ay of a great man, the date of an epoch-marking event, bring
forth eulogistic tributes like Webster's speech at Bunker Hill,
Lincoln's Gettysburg Address, Secretary Lane's Flag Day speech.

False Eloquence. The beginner will not have many opportunities of
delivering such remarkable addresses, but in his small sphere he will
have chances to do similar things. He must beware of several faults of
which the unwary are usually guilty. Recognizing the wonderful
eloquence of the masterpieces of such kinds of address he may want to
reproduce its effects by imitating its apparent methods. Nothing could
be worse. The style of the great eulogy, born of the occasion and the
speaker, becomes only exaggerated bombast and nonsense from the lips
of a student. Exaggeration, high sounding terms, flowery language,
involved constructions, do not produce eloquence in the speaker. They
produce discomfort, often smiles of ridicule, in the audience. Many a
student intending to cover himself with glory by eulogizing the
martyred McKinley or the dead Roosevelt has succeeded only in covering
himself with derision. Simplicity, straightforwardness, fair
statement, should be the aims of beginning speakers upon such
occasions.

Speeches of Presentation and Acceptance. Standing between the two
classes of speeches just discussed are speeches of presentation and
acceptance. In practically all circumstances where such remarks are
suitable there are present mingled feelings of celebration and
commemoration. There is joy over something accomplished, and
remembrance of merit or success. So the person making a speech of
presentation must mingle the two feelings as he and the audience
experience them. Taking his cue from the tone of the occasion he must
fit his remarks to that mood. He may be as bright and sparkling and as
amusing as a refined court jester. He may be as impressive and serious
as a judge. The treatment must be determined by the circumstances.

The speaker who replies must take his cue from the presenter. While
the first has the advantage of carrying out his plan as prepared, the
second can only dimly anticipate the theme he will express. At any
rate he cannot so surely provide his beginning. That must come
spontaneously from the turn given the material by his predecessor,
although the recipient may pass by a transition to the remarks he
prepared in advance.

The observations which obtain in the presentation and acceptance of a
material ob