Public Speech Sample 2013

8/13/2019 Public Speech Sample 2013

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# $% 5&' 6

( )* 10

.Choosing a Topic 10

+.Using Language 15

,.Outlining The Speech 19

-.Organizing of your speech 23

..NON-VE!"L CO##UN$C"T$ON 28

/.%eli&ery 32

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,. 0Cspeculati&e thining a6ility

.n 0Cco44unicati&e capa6ility

;.eY E 4oral integrity

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(A r infor4ati&e speech7 persuasi&e speech7op speech on special occasions*

my Presenting Skills

(.Bno7 your topic

2.Bno7 your au5ience U

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3.Bno7 your start an5 stop ti4es) as 7ell as 7ho else is on ^J

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,.Bno7 7hat you 7ant people to 5o 5ifferently an5 tell the4 w

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Art of Public Speaking Company Introduction

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The Art of Public Speaking

I. Choosing a Topic

1u6lic speaing is a night4are Through this serial of e8tract fro4

#cDra7-@illFs 6est seller in pu6lic speech The Art of Public Speaking) 7e 7ill

sho7 you the 7ay to 6eco4e an articulator.

The first step in speech4aing is choosing a topic. Gor speeches outsi5e the

classroo4 this is sel5o4 a pro6le4. Usually the speech topic is 5eter4ine5 6y

the occasion) the au5ience) an5 the speaerFs :ualifications. $n a pu6lic speaing

class the situation is 5ifferent. #ost of your speech assign4ents 7ill not co4e

7ith a 5esignate5 topic. Stu5ents generally ha&e great lee7ay in selecting

su6ects for their speeches. This 7oul5 appear to 6e an a5&antage) since it

allo7s you to tal a6out 4atters of personal interest. >et there 4ay 6e no facet(of speech preparation that causes 4ore gnashing2 of teeth than selecting a topic.

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$t is a constant source of a4aze4ent to teachers that stu5ents 7ho regularly

chat 7ith their frien5s a6out al4ost any su6ect un5er the sun 6eco4e 4entally

paralyze5 7hen face5 7ith the tas of 5eci5ing 7hat to tal a6out in their

speech class. Gortunately) once you get o&er this initial paralysis) you shoul5

ha&e little trou6le choosing a goo5 topic.

There are t7o 6roa5 categories of potential topics for your classroo4

speeches?

*(+ Su6ects you no7 a lot a6out an5.

*2+ Su6ects you 7ant to no7 4ore a6out. LetFs start 7ith the first.

Topics you know a lot about

#ost people spea 6est a6out su6ects 7ith 7hich they are 4ost fa4iliar.

E&eryone no7s things or has 5one things that can 6e use5 in a speech. Thin

for a 4o4ent a6out unusual e8periences you 4ay ha&e ha5. Thin also a6out

special no7le5ge or e8pertise you 4ay ha&e ac:uire5. >ou are 6oun5 to co4e

up 7ith so4ething. One stu5ent) 7ho gre7 up in 1aistan) presente5 a

fascinating speech a6out 5aily life in that country. "nother use5 her no7le5ge

as e7elry store salesperson to prepare a speech on ho7 to u5ge the &alue of cut

5ia4on5s. " thir5 stu5ent) 7ho ha5 li&e5 through a torna5o) ga&e a gripping

speech a6out that terrifying e8perience. Too 5ra4atic Nothing in your life is as

interesting

@ere are a fe7 4ore e8a4ples of speech topics 6ase5 largely on the

stu5entsF personal no7le5ge an5 e8perience?

@ong Bong? City of 1ara5o8

$guanas3? The $5eal 1ets

Scu6a %i&ing,? " Ne7 Horl5 Un5er Hater...

Topics you want to know more about

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On the other han5) you 4ay 5eci5e to 4ae your speech a learning

e8perience for yourself as 7ell as for your au5ience. >ou 4ay choose a su6ect

a6out 7hich you alrea5y ha&e so4e no7le5ge or e8pertise 6ut not enough to

prepare a speech 7ithout 5oing a55itional research. >ou 4ay e&en select a topic

that hasnFt touche5 you at all 6efore 6ut that you 7ant to e8plore. Or suppose

you run across a su6ect in one of your other classes that catches your fancy.

Hhy not in&estigate it further for your speech class

Still another possi6ility - especially for persuasi&e speeches I is to thin of

su6ects a6out 7hich you hol5 strong opinions an5 6eliefs. $4agine you are at

5inner 7ith a frien5 an5 fin5 yourself arguing that tele&ision 6roa5casters shoul5

not report the proecte5 results of presi5ential elections until polls ha&e close5

throughout the country. Hhy not gi&e a speech in class on the sa4e topic Or

suppose you 6elie&e your school shoul5 set up a progra4 to help re5uce

6urglaries on ca4pus.

Lie e&eryone else) you surely ha&e issues a6out 7hich you care 5eeply.

They 4ay inclu5e national or international concerns such as gun control)

protection of the en&iron4ent) or the threat of cy6erterroris4. Or perhaps you

are a 4ayor for a proposal to increase tuition. Not all such topics 4ust 6e

Jpolitical.J They can 5eal 7ith anything fro4 gra5uation re:uire4ents to

helping people 7ith physical 5isa6ilities) fro4 &egetarianis4 to preser&ing a

nature sanctuary) fro4 5or4itory regulations to 6uil5ing a church recreation

center.

"fter all this) you 4ay still 6e thining) J$F&e ne&er 6een to 1aistan. $F4

not acti&e in politics. H@"T a4 $ going to tal a6outJ if you are ha&ing trou6le

selecting a topic) there are a nu46er of 6rainstor4ing proce5ures you can follo7

to get starte5.

Personal inventory

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Girst 4ae a :uic in&entory of your e8periences) interests) ho66ies) sills)

6eliefs) an5 so forth. Kot 5o7n anything that co4es to 4in5) no 4atter ho7

silly or irrele&ant it 4ay see4. Gro4 this list 4ay co4e a general su6ect area

out of 7hich you can fashion a specific topic. This 4etho5 has 7ore5 for

4any stu5ents.

Clustering

$f the first 4etho5 5oesnFt 7or) try the secon5. $tFs a techni:ue calle5

clustering. Tae a sheet of paper an5 5i&i5e it into nine colu4ns as follo7s?

1eople) 1lace) Things) E&ents) 1rocesses) Concepts) Natural 1heno4ena)

1ro6le4s) an5 1lans an5 1olicies. Then list in each colu4n the first fi&e or si8

ite4s that co4e to 4in5.

e!erence search

!y clustering) 4ost people are a6le to co4e up 7ith a topic rather :uicly.

!ut if you are still sty4ie5) 5onFt 5espair. There is a thir5 techni:ue you can

use. Do to the reference roo4 of the li6rary an5 6ro7se through an

encyclope5ia) the ea5erFs Dui5e to 1erio5ical Literature) the Ne7 >or Ti4es

$n5e8) or so4e other reference 7or until you stu46le across 7hat 4ight 6e a

goo5 speech topic.

Internet "earch

>et another possi6ility) if you ha&e access to the Horl5 Hi5e He6 &ia the

$nternet) is to connect to a su6ect-6ase5 search engine such as >ahoo or the

Li6rariansF $n5e8 to the $nternet. $f you select one categories I say) @ealth I

the ne8t screen 7ill sho7 all su6categories in5e8e5 un5er that hea5ing. One of

the a5&antages of using >ahoo as a 6rainstor4ing ai5 is that you can continue to

4ae your search 4ore an5 4ore specific until you fin5 ust the right topic.Suppose) for e8a4ple) that as you loo at the su6hea5ings for health) your

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attention is gra66e5 6y the ite4 I "lternati&e #e5icine. $f you clic on this

ite4) you 7ill get another screen 7ith a 5etaile5 list of su6hea5ings for

"lternati&e #e5icine. Horing fro4 that list) you can lin up to other sites that

7ill help you narro7 an5 focus your topic e&en further. This process is 4uch

faster than leafing through reference 7ors in the li6rary) an5 it can 6e a great

spur to thining creati&ely a6out a topic.

Hhate&er the 4eans you use for selecting a topic) Start Early. The 4aor

reason stu5ents ha&e 5ifficulty choosing speech topics is that) lie 4ost people)

they ten5 to procrastinate I to put off starting proects for as long as possi6le.

Since choosing a topic is your first step in the process of speech preparation) it is

only natural to postpone facing up to it. !ut if you postpone it for too long) you

4ay 5ig yourself into a hole fro4 7hich you cannot escape.

Start thining a6out your topic as soon as each assign4ent is announce5.

1ay attention to interesting su6ects in class an5 con&ersation) on the ra5io an5

tele&ision) in ne7spapers an5 4agazines. Kot 5o7n in your note6oo i5eas for

topics as they occur to you. @a&ing an in&entory of possi6le topics to choose

fro4 is 4uch 6etter than ha&ing to rac your 6rain for one at the last 4inute. $f

you get an early start on choosing a topic) you 7ill ha&e plenty of ti4e to pic

ust the right one an5 prepare a first-rate speech.

#otes$

(.facet? any of the 5efina6le aspects that 4ae up a su6ect *as of conte4plation+ or an

o6ect *as of consi5eration+

2.gnash? to strie or grin5 *as the teeth+ together

3. iguana? *

,. scu6a? *

. sty4ie? to present an o6stacle

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II . The %rt o! Public "peaking & 'sing (anguage

@a&e you e&er playe5Pictionary( The point of the ga4e is to 5ra7 7or5s

so people 7atching you can guess the4. So4e 7or5s are easy IJhouse)J

J6ir5)J an5 Jtele&ision)J for instance. E&en people 7ithout artistic talent can

5ra7 these in such a 7ay that o6ser&ers catch on i44e5iately. !ut other in5s

of 7or5s are 4ore challenging. Try 5ra7ing Jnu46)J Je46arrass)J or

J5ehy5rate52.J The 4ore a6stract the 7or5 the 4ore 5ifficult it is to represent

&isually. @o7 7oul5 you 5ra7 Ji4pro&e4entJ or JappropriateJ

This is 7hy language has e&ol&e5. @u4an 6eings nee5 to co44unicate at a

le&el far a6o&e 7hat can 6e sho7n 6y pictures. !ut for language to 7or there

4ust 6e a co44on un5erstan5ing of 7hat 7or5s 4ean. $n effect) 7eF&e all 4a5e

a pact3 that a certain collection of letters an5 soun5s 7ill 4ean the sa4e thing to

e&ery6o5y. $f you say J6oo)J e&ery6o5y 7ho speas English 7ill picture

so4ething lie 7hat youFre hol5ing right no7. On the other han5) 7hen you

5onFt use 7or5s properly) you J6rea the pactJ an5 co44unication 6reas 5o7n.

Suppose you say to a frien5) J"66y) youFre so pe5estrian,.J >ou 4ay 4ean she

7als a lot 6ut "66y is liely to 6eco4e angry) 6ecause you actually calle5 her

6oring an5 or5inary.

(anguage Is Important

Doo5 speaers respect language an5 ho7 it 7ors. @o7 7ell 5o you use

language %o you say Sha:uille OFNeal plays 6aset6allgood) 7hen you 4ean

he playswell %o you say in the eventuality of7hen if 7ill 5o %o you 5escri6e

a hurricane as a terrible disaster) as if there 7ere such a thing as a good

disaster

$f you 5o these things) you are 6oun5 to 6e less effecti&e as a speaer. "n5)

unfortunately) you are not alone. #uch "4erican speech is turning into the

linguistic e:ui&alent of un foo5;. "s a speaer) once you get the right i5ea)you 4ust 5eci5e ho7 6est to communicateit to listeners. To 5o this) you nee5 to

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6e especially conscious of 7hat language can 5o. Unless you use language

accurately an5 clearly) no one 7ill un5erstan5 your i5eas.

)eaning o! words

Hor5s ha&e t7o in5s of 4eanings I 5enotati&e an5 connotati&e.

Denotative 4eaning is precise) literal) an5 o6ecti&e. $t si4ply 5escri6es the

o6ect) person) place) i5ea) or e&ent to 7hich the 7or5 refers. One 7ay to thin

of a 7or5Fs 5enotati&e 4eaning is as its 5ictionary 5efinition. onnotative

4eaning is 4ore &aria6le) figurati&e) an5 su6ecti&e. 1ut si4ply) it is 7hat the

7or5 suggests or i4plies.

'sing language accurately

Using language accurately is as &ital to a speaer as using nu46ers

accurately is to an accountant. @o7e&er) 7e all co44it su6tle errors I

especially using one 7or5 7hen another 7ill capture our i5eas 4ore precisely.

E&ery 7or5 has sha5es of 4eaning that 5istinguish it fro4 e&ery other 7or5. "s

#ar T7ain sai5) JThe 5ifference 6et7een the right 7or5 an5 the al4ost right

7or5 is the 5ifference 6et7een lightning an5 the lightning 6ug.J= $f you ha&e

serious aspirations as a speaer) you shoul5 7or out a syste4atic plan to

i4pro&e your &oca6ulary. The purpose of this is to learn ho7 to use the proper

7or5 at the proper ti4e.

'sing language clearly

"s 4any people ha&e 5isco&ere5) 4uch to their 5is4ay) it is possi6le to use

language accurately 7ithout using it clearly. " speaerFs 4eaning 4ust 6e

immediatelyco4prehensi6le it 4ust 6e so clear that there is &irtually no chance

of 4isun5erstan5ing. >ou can ensure this 6y using fa4iliar 7or5s) 6y choosing

concrete 7or5s o&er a6stract 7or5s) an5 6y eli4inating &er6al clutter.

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'sing language vividly

Kust as you can 6e accurate 7ithout 6eing clear) so you can 6e 6oth accurate

an5 clear 7ithout 6eing interesting. $f you 7ant to 4o&e people 7ith your

speeches) use 4o&ing language. %ull) 5reary 7or5s 4ae for 5ull) 5reary

speeches. !ring your speeches to life 6y using &i&i5) ani4ate5 language.

"lthough there are se&eral 7ays to 5o this) here are t7o of the 4ost i4portant

I i4agery *the use of &i&i5 language to create 4ental i4ages of o6ects)

actions) or i5eas+ an5 rhyth4(A *the pattern of soun5 in a speech create5 6y the

choice an5 arrange4ent of 7or5s+.

"ummary

Of all hu4an creations) language 4ay 6e the 4ost re4ara6le. Through

language 7e share e8periences) for4ulate &alues) e8change i5eas) trans4it

no7le5ge) an5 sustain culture. $n5ee5) language is &ital to thining itself.

Contrary to popular 6elief) language 5oes not si4ply 4irror reality) 6ut helps

create our sense of reality 6y gi&ing 4eaning to e&ents.

Hor5s are the tools of a speaerFs craft. They ha&e special uses) ust lie the

tools of any other profession. "s a speaer) you shoul5 6e a7are of the 4eanings

of 7or5s an5 no7 ho7 to use language accurately) clearly) an5 &i&i5ly.

Using language accurately is as &ital to a speaer as using nu46ers

accurately to an accountant. Ne&er use a 7or5 unless you are sure of its

4eaning. $f you are not sure) loo up the 7or5 in a 5ictionary. "s you prepare

your speeches) as yourself constantly) JHhat 5o $ really7ant to say Hhat 5o $

really4eanJ Choose 7or5s that are precise an5 accurate.

Using language clearly allo7s listeners to grasp your 4eaning i44e5iately.

>ou can assure this 6y using fa4iliar 7or5s that are no7n to the a&erage

person an5 re:uire no specialize5 6acgroun5 6y choosing concrete 7or5s in

preference to 4ore a6stract ones an5 6y eli4inating &er6al clutter.Using language &i&i5ly helps 6ring your speech to life. One 7ay to 4ae

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your language 4ore &i&i5 is through i4agery) or the creation of 7or5 pictures.

>ou can 5e&elop i4agery 6y using concrete language) si4ile) an5 4etaphor.((

"nother 7ay to 4ae your speeches &i&i5 is 6y e8ploiting the rhyth4 of

language. Gour 5e&ices for creating rhyth4 are parallelis4) repetition)

alliteration) an5 antithesis.(2 1arallelis4 is the si4ilar arrange4ent of a pair or

series of relate5 7or5s) phrases) or sentences. epetition is the use of the sa4e

7or5 or set of 7or5s at the 6eginning or en5 of successi&e clauses or sentences.

"lliteration is the repetition of the initial consonant soun5s of close or a5oining

7or5s. "ntithesis is the u8taposition of contrasting i5eas) usually in parallel

structure.

#otes$

(. pictionary? &/picture0?/5ictionary0) *

2. 5ehy5rate5? *

3. pact? *

,. pe5estrian?8 &?!$N 'C7!*

. Sha:uille OFNeal? ! $ #!" w]O$ u m *

;. un foo5?B *

. 5enotati&e?5 $+ connotati&e?' k $ *

=. E E Q *O F ? O F `

. &er6al clutter? % M *M

(A. i4agery? $| rhyth4?H 7


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Thin 7hat 4ight happen if you trie5 to 6uil5 a house 7ithout a floor plan

or an architectFs 6lueprint. >ou 6uil5 the itchen ne8t to the 5ri&e7ay to 4ae it

con&enient for carrying in groceries. !ut the 5ining roo4 turns up at the other

en5 of the house. Hhen you coo an5 ser&e a 4eal) you ha&e to run 7ith the

plates to eep the foo5 fro4 getting col5. >ou put the 6athroo4 at the hea5 of

the stairs to 4ae it accessi6le to &isitors. !ut the 5oor opens in such a 7ay that

the un7ary guest is catapulte5 5o7n the steps.( 1lans an5 6lueprints are

essential to architecture. So) too) are outlines essential to effecti&e speeches. "n

outline is lie a 6lueprint for your speech. !y outlining) you 4ae sure that

relate5 ite4s are together) that i5eas flo7 fro4 one to another) that the structure

of your speech 7ill Jstan5 upJ I an5 not collapse. 1ro6a6ly you 7ill use t7o

in5s of outlines for your speeches I one &ery 5etaile5) for the planning stage)

an5 one &ery 6rief) for the 5eli&ery of the speech.

The Preparation *utline

The preparation outline is ust 7hat its na4e i4plies I an outline that helps

you prepare the speech. Hriting a preparation outline 4eans actually putting

your speech together. $t is the stage at 7hich you 5eci5e 7hat you 7ill say in the

intro5uction) ho7 you 7ill organize the 4ain points an5 supporting 4aterials in

the 6o5y of the speech) an5 7hat you 7ill say in the conclusion.

No7 let us loo at pieces of gui5elines for the preparation outline. The

specific purpose state4ent shoul5 6e a separate unit that co4es 6efore the te8t

of the outline itself. $nclu5ing the specific purpose 7ith the outline 4aes it

easier to assess ho7 7ell you ha&e constructe5 the speech to acco4plish your

purpose. So4e teachers prefer that the central i5ea 6e gi&en i44e5iately after

the purpose state4ent. Others prefer that it 6e gi&en an5 i5entifie5 in the te8t of

the outline itself. $f you la6el the parts of your speech) you 7ill 6e sure that you

in5ee5 ha&e an intro5uction an5 conclusion an5 ha&e acco4plishe5 the essentialo6ecti&es of each. Usually the na4es of the speech parts are place5 in the

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4i55le of the page or in the far left 4argin. They are technical la6els only an5

are not inclu5e5 in the syste4 of sy46olization use5 to i5entify 4ain points an5

supporting 4aterials. $n the 4ost co44on syste4 of outlining) 4ain points are

i5entifie5 6y o4an nu4erals an5 are in5ente52 e:ually so as to 6e aligne5

5o7n the page. Su6points *co4ponents of the 4ain points+ are i5entifie5 6y

capital letters an5 are also in5ente5 e:ually so as to 6e aligne5 7ith each other.

Once you ha&e organize5 the 6o5y of your speech) you shoul5 ha&e

i5entifie5 the 4ain points. >ou nee5 only flesh out3 your outline 7ith su6points

an5 su6-su6points) as necessary) to support the 4ain points. !ut suppose) as

so4eti4es happens) you fin5 yourself 7ith a list of state4ents an5 are not sure

7hich are 4ain points) 7hich are su6points) an5 so forth. Such a list 4ight loo

lie this?

There 7ere (3 people at the Last Supper I Kesus an5 his (2 5isciples.

One of the 4ost co44on sources of superstition is nu46er.

$n the Unite5 States) (3 is often o4itte5 in the floor nu46ering of hotels

an5 syscraper.

The nu46er (3 has 4eant 6a5 luc as long as anyone can re4e46er.

Hhich state4ent is the 4ain point The secon5 state4ent) 7hich is 6roa5er

in scope than any of the other state4ents. This 7oul5 6e one of the 4ain i5eas

of your speech. The fourth state4ent is the su6point it i44e5iately supports the

4ain point. The other t7o state4ents are su6-su6points they illustrate the

su6point. earrange5 properly) they loo lie this?

". One of the 4ost co44on sources of superstition is nu46ers.

!. The nu46er (3 has 4eant 6a5 luc as long as anyone can re4e46er.

(. There 7ere (3 people at the Last Supper I Kesus an5 his (2 5isciples.

2. $n the Unite5 States) (3 is often o4itte5 in the floor nu46ering of hotels

an5 syscrapers.

The "peaking *utline2A


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To5ay 4ost people spea e8te4poraneously, I 7hich 4eans the speech is

thoroughly prepare5 an5 carefully practice5 in a5&ance) 6ut 4uch of the e8act

7or5ing is selecte5 7hile the speech is 6eing 5eli&ere5. >our speeches 7ill

pro6a6ly 6e of this type. >ou shoul5 no7) then) a6out the speaing outline I

the 4ost 7i5ely reco44en5e5 for4 of notes for e8te4poraneous speeches. The

ai4 of a speaing outline is to help you re4e46er 7hat you 7ant to say. $n

so4e 7ays it is a con5ense5 &ersion of your preparation outline. $t shoul5

contain ey 7or5s or phrases to og your 4e4ory) as 7ell as essential statistics

an5 :uotations that you 5o not 7ant to ris forgetting. !ut it shoul5 also inclu5e

4aterial not in your preparation outline I especially cues to 5irect an5 sharpen

your 5eli&ery.

>our speaing outline shoul5 use the sa4e &isual fra4e7or I the sa4e

sy46ols an5 the sa4e pattern of in5entation I as your preparation outline. This

7ill 4ae it 4uch easier to prepare the speaing outline. #ore i4portant) it 7ill

allo7 you to see instantly 7here you are in the speech at any gi&en 4o4ent

7hile you are speaing. >our speaing outline is all 6ut 7orthless unless it is

instantly rea5a6le at 5istance. Hhen you 4ae your outline) use 5ar in an5

large lettering) lea&e e8tra space 6et7een lines) pro&i5e a4ple 4argins) an5

7rite or type on one si5e of the paper only. $f your notes are too 5etaile5) you

7ill ha&e 5ifficulty 4aintaining eye contact 7ith your au5ience. To guar5

against ha&ing too 4any notes) eep your speaing outline as 6rief as possi6le.

$n one 7or5) a goo5 speaing outline re4in5s you not only of 7hat you 7ant to

say 6ut also of ho7 you 7ant to say it.

"ummary

Outlines are essential to effecti&e speeches. !y outlining) you 4ae sure

that relate5 i5eas are together) that your thoughts flo7 fro4 one to another) an5

that the structure of your speech is coherent. >ou 7ill pro6a6ly use t7o in5s of

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outlines for your speeches I the 5etaile5 preparation outline an5 the 6rief

speaing outline.

The preparation outline helps you prepare your speech. $n this outline you

state your specific purpose an5 central i5ea) la6el the intro5uction) 6o5y) an5

conclusion) an5 5esignate transitions) internal su44aries) an5 internal pre&ie7s.

>ou shoul5 i5entify 4ain points) su6points) an5 su6-su6points 6y a consistent

pattern of sy46olization an5 in5entation. $t is usually a5&isa6le to state at least

4ain points an5 su6points in full sentences. >our teacher 4ay re:uire a

6i6liography 7ith your preparation outline.

The speaing outline consists of 6rief notes to help you 7hile you 5eli&er

the speech. $t shoul5 contain ey 7or5s or phrases to og your 4e4ory) as 7ell

as essential statistics an5 :uotations. $n 4aing up your speaing outline) follo7

the sa4e &isual fra4e7or use5 in your preparation outline. Beep the speaing

outline as 6rief as possi6le) an5 6e sure it is plainly legi6le. >ou can also gi&e

yourself cues for 5eli&ering the speech I 7hen to spea 4ore softly or 4ore

slo7ly) 7hen to pause) an5 so forth.

#otes$

(. d6M $u5M$p *J N catapult?*

2. in5ent? *

3. flesh out?h '' *&

,. e8te4poraneously? * E +M9 M&x*

. og?9i5


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I+. The art o! Public "peaking

& *rgani,ing o! your speech

$f you thu46 through any 4ail-or5er catalogue to5ay) you 7ill 5isco&er that

4any of the ite4s for sale are organizers I closet organizers) itchen organizers

an5 office organizers. ea5 enough catalogues) an5 you 4ust conclu5e that is

so4ething e8ists) it can 6e organize5. Hhy all these :uest for organization

O6&iously) thereFs little point in ha&ing 4ultiple possessions if you canFt

fin5 the4 7hen you nee5 the4. #uch the sa4e is true of your speeches. $f they

are 7ell organize5) they 7ill ser&e you 6etter. Organization allo7s you - an5

your listeners - to see 7hat i5eas you ha&e an5 to put 4ental Jhan5sJ on the

4ost i4portant ones.

*rgani,ation is important

Se&eral years ago a college professor too a 7ell-organize5 speech an5

scra46le5 it 6y ran5o4ly changing the or5er of its sentences. @e then ha5 a

speaer 5eli&er the original &ersion to one group of listeners an5 the scra46le5

&ersion to another group. "fter the speeches) he ga&e a test to see ho7 7ell each

group un5erstoo5 7hat they ha5 hear5. Not surprisingly) the group that hear5 the

original) unscra46le5 speech score5 4uch higher than the other group.

" fe7 years later) t7o professors repeate5 the sa4e e8peri4ent at another

school. !ut instea5 of testing ho7 7ell the listeners co4prehen5e5 each speech)

they teste5 to see 7hat effects the speeches ha5 on the listener9s attitu5es to7ar5

the speaers. They foun5 that people 7ho hear5 the 7ell-organize5 speech

6elie&e5 the speaer to 6e 4uch 4ore co4petent an5 trust7orthy than 5i5 those

7ho hear5 the scra46le5 speech.

These are ust t7o of 4any stu5ies that sho7 the i4portance of

organization in speech4aing. >ou realize ho7 5ifficult it is to pay attention to

the speaer) 4uch less to un5erstan5 the 4essage. $n fact) 7hen stu5ents e8plain7hat they hope to learn fro4 their speech class) they al4ost al7ays put Jthe

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a6ility to organize 4y i5eas 4ore effecti&elyJ near the top of the list. This

a6ility is especially &ital for speech4aing. Listeners ha&e little patience 7ith

speaers 7ho 6ounce 7il5ly fro4 i5ea to i5ea. Beep in 4in5 that listeners

cannot flip 6ac to a pre&ious page if they ha&e trou6le grasping a speaerFs

i5eas. $n this respect a speech is 4uch lie a 4o&ie. " speaer 4ust 6e sure

listeners can follo7 the progression of i5eas fro4 6eginning to en5. This

re:uires that speeches 6e organize5 strategically.

The first step in 5e&eloping a strong sense of speech organization is to gain

co44an5 of the three 6asic parts of a speech - intro5uction) 6o5y) an5

conclusion - an5 the strategic role of each. The 6o5y is the longest an5 4ost

i4portant part. "lso) you 7ill usually prepare the 6o5y first. $t is 4uch easier to

create an effecti&e intro5uction after you no7 e8actly 7hat you 7ill say in the

6o5y. The process of organizing the 6o5y of a speech 6egins 7hen you

5eter4ine the 4ain points.

)ain points

The 4ain points are the central features of your speech. >ou shoul5 select

the4 carefully) phrase the4 precisely) an5 arrange the4 strategically. @ere are

the 4ain points of a stu5ent speech a6out the 4e5ical uses of hypnosis?

"peci!ic purpose$

To infor4 4y au5ience a6out the 4aor uses of hypnosis.

Central Idea$

The 4aor uses of hypnosis to5ay are to control pain in 4e5ical surgery) to

help people stop s4oing) an5 to help stu5ents i4pro&e their aca5e4ic

perfor4ance.

)ain points$2,


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(. @ypnosis is use5 in surgery as an a5unct to che4ical anesthesia.

2. @ypnosis is use5 to help people stop s4oing.

3. @ypnosis is use5 to help stu5ents i4pro&e their aca5e4ic perfor4ance.

These three 4ain points for4 the seleton of the 6o5y of the speech. $f

there are three 4aor uses of hypnosis for 4e5ical purposes) then logically there

can 6e three 4ain points in the speech.

So4eti4es 4ain points are e&i5ent fro4 your specific purpose state4ent.

E&en if they are not state5 e8pressly) they 4ay 6e easy to proect fro4

state4ent. Often they 7ill e4erge as you research the speech an5 e&aluate your

fin5ings. Suppose your specific purpose is JTo persua5e 4y au5ience that our

state shoul5 not appro&e proposals for online &oting.J >ou no7 that each 4ain

point in the speech 7ill present a reason 7hy online &oting shoul5 not 6e

institute5 in your state. !ut you arenFt sure ho7 4any 4ain points there 7ill 6e

or 7hat they 7ill 6e. "s you research an5 stu5y the topic) you 5eci5e there are

t7o 4aor reasons to support your &ie7. Each of these reasons 7ill 6eco4e a

4ain point in your speech.

#umber o! main points

>ou 7ill not ha&e ti4e in your classroo4 speeches to 5e&elop 4ore than

four or fi&e 4ain points) an5 4ost speeches 7ill contain only t7o or three.

egar5less of ho7 long a speech 4ight run) if you ha&e too 4any 4ain points)

the au5ience 7ill ha&e trou6le sorting the4 out. Hhen e&erything is e:ually

i4portant) nothing is i4portant. $f 7hen you list your 4ain points) you fin5 you

ha&e too 4any) you 4ay 6e a6le to con5ense the4 into categories.

"trategic order o! )ain Points

Once you esta6lish your 4ain points) you nee5 to 5eci5e in 7hat or5er you

7ill present the4 in your speech. This is e8tre4ely i4portant) for it 7ill affect6oth the clarity an5 the persuasi&eness of you i5ea. The 4ost effecti&e or5er

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5epen5s on three things - your topic) your purpose) an5 your au5ience. Gi&e

6asic patterns of organization use5 4ost often 6y pu6lic speaer? chronological)

spatial) causal) pro6le4-solution) an5 topical or5er.

Tips !or preparing main points

Each 4ain point in a speech shoul5 6e clearly in5epen5ent of the other

4ain points. Tae care not to lu4p together 7hat shoul5 6e separate 4ain

points. "n5 6ecause 4ain points are so i4portant) you 7ant to 6e sure they all

recei&e enough e4phasis to 6e clear an5 con&incing. This 4eans allo7ing

sufficient ti4e to 5e&elop each 4ain point. This is not to say that all 4ain points

4ust recei&e e8actly e:ual e4phasis) 6ut only that they shoul5 6e roughly

6alance.

"ummary

Clear organization is &ital to speech4aing. Listeners 5e4an5 coherence.

They get only one chance to grasp a speaerFs i5eas) an5 they ha&e little patience

for speaers 7ho ra46le ai4lessly fro4 one i5ea to another. " 7ell-organize5

speech 7ill enhance your cre5i6ility an5 4ae it easier for the au5ience to

un5erstan5 your 4essage. Speeches shoul5 6e organize5 strategically. They

shoul5 6e put together in particular 7ays to achie&e particular results 7ith

particular au5iences.

The process of planning the 6o5y of a speech 6egins 7hen you 5eter4ine

the 4ain points. These are the central features of your speech. >ou shoul5

choose the4 carefully) phrase the4 precisely) an5 organize the4 strategically.

!ecause listeners cannot eep trac of a 4ultitu5e of 4ain points) 4ost speeches

shoul5 contain no 4ore than t7o to fi&e 4ain points. Each 4ain point shoul5

focus on a single i5ea) shoul5 6e 7or5e5 clearly) an5 shoul5 recei&e enough

e4phasis to 6e clear an5 con&incing. Supporting 4aterials are the 6acup i5easfor your 4ain points. Hhen organizing supporting 4aterials) 4ae sure they are

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5irectly rele&ant to the 4ain points they are suppose5 to support. "n5

connecti&es help tie a speech together. They are 7or5s or phrases that oin one

thought to another an5 in5icate the relationship 6et7een the4. Using the4

effecti&ely 7ill 4ae your speeches 4ore unifie5 an5 coherent.

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+#*#-+/%( C*))'#IC%TI*#0$4agine you are at a party. %uring the e&ening you for4 i4pressions a6out

the people aroun5 you. Tyrone see4s rela8e5 an5 e&en-te4pere5) Nicole tense

an5 irrita6le. %orin5a see4s open an5 straightfor7ar5) "4y hostile an5 e&asi&e.

"4in see4s happy to see you Seth 5efinitely is not. @o7 5o you reach these

conclusions To a surprising e8tent) you reach the4 not on the 6asis of 7hat

people say 7ith 7or5s) 6ut 6ecause of 7hat they say non&er6ally I 7ith their

posture) gestures) eyes) an5 facial e8pressions.

#uch the sa4e thing happens in speech4aing. 1osture) facial e8pression)

gestures) eye contact I all affect the 7ay listeners respon5 to a speaer. @o7

7e use these an5 other 6o5y 4otions to co44unicate is the su6ect of a

fascinating area of stu5y calle5 inesics2. One of its foun5ers esti4ates that

4ore than AA)AAA possi6le physical signals can 6e sent through 6o5ily

4o&e4ent. Stu5ies ha&e sho7n that in so4e situations these signals account for

4uch of the 4eaning co44unicate5 6y speaers. esearch has also confir4e5

7hat the Dree historian @ero5otus3 o6ser&e5 4ore than 2),AA years ago?

J1eople trust their ears less than their eyes.J Hhen a speaerFs 6o5y language is

inconsistent 7ith his or her 7or5s) listeners ten5 to 6elie&e the 6o5y language

rather than the 7or5s., @ere are the 4aor aspects of non&er6al co44unication

that 7ill affect the outco4e of your speeches.

P"*#%( %PP%%#C

$f you 7ere #a5onna) you coul5 sho7 up to 4ae an "ca5e4y "7ar5

presentation speech 7earing a 6izarre creation that left little to the i4agination.

$f you 7ere "l6ert Einstein) you coul5 sho7 up to a55ress an international

science conference 7earing 7rinle5 trousers) a s7eater) an5 tennis shoes.

Hhile the 4e46ers of your au5ience 7oul5 certainly co44ent on your attire)

your reputation 7oul5 not 6e har4e5. >ou 7oul5 6e one of the fe7) the &eryfe7) 7ho li&e outsi5e the rules) 7ho are e8pecte5 to 6e unusual. " nu46er of

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stu5ies ha&e confir4e5 that personal appearance plays an i4portant role in

speech4aing. Listeners al7ays see you 6efore they hear you. Kust as you a5apt

you language to the au5ience an5 the occasion) so shoul5 you 5ress an5 groo4

appropriately.

/*1I( %CTI*#

No&ice; speaers are often unsure a6out 7hat to 5o 7ith their 6o5y 7hile

gi&ing a speech. So4e pace nonstop 6ac an5 forth across the po5iu4) fearing

that if they stop) they 7ill forget e&erything. Others are perpetual-4otion

4achines) constantly shifting their 7eight fro4 one foot to the other) 6o66ing

their shoul5ers) fi5geting 7ith their notes) or ingling coins in their pocets. Still

others turn into statues) stan5ing rigi5 an5 e8pressionless fro4 6eginning to en5.

"T'"Ge7 aspects of 5eli&ery see4 to cause stu5ents 4ore anguish than 5eci5ing

7hat to 5o 7ith their han5s. JShoul5 $ clasp the4 6ehin5 4y 6ac Let the4

hang at 4y si5es 1ut the4 in 4y pocets est the4 on the lectern "n5 7hat

a6out gesturing Hhen shoul5 $ 5o that - an5 ho7J E&en people 7ho nor4ally

use their han5s e8pressi&ely in e&ery5ay con&ersation see4 to regar5 the4 as

a77ar5 appen5ages 7hen speaing 6efore an au5ience.

O&er the years) 4ore nonsense has 6een 7ritten a6out gesturing than a6out

any other aspect of speech 5eli&ery. "5roit gestures can a55 to the i4pact of a

speech 6ut there is nothing to the popular notion that pu6lic speaers 4ust ha&e

a &astrepertoire(A of graceful gestures. So4e acco4plishe5 speaers gesture

fre:uently others har5ly at all. The pri4ary rule is this? Hhate&er gestures you

4ae shoul5 not 5ra7 attention to the4sel&es an5 5istract fro4 your 4essage.

They shoul5 appear natural an5 spontaneous) help to clarify or reinforce your

i5eas) an5 6e suite5 to the au5ience an5 occasion.

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R..The eye6all itself e8presses no e4otion. >et 6y 4anipulating the eye6all

an5 the areas of the face aroun5 it I especially the upper eyeli5s an5 the

eye6ro7s I 7e are a6le to con&ey an intricate array of non&er6al 4essages. So

re&ealing are these 4essages that 7e thin of the eyes as Jthe 7in5o7s of the

soul.J He loo to the4 to help gauge the truthfulness) intelligence) attitu5es) an5

feelings of a speaer.

Hhen it co4es to pu6lic speaing) there appears to 6e fairly 7i5e

agree4ent across cultures on the i4portance of so4e 5egree of eye contact. $n

4ost circu4stances) one of the :uicest 7ays to esta6lish a co44unicati&e

6on5 7ith your listeners is to loo at the4 personally an5 pleasantly. Voi5ing

their gaze is one of the surest 7ays to lose the4. There is a great 5eal of research

to sho7 that speaers in the Unite5 States 7ho refuse to esta6lish eye contact

are percei&e5 as tentati&e or ill at ease an5 4ay 6e seen as insincere or

5ishonest. $t is no 7on5er) then) that teachers urge stu5ents to loo at the

au5ience =A to A percent of the ti4e they are taling.

#otes$

(.non-&er6al co44unication? Co44unication that occurs as a result of appearance)

posture) gesture) eye contact) facial e8pressions) an5 other nonlinguistic factors.

2.inesics? The stu5y of non&er6al 6o5y 4otions as a syste4atic 4o5e of

co44unication.

3. t e ,=!CI 2!C*

,. H M $ u 6$` ? U

H*

. groo4Y $*

;. no&ice($ *

. (*=. gestures? #otions of a speaerFs han5s or ar4s 5uring a speech.

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. appen5age_?$ ?*]

(A. repertoire+ $*

((. eye contact? %irect &isual contact 7ith the eyes of another person.

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+I. 1elivery

$f you 7ere to tape-recor5 one of %a&i5 Letter4anFs co4e5y routines)(

4e4orize it 7or5 for 7or5) an5 stan5 up 6efore your frien5s to recite it) 7oul5

you get the sa4e response Letter4an 5oes Not &ery liely. "n5 7hy not

!ecause you 7oul5 not deliverthe oes as Letter4an 5oes. Of course) the oes

are 6asically funny. !ut %a&i5 Letter4an 6rings so4ething e8tra to the oes I

his 4anner of presentation) his &ocal inflections) his perfectly ti4e5 pauses) his

facial e8pressions) his gestures. "ll these are part of an e8pert 5eli&ery.

No one e8pects your speech class to transfor4 you into a 4ulti4illion-

5ollar tal sho7 host. Still) this e8a4ple 5e4onstrates ho7 i4portant 5eli&ery

can 6e to any pu6lic speaing situation. E&en a 4e5iocre2 speech 7ill 6e 4ore

effecti&e if it is presente5 7ell) 7hereas a 7on5erfully 7ritten speech can 6e

ruine5 6y poor 5eli&ery.

This 5oes not 4ean 5azzling 5eli&ery 7ill turn a 4in5less string of

nonsense into a triu4phant oration.3 >ou cannot 4ae a goo5 speech 7ithout

ha&ing so4ething to say. !ut ha&ing so4ething to say is not enough. >ou 4ust

also no7 ho7 to say it.

hat Is ood 1elivery

Doo5 5eli&ery 5oes not call attention to itself. $t con&eys the speaerFs

i5eas clearly) interestingly) an5 7ithout 5istracting the au5ience. $f you 4u46le

your 7or5s) shuffle your feet) gaze out the 7in5o7) or tal in a 4onotone) you

7ill not get your 4essage across., Nor 7ill you 6e effecti&e if you sho7 off)

strie a 5ra4atic pose) or shout in ringing tones. #ost au5iences prefer

5eli&ery that co46ines a certain 5egree of for4ality 7ith the 6est attri6utes of

goo5 con&ersation I 5irectness) spontaneity) ani4ation) &ocal an5 facial

e8pressi&eness) an5 a li&ely sense of co44unication.;

Speech 5eli&ery is an art) not a science. Hhat 7ors for one speaer 4ayfail for another. "n5 7hat succee5s 7ith to5ayFs au5ience 4ay not 7ith

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to4orro7Fs. >ou cannot 6eco4e a sille5 speaer ust 6y follo7ing a set of rules

in a te8t6oo. $n the long run) there is no su6stitute for e8perience. !ut tae

heartM " te8t6oo cangi&e you 6asic pointers to get you starte5 in the right

5irection.

)ethods o! 1elivery

There are four 6asic 4etho5s of 5eli&ering a speech?

*(+ rea5ing &er6ati4= fro4 a 4anuscript

Certain speeches 4ust 6e 5eli&ere5 7or5 for 7or5) accor5ing to a

4eticulously prepare5 4anuscript. E8a4ples inclu5e an engineerFs report to a

professional 4eeting) or a presi5ent9s 4essage to Congress. "6solute accuracy

is essential. E&ery 7or5 of the speech 7ill 6e analyze5 6y the press) 6y

colleagues) perhaps 6y ene4ies. Ti4ing 4ay also 6e a factor in 4anuscript

speeches. #uch of to5ayFs political ca4paigning is 5one on ra5io an5 tele&ision.

$f the can5i5ate 6uys a one-4inute spot an5 pays a great 5eal of 4oney for it)

that one 4inute of speech 4ust 6e ust right.

*2+ reciting a 4e4orize5 te8t

"4ong the feats of the legen5ary orators) none lea&es us 4ore in a7e than

their practice of presenting e&en the longest an5 4ost co4ple8 speeches entirely

fro4 4e4ory.(A No7a5ays it is no longer custo4ary to 4e4orize any 6ut the

shortest of speeches I toasts) congratulatory re4ars) acceptance speeches)

intro5uctions) an5 the lie. $f you are gi&ing a speech of this in5 an5 7ant to

4e4orize it) 6y all 4eans 5o so. @o7e&er) 6e sure to 4e4orize it so thoroughly

that you 7ill 6e a6le to concentrate on co44unicating 7ith the au5ience) not on

trying to re4e46er the 7or5s. Speaers 7ho gaze at the ceiling or stare out the

7in5o7 trying to recall 7hat they ha&e 4e4orize5 are no 6etter off than those

7ho rea5 5ully fro4 a 4anuscript.

*3+ speaing i4pro4ptu((

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"n i4pro4ptu speech is 5eli&ere5 7ith little or no i44e5iate preparation.

Ge7 people choose to spea i4pro4ptu) 6ut so4eti4es it cannot 6e a&oi5e5. $n

fact) 4any of the speeches you gi&e in life 7ill 6e i4pro4ptu. >ou 4ight 6e

calle5 on su55enly to Jsay a fe7 7or5sJ or) in the course of a class 5iscussion)

6usiness 4eeting) or co44ittee report) 7ant to respon5 to a pre&ious speaer.

*,+ speaing e8te4poraneously(2.

$n popular usage) Je8te4poraneousJ 4eans the sa4e as Ji4pro4ptuJ. !ut

technically the t7o are 5ifferent. Unlie an i4pro4ptu speech) 7hich is totally

off the cuff) an e8te4poraneous speech is carefully prepare5 an5 practice5 in

a5&ance. $n presenting the speech) the e8te4poraneous speaer uses only a set

of 6rief notes or a speaing outline to og(3 the 4e4ory. The e8act 7or5ing is

chosen at the 4o4ent of 5eli&ery.

This is not as har5 as it soun5s. Once you ha&e your outline an5 no7 7hat

topics you are going to co&er an5 in 7hat or5er) you can 6egin to practice the

speech. E&ery ti4e you run through it) the 7or5ing 7ill 6e slightly 5ifferent. "s

you practice the speech o&er an5 o&er) the 6est 7ay to present each part 7ill

e4erge an5 stic in your 4in5.

The "peaker6s +oice

Hhate&er the characteristics of your &oice) you can 6e sure it is uni:ue.

!ecause no t7o people are e8actly the sa4e physically) no t7o people ha&e

i5entical &oices. This is 7hy &oiceprints(, are so4eti4es use5 in cri4inal trials

as gui5es to personal i5entity. The hu4an &oice is pro5uce5 6y a co4ple8 series

of steps that starts 7ith the e8halation of air fro4 the lungs. "s air is e8hale5) it

passes through the laryn8( 7here it is &i6rate5 to generate soun5. This soun5 is

then a4plifie5 an5 4o5ifie5 as it resonates through the throat) 4outh) an5 nasal

passages. Ginally) the resonate5 soun5 is shape5 into specific &o7el an5

consonant soun5s 6y the 4o&e4ent of the tongue) lips) teeth) an5 roof of the4outh. The resulting soun5s are co46ine5 to for4 7or5s an5 sentences.

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#onverbal Communication

1osture) facial e8pression) gestures) eye contact I all affect the 7ay

listeners respon5 to a speaer. @o7 7e use these an5 other 6o5y 4otions to

co44unication is the su6ect of a fascinating area of stu5y calle5 inesics(;.

Stu5ies ha&e sho7n that in so4e situations these signals account for 4uch of the

4eaning co44unicate5 6y speaers.

%nswering %udience 7uestions

The :uestion-an5-ans7er session is a co44on part of pu6lic speaing)

7hether the occasion is a press conference) 6usiness presentation) pu6lic

hearing) or classroo4 assign4ent. %epen5ing on the situation) :uestioning 4ay

tae place throughout the presentation) or it 4ay 6e reser&e5 until after the

speaer has co4plete5 his or her re4ars. $n either case) an ans7er to a :uestion

is often the final 7or5 an au5ience hears an5 is liely to lea&e a lasting

i4pression. Effecti&e speaers recognize that the :uestion perio5 can 6e as

i4portant as the speech itself.

#otes$

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3


41/134

=.&er6ati4MF$>F*

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(A.W t m$N / &$0Z N

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((. i4pro4ptu F$E F* K ? /off the cuff0N*

(2. e8te4poraneously E M9 FM&xF*

(3. og9i5


42/134

]u

/ill Clinton6s Inaugural %ddress

Thursday8 9anuary 2:8 0;;3

#y fello7 citizens?

To5ay 7e cele6rate the 4ystery of "4erican rene7al. This cere4ony is

hel5 in the 5epth of 7inter) 6ut 6y the 7or5s 7e spea an5 the faces 7e sho7

the 7orl5) 7e force the spring. " spring re6orn in the 7orl5Fs ol5est 5e4ocracy)

that 6rings forth the &ision an5 courage to rein&ent "4erica. Hhen our foun5ers

6ol5ly 5eclare5 "4ericaFs in5epen5ence to the 7orl5) an5 our purposes to the"l4ighty) they ne7 that "4erica) to en5ure) 7oul5 ha&e to change. Not

3


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change for change sae) 6ut change to preser&e "4ericaFs i5eals? life) li6erty) the

pursuit of happiness.

Though 7e 4arch to the 4usic of our ti4e) our 4ission is ti4eless. Each

generation of "4ericanFs 4ust 5efine 7hat it 4eans to 6e an "4erican. On

6ehalf of our nation) $ salute 4y pre5ecessor) 1resi5ent !ush) for his half-

century of ser&ice to "4erica) an5 $ than the 4illions of 4en an5 7o4en

7hose stea5fastness an5 sacrifice triu4phe5 o&er 5epression) fascis4 an5

co44unis4.

To5ay) a generation raise5 in the sha5o7s of the Col5 Har assu4es ne7

responsi6ilities in a 7orl5 7ar4e5 6y the sunshine of free5o4) 6ut threatene5

still 6y ancient hatre5s an5 ne7 plagues. aise5 in unri&alle5 prosperity) 7e

inherit an econo4y that is still the 7orl5Fs strongest) 6ut is 7eaene5 6y

6usiness failures) stagnant 7ages) increasing ine:uality) an5 5eep 5i&isions

a4ong our o7n people.

Hhen Deorge Hashington first too the oath $ ha&e ust s7orn to uphol5)

ne7s tra&ele5 slo7ly across the lan5 6y horse6ac) an5 across the ocean 6y

6oat. No7 the sights an5 soun5s of this cere4ony are 6roa5cast instantaneously

to 6illions aroun5 the 7orl5. Co44unications an5 co44erce are glo6al.

$n&est4ent is 4o6ile. Technology is al4ost 4agical) an5 a46ition for a 6etter

life is no7 uni&ersal.

He earn our li&elihoo5 in "4erica to5ay in peaceful co4petition 7ith

people all across the Earth. 1rofoun5 an5 po7erful forces are shaing an5

re4aing our 7orl5) an5 the urgent :uestion of our ti4e is 7hether 7e can 4ae

change our frien5 an5 not our ene4y. This ne7 7orl5 has alrea5y enriche5 the

li&es of 4illions of "4ericans 7ho are a6le to co4pete an5 7in in it. !ut 7hen

4ost people are 7oring har5er for less) 7hen others cannot 7or at all) 7hen

the cost of health care 5e&astates fa4ilies an5 threatens to 6anrupt our

enterprises) great an5 s4all 7hen the fear of cri4e ro6s la7 a6i5ing citizens oftheir free5o4 an5 7hen 4illions of poor chil5ren cannot e&en i4agine the li&es

3=


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7e are calling the4 to lea5) 7e ha&e not 4a5e change our frien5.

He no7 7e ha&e to face har5 truths an5 tae strong steps) 6ut 7e ha&e not

5one so. $nstea5 7e ha&e 5rifte5) an5 that 5rifting has ero5e5 our resources)

fracture5 our econo4y) an5 shaen our confi5ence. Though our challenges are

fearso4e) so are our strengths. "4ericans ha&e e&er 6een a restless) :uesting)

hopeful people) an5 7e 4ust 6ring to our tas to5ay the &ision an5 7ill of those

7ho ca4e 6efore us. Gro4 our e&olution to the Ci&il Har) to the Dreat

%epression) to the Ci&il ights 4o&e4ent) our people ha&e al7ays 4ustere5 the

5eter4ination to construct fro4 these crises the pillars of our history. Tho4as

Kefferson 6elie&e5 that to preser&e the &ery foun5ations of our nation 7e 7oul5

nee5 5ra4atic change fro4 ti4e to ti4e. Hell) 4y fello7 "4ericans) this is our

ti4e. Let us e46race it.

Our 5e4ocracy 4ust 6e not only the en&y of the 7orl5 6ut the engine of

our o7n rene7al. There is nothing 7rong 7ith "4erica that cannot 6e cure5 6y

7hat is right 7ith "4erica.

"n5 so to5ay 7e ple5ge an en5 to the era of 5ea5loc an5 5rift) an5 a ne7

season of "4erican rene7al has 6egun.

To rene7 "4erica 7e 4ust 6e 6ol5. He 4ust 5o 7hat no generation has

ha5 to 5o 6efore. He 4ust in&est 4ore in our o7n people) in their o6s) an5 in

their future) an5 at the sa4e ti4e cut our 4assi&e 5e6t. . .an5 7e 4ust 5o so in a

7orl5 in 7hich 7e 4ust co4pete for e&ery opportunity. $t 7ill not 6e easy. $t

7ill re:uire sacrifice) 6ut it can 6e 5one) an5 5one fairly. Not choosing sacrifice

for its o7n sae) 6ut for our o7n sae. He 4ust pro&i5e for our nation the 7ay a

fa4ily pro&i5es for its chil5ren.

Our foun5ers sa7 the4sel&es in the light of posterity. He can 5o no less.

"nyone 7ho has e&er 7atche5 a chil5Fs eyes 7an5er into sleep no7s 7hat

posterity is. 1osterity is the 7orl5 to co4e) the 7orl5 for 7ho4 7e hol5 our

i5eals) fro4 7ho4 7e ha&e 6orro7e5 our planet) an5 to 7ho4 7e 6ear sacre5responsi6ilities. He 4ust 5o 7hat "4erica 5oes 6est) offer 4ore opportunity to

3


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all an5 5e4an5 4ore responsi6ility fro4 all.

$t is ti4e to 6rea the 6a5 ha6it of e8pecting so4ething for nothing? fro4

our go&ern4ent) or fro4 each other. Let us all tae 4ore responsi6ility) not only

for oursel&es an5 our fa4ilies) 6ut for our co44unities an5 our country. To

rene7 "4erica 7e 4ust re&italize our 5e4ocracy. This 6eautiful capitol) lie

e&ery capitol since the 5a7n of ci&ilization) is often a place of intrigue an5

calculation. 1o7erful people 4aneu&er for position an5 7orry en5lessly a6out

7ho is in an5 7ho is out) 7ho is up an5 7ho is 5o7n) forgetting those people

7hose toil an5 s7eat sen5s us here an5 pa&es our 7ay.

"4ericans 5eser&e 6etter) an5 in this city to5ay there are people 7ho 7ant

to 5o 6etter) an5 so $ say to all of you here) let us resol&e to refor4 our politics)

so that po7er an5 pri&ilege no longer shout 5o7n the &oice of the people. Let us

put asi5e personal a5&antage) so that 7e can feel the pain an5 see the pro4ise of

"4erica. Let us resol&e to 4ae our go&ern4ent a place for 7hat Granlin

oose&elt calle5 J6ol5) persistent e8peri4entation) a go&ern4ent for our

to4orro7s) not our yester5ays.J Let us gi&e this capitol 6ac to the people to

7ho4 it 6elongs.

To rene7 "4erica 7e 4ust 4eet challenges a6roa5) as 7ell as at ho4e.

There is no longer a clear 5i&ision 6et7een 7hat is foreign an5 7hat is

5o4estic. The 7orl5 econo4y) the 7orl5 en&iron4ent) the 7orl5 "$%S crisis)

the 7orl5 ar4s race? they affect us all. To5ay as an ol5 or5er passes) the ne7

7orl5 is 4ore free) 6ut less sta6le. Co44unis4Fs collapse has calle5 forth ol5

ani4osities) an5 ne7 5angers. Clearly) "4erica 4ust continue to lea5 the 7orl5

7e 5i5 so 4uch to 4ae.

Hhile "4erica re6uil5s at ho4e) 7e 7ill not shrin fro4 the challenges

nor fail to seize the opportunities of this ne7 7orl5. Together 7ith our frien5s

an5 allies) 7e 7ill 7or together to shape change) lest it engulf us. Hhen our

&ital interests are challenge5) or the 7ill an5 conscience of the internationalco44unity is 5efie5) 7e 7ill act 7ith peaceful 5iplo4acy 7hene&er possi6le)

,A


46/134


47/134

7or until our 7or is 5one. The Scripture says? J"n5 let us not 6e 7eary in

7ell-5oing) for in 5ue season 7e shall reap) if 7e faint not.J Gro4 this oyful

4ountaintop of cele6ration 7e hear a call to ser&ice in the &alley. He ha&e hear5

the tru4pets) 7e ha&e change5 the guar5) an5 no7 each in our o7n 7ay) an5

7ith Do5Fs help) 7e 4ust ans7er the call.

Than you) an5 Do5 6less you allM

Commencement %ddress at ale 'niversity

orge . /ush

#ew ale

Corporation fello7 >ale parents) fa4ilies) an5 gra5uates. $tFs a special pri&ilege

to recei&e this honorary 5egree. $ 7as prou5 33 years ago to recei&e 4y first

>ale 5egree $F4 e&en prou5er that) in your eyes) $F&e earne5 this one.

$ congratulate 4y fello7 honorees. $F4 please5 to share this honor 7ith

such a 5istinguishe5 group. $F4 particularly please5 to 6e here 7ith 4y frien5

the for4er 1resi5ent of #e8ico.Senor 1resi5ente) uste5 es un &er5a5ero li5er y

un gran a4igo.

$ congratulate all the parents 7ho are here. $tFs a glorious 5ay 7hen your

chil5 gra5uates fro4 college. $tFs a great 5ay for you itFs a great 5ay for your

7allet.

#ost i4portant) congratulations to the class of 2AA(. To those of you 7ho

recei&e5 honors) a7ar5s) an5 5istinctions) $ say) 7ell 5one. "n5 to the C

stu5ents $ say) you) too) can 6e 1resi5ent of the Unite5 States. " >ale 5egree is

7orth a lot) as $ often re4in5 %ic CheneyI7ho stu5ie5 here 6ut left a little

early. So no7 7e no7? $f you gra5uate fro4 >ale) you 6eco4e 1resi5ent if

you 5rop out) you get to 6e Vice 1resi5ent.$ appreciate so &ery 4uch the chance to say a fe7 7or5s on this occasion. $

,2


48/134

no7 >ale has a tra5ition of ha&ing no co44ence4ent speaer. $ also no7 that

youF&e car&e5 out a single e8ception. #ost people thin that to spea at >aleFs

co44ence4ent) you ha&e to 6e 1resi5ent. !ut o&er the years) the specifications

ha&e 6eco4e far 4ore 5e4an5ing. No7 you ha&e to 6e a >ale gra5uate you

ha&e to 6e 1resi5ent an5 you ha&e ha5 to ha&e lost the >ale &ote to alph

Na5er.

This is 4y first ti4e 6ac here in :uite a 7hile. $F4 sure that each of you

7ill 4ae your o7n ourney 6ac at least a fe7 ti4es in your life. $f youFre lie

4e) you 7onFt re4e46er e&erything you 5i5 here. That can 6e a goo5 thing. !ut

there 7ill 6e so4e people an5 so4e 4o4ents you 7ill ne&er forget.

Tae) for e8a4ple) 4y ol5 class4ate %ic !ro5hea5) the acco4plishe5

5ean of this great uni&ersity. $ re4e46er hi4 as a young scholar) a 6right la5I

a har5 7orer. He 6oth put a lot of ti4e in at the Sterling Li6rary) in the rea5ing

roo4 7here they ha&e those 6ig leather couches. He ha5 a 4utual

un5erstan5ing. %ic 7oul5nFt rea5 alou5) an5 $ 7oul5nFt snore.

Our course selections 7ere 5ifferent) as 7e follo7e5 our o7n path to

aca5e4ic 5isco&ery. %ic 7as an English 4aor an5 lo&e5 the classics. $ lo&e5

history an5 pursue5 a 5i&ersifie5 course of stu5y. $ lie to thin of it as the

aca5e4ic roa5 less tra&ele5.

Gor e8a4ple) $ too a class that stu5ie5 Kapanese haiu. @aiu) for the

uninitiate5) is a (th-century for4 of poetry) each poe4 ha&ing ( sylla6les.

@aiu is fully un5erstoo5 only 6y the Pen 4asters. "s $ recall) one of 4y

aca5e4ic a5&isers 7as 7orrie5 a6out 4y selection of such a specialize5 course.

@e sai5 $ shoul5 focus on English. $ still hear that :uite often. !ut 4y critics

5onFt realize) $ 5onFt 4ae &er6al gaffes $F4 speaing in the perfect for4s an5

rhyth4s of ancient haiu.

$ 5i5 tae English here) an5 $ too a class calle5 JThe @istory an5 1ractice

of "4erican Oratory)J taught 6y ollin D. Oster7ies. "n5 1resi5ent Le&in) $7ant to gi&e cre5it 7here cre5it is 5ue. $ 7ant the entire 7orl5 to no7 this?

,3


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E&erything $ no7 a6out the spoen 7or5) $ learne5 right here at >ale.

"s a stu5ent) $ trie5 to eep a lo7 profile. $t 7ore5. Last year the Ne7

>or Ti4es inter&ie7e5 Kohn #orton !lu4 6ecause the recor5 sho7e5 $ ha5

taen one of his courses. Casting his 4in5Fs eye o&er the para5e of young faces

5o7n through the years) 1rofessor !lu4 sai5) an5 $ :uote) J$ 5onFt ha&e the

foggiest recollection of hi4.J

!ut $ re4e46er 1rofessor !lu4. "n5 $ still recall his 5e5ication an5 high

stan5ar5s of learning. $n 4y ti4e there 7ere 4any great professors at >ale) an5

there still are. TheyFre the ones 7ho eep >ale going after the co44ence4ents)

after 7e ha&e all gone our separate 7ays. $F4 not sure $ re4e46ere5 to than

the4 the last ti4e $ 7as here) 6ut no7 that $ ha&e a secon5 chance) $ than the

professors of >ale Uni&ersity.

ThatFs ho7 $F&e co4e to feel a6out the >ale e8perience) grateful. $ stu5ie5

har5) $ playe5 har5) an5 $ 4a5e a lot of lifelong frien5s. Hhat stays 7ith you

fro4 college is the part of your e5ucation you har5ly e&er notice at the ti4e. $tFs

the e8pectations an5 e8a4ples aroun5 you) the i5eals you 6elie&e in) an5 the

frien5s you 4ae.

$n 4y ti4e) they spoe of the J>ale 4an.J $ 7as really ne&er sure 7hat that

7as) 6ut $ 5o thin that $F4 a 6etter 4an 6ecause of >ale. "ll uni&ersities) at their

6est) teach that 5egrees an5 honors are far fro4 the full 4easure of life. Nor is

that 4easure taen in 7ealth or in titles. Hhat 4atters 4ost are the stan5ar5s

you li&e 6y) the consi5eration you sho7 others) an5 the 7ay you use the gifts

you are gi&en.

No7 you lea&e >ale 6ehin5) carrying the 7ritten proof of your success

here) at a college ol5er than "4erica. Hhen $ left here) $ 5i5nFt ha&e 4uch in the

7ay of a life plan. $ ne7 so4e people 7ho thought they 5i5) 6ut it turne5 out

that 7e 7ere all in for ups an5 5o7ns) 4ost of the4 une8pecte5. Life taes its

o7n turns) 4aes its o7n 5e4an5s) 7rites its o7n story) an5 along the 7ay) 7estart to realize 7e are not the author. He 6egin to un5erstan5 that life is ours to

,,


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li&e 6ut not to 7aste an5 that the greatest re7ar5s are foun5 in the co44it4ents

7e 4ae 7ith our 7hole heartsIto the people 7e lo&e an5 to the causes that

earn our sacrifice. $ hope that each of you 7ill no7 these re7ar5s. $ hope you

7ill fin5 the4 in your o7n 7ay an5 your o7n ti4e.

Gor so4e) that 4ight 4ean so4e ti4e in pu6lic ser&ice. "n5 if you hear

that calling) $ hope you ans7er. Each of you has uni:ue gifts) an5 you 7ere

gi&en the4 for a reason. Use the4 an5 share the4. 1u6lic ser&ice is one 7ay) an

honora6le 7ay) to 4ar your life 7ith 4eaning.

To5ay $ &isit not only 4y al4a 4ater 6ut the city of 4y 6irth. #y life

6egan ust a fe7 6locs fro4 here) 6ut $ 7as raise5 in 7est Te8as. Gro4 there)

>ale al7ays see4e5 a 7orl5 a7ay) 4ay6e a part of 4y future. No7 itFs a part of

4y past) an5 >ale) for 4e) is a source of great pri5e.

$ hope that there 7ill co4e a ti4e for you to return to >ale to say that an5

to feel as $ 5o. "n5 $ hope you 7onFt 7ait as long.

Congratulations) an5 Do5 6less.

#ote$

The 1resi5ent spoe at (2?A p.4. on the Ol5 Ca4pus. $n his re4ars) he referre5 to

ichar5 C. Le&in) presi5ent) an5 ichar5 @. !ro5hea5) 5ean of >ale College) >ale

1iana "peeches

"peech given by 1iana8 Princess o! ales on =omen and Children with

%ids=

dinburgh >th "eptember 0;;3

So4e sections of the 4e5ia 7oul5 ha&e us 6elie&e that the 5ar sha5o7 of

"$%S is fa5ing a7ay. The pre5icte5 e8plosion has faile5 to happen an5 retreate56ac to those 7hoF&e so often 6een con5e4ne5 or ignore5.

,


51/134


52/134

7o4en still face harass4ent) o6 loss) isolation) e&en physical aggression) if

their fa4ily secret gets out.

@o7 then is it possi6le for the4 to 5eci5e the 4o4ent to e8plain to their

chil5ren 7hat is happening in their li&es %o they tell the neigh6ors %o they

tell their chil5renFs school $s there anyone they can truly trust or is it safer an5

7iser to struggle on alone

>et these 4others 5onFt as for sy4pathy. Their nee5 is for un5erstan5ing.

To 6e allo7e5 to li&e a full an5 acti&e life. To 6e gi&en the support to lo&e an5

care for their chil5ren) for as long as they can) 7ithout carrying the a55e5

6ur5en of our ignorance an5 fear.

"n5 7hat of the chil5ren 7ho li&e 7ith @$V e&ery 5ay Not 6ecause

theyFre necessarily ill the4sel&es) 6ut 6ecause their fa4ily life inclu5es a

4other) father) 6rother or sister 7ho has the &irus. @o7 7ill 7e help the4 co4e

to ter4s 7ith the loss of the people they lo&e @o7 7ill 7e help the4 to grie&e

@o7 7ill 7e help the4 to feel secure a6out their future

These chil5ren nee5 to feel the sa4e things as other chil5ren. To play) to

laugh an5 cry) to 4ae frien5s) to enoy the or5inary e8periences of chil5hoo5.

To feel lo&e5 an5 nurture5 an5 inclu5e5 6y the 7orl5 they li&e in) 7ithout the

stig4a that "$%S continues to attract.

!y listening to their nee5s) really listening) perhaps 7e can fin5 the 6est

7ay of helping these chil5ren to face their future 7ith greater confi5ence an5

hope.

The effect @$V an5 "$%S has on 4others an5 chil5ren) 7hen the 5isease is

allo7e5 to sprea5 unchece5) 7as 6rought ho4e to 4e on 4y recent &isit to

Pi46a67e. $ sa7 for 4yself the &ery personal trage5ies 7hole fa4ilies 7ere

suffering.

The 5a4age it 7as 5oing to their co44unities) to the country as a 7hole)

6oth socially an5 econo4ically) 7as 5e&astating.>et the support these fa4ilies 7ere gi&en 6y those aroun5 the4 7as a

,


53/134

lesson for us all. They 7ere 6eing treate5 7ith co4passion an5 respect) 6y their

frien5s an5 neigh6ors) for 7hat they 7ere ha&ing to go through. "n5 7ere still

accepte5 as an i4portant part of their co44unity) not as outcasts to 6e ignore5.

@ere in the Unite5 Bing5o4 the nu46er of 7o4en an5 chil5ren no7n to

6e infecte5 or affecte5 6y @$V or "$%S is still co4parati&ely s4all. !ut if 7e

continue to 6elie&e that "$%S is so4eone elseFs pro6le4) 7e too) coul5 so easily

6e facing the sa4e 5e&astating 5estruction of our nationFs 7ay of life that is

alrea5y happening in other parts of the 7orl5.

$n 4y 5aily life $F&e seen for 4yself the tre4en5ous 7or 6eing 5one 6y

the 4any charities an5 go&ern4ent organizations 7ho are searching for ne7

7ays of tacling the 5ile44a of "$%S. The i4portance of this conference) here

in E5in6urgh) cannot 6e un5eresti4ate5. $t 6rings together those people 7ho

represent 4ilestones of achie&e4ent aroun5 the 7orl5 in 5ealing 7ith the

co4ple8ities of @$V an5 "$%S in 4others an5 chil5ren. "n5 also) those 7hoF&e

pushe5 6ac the 6oun5aries of our un5erstan5ing of ho7 the infection is

trans4itte5 an5 ho7 it can 6e treate5. >our e8change of i5eas an5 e8periences

7ill) $ a4 sure) 4ae a 5ifference to the future 7ell-6eing of us all.

$ feel certain) 7e as a nation still nee5 to 5e&elop a 5eeper un5erstan5ing of

7hat "$%S really is. To possi6ly) 6e ust a little 4ore a7are an5 ust a little less

e46arrasse5 a6out ho7 the &irus is trans4itte5) e&en 7hen 7e 5onFt really see

oursel&es at ris. $n that 7ay) perhaps) 7e 4ay play a s4all part in helping to

protect a person 7e lo&e fro4 6eco4ing infecte5 7ith @$V.

Gor those 4others an5 chil5ren alrea5y li&ing un5er the 5ar sha5o7 of

"$%S 7e nee5 to help the4 6ac into the light. To reassure the4. To respect an5

support their nee5s. "n5 4ay6e) 7e 7ill learn fro4 the4) ho7 to li&e our o7n

life 4ore fully) for ho7e&er long it is.

Tony /lair6s speech to ' Parliament,=


54/134

?9une 2382::5@

#r. 1resi5ent) colleagues) 5istinguishe5 guests?

$t is an honor to 6e here in the European 1arlia4ent to5ay. Hith your

per4ission) $ 7ill co4e 6ac after each European Council 5uring the UB

1resi5ency an5 report to you. $n a55ition) $ 7oul5 6e happy to consult the

1arlia4ent 6efore each Council) so as to ha&e the 6enefit of the &ie7s of the

European 1arlia4ent 6efore Council 5eli6erations.

This is a ti4ely a55ress. Hhate&er else people 5isagree upon in Europe

to5ay) they at least agree on one point? Europe is in the 4i5st of a profoun5

5e6ate a6out its future. $ 7ant to tal to you plainly to5ay a6out this 5e6ate) the

reasons for it an5 ho7 to resol&e it. $n e&ery crisis there is an opportunity. There

is one here for Europe no7) if 7e ha&e the courage to tae it.

The 5e6ate o&er Europe shoul5 not 6e con5ucte5 6y tra5ing insults or in

ter4s of personality. $t shoul5 6e an open an5 fran e8change of i5eas. "n5 right

at the outset $ 7ant to 5escri6e clearly ho7 $ 5efine the 5e6ate an5 the

5isagree4ent un5erlying it.

The issue is not 6et7een a Jfree 4aretJ Europe an5 a social Europe)

6et7een those 7ho 7ant to retreat to a co44on 4aret an5 those 7ho 6elie&e

in Europe as a political proect.

This is not ust a 4isrepresentation. $t is to inti4i5ate those 7ho 7ant

change in Europe 6y representing the 5esire for change as 6etrayal of the

European i5eal) to try to shut off serious 5e6ate a6out EuropeFs future 6y

clai4ing that the &ery insistence on 5e6ate is to e46race the anti-Europe.

$t is a 4in5set $ ha&e fought against all 4y political life. $5eals sur&i&e

through change. They 5ie through inertia in the face of challenge.

$ a4 a passionate pro-European. $ al7ays ha&e 6een. #y first &ote 7as in

( in the !ritish referen5u4 on 4e46ership an5 $ &ote5 yes. $n (=3) 7hen $7as the last can5i5ate in the UB to 6e selecte5 shortly 6efore that election an5

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7hen 4y party ha5 a policy of 7ith5ra7ing fro4 Europe) $ tol5 the selection

conference that $ 5isagree5 7ith the policy. So4e thought $ ha5 lost the

selection. So4e perhaps 7ish $ ha5. $ then helpe5 change our policy in the

(=AFs an5 7as prou5 of that change.

Since 6eing 1ri4e #inister $ signe5 the Social Chapter) helpe5) along 7ith

Grance) to create the 4o5ern European %efence 1olicy) ha&e playe5 4y part in

the "4ster5a4) the Nice) then the o4e Treaties.

This is a union of &alues) of soli5arity 6et7een nations an5 people) of not

ust a co44on 4aret in 7hich 7e tra5e 6ut a co44on political space in 7hich

7e li&e as citizens.

$t al7ays 7ill 6e.

$ 6elie&e in Europe as a political proect. $ 6elie&e in Europe 7ith a strong

an5 caring social 5i4ension. $ 7oul5 ne&er accept a Europe that 7as si4ply an

econo4ic 4aret.

To say that is the issue is to escape the real 5e6ate an5 hi5e in the co4fort

zone of the things 7e ha&e al7ays sai5 to each other in ti4es of 5ifficulty.

There is not so4e 5i&ision 6et7een the Europe necessary to succee5

econo4ically an5 social Europe. 1olitical Europe an5 econo4ic Europe 5o not

li&e in separate roo4s.

The purpose of social Europe an5 econo4ic Europe shoul5 6e to sustain

each other.

The purpose of political Europe shoul5 6e to pro4ote the 5e4ocratic an5

effecti&e institutions to 5e&elop policy in these t7o spheres an5 across the 6oar5

7here 7e 7ant an5 nee5 to cooperate in our 4utual interest.

!ut the purpose of political lea5ership is to get the policies right for to5ayFs

7orl5.

Gor A years EuropeFs lea5ers ha&e 5one that. He tal of crisis. Let us first

tal of achie&e4ent. Hhen the 7ar en5e5) Europe 7as in ruins. To5ay the EUstan5s as a 4onu4ent to political achie&e4ent. "l4ost A years of peace) A

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years of prosperity) A years of progress. Thin of it an5 6e grateful.

The 6roa5 s7eep of history is on the si5e of the EU. Countries roun5 the

7orl5 are co4ing together 6ecause in collecti&e cooperation they increase

in5i&i5ual strength. Until the secon5 half of the 2Ath Century) for centuries

European nations in5i&i5ually ha5 5o4inate5 the 7orl5) colonize5 large parts of

it) fought 7ars against each other for 7orl5 supre4acy.

Out of the carnage of the Secon5 Horl5 Har) political lea5ers ha5 the

&ision to realize those 5ays 7ere gone. To5ayFs 7orl5 5oes not 5i4inish that

&ision. $t 5e4onstrates its prescience. The US" is the 7orl5Fs only super po7er.

!ut China an5 $n5ia in a fe7 5eca5es 7ill 6e the 7orl5Fs largest econo4ies) each

of the4 7ith populations three ti4es that of the 7hole of the EU. The i5ea of

Europe) unite5 an5 7oring together) is essential for our nations to 6e strong

enough to eep our place in this 7orl5.

No7) al4ost A years on) 7e ha&e to rene7. There is no sha4e in that. "ll

institutions 4ust 5o it. "n5 7e can. !ut only if 7e re4arry the European i5eals

7e 6elie&e in 7ith the 4o5ern 7orl5 7e li&e in.

$f Europe 5efaulte5 to Euro scepticis4) or if European nations face5 7ith

this i44ense challenge) 5eci5e to hu55le together) hoping 7e can a&oi5

glo6alisation) shrin a7ay fro4 confronting the changes aroun5 us) tae refuge

in the present policies of Europe as if 6y constantly repeating the4) 7e 7oul5

6y the &ery act of repetition 4ae the4 4ore rele&ant) then 7e ris failure.

Gailure on a gran5) strategic) scale. This is not a ti4e to accuse those 7ho 7ant

Europe to change of 6etraying Europe. $t is a ti4e to recognise that only 6y

change 7ill Europe reco&er its strength) its rele&ance) its i5ealis4 an5 therefore

its support a4ongst the people.

"n5 as e&er the people are ahea5 of the politicians. He al7ays thin as a

political class that people) unconcerne5 7ith the 5aily o6session of politics) 4ay

not un5erstan5 it) 4ay not see its su6tleties an5 its co4ple8ities. !ut) ulti4ately)people al7ays see politics 4ore clearly than us. 1recisely 6ecause they are not

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5aily o6sesse5 7ith it.

The issue is not a6out the i5ea of the European Union. $t is a6out

4o5ernization. $t is a6out policy. $t is not a 5e6ate a6out ho7 to a6an5on Europe

6ut ho7 to 4ae it 5o 7hat it 7as set up to 5o? i4pro&e the li&es of people. "n5

right no7) they arenFt con&ince5. Consi5er this.

Gor four years Europe con5ucte5 a 5e6ate o&er our ne7 Constitution) t7o

years of it in the Con&ention. $t 7as a 5etaile5 an5 careful piece of 7or setting

out the ne7 rules to go&ern a Europe of 2 an5 in ti4e 2) 2= an5 4ore 4e46er

states. $t 7as en5orse5 6y all Do&ern4ents. $t 7as supporte5 6y all lea5ers. $t

7as then co4prehensi&ely reecte5 in referen5u4s in t7o foun5ing #e46er

States) in the case of the Netherlan5s 6y o&er ;A per cent. The reality is that in

4ost #e46er States it 7oul5 6e har5 to5ay to secure a FyesF for it in a

referen5u4.

There are t7o possi6le e8planations. One is that people stu5ie5 the

Constitution an5 5isagree5 7ith its precise articles. $ 5ou6t that 7as the 6asis of

the 4aority FnoF. This 7as not an issue of 6a5 5rafting or specific te8tual

5isagree4ent.

The other e8planation is that the Constitution 6eca4e 4erely the &ehicle

for the people to register a 7i5er an5 5eeper 5iscontent 7ith the state of affairs

in Europe. $ 6elie&e this to 6e the correct analysis.

$f so) it is not a crisis of political institutions) it is a crisis of political

lea5ership. 1eople in Europe are posing har5 :uestions to us. They 7orry a6out

glo6alization) o6 security) a6out pensions an5 li&ing stan5ar5s. They see not

ust their econo4y 6ut their society changing aroun5 the4. Tra5itional

co44unities are 6roen up) ethnic patterns change) fa4ily life is un5er strain as

fa4ilies struggle to 6alance 7or an5 ho4e.

He are li&ing through an era of profoun5 uphea&al an5 change. Loo at our

chil5ren an5 the technology they use an5 the o6s 4aret they face. The 7orl5 isunrecogniza6le fro4 that 7e e8perience5 as stu5ents 2A) 3A years ago. Hhen

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such change occurs) 4o5erate people 4ust gi&e lea5ership. $f they 5onFt) the

e8tre4es gain traction on the political process. $t happens 7ithin a nation. $t is

happening in Europe no7.

Kust reflect. The Laeen %eclaration 7hich launche5 the Constitution 7as

5esigne5 Jto 6ring Europe closer to the peopleJ. %i5 it The Lis6on agen5a 7as

launche5 in the year 2AAA 7ith the a46ition of 4aing Europe Jthe 4ost

co4petiti&e place to 5o 6usiness in the 7orl5 6y 2A(AJ. He are half 7ay through

that perio5. @as it succee5e5

$ ha&e sat through Council Conclusions after Council Conclusions

5escri6ing ho7 7e are Jreconnecting Europe to the peopleJ. "re 7e

$t is ti4e to gi&e oursel&es a reality chec. To recei&e the 7ae-up call. The

people are 6lo7ing the tru4pets roun5 the city 7alls. "re 7e listening @a&e 7e

the political 7ill to go out an5 4eet the4 so that they regar5 our lea5ership as

part of the solution not the pro6le4

That is the conte8t in 7hich the !u5get 5e6ate shoul5 6e set. 1eople say? 7e

nee5 the !u5get to restore EuropeFs cre5i6ility. Of course 7e 5o. !ut it shoul5

6e the right !u5get. $t shoul5nFt 6e a6stracte5 fro4 the 5e6ate a6out EuropeFs

crisis. $t shoul5 6e part of the ans7er to it.

$ 7ant to say a 7or5 a6out last Gri5ayFs Su44it. There ha&e 6een

suggestions that $ 7as not 7illing to co4pro4ise on the UB re6ate that $ only

raise5 C"1 refor4 at the last 4inute that $ e8pecte5 to renegotiate the C"1 on

Gri5ay night. $n fact $ a4 the only !ritish lea5er that has e&er sai5 $ 7oul5 put

the re6ate on the ta6le. $ ne&er sai5 7e shoul5 en5 the C"1 no7 or renegotiate it

o&ernight. Such a position 7oul5 6e a6sur5. "ny change 4ust tae account of

the legiti4ate nee5s of far4ing co44unities an5 happen o&er ti4e. $ ha&e sai5

si4ply t7o things? that 7e cannot agree a ne7 financial perspecti&e that 5oes

not at least set out a process that lea5s to a 4ore rational !u5get an5 that this4ust allo7 such a !u5get to shape the secon5 half of that perspecti&e up to

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2A(3. Other7ise it 7ill 6e 2A(, 6efore any fun5a4ental change is agree5) let

alone i4ple4ente5. "gain) in the 4eanti4e) of course !ritain 7ill pay its fair

share of enlarge4ent. $ 4ight point out that on any 6asis 7e 7oul5 re4ain the

secon5 highest net contri6utor to the EU) ha&ing in this perspecti&e pai5 6illions

4ore than si4ilar size5 countries.

So) that is the conte8t. Hhat 7oul5 a 5ifferent policy agen5a for Europe

loo lie

Girst) it 7oul5 4o5ernise our social 4o5el. "gain so4e ha&e suggeste5 $

7ant to a6an5on EuropeFs social 4o5el. !ut tell 4e? 7hat type of social 4o5el

is it that has 2A4 une4ploye5 in Europe) pro5ucti&ity rates falling 6ehin5 those

of the US" that is allo7ing 4ore science gra5uates to 6e pro5uce5 6y $n5ia

than 6y Europe an5 that) on any relati&e in5e8 of a 4o5ern econo4y - sills)

Q%) patents) $T) is going 5o7n not up. $n5ia 7ill e8pan5 its 6iotechnology

sector fi&efol5 in the ne8t fi&e years. China has tre6le5 its spen5ing on Q% in

the last fi&e.

Of the top 2A uni&ersities in the 7orl5 to5ay) only t7o are no7 in Europe.

The purpose of our social 4o5el shoul5 6e to enhance our a6ility to

co4pete) to help our people cope 7ith glo6alization) to let the4 e46race its

opportunities an5 a&oi5 its 5angers. Of course 7e nee5 a social Europe. !ut it

4ust 6e a social Europe that 7ors.

"n5 7eF&e 6een tol5 ho7 to 5o it. The Bo report in 2AA, sho7s the 7ay.

$n&est4ent in no7le5ge) in sills) in acti&e la6or 4aret policies) in science

pars an5 inno&ation) in higher e5ucation) in ur6an regeneration) in help for

s4all 6usinesses. This is 4o5ern social policy) not regulation an5 o6 protection

that 4ay sa&e so4e o6s for a ti4e at the e8pense of 4any o6s in the future.

"n5 since this is a 5ay for 5e4olishing caricatures) let 4e 5e4olish one

other? the i5ea that !ritain is in the grip of so4e e8tre4e "nglo-Sa8on 4aret

philosophy that tra4ples on the poor an5 5isa5&antage5. The present !ritishDo&ern4ent has intro5uce5 the ne7 5eal for the une4ploye5) the largest o6s

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progra44e in Europe that has seen long-ter4 youth une4ploy4ent &irtually

a6olishe5. $t has increase5 in&est4ent in our pu6lic ser&ices 4ore than any other

European country in the past fi&e years. He nee5e5 to) it is true) 6ut 7e 5i5 it.

He ha&e intro5uce5 !ritainFs first 4ini4u4 7age. He ha&e regenerate5 our

cities. He ha&e lifte5 al4ost one 4illion chil5ren out of po&erty an5 t7o 4illion

pensioners out of acute har5ship an5 are e46are5 on the 4ost ra5ical

e8pansion of chil5care) 4aternity an5 paternity rights in our countryFs history. $t

is ust that 7e ha&e 5one it on the 6asis of an5 not at the e8pense of a strong

econo4y.

Secon5ly) let the !u5get reflect these realities. "gain the Sapir report sho7s

the 7ay. 1u6lishe5 6y the European Co44ission in 2AA3) it sets out in clear

5etail 7hat a 4o5ern European !u5get 7oul5 loo lie. 1ut it into practice. !ut

a 4o5ern !u5get for Europe is not one that (A years fro4 no7 is still spen5ing

,A per cent of its 4oney on the C"1.

Thir5ly) i4ple4ent the Lis6on "gen5a. On o6s) la6our 4aret

participation) school lea&ers) lifelong learning) 7e are 4aing progress that

no7here near 4atches the precise targets 7e set out at Lis6on. That "gen5a tol5

us 7hat to 5o. Let us 5o it.

Gourth) an5 here $ trea5 carefully) get a 4acroecono4ic fra4e7or for

Europe that is 5iscipline5 6ut also fle8i6le. $t is not for 4e to co44ent on the

Eurozone. $ ust say this? if 7e agree5 real progress on econo4ic refor4) if 7e

5e4onstrate5 real seriousness on structural change) then people 7oul5 percei&e

refor4 of 4acro policy as sensi6le an5 rational) not a pro5uct of fiscal la8ity 6ut

of co44onsense. "n5 7e nee5 such refor4 urgently if Europe is to gro7.

"fter the econo4ic an5 social challenges) then let us confront another set

of line5 issues - cri4e) security an5 i44igration.

Cri4e is no7 crossing 6or5ers 4ore easily than e&er 6efore. Organize5

cri4e costs the UB at least

2A6n annually.#igration has 5ou6le5 in the past 2A years. #uch of the 4igration is


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healthy an5 7elco4e. !ut it 4ust he 4anage5. $llegal i44igration is an issue

for all our nations) an5 a hu4an trage5y for 4any thousan5s of people. $t is

esti4ate5 that A per cent of illegal i44igrants ha&e their passage facilitate5 6y

organise5 cri4e groups. Then there is the repugnant practice of hu4an

trafficing 7here6y organize5 gangs 4o&e people fro4 one region to another

7ith the intention of e8ploiting the4 7hen they arri&e. !et7een ;AA)AAA an5

=AA)AAA people are traffice5 glo6ally each year. E&ery year o&er (AA)AAA

7o4en are &icti4s of trafficing in the European Union.

"gain) a rele&ant K@" agen5a 7oul5 focus on these issues? i4ple4enting

the EU action plan on counter-terroris4 7hich has huge potential to i4pro&e

la7 enforce4ent as 7ell as a55ressing the ra5icalization an5 recruit4ent of

terrorists cross-6or5er intelligence an5 policing on organize5 cri4e 5e&eloping

proposals to hit the people an5 5rug trafficers har5) in opening up their 6an

accounts) harassing their acti&ities) arresting their lea5ing 4e46ers an5 6ring

the4 to ustice getting returns agree4ents for faile5 asylu4 seeers an5 illegal

i44igrants fro4 neigh6oring countries an5 others 5e&eloping 6io4etric

technology to 4ae EuropeFs 6or5ers secure.

Then there is the 7hole area of CGS1. He shoul5 6e agreeing practical

4easures to en

Documents

Public Speech Sample 2013