Always learn new things,that will helpful our future success. Speech defines your thoughts ,proper correction and management of language skill is important.So learn learn...Always Be learn.

1. Speak the Speech, I Pray Thee
Long before talking heads and hosts ofnewscasts proliferated the airwaves with multiple superfluous insertions
in every sentence,or began a remark with "So," educators promoted Shakespeare's plea to "speak the speech
trippinglyon the tongue"through elocution classes.They heralded the ability to communicate in grammatically
correct sentences devoid ofhesitation with appropriate inflection,pronunciation,and knowledge ofthe topic as
paramountto one's success in life.
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I was a third-grader at Concord School in Pittsburgh when mymother trotted me off to the King School of Oratory
to cure my shyness and fear of speaking with adults.By the time she learned aboutthe miracles its founder,
Byron W. King,had accomplished,among them curing himselfofa speech impediment,the nation's most
celebrated elocutionisthad been dead manyyears, but his wife Inez, a renowned actress ofthe Chautauqua
circuit, still trained actors,businessmen,lawyers,clergymen,and even children after public interestsoared in
child stars like Shirley Temple,Mickey Rooney, and Judy Garland.
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Despite dutiful memorization ofthe dramatic readings Mrs.King assigned me,Iremained painfullyshy.
Furthermore,I could not cultivate the deep,theatrical speaking voice she preferred.The first step toward that
goal,she suggested,was to practice screaming often each day. The firsttime I tried it at home,Mother came
running,believing I was injured.
My progress in public speaking was minimal byour move to Philadelphia and myentry to the seventh grade at
Swarthmore High School,where social studies was taughtbyNathan Bell. Each day, I entered his classroom
trembling thathe would call upon me to participate as a news reporter.Several times each week,Mr. Bell
distributed a newspaper published byan educational organization devoted to enlightening teenagers about
current national and international events.The format was that of a typical newspaper with columns covering a
variety of topics,from serious militaryand political stories to humorous reports about clever animals or
accomplishments bypopular stars ofstage,screen and radio.Mr. Bell called the serious articles "heavy" and the
lighter ones "fluff." He cautioned us to avoid the fluff and focus on the heavy stories because we would be graded
for our understanding ofthe latter.
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Once we had perused the newspaper and selected an article,he instructed us to stow it inside our desk to deter
peeking.Then he would call on a studentat random to explain the story of his or her choice and why it should

2. interestus.His criteria for excellent reporting demanded extemporaneous deliverywith expression,appropriate
vocabulary, and clear understanding ofthe topic. To facilitate sharing,he directed us to move our desks into a
circle. He always asked for comments on the presentation justgiven and how it mighthave been improved.Then
he would move on to another student,stressing thatthe chosen article mustbe differentfrom those already
covered. Repeats were not permitted.
Terrified, my focus each day was to recall key points aboutthe article I had selected and fervently pray that he
would call on anyone but me before the bell sounded.Sometimes mymind wentblank and I could not remember
one fact. Not only did we have to reporton the story in our own words,but we had to stand erect and address Mr.
Bell and the others in the circle as if we actually knew what we were talking about.Unable to do this to his
satisfaction withoutstammering,I received poor grades for "participation."Still, I persevered.
The goal of our English teachers was to produce students who were masters ofthe spoken and written word,
even if they did not hear ideal grammar athome.After drumming basic rules into our heads,Elizabeth McKee
rewarded us the lastfew minutes ofclass by reading from her moving novel about her grandmother's waitfor her
sweetheart's return from the Civil War. Before exiting her classroom,every studentwho had m ade an error on a
paper or during a discussion thatday could expect to be halted,asked to recall the correct usage,and to use it
properly in a sentence.
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Shakespeare's plays per year, always yearning to evolve into adults who could transfer that knowledge to our
own children or students.
A Quaker, Ms. Mathews began her career teaching at George School in Bucks County, Pennsylvania where one
of her students was a young man so nourished byher wisdom and guidance thathe devoted his life to
celebrating mankind and our fragile earth through his novels.Justas she followed closelythe lives and careers of
all her students,she never losttouch with the young man destined to put"Hawaii," "Chesapeake,""Alaska,"and
"South Pacific" on bookshelves.
Long after I had been teaching for manyyears, Ms. Mathews wrote, "My fondestmemoryis of my retirement
party where the communitycame to give thanks and James Michener came to see me instead ofattending a
White House dinner."
The strict rules ofelocution that my classmates and Ieventually mastered under these watchful teachers are
shattered dailyon television newscasts byreporters who insert"you know," "like," or "I mean"multiple times in
each sentence.And let us not ignore those who blithelyreverse subjectand objectas they chatter aboutwhat
"her and me" or him and I" did
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3. THANK YOU!