Speakers' classes and mutual improvement classes
To members of some ecclesias these will be the same thing. But to make matters clear, the kind of class we contemplate is one with the following terms of reference:
(i) Brethren only will be present:
(ii) Only those interested in the purpose of the class shall attend, i.e., either to become themselves proficient in proclaiming the Truth, or to assist those who do;
(iii) The utmost freedom of expression, consistent with a reverent treatment of the purpose of the class, shall be expected from the critics, and received with humble equanimity by the speaker. A reasonable arrangement (which has more than once been followed with profit) is to appoint one of the " learner " brethren as president for each occasion, and another as speaker. The president should, apart from his opening prayer (which should be directed to asking God's blessing on the class), conduct the meeting as though it were a public one, after some such fashion as that suggested for him in the next chapter, though probably with out hymns. The speaker should be allotted (or choose-in which 'case his choice is a legitimate target for criticism) a subject of importance for his address, and address the assembly as though to convince strangers, remembering that his whole presentation matter, manner of address, and bearing, are under consideration. The lecture should be short, and when it is over, the president gives place to the Class Leader, who is a brother of more experience, with acceptable qualifications as a speaker himself, and preferably permanent or one of a small rota. He should have an emphatic policy of progress for the class, and not be merely a policeman to enforce a. rigid law of lecturing ethics. It should be his responsibility to call on those present, preferably all those present, for their observations, and to sum up the conclusions reached, with his own comments. The criticism should embrace such points as these: -

(a) The president's conduct of the meeting.
(b) (1) The speaker's choice of subject.
(2) His plan in developing the treatment. Was the presentation purposeful? Could its purpose life perceived?
(3) The value of the arguments.
(4) The fittingness and cogency of the appeal. Special attention should be paid to the real presence of a theme which carries its message of conviction naturally, rather than one to which a personal appeal has been appended unnaturally in the last few minutes.
(5) The accuracy of the facts, and the relevance of the quotations.
(6) The approach to the audience: essay-reading or preaching: a winning of their confidence or arousing of their antagonism ; arrogant assumption of learning or virtue, or humble appeal to share a divine revelation.
(7) Wording and phrasing: the simplicity and comprehensibility of the words and constructions used: the appropriateness of the illustrations.

No doubt other points will arise in each particular case, but these have been selected to impress the large issues, which ought to engage our attention. The Leader should see to it that the class does not lose sight of the wood in its interest in trees. Trivialities about semi-colons where commas were meant, should be sternly suppressed, and any morbid interest in the speaker's aspirates should be reduced to reasonable ' proportions. The principles of the first three chapters of this book attempt to outline what should be sought for first. Polish and refinement can be introduced in their proper place when these have been dealt with, and such points of i importance as misquotation of Scripture, and misrepresentations of others' doctrines, should not be neglected, but a sense of proportion must be preserved.

It is very uncertain how far a more ambitious plan for speakers' training in public classes can be expected to succeed. It will be realized from what has been said already that undue concentration upon externals is not favoured, and it would be a tragedy if a misdirected zeal for efficiency should produce a stereotyped uniformity, whether of manner or of presentation. Courses have been examined which commence with an. attempt to teach the would-be speaker the use of the English language, continue from there with his education in history and other forms of secular knowledge, and finally, after some years, arrive at his Scriptural equipment. This opportunity ; is taken to offer a vigorous denunciation against such a method. We do not want orators who can talk about the Truth; we desire earnest-minded, zealous followers of Jesus to be equipped as ministers of his Gospel. This is why chapters 1 and 2 came in the place they did. The order of these first four chapters is the proper order.

The same observations weigh against any tendency to go to outside institutions for lessons in vocal salesmanship. We will do much better to develop in humble service the methods appropriate to our calling, than to adapt from a commercial world weapons in which cunning, blatancy, and false confidence are as important as sincerity.

No doubt there is scope for capable brethren to conduct classes for the benefit of those in their midst who would be speakers, with a wider purpose than the mere criticism of lectures. This book is in intention the basis of such a course; and this chapter and the previous two suggest the principles which might profitably be adopted.