Mike Shannon, Moraine Valley Community College Amy R. Slagell, Iowa State University Karen Slawter, Northern Kentucky University Rick Soller, College of Lake County Cindu Thomas-George, College of Lake County Patrice Whitten, William Rainey Harper College Julie Williams, San Jacinto College Josie Wood, Chemeketa Community College Henry Young, Cuyahoga Community College

C onnect Board of Advisors Sam Arenivar, MiraCosta College Katherine Castle, University of Nebraska–Lincoln Jennifer Cochrane, Indiana University–Purdue

University, Indianapolis Rich Jones, Eastern Illinois University Bryan Kirby, Ivy Technical Community College, Indiana Christine Lemesianou, Montclair State University Maria Luskay, Pace University Jeff Przybylo, William Rainey Harper College Mike Shannon, Moraine Valley Community College Julie Williams, San Jacinto College

L earnSmart Contributors Mary Carver, University of Central Oklahoma Jennifer Cochrane, Indiana University–Purdue

University, Indianapolis Ava Good, San Jacinto College Amy King, Central Piedmont Community College Marjorie Keeshan Nadler, Miami University, Lead

Subject Matter Expert

C onnect and LearnSmart Reviewers Brent Adrian, Central Community College–Grand

Island campus Richard N. Armstrong, Wichita State University Frank Barnhart, Columbus State Community College Kimberly Berry, Ozarks Technical Community College Annette Bever, Vernon College Justin Braxton-Brown, Hopkinsville Community College Melissa Broeckelman-Post, California State University–

Los Angeles Drew Butler, Middle Tennessee State University Nick Carty, Dalton State Leslie Collins, Modesto Junior College Paige Davis, Lone Star College, CyFair Denise Elmer, Southeast Community College–Beatrice

Pam Glasnapp, University of Central Missouri JoAnna Grant, California State University,

San Bernardino Stacy B. Gresell, Lone Star College, CyFair Jill Hall, Jefferson Community and Technical College,

Downtown Daria Heinemann, Keiser University Richard Jones, Eastern Illinois University Patti Keeling, Chabot College Tressa Kelly, University of West Florida Darren Linvill, Clemson University Natonya Listach, Middle Tennessee State University Jodie Mandel, College of Southern Nevada–Henderson James McCoy, College of Southern Nevada–Henderson Peg McCree, Middle Tennessee State University Libby McGlone, Columbus State Community College Terri Metzger, California State University,

San Bernardino John Nash, Moraine Valley Community College Maria Parnell, Brevard Community College–Melbourne Jean Perry, Glendale Community College Tim Pierce, Northern Illinois University William Price, Georgia Perimeter College Greg Rickert, Bluegrass Community and Technical College Thomas Sabetta, University of Kentucky Jay Self, Truman State University Michael Shannon, Moraine Valley Community College Susan Silcott, Ohio University Lancaster Richard (Kim) Sisson, Georgia Perimeter College Katherine Taylor, University of Louisville Alice Veksler, University of Connecticut–Storrs Ann Marie Whyte, Penn State University–Harrisburg Julie Williams, San Jacinto College

Design Reviewers Barbara Baron, Brookdale Community College Elizabeth Jill Coker, Itawamba Community College–

Tupelo Ferald J. Bryan, Northern Illinois University Jack Byer, Bucks County Community College Terri Helmick, Johnson County Community College Steven King, Ivy Technical Community College, Indiana Elizabeth Rumschlag, Baker College, Auburn Hills David Simon, Northern Illinois University Katherine Taylor, University of Louisville Kristi Whitehill, Ivy Technical Community College,

Indiana

Public-Speaking Survey Participants Bob Alexander, Bossier Parish Community College Barbara Armentrout, Central Piedmont Community

College Richard N. Armstrong, Brevard Community College–

Titusville Barbara Baron, Brookdale Community College Kimberly Berry, Ozarks Technical Community College Laura Berry, Pearl River Community College Molly Brown, Clinton Community College Ferald J. Bryan, Northern Illinois University Jack Byer, Bucks County Community College Rebecca Carlton, Indiana University Southeast Mary Carver, University of Central Oklahoma Helen Chester, Milwaukee Area Technical College

xxiv PREFACE

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Cerbrina Chou, Chemeketa Community College Melissa Click, University of Missouri–Columbia Ron Compton, Triton College Audrey Deterding, Indiana University Southeast Kelly Driskell, Trinity Valley Community College James Duncan, Anderson University Karen Dwyer, University of Nebraska, Omaha Rick Falvo, College of Lake County Tori Forncrook, Georgia Perimeter College Rebecca J. Franco, Indiana University Southeast Meredith Frank, La Salle University Bonnie Gabel, McHenry County College Jodi Gaete, Suffolk County Community College Colleen Garside, Weber State University Paul Gaustad, Georgia Perimeter College Jeffrey Gentry, Rogers State University Pamela M. Glasnapp, University of Central Missouri Robert Glenn, III, Kentucky Community and Technical

College System–Owensboro Community and Technical College

Ava Good, San Jacinto College Thomas Green, Faulkner State Community College Neva Kay Gronert, Arapahoe Community College William F. Harlow, University of Texas–Permian Basin Kate Harris, Loyola University–Chicago ; Roosevelt

University Tina Harris, University of Georgia Terri Helmick, Johnson County Community College Marcia Hotchkiss, Tennessee State University Dr. David Johnson, University of Maryland Eastern Shore Brenda Jones, Franklin University Kate Kane, Northeastern Illinois University Amy King, Central Piedmont Community College Patricia King, McHenry County College Sandy King, Anne Arundel Community College Vijay Krishna, College of the Canyons Linda Kurz, University of Missouri–Kansas City Abby Lackey, Jackson State Community College Victoria Leonard, Cape Fear Community College Sujanet Mason, Luzerne County Community College Wolfgang Mcaninch-Runzi, University of Texas–

Permian Basin Alison McCrowell Lietzenmayer, Old Dominion

University

Nicki Michalski, Lamar University–Beaumont Diane Miller, Finlandia University; Michigan Techno-

logical University Holly Miller, University of Nebraska–Omaha Stanley Moore, Henry Ford Community College David Moss, Mt. San Jacinto College–Menifee Heidi Murphy, Central New Mexico Community College Ulysses Newkirk, Kentucky Community and Technical

College System–Owensboro Community and Technical College

Ronn Norfleet, Kentucky Community and Technical College System

Dr. Lisa M. Orick-Martinez, Central New Mexico Community College

Maria Parnell, Brevard Community College–Melbourne Jeff Przybylo, William Rainey Harper College Jason Andrew Ramsey, Indiana University Southeast Pamela J. Reid, Copiah-Lincoln Community College Cynthia Robinson-Moore, University of Nebraska–

Omaha Rhona Rye, California State Polytechnic University,

Pomona Thomas J. Sabetta, Cape Fear Community College Jay Self, Truman State University Alisa Shubb, University of California, Davis James Spurrier, Vincennes University Katherine Taylor, University of Louisville Lisa Turowski, Towson University Alice Veksler, University of Connecticut–Storrs Tom Vickers, Embry Riddle Aero University–Daytona

Beach Janice M. Vierk, Metropolitan Community College–

Omaha Myra H. Walters, Edison State College Stephanie Webster, University of Florida, Gainesville Linda J. White, Central Piedmont Community College Theresa White, Faulkner State Community College Cicely Wilson, Victory University (formerly Crichton

College) Alan Winson, John Jay College of Criminal Justice Josie Wood, Chemeketa Community College Tina Zagara, Georgia Perimeter College

PREFACE xxv

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The Art of Public Speaking

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3

Advantages of Visual Aids Kinds of Visual Aids

Guidelines for Preparing Visual Aids

Guidelines for Presenting Visual Aids

Speaking in Public

1

Visual Aids Aids

Preparing

Presenting

The Power of Public Speaking

The Tradition of Public Speaking

Similarities Between Public Speaking and Conversation

Differences Between Public Speaking and Conversation

Developing Confidence: Your Speech Class

Public Speaking and Critical Thinking

The Speech Communication Process

Public Speaking in a Multicultural World

G rowing up in a tough neighborhood in the

South Bronx, Geoffrey Canada had no inten-

tion of becoming a public speaker. A good

student, he went to college at Bowdoin and then to

graduate school at Harvard, where he earned a mas-

ter’s degree in education. After teaching in New

Hampshire and Boston, he returned to New York City,

where in 1990 he founded the Harlem Children’s Zone.

Called “one of the biggest social experiments of

our time” by the New York Times Magazine , the Harlem Children’s Zone seeks not just to educate children, but

to develop a community system that addresses issues

such as health care, violence, substance abuse, and job

training. Over the years, Canada has raised more than

$100 million for the project, and he has helped change

the lives of thousands of kids and families.

How has Canada achieved all this? Partly through

his education, his commitment to children, and his seem-

ingly limitless energy. But just as important is his ability

to communicate with people through public speaking,

which has been a primary vehicle for spreading his mes-

sage. He has been described as a “charismatic, passion-

ate, eloquent” speaker who leaves his audiences “awed.”

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4 CHAPTER 1 Speaking in Public

If you had asked Geoffrey Canada early in his life, “Do you see yourself as a major public speaker?” he probably would have laughed at the idea. Yet today he gives more than 100 presentations a year. Along the way, he has spoken at the White House, has lectured at Harvard and Princeton, and has addressed the Aspen Institute and the Google International Zeitgeist. He has also appeared on 60 Minutes and is featured in the film Waiting for Superman .

The Power of Public Speaking

Throughout history people have used public speaking as a vital means of communication. What the Greek leader Pericles said more than 2,500 years ago is still true today: “One who forms a judgment on any point but cannot explain” it clearly “might as well never have thought at all on the subject.” 1 Public speaking, as its name implies, is a way of making your ideas public— of sharing them with other people and of influencing other people. During modern times, many women and men around the globe have spread their ideas and influence through public speaking. In the United States, the list includes Franklin Roosevelt, Billy Graham, Cesar Chavez, Barbara Jordan, Ronald Reagan, Martin Luther King, Hillary Clinton, and Barack Obama. In other countries, we see the power of public speaking employed by such peo- ple as former British Prime Minister Margaret Thatcher, South African leader Nelson Mandela, Burmese democracy champion Aung San Suu Kyi, and Kenyan environmentalist and Nobel Prize winner Wangari Maathai. As you read these names, you may think to yourself, “That’s fine. Good for them. But what does that have to do with me? I don’t plan to be a presi- dent or a preacher or a crusader for any cause.” Nevertheless, the need for public speaking will almost certainly touch you sometime in your life—maybe tomorrow, maybe not for five years. Can you imagine yourself in any of these situations?

You are one of seven management trainees in a large corporation. One of you

will get the lower-management job that has just opened. There is to be a large

staff meeting at which each of the trainees will discuss the project he or she has

been developing. One by one your colleagues make their presentations. They have

no experience in public speaking and are intimidated by the higher-ranking

managers present. Their speeches are stumbling and awkward. You, however, call

upon all the skills you learned in your public speaking course. You deliver an

informative talk that is clear, well reasoned, and articulate. You get the job.

One of your children has a learning disability. You hear that your local school

board has decided, for budget reasons, to eliminate the special teacher who has

been helping your child. At an open meeting of the school board, you stand up

and deliver a thoughtful, compelling speech on the necessity for keeping the

special teacher. The school board changes its mind.

You are the assistant manager in a branch office of a national company. Your

immediate superior, the branch manager, is about to retire, and there will be a

retirement dinner. All the executives from the home office will attend. As his close

working associate, you are asked to give a farewell toast at the party. You prepare

and deliver a speech that is both witty and touching—a perfect tribute to your

 

View John F. Kennedy, Martin Luther King, Ronald Reagan, Barbara Jordan, and other speakers in the online Media Library for this chapter (Video 1.1)

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The Tradition of Public Speaking 5

boss. After the speech, everyone applauds enthusiastically, and a few people have

tears in their eyes. The following week you are named branch manager.

Fantasies? Not really. Any of these situations could occur. In a recent survey of more than 300 business leaders, the ability to communicate effectively— including public speaking—was ranked first among the skills of college grad- uates sought by employers. In another survey, the American Management Association asked 2,000 managers and executives to rank the skills most essential in today’s workplace. What was at the top of their list? Communica- tion skills. 2 The importance of such skills is true across the board—for accountants and architects, teachers and technicians, scientists and stockbrokers. Even in highly specialized fields such as civil and mechanical engineering, employers consistently rank the ability to communicate above technical knowledge when deciding whom to hire and whom to promote. Businesses are also asking people to give more speeches in the early stages of their careers, and many young professionals are using public speaking as a way to stand out in today’s highly competitive job market. 3 In fact, the ability to speak effectively is so prized that college graduates are increasingly being asked to give a presentation as part of their job interview. Nor has the growth of the Internet and other new technologies reduced the need for public speaking. In this age of e-mail and Twitter, businesses are concerned that college graduates are losing the ability to talk in a professional way. As career expert Lindsey Pollak states, “It’s so rare to find somebody who has that combination of really good technical skills and really good verbal communication skills. You will be head and shoulders above your colleagues if you can combine those two.” 4 The same is true in community life. Public speaking is a vital means of civic engagement. It is a way to express your ideas and to have an impact on issues that matter in society. As a form of empowerment, it can—and often does—make a difference in things people care about very much. The key phrase here is “make a difference.” This is what most of us want to do in life—to make a difference, to change the world in some small way. Public speaking offers you an opportunity to make a difference in something you care about very much.

The Tradition of Public Speaking

Given the importance of public speaking, it’s not surprising that it has been taught and studied around the globe for thousands of years. Almost all cul- tures have an equivalent of the English word “orator” to designate someone with special skills in public speaking. The oldest known handbook on effec- tive speech was written on papyrus in Egypt some 4,500 years ago. Eloquence was highly prized in ancient India, Africa, and China, as well as among the Aztecs and other pre-European cultures of North and South America. 5 In classical Greece and Rome, public speaking played a central role in education and civic life. It was also studied extensively. Aristotle’s Rhetoric, composed during the third century B.C. , is still considered the most important work on its subject, and many of its principles are followed by speakers (and

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6 CHAPTER 1 Speaking in Public

writers) today. The great Roman leader Cicero used his speeches to defend liberty and wrote several works about oratory in general. Over the centuries, many other notable thinkers have dealt with issues of rhetoric, speech, and language—including the Roman educator Quintil- ian, the Christian preacher St. Augustine, the medieval writer Christine de Pizan, the British philosopher Francis Bacon, and the American critic Kenneth Burke. In recent years, communication researchers have provided an increasingly scientific basis for understanding the methods and strategies of effective speech. Your immediate objective is to apply those methods and strategies in your classroom speeches. What you learn, however, will be applicable long after you leave college. The principles of public speaking are derived from a long tradition and have been confirmed by a substantial body of research. The more you know about those principles, the more effective you will be in your own speeches—and the more effective you will be in listening to the speeches of other people.

Similarities Between Public Speaking and Conversation

How much time do you spend each day talking to other people? The average adult spends about 30 percent of her or his waking hours in conversation. By the time you read this book, you will have spent much of your life perfecting the art of conversation. You may not realize it, but you already employ a wide range of skills when talking to people. These skills include the following:

1. Organizing your thoughts logically. Suppose you were giving someone directions to get to your house. You wouldn’t do it this way:

When you turn off the highway, you’ll see a big diner on the left. But before

that, stay on the highway to Exit 67. Usually a couple of the neighbors’ dogs

are in the street, so go slow after you turn at the blinking light. Coming from

your house you get on the highway through Maple Street. If you pass the taco

stand, you’ve gone too far. The house is blue.

Instead, you would take your listener systematically, step by step, from his or her house to your house. You would organize your message.

2. Tailoring your message to your audience. You are a geology major. Two people ask you how pearls are formed. One is your roommate; the other is your nine-year-old niece. You answer as follows:

To your roommate: “When any irritant, say a grain of sand, gets inside the oys-

ter’s shell, the oyster automatically secretes a substance called nacre, which is

principally calcium carbonate and is the same material that lines the oyster’s

shell. The nacre accumulates in layers around the irritant core to form the pearl.”

To your niece: “Imagine you’re an oyster on the ocean floor. A grain of sand

gets inside your shell and makes you uncomfortable. So you decide to cover it

up. You cover it with a material called mother-of-pearl. The covering builds up

around the grain of sand to make a pearl.”

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Similarities Between Public Speaking and Conversation 7

3. Telling a story for maximum impact. Suppose you are telling a friend about a funny incident at last week’s football game. You don’t begin with the punch line (“Keisha fell out of the stands right onto the field. Here’s how it started. . . .”). Instead, you carefully build up your story, adjusting your words and tone of voice to get the best effect.

4. Adapting to listener feedback. Whenever you talk with someone, you are aware of that person’s verbal, facial, and physical reactions. For example:

You are explaining an interesting point that came up in biology class. Your lis-

tener begins to look confused, puts up a hand as though to stop you, and says

“Huh?” You go back and explain more clearly.

A friend has asked you to listen while she practices a speech. At the end you tell

her, “There’s just one part I really don’t like—that quotation from the attorney gen-

eral.” Your friend looks very hurt and says, “That was my favorite part!” So you say,

“But if you just worked the quotation in a little differently, it would be wonderful.”

Each day, in casual conversation, you do all these things many times with- out thinking about them. You already possess these communication skills. And these are among the most important skills you will need for public speaking. To illustrate, let’s return briefly to one of the hypothetical situations at the beginning of this chapter. When addressing the school board about the need for a special teacher:

■ You organize your ideas to present them in the most persuasive manner. You steadily build up a compelling case about how the teacher benefits the school.

■ You tailor your message to your audience. This is no time to launch an impassioned defense of special education in the United States. You must show how the issue is important to the people in that very room—to their children and to the school.

Many skills used in conversation also

apply in public speaking. As you learn

to speak more effectively, you may

also learn to communicate more

effectively in other situations.

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8 CHAPTER 1 Speaking in Public

■ You tell your story for maximum impact. Perhaps you relate an anecdote to demonstrate how much your child has improved. You also have statistics to show how many other children have been helped.

■ You adapt to listener feedback. When you mention the cost of the special teacher, you notice sour looks on the faces of the school board members. So you patiently explain how small that cost is in relation to the overall school budget.

In many ways, then, public speaking requires the same skills used in ordinary conversation. Most people who communicate well in daily talk can learn to communicate just as well in public speaking. By the same token, training in public speaking can make you a more adept communicator in a variety of situations, such as conversations, classroom discussions, business meetings, and interviews.

Differences Between Public Speaking and Conversation

Despite their similarities, public speaking and everyday conversation are not identical. Imagine that you are telling a story to a friend. Then imagine your- self telling the story to a group of seven or eight friends. Now imagine telling the same story to 20 or 30 people. As the size of your audience grows, you will find yourself adapting to three major differences between conversation and public speaking:

1. Public speaking is more highly structured. It usually imposes strict time limitations on the speaker. In most cases, the situation does not allow listen- ers to interrupt with questions or commentary. The speaker must accomplish her or his purpose in the speech itself. In preparing the speech, the speaker must anticipate questions that might arise in the minds of listeners and answer them. Consequently, public speaking demands much more detailed planning and preparation than ordinary conversation.

2. Public speaking requires more formal language. Slang, jargon, and bad grammar have little place in public speeches. As committed as he is to improv- ing the quality of education in urban schools, when Geoffrey Canada speaks to a legislative committee, he doesn’t say, “We’ve got to get every damn incompetent teacher out of the classroom!” Listeners usually react negatively to speakers who do not elevate and polish their language when addressing an audience. A speech should be “special.”

3. Public speaking requires a different method of delivery. When conversing informally, most people talk quietly, interject stock phrases such as “like” and “you know,” adopt a casual posture, and use what are called vocalized pauses (“uh,” “er,” “um”). Effective public speakers, however, adjust their voices to be heard clearly throughout the audience. They assume a more erect posture. They avoid distracting mannerisms and verbal habits.

With study and practice, you will be able to master these differences and expand your conversational skills into speechmaking. Your speech class will provide the opportunity for this study and practice.

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Developing Confidence: Your Speech Class 9

Developing Confidence: Your Speech Class

One of the major concerns of students in any speech class is stage fright. We may as well face the issue squarely. Many people who converse easily in all kinds of everyday situations become frightened at the idea of standing up before a group to make a speech. If you are worried about stage fright, you may feel better knowing that you are not alone. A 2001 Gallup Poll asked Americans to list their greatest fears. Forty percent identified speaking before a group as their top fear, exceeded only by the 51 percent who said they were afraid of snakes. A 2005 survey produced similar results, with 42 percent of respondents being terrified by the prospect of speaking in public. In comparison, only 28 percent said they were afraid of dying. 6 i n a different study, researchers concentrated on social situations and, again, asked their subjects to list their greatest fears. More than 9,000 people were interviewed. Here is the ranking of their answers: 7

Greatest Fear

Public speaking

Speaking up in a meeting or class

Meeting new people

Talking to people in authority

Important examination or interview

Going to parties

Talking with strangers

Again, speechmaking is at the top in provoking anxiety.

NERVOUSNESS IS NORMAL If you feel nervous about giving a speech, you are in very good company. Some of the greatest public speakers in history have suffered from stage fright, including Abraham Lincoln, Margaret Sanger, and Winston Churchill. The famous Roman orator Cicero said, “I turn pale at the outset of a speech and quake in every limb and in my soul.” 8 Oprah Winfrey, Conan O’Brien, and Jay Leno all report being anxious about speaking in public. Early in his career, Leonardo DiCaprio was so ner- vous about giving an acceptance speech that he hoped he would not win the Academy Award for which he had been nominated. Eighty-one percent of business executives say public speaking is the most nerve-wracking experience they face. 9 What comedian Jerry Seinfeld said in jest sometimes seems literally true: “Given a choice, at a funeral most of us would rather be the one in the coffin than the one giving the eulogy.” Actually, most people tend to be anxious before doing something impor- tant in public. Actors are nervous before a play, politicians are nervous before a campaign speech, athletes are nervous before a big game. The ones who succeed have learned to use their nervousness to their advantage. Listen to

stage fright

Anxiety over the prospect of giving a

speech in front of an audience.

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10 CHAPTER 1 Speaking in Public

tennis star Rafael Nadal speaking after his 2010 Wimbledon title match against Tomas Berdych. “I was a little bit more nervous than usual,” he admitted. “But if you are not nervous in the finals of Wimbledon, you are not human!” Putting his butterflies to good use, Nadal beat Berdych in straight sets to claim his second Wimbledon championship. Much the same thing happens in speechmaking. Most experienced speak- ers have stage fright before taking the floor, but their nervousness is a healthy sign that they are getting “psyched up” for a good effort. Novelist and lecturer I. A. R. Wylie once said: “After many years of practice I am, I suppose, really a ‘practiced speaker.’ But I rarely rise to my feet without a throat constricted with terror and a furiously thumping heart. When, for some reason, I am cool and self-assured, the speech is always a failure.” In other words, it is perfectly normal—even desirable—to be nervous at the start of a speech. Your body is responding as it would to any stressful situation—by producing extra adrenaline. This sudden shot of adrenaline is what makes your heart race, your hands shake, your knees knock, and your skin perspire. Every public speaker experi- ences all these reactions to some extent. The question is: How can you con- trol your nervousness and make it work for you rather than against you?

DEALING WITH NERVOUSNESS Rather than trying to eliminate every trace of stage fright, you should aim at transforming it from a negative force into what one expert calls positive nervousness —“a zesty, enthusiastic, lively feeling with a slight edge to it. . . . It’s still nervousness, but it feels different. You’re no longer victimized by it; instead, you’re vitalized by it. You’re in control of it.” 10 Don’t think of yourself as having stage fright. Instead, think of it as “stage excitement” or “stage enthusiasm.” 11 It can help you get focused and ener- gized in the same way that it helps athletes, musicians, and others get primed for a game or a concert. Actress Jane Lynch, talking about her gig hosting Saturday Night Live , said that she got through it with “that perfect cocktail of nervousness and excitement.” Think of that cocktail as a normal part of giv- ing a successful speech. Here are six time-tested ways you can turn your nervousness from a neg- ative force into a positive one.

Acquire Speaking Experience You have already taken the first step. You are enrolled in a public speaking course, where you will learn about speechmaking and gain speaking experi- ence. Think back to your first day at kindergarten, your first date, your first day at a new job. You were probably nervous in each situation because you were facing something new and unknown. Once you became accustomed to the situation, it was no longer threatening. So it is with public speaking. For most students, the biggest part of stage fright is fear of the unknown. The more you learn about public speaking and the more speeches you give, the less threatening speechmaking will become. Of course, the road to confidence will sometimes be bumpy. Learning to give a speech is not much different from learning any other skill—it proceeds by trial and error. The purpose of your speech class is to shorten the process, to minimize the errors, to give you a nonthreatening arena—a sort of laboratory— in which to undertake the “trial.”

BIBLICAL METANARRATIVE ESSAY

THEO 104

Biblical Metanarrative Essay Instructions

The purpose of this assignment is to demonstrate your understanding of the unified and coherent nature of the Bible and the theological doctrines. One way to view Scripture is through the four major plot movements of Creation, Fall, Redemption, and New Creation. Considering biblical doctrines through these four plot movements can aid in our understanding of humanity and humanity’s relationship to God.

After viewing the presentation, Understanding the Metanarrative, and completing your textbook readings, you will be equipped to demonstrate the coherence of Scripture and share some of the implications of the unified message of the Bible.

For this assignment, you must write a 600–1,000-word essay addressing the following prompt:

The unity of the Bible is demonstrated through the Divine inspiration of the Holy Spirit on the human authors of Scripture. The study of theology uncovers and articulates the unity of all the biblical texts when they are taken together. From the list of approved doctrines to address, demonstrate the unified nature of the Bible by tracing that doctrine through the four major plot developments of Scripture.

For example, The Bible describes God as love in 1 John 4:8. The way to interpret “God is love” is to look at the biblical story that reveals God’s character through His actions. When looking at the idea of love through the four major plot movements in Scripture we see God’s love demonstrated in His creation of humanity, His patience with humanity after the fall, His sacrificial death to redeem humanity from the fall, and His restorative work through preparation of the heavenly home. (This example would be substantiated and demonstrated with biblical support, and be elaborated on within the essay.)

Assignment Requirements:

1. Discuss the major movement of the biblical metanarrative, its main character, and its implications for understanding the unity of the biblical books.

2. Choose two topics from the approved topics list that are presented in Biblical doctrine with attention on how these theological topics unfold through the through the four major plot movements of Creation, Fall, Redemption, and New Creation.

3. Using your theological examples, share the implications that these examples provide humanity’s relationship to God.

4. Incorporate at least 2 theological references in your paper using course resources.

5. Incorporate at least 2 relevant biblical references.

6. Write a clear introductory paragraph including the thesis statement. A summative concluding paragraph must also be included.

7. Refer to the “Course Policies” in the course syllabus for the formatting expectations in this course.

Use the provided Biblical Metanarrative Essay Template as a guide.

Submit your Biblical Metanarrative Essay by 11:59 p.m. (ET) on Monday of Module/Week 2.