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Proquest Dissertations ! This dissertation has been I microfilmed exactly as received 67-6634 HOVEE, Gene Herbert, 1930- THE CONCEPT OF EFFECTIVE DELIVERY IN THE I YALE LECTURES ON PREACHING. t f | University of Illinois, Ph.D., 1966 } Speech-Theater University Microfilms, Inc., Ann Arbor, Michigan THE CONCEPT OF EFFECTIVE DELIVERY IN THE YALE LECTURES ON PREACHING BY GENE HERBERT HOVEE AB., Northwest Nazarene College, 1951 BD, Fuller Theological Seminary, 1954 A M , University of Oregon, 1963 THESIS Submitted m partial fulfillment of the requirements for the degree of Doctor of Philosophy in Speech in the Graduate College of the University of Illinois, 1966 Urbana, Illinois UNIVERSITY OF ILLINOIS THE GRADUATE COLLEGE Septanber, 1966 I HEREBY RECOMMEND THAT THE IHESIS PREPARED UNDER MY SUPERVISION BY. GENE HERBERT HOVEE THE CONCEPT OF EFFECTIVE DELIVERY IN THE ENTITLED. YALE LECTURES ON PREACHING BE ACCEPTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR DOCTOR OF PHILOSOPHY THE DEGREE OF. In Charge of Ihcsts > HeaHPRAd onff ODepartmenf nnrtmt*nt t ^s^- Recommendation concurred urf Committee on JSui^ Final Examinationf f[JMSULS yv, fl^csfLt^t-^ t Required for doctor's degree but not for master1!- D517 ACKNOWLEDGEMENTS I wish to express my appreciation to Professor Karl Richards Wallace, advisor for this study, and to the other members of the thesis committeej Professors Otto Alvin Dieter, Marie Hochmuth Nichols, Harry Jay Skornia, and Thomas 0, Sloan* Recognition is due the University of Illinois Library for the acquisition of a complete set of the Yale Lectures on Preaching, 1872-1963. Also gratefully noted for their cooperation are my wife, Joann, and son and daughter, Larry end Juli. iii TABLE OF CONTENTS Chapter Page I. INTRODUCTION 1 Purpose • 3 Evaluation of the Materials «... 3 Survey of the Lecturers • ....•••... 11 Previous Research •••• 15 Methodology •• 16 Plan of Presentation •••»•••• 20 Thesis Statement 0 ......•••••..• ... 21 II. PREPARATION AND EFFECTIVENESS OF DELIVERY 22 III. APPROPRIATENESS OF DELIVERY 42 IV. CONTROL OF DELIVERY 63 V. PERSONALITY AND A UNIQUE DELIVERY BB VI. ELEVATING DELIVERY 115 VII. INSPIRATION AND DELIVERY 133 VIII. CONCLUSION 149 APPENDIX 155 BIBLIOGRAPHY 156 VITA 167 iv 1 Chapter I INTRODUCTION The preacher is confronted with the awesome problem of communication when he steps into the pulpit to present the Christian message. One might expect that after the customary seven years of academic training, four years in a liberal arts collage and three year* in a theological seminary, he would be thoroughly prepared to communicate his ideas* Typically, however, he finds a gap between the command of knowledge and the facility of expression* The chasm between information stored in cranial neurons and the actual communicative demonstration of that information suggests that some sort of additional training is needed to establish acceptable patterns of transmission* One of the most common type? of instruments for acceptable pattern development is a course in speech or homiletics. The conventional course attempts to direct a careful analysic and synthesis of the materials to be preached and then, after also providing a systematic approach to the options of actual presentation, attempts to direct the reinforcement of selected options through classroom preaching experience,. Sadly enough, the patterns of transmission are still too new and unproven by the time the course is over* To compound the problem, the quality of pattern development is highly dependent on whether or not the right option was selected by a given individual and on the value of classroom criticism given in view of individuel requirements* Inappropriete or inadequate patterns may need to be erased so that suitable pattern development can take its place* What should the minister do in order to replace or reinforce certain patterns of transmission between isolated or self-contained 2 information and shared or self-expressive information? First, what has he done? He has studied rhetoric and oratory and has written scores of significant volumes on effective speaking and preaching* Much of this study and many of these books have made knowledge more communicable by exploring the selection of arguments, the analysis of organization, and the classification of language* Many would agree his efforts have been well rewarded in moving knowledge from storage to utilization* In some cases, the minister has received training designed to teach him how to stand, move, and gesture* This epecialized training may have been naturalistic, mechancial, or thought-centered* Nevertheless, It has been apparent to observers that such training has not suitably bridged the gap between knowledge-contained end knowledge-utilized but has actually blocked the flow of knowledge by suspending communication in order to build magnificent new patterns, not for utility but for beauty. Most persons would agree it is fortunate these types of physically-oriented training have largely gone out of style* It is not so fortunate, however, that the pendulum has swung so far from the study of effective delivery* It appears that the avoidance of one excess has itself become an excess resulting in imbalance* The problem of communication still plagues the minister and begs for serious attention and study* Certainly, the errors of the elocutionary formula for effective speech should not be allowed to seal the fate of a rational inquiry into effective delivery* What should the minister do today in order to replace or reinforce patterns of transmission between knowledge-contained and knowledge- delivered? Surely, he would do well to give time te the study of rhetoric and oratory and thereby make knowledge more communicable. 3 But also, he would do well to give time to a creditable study of effective delivery and thereby develop and maintain suitable patterns of transmission by which to effectively move the Christian message from concept to experience* Purpose There are many worthwhile books and lectureships available to the student of effective delivery. Many ministers would say that the most notable books and lectures on preaching are found in the Yale Lecturee on Preaching given almost yearly since 1872 at Yale Divinity School in New Haven, Connecticut* Since the Yale Lecture Series ia a significant body of knowledge on preaching, it is the purpose of this thesis to find out what the lecturers have te ssy about the concept of effective delivery and to discover trends and emphases in their treatment of delivery* Evaluation of the Materials The Yale Lectures on Preaching provide an excellent set of materials for a homiletical study centering on delivery. The suitability of the Lectures is confirmed by an examination of the materials and a survey of the lecturers. First to be considered is the nature, quality, and availability of the materials* The nature of the materials may be viewed from the standpoint of purpose and result* The lecturers discuss the purpose of the series with virtual agreement on its practical element* Henry Ward Beecher describes the origin of the lecture series and establishes the precedent for "practical instruction" in the preface for his first series of lectures in 1872: In 1871, Mr* Henry W. Sage, of Brooklyn, New York, contributed the funds necessary to found a Lectureship on Preaching in the Divinity 4 School at Yale College, New Haven, Conn* In honor of my father, it was styled the LYMAN BEECHER LECTURESHIP ON PREACHING. As this title implies, it was the design of the donor and of the Theological Faculty to secure a more perfect preparation of young men for preaching, as the highest act of the Christian ministry, by providing for them, in addition to their general and professional studies, a course of practical instruction in the art of preaching, to be given by those actively engaged in the practice of it*1 Beecher explains early in the first lecture that "practical instruction11 means a closer relationship with active preachers who will share their observations and experisncest The design of this lectureship is not to supersede the instructions given already by the incumbent of the chair of Pastoral Theology, but to intensify one portion of his teachings by bringing in from the field those who are actively engaged in the work of preaching, that you may derive from them the results of their observation and experience.2 When the corporation of Yale College voted in 1871 to eccept the sum of ten thousand dollars from Henry Sege to found the series, it designated that the lecturer wae to be an evangelical minister noted for his success in the ministry} Voted, to accept the offer of Mr. Henry N* Sage, of Brooklyn, of the sum of ten thousand dollars, for the founding of a lectureship in the Theological Department, in a branch of Pastoral Theology, to be designated 'The Lyman Beecher Lectureship on Preaching,' to be filled from time to time, upon the appointment of the Corporation, by a minister of the Gospel, of any evangelical denomination, who has been markedly successful in the special work of the Christian ministry*3 Two changes in corporation guidelines for the lectureship were made before the turn of the century—the first change widened the subject matter from "pastoral theology" to the whole of the Christian minietry; the BBCond change made it possible to invite laymen as well as ministers 1Henry Ward Beecher, Yale Lecturee on Preaching. Series I, II, III (Bostoni The Pilgrim Press, 1872, 1873, 1874), Series I, p. v. 2Ibid*. p* 2. 3Frank W. Gunsaulus, The Minister and the Spiritual Life (New Yorki Fleming H* Revell Co., 1911), p. 7* 5 to participate in the seriest In 1SG2 the Corporation voted with the consent of the Founder to amend the articles so that 'henceforth the Lyman Beecher lecturers shell be invited to lecture on e branch of pastoral theology, or on any other topic appropriate to the work of the Christian ministry.' Again, in 1B93, with the consent of Mr* Sage, the articles were changed so that 'if at any time they should deem it desirable to do so, to appoint a layman instead of a minister to deliver the course of lectures .
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