Chapter 35—Clarity and Purity of Utterance
A Fitness for Speaking—By earnest prayer and diligent effort we
are to obtain a fitness for speaking. This fitness includes uttering
every syllable clearly, placing the force and emphasis where it belongs.
Speak slowly. Many speak rapidly, hurrying one word after another so
fast that the effect of what they say is lost. Into what you say put the
spirit and life of Christ.—
Counsels to Parents, Teachers, and Students,
254, 255
.
Cultivation of the Voice—He who has bestowed upon us all the
gifts that enable us to be workers together with God, expects His
servants to cultivate their voices so that they can speak and sing in a
way that all can understand.—
Testimonies for the Church 9:144
.
A Mouthpiece for God—The man who accepts the position of
being mouthpiece for God should consider it highly essential that he
present the truth with all the grace and intelligence he can, that the
truth may lose nothing in his presentation of it to the people. Those
who consider it a little thing to speak with an imperfect utterance
dishonor God.—
Evangelism, 665
.
[182]
Overcome Indistinct Speech—In reading or in recitation the pro-
nunciation should be clear. A nasal tone or an ungainly attitude should
be at once corrected. Any lack of distinctness should be marked as
defective. Many have allowed themselves to form the habit of speaking
in a thick, indistinct way, as if their tongue were too large for their
mouth. This habit has greatly hindered their usefulness.
If those who have defects in their manner of utterance will submit
to criticism and correction, they may overcome these defects. They
should perseveringly practice speaking in a low, distinct tone, exercis-
ing the abdominal muscles in deep breathing, and making the throat
the channel of communication. Many speak in a rapid way and in a
high, unnatural key. Such a practice will injure the throat and lungs.
As a result of continual abuse, the weak, inflamed organs will be-
come diseased, and consumption may result.—
Counsels to Parents,
Teachers, and Students, 239
.
117