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 1 Foundation
1: Understanding Speaking 6
2: Listening 27
3: Speaking Ethics 38
4: Addressing Speech
Anxiety 48 5 Presentation
23: Modes of Delivery 310
24: Practice Sessions 320
2 Preparation 25: Vocal Delivery 332
5: Planning 60 26: Physical Delivery 345
6: Topic Selection and 27: Presentation Aids 352
Analysis 67 28: Adapting to the Speech
7: Audience Analysis 86 Situation 369
8: Research 99 29: Answering Questions 375

3 Organization 6 Contexts
9: Transforming Ideas into 30: Analyzing Speech
Speech Points 125 Contexts 384
10: Organizing Points 136 31: Educational Context 390
11: Outlining 146 32: Workplace Context 394
12: Connectives 158 33: Social and Ceremonial
13: Introductions 163 Context 404
14: Conclusions 175 34: Civic and Political
Context 408
35: Leadership across
4 Development Contexts 413

15: Supporting Materials 187

16: Reasoning 205 7 Sample Speeches
17: Language and Style 235
Speeches by Student
18: Attention and Interest 252 Speakers 423
19: Credibility 262 Speeches by Public Figures 449
20: Motivational Appeals 269
21: Informative Strategies 279 Guide to Common Pronunciation and
22: Persuasive Strategies 286 Usage Errors 465

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Speaker’s Quick Start Guide
The Quick Start Guide is designed to help you find the specific public
speaking information you’re looking for as quickly as possible.

Basic Content Information, every step simultaneously, you’ll become

Color-Coded frustrated and find it harder to build skills.
That’s why the secret of public speaking
This guide provides only the most basic infor-
success lies in having a clear idea of what
mation about the handbook’s contents:
your priorities are and in deciding on a
◗◗ Part numbers and titles limited number of goals to pursue at any
◗◗ Chapter numbers and titles within each one time. This text’s handbook format
part lets you pick one or two important skills
to work on and once mastered, you can
◗◗ Page range for each part (identifying first move on to other skills. Take the time
and last pages) to write down a skill-development plan
The handiest feature of this guide is that it is and refer to it. Even if you revise it as you
color-coded: The color applied to each part go, we guarantee that it will help you
in the guide corresponds to the color used succeed.
for the actual part’s tabbed section divider
and introductory pages as well as the thumb Online Resources for The Speaker’s
tabs you’ll find at the top of each page. Handbook, Twelfth Edition
MindTap is a personalized teaching experi-
Where You’ll Find More Detailed ence with relevant assignments that guide
Content Information students to analyze, apply, and improve
The handbook’s full table of contents thinking, allowing you to measure skills and
begins on page v. Additionally, each part’s outcomes with ease.
tabbed section divider includes a detailed
◗◗ Personalized Teaching: Becomes yours
listing of each chapter and the chapter’s
with a Learning Path that is built with
subsections within the part. At the back of
key student objectives. Control what
the book, on its last pages and inside back
students see and when they see it. Use it
cover, you’ll find listings of the handbook’s
as-is or match to your syllabus exactly—
boxes, tables, and figures. A detailed index
hide, rearrange, add, and create your
begins on page 481.
own content.

Mapping Your Skill-Development Plan ◗◗ Guide Students: A unique Learning

Path of relevant readings, activities such
To help orient you so that this book is as collaborative and interactive video
as useful as possible, we offer these key activities, outlining and preparation
suggestions: activities, and Practice and Present
◗◗ Read Chapter 1. This chapter introduces speech activities that move students
the five steps of public speaking that will up the learning taxonomy from basic
help you prepare and deliver an effective knowledge and comprehension to
speech. It will also help you diagnose analysis and application.
your skill level and give you an approach ◗◗ Promote Better Outcomes: Empower
to mapping out a skill-development plan instructors and motivate students
for yourself. with analytics and reports that pro-
◗◗ Prepare a skill-development plan. vide a snapshot of class progress,
There are many steps to preparing an time in course, and engagement and
effective speech, but if you try to master ­completion rates.

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Copyright 2019 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 12e

Speaker’s
the

Handbook
Jo Sprague
San José State University

Douglas Stuart
VMware, Incorporated

David Bodary
Sinclair Community College

Australia • Brazil • Mexico • Singapore • United Kingdom • United States

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 This is an electronic version of the print textbook. Due to electronic rights restrictions,
some third party content may be suppressed. Editorial review has deemed that any suppressed
content does not materially affect the overall learning experience. The publisher reserves the right
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 The Speaker’s Handbook, © 2019, 2016, 2013 Cengage Learning, Inc.
Twelfth Edition WCN: 02-300
Jo Sprague, Douglas Stuart,
David Bodary Unless otherwise noted, all content is © Cengage

ALL RIGHTS RESERVED. No part of this work covered by the

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Printed in the United States of America

Print Number: 01 Print Year: 2017

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Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
 Contents

Preface xix

1 Foundation
The Value of Public Speaking Skills 3

1 Understanding Speaking 6
Understand What It Means to Be a Public Speaker 6
Common Public Speaking Misconceptions 8
Theoretical Foundations of Effective Public Speaking 10
Oral Cultures 10
Classical Rhetoric 12
Communication Studies 13
Dialogic Perspectives 14
The Social Construction of Meaning 16
Collaborative Creation of Meaning 16
Balance Communication Resources 18
Conversation Skills 18
Composition Skills 19
Performance Skills 19
The Role of Consciousness in Learning 21
Follow Five Steps of Public Speaking 24
Summary 25
Critical Thinking Questions 26
Putting It into Practice 26

2 Listening 27
Practice Effective Listening Skills 27
Prepare Yourself to Listen 28
Balance Open Curiosity with Critical Analysis 28
Listen Holistically 30
Provide Constructive Feedback 32
Common Listening Pitfalls 34
Summary 36

v
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 vi Contents

Critical Thinking Questions 37

Putting It into Practice 37

3 Speaking Ethics 38
Be Aware of Ethical Choices in Public Speaking 39
Every Decision Has an Ethical Dimension 39
Ethical Decisions Are Rarely Clear-Cut 39
Ethical Decisions Vary with Context 39
Respect the Integrity of Your Core Values, Audience, and Ideas 40
Don’t Plagiarize 41
Don’t Lie 42
Don’t Oversimplify 43
Balance Language, Emotional Appeals, and Persuasive Strategy 43
Avoid Simplistic Persuasive Techniques 44
Summary 46
Critical Thinking Questions 47
Putting It into Practice 47

4 Addressing Speech Anxiety 48

Understand Public Speaking Anxiety 48
Keep Fear in Perspective 51
The Role of the Audience 51
Manage Public Speaking Anxiety 51
Practice and Prepare 52
Manage the Physical Effects of Fear by Releasing Tension and Relaxing 52
Use Positive Self-Suggestion 53
Summary 56
Critical Thinking Questions 56
Putting It into Practice 56

2 Preparation
The First Stage of the Public Speaking Process 59

5 Planning 60
Allow Time for the Four Phases of Creativity 60
Make a Realistic Timetable 61
List Tasks, Estimate Time 61
Determine the Order for Completing Tasks 62

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 Contents vii

Set Intermediate Deadlines for Major Stages 63

Plan for Preparation and Presentation
Phases 64
Focus on Different Resources 64
Summary 66
Critical Thinking Questions 66
Putting It into Practice 66

6 Topic Selection and Analysis 67

Identify Your Speech Topic 67
Draw from Your Experience, Expertise, and Interests 68
Select a Topic Appropriate to the Audience and the Occasion 69
Select a Topic That Is Timely and Timeless 70
Select a Topic That Is Meaningful and Manageable 70
Narrow Your Topic 71
Identify the Purpose of Your Speech 73
Identify the General Purpose 74
Decide on the Specific Purpose 75
Specify the Desired Outcomes 76
Develop a Clear Thesis Statement 78
Formulate a Single Declarative Sentence 78
Break Your Thesis Statement into a List of Questions 79
Summary 84
Critical Thinking Questions 84
Putting It into Practice 85

7 Audience Analysis 86
Seek Audience Information 87
Use Direct Observation 88
Do Systematic Data Collection 88
Conduct Selected Interviews or Focus Groups 88
Talk with the Contact Person 89
Use Intelligent Inference and Empathy 89
Analyze Audience Demographics 89
Generational Culture 90
Sex and Gender 90
Race and Ethnicity 91
Identify What Is Meaningful to Your Audience 93
Determine the Audience’s Attitudes toward Your Topic 94
Gather Details about the Specific Speech Situation 95

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 viii Contents

Summary 97
Critical Thinking Questions 98
Putting It into Practice 98

8 Research 99
Use a Research Strategy 99
Work from General to Specific 100
Search Efficiently 100
Develop a List of Key Terms 103
Use Your Audience Analysis Questions 104
Gather Credible Content Using a Variety
of Sources 105
Use the Library 106
Capture Information for Later Use 112
Simplify Organization of Ideas 112
Index Cards from Print and Electronic Sources 113
Index Cards from Interviews and Surveys 115
Grouping Your Ideas 115
Cite Your Sources Using a Standard Format 115
Cite Your Sources Smoothly in Your Speech 117
Summary 119
Critical Thinking Questions 119
Putting It into Practice 120

3 Organization
Bringing Order to Your Ideas 123

9 Transforming Ideas into Speech Points 125

Gather Promising Ideas and Information 125
Draft a Topic Outline 126
Use Concept Mapping 127
Manipulate Movable Notes 128
Develop Main Points That Correspond to Your Thesis 128
Correspond Main Points to Your Thesis 128
Ensure Main Points Are Mutually Exclusive 129
Include Two to Five Main Points That Reflect Relationships 132
Summary 134
Critical Thinking Questions 134
Putting It into Practice 135

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 Contents ix

10 Organizing Points 136

Recognize Organizational Patterns for Main Points 137
Using Chronological Patterns 137
Using Spatial Patterns 137
Using Cause–Effect Patterns 139
Using Problem–Solution Patterns 139
Using Topical Patterns 140
Group Subpoints According to a Pattern 141
Summary 144
Critical Thinking Questions 144
Putting It into Practice 145

11 Outlining 146
Develop a Visual Outline Format 147
Create a Full-Sentence Outline 149
Full-Sentence Outline Example 150
Phrase Main Points to Lead into Subpoints 152
Phrase Points in Concise, Parallel Language 154
Examples of Weak, Better, and Best Parallel Language 154
Summary 156
Critical Thinking Questions 156
Putting It into Practice 157

12 Connectives 158
Create Connectives to Link Ideas and Express Relationships 159
Develop Internal Previews and Summaries 161
Summary 162
Critical Thinking Questions 162
Putting It into Practice 162

13 Introductions 163
Develop an Effective Introduction to Your Speech 163
Capture Audience Attention Immediately 164
Provide Psychological Orientation 165
Motivating Your Audience to Listen 167
Provide a Logical Orientation 168
Summary 173
Critical Thinking Questions 173
Putting It into Practice 174

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 x Contents

14 Conclusions 175
Provide Logical Closure 175
Reestablish Your Topic’s Connection to a Larger Context 176
Provide Psychological Closure 177
End Your Speech Memorably 179
Summary 180
Critical Thinking Questions 181
Putting It into Practice 181

4 Development
Shaping Your Speech 186

15 Supporting Materials 187

Define Unfamiliar Words and Concepts 188
Use Various Types of Examples 190
Use Factual Examples 191
Use Hypothetical Examples 191
Use Appropriate Detail 192
Use Statistical Evidence 194
Test Accuracy of Statistical Evidence 195
Avoid Misleading Statistics 196
Make Statistics Clear and Meaningful 197
Draw on Testimony from Credible Authorities 198
Evaluate Credibility of Authorities 199
Don’t Distort Quotations 200
Cite Sources Smoothly 201
Cite Sources of Supporting Materials 201
Use a Variety of Lead-Ins 202
Summary 203
Critical Thinking Questions 204
Putting It into Practice 204

16 Reasoning 205
Understand Claims, Data, and Warrants 205
Evidence Can Lead to More Than One Claim 206
People Look for Familiar Patterns 207
Four Main Types of Reasoning 208
Inductive Reasoning 208
Deductive Reasoning 211

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 Contents xi

Causal Reasoning 217

Reasoning by Analogy 221
Common Reasoning Fallacies 223
Connect Evidence to Your Claim 226
Organize Points to Show Logical Relationships 226
Select Language That Shows Logical Relationships 228
Summary 232
Critical Thinking Questions 233
Putting It into Practice 234

17 Language and Style 235

Oral and Written Styles Differ 235
Strive for Clear Language 237
Be Precise 237
Use Specific and Concrete Language 238
Be Economical in Your Language 239
Use Appropriate Language 240
Adapt Your Language to the Formality of the Occasion 240
Use Jargon or Slang Carefully 241
Avoid Substandard Usage 242
Use Language That Is Respectful and Inclusive 242
Use Vivid, Varied Language 244
Imagery 244
Stylistic Devices 244
Use Fresh Language 246
Vary the Rhythm of Your Sentences 247
Use the Language Style of Your Listeners 247
Summary 250
Critical Thinking Questions 251
Putting It into Practice 251

18 Attention and Interest 252

Techniques That Enliven Your Speech 252
Be Specific and Use Real-Life Examples 254
Keep Your Audience Involved 254
Use Variety and Movement to Energize Your Speech 256
Use Humor When It Is Appropriate 257
Convert Attention to Interest 258
Link Your Topic to Your Listeners’ Self-Interest 258
Incorporate Storytelling Techniques 259
Summary 260

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 xii Contents

Critical Thinking Questions 261

Putting It into Practice 261

19 Credibility 262
Understand Credibility 262
Build Your Credibility through Content and Delivery 265
Summary 268
Critical Thinking Questions 268
Putting It into Practice 268

20 Motivational Appeals 269

Emotional Impact of Words 269
Appeal to Listeners’ Needs 270
Relate to Listeners’ Values 272
Incorporate Appeals to General Values 273
Identify and Relate to Listeners’ Core Values 274
Link Speech Issues to Listeners’ Values 276
Appeal to Listeners’ Sense of Community 276
Avoid Excessive, Inappropriate Motivational Appeals 277
Summary 278
Critical Thinking Questions 278
Putting It into Practice 278

21 Informative Strategies 279

Help Listeners Make Sense of Information 279
Explain Ideas Clearly 281
Use Organizers 281
Use Emphasis Cues 282
Use Examples 282
Use Analogies 283
Use Multiple Channels 283
Use Repetition and Redundancy 283
Summary 285
Critical Thinking Questions 285
Putting It into Practice 285

22 Persuasive Strategies 286

Clarify Your Persuasive Goals 287
Analyze Your Persuasive Goals 288
Identify Whether You Need a Proposition of Fact, Value, or Policy 288
Use Stock Issues to Help You Analyze Your Topic 290
Adjust Content for Audience 291

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 Contents xiii

Favorable Audience 292

Neutral Audience 294
Unfavorable Audience 295
Organize Points for Persuasive Impact 298
Organize Using the Motivated Sequence 298
Organize through a Comparison of Advantages 300
Deal with Opposing Arguments 300
Address Opposing Arguments Directly 301
Answer Counterarguments after Developing Your Position 302
Summary 303
Critical Thinking Questions 303
Putting It into Practice 304

5 Presentation
Introduction: The Natural Theory of Delivery 308

23 Modes of Delivery 310

Know the Four Modes of Delivery 310
Use Four Modes of Delivery 311
Prepare an Extemporaneous Speech 311
Prepare an Impromptu Speech 312
Prepare a Manuscript Speech 313
Prepare a Memorized Speech 316
Summary 318
Critical Thinking Questions 318
Putting It into Practice 319

24 Practice Sessions 320

Make Improvements through Practice Sessions 320
Use Early Sessions to Develop Your Outline 321
Use Middle Sessions to Get Feedback 322
Use Final Sessions for Refinements 324
Prepare Speaking Notes 324
Include Keywords, Phrases, and Material to Be Cited Directly 324
Prepare Speech Notes in a Format That Aids Delivery 325
Adjust Speech to Fit into Time Limit 326
Avoid Common Practice Pitfalls 328
Summary 330
Critical Thinking Questions 331
Putting It into Practice 331

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 xiv Contents

25 Vocal Delivery 332

The Four Aspects of Voice 332
Speak Loudly 332
Speak at an Average Rate 333
Enunciate Your Words 333
Make Adjustments for an Accent 334
Use Vocal Variety to Communicate Effectively 334
Vary Your Pitch 335
Vary Your Speaking Pace 336
Vary Your Volume 336
Use Standard Pronunciation 337
Identify Words You Habitually Mispronounce 337
Check the Pronunciation of Unfamiliar Words 339
Identify Distracting Vocal Characteristics 339
Determine Voice Quality Problems 340
Identify Articulation Problems 340
Identify Irrelevant Sounds and Phrases 341
Identify Repetitious Patterns of Inflection 342
Use a Self-Improvement Program or Get Professional Help 342
Summary 343
Critical Thinking Questions 344
Putting It into Practice 344

26 Physical Delivery 345

Project Confidence through
Physical Delivery 345
Project Confidence through Your Appearance 346
Project Confidence by Eliminating Distracting Mannerisms 346
Project Confidence through a Relaxed, Alert Posture 347
Add Interest through Physical Delivery 347
Add Interest through Purposeful, Relevant Movements 347
Add Interest through Natural Gestures 348
Add Interest through Strong Eye Contact 349
Add Interest through Facial Expression to Reflect Tone 350
Summary 350
Critical Thinking Questions 351
Putting It into Practice 351

27 Presentation Aids 352

Plan Your Use of Presentation Aids 353
Decide If a Presentation Aid Is Appropriate 353

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 Contents xv

Determine the Type That Best Suits Your Purpose 354

Decide on the Best Way to Represent an Object or a Concept Visually 355
Make Aids Clear and Manageable 357
Make Sure the Audience Can See and Hear Your Aids 357
Keep Visual Aids Simple and Clear 359
Design Visual Aids for Maximum Audience Impact 360
Blend Your Aids Smoothly into the Speech 362
Use Presentation Software Wisely 363
Keep Your Text Slides Simple 363
Maintain Consistency 365
Use Clip Art Sparingly 365
Don’t Become Secondary to Your Slides 365
Summary 367
Critical Thinking Questions 368
Putting It into Practice 368

28 Adapting to the Speech Situation 369

Prepare for and Adapt to Audience Distractions 369
Take Steps to Prevent Distractions 370
Adapt to Audience Distractions 372
Summary 374
Critical Thinking Questions 374
Putting It into Practice 374

29 Answering Questions 375

Plan Ahead to Respond Effectively 375
Answer Questions Directly 376
Manage Process and People 376
Summary 378
Critical Thinking Questions 379
Putting It into Practice 379

6 Contexts
Adapting to Speaking Contexts 383

30 Analyzing Speech Contexts 384

Analyze the Context 384
Identify Formats Associated with Speaking Context 385
Analyze the Dimensions of the Speaking Situation 385
Summary 389
Critical Thinking Questions 389

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 xvi Contents

31 Educational Context 390

Develop Speaking Skills in Context 390
Practice for Professional Contexts 391
Master Subject Matter 391
Follow Guidelines for Educational Presentations 392
Summary 392
Critical Thinking Questions 393

32 Workplace Context 394

Use Informative Speech Strategies in Training Sessions 395
Conduct a Needs Analysis 395
Design a Varied, Engaging Program 395
Develop an Organized Plan and Realistic Agenda 396
Establish a Clear Training Objective 396
Save Time for a Two-Part Conclusion 397
Develop Persuasive Project Proposals 397
Become Familiar with Evaluation Criteria 397
State Your Proposal Clearly 397
Provide a Detailed Description of Your Proposal 398
End on a Positive Note 398
Follow Guidelines for Project Status Reports 398
Observe Guidelines for Team Presentations 399
Establish an Overall Preparation Plan 399
Create an Outline of Speakers’ Responsibilities 399
Agree on Unifying Elements 401
Practice the Presentation 401
Debrief after Each Presentation 402
Summary 402
Critical Thinking Questions 403
Putting It into Practice 403

33 Social and Ceremonial Context 404

Observe Guidelines for Various Social and Ceremonial Contexts 404
Create a Ceremonial Speech to Match Expectations of the Audience 406
Summary 407
Critical Thinking Questions 407

34 Civic and Political Context 408

Develop a Presentation That Matches the Appropriate Group Format 409
Prepare as for a Speech 409
Be Aware of Your Nonverbal Communication 410
Apply the Guidelines for a Public Dialogue or Debate 410

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Another random document with
no related content on Scribd:
 Plate 7.

22
GOOSE.

23
WILD DUCK.

24
TURKEY.

H. Adlard, sc.
 Plate 8.

26
ENTRÉE OF CUTLETS.

25
HARE.

27
FRICANDEAU OF VEAL.
H. Adlard, sc.
MODERN COOKERY.
CHAPTER I.
 Soups.
Ingredients which may all be used for making Soup of various kinds:—
Beef—Mutton—Veal—Hams—Salted Pork—Fat Bacon—Pigs’ Ears and Feet—
Venison—Black and Moor Game—Partridges—Pheasants—Wild Pigeons—
Hares—Rabbits—Turkeys—Fowls—Tame Pigeons—Sturgeon—Conger Eel,
with all sorts of Fish usually eaten—All Shell-Fish—Every kind of Vegetable and
Herb fit for food—Butter—Milk—Eggs—Rice—Sago—Arrow-Root—Indian Corn
—Hominy—Soujee—Tapioca—Pearl Barley—Oatmeal—Polenta[9]—Macaroni
—Vermicelli—Semoulina, and other Italian Pastes.

9. The name given in English commerce to the maize flour or meal of Italy.

The art of preparing good, wholesome, palatable soups, without

great expense, which is so well understood in France, and in other
countries where they form part of the daily food of all classes of the
people, has hitherto been very much neglected in England;[10] yet it
really presents no difficulties which a little practice, and the most
common degree of care, will not readily overcome; and we strongly
recommend increased attention to it, not only on account of the loss
and inconvenience which ignorance of it occasions in many
households, but because a better knowledge of it will lead naturally
to improvement in other branches of cookery connected with it in
which our want of skill is now equally apparent.
10. The inability of servants to prepare delicately and well even a little broth
suited to an invalid, is often painfully evident in cases of illness, not only in
common English life, but where the cookery is supposed to be of a superior
order.

We have endeavoured to show by the list at the beginning of this

chapter the immense number of different articles of which soup may
be in turn compounded. It is almost superfluous to add, that it may
be rendered at pleasure exceedingly rich, or simple in the extreme;
composed, in fact, of all that is most choice in diet, or of little beyond
herbs and vegetables. From the varied produce of a well-stored
kitchen garden, it may be made excellent at a very trifling cost; and
where fish is fresh and abundant it may be cheaply supplied nearly
equal in quality to that for which a full proportion of meat is
commonly used. It is best suited to the colder seasons of the year
when thickened well with rice, semoulina, pearl barley, or other
ingredients of the same nature; and adapted to the summer months
when lighter and more refreshing. Families who have resided much
abroad, and those accustomed to continental modes of service,
prefer it usually in any form to the more solid and heavy dishes
which still often supersede it altogether at our tables[11] (except at
those of the more affluent classes of society, where it appears, as a
matter of course, in the daily bills of fare), and which are so
oppressive, not only to foreigners, but to all persons generally to
whom circumstances have rendered them unaccustomed diet; and
many a housekeeper who is compelled by a narrow income to adopt
a system of rigid domestic economy, would find it assist greatly in
furnishing comfortable meals in a very frugal manner, if the proper
modes of making it were fully comprehended as they ought to be.
[12]
11. The popular taste in England, even at the present day, is far more in favour
of what is termed “substantial” food, than of any kind of pottage.

12. We are unable to give further space to this subject here, but may probably
resume it at another part of the book, if practical.

The reader who desires to understand the principles of soup-

making is advised to study with attention the directions for “Baron
Liebeg’s Extract of Beef,” in the present chapter, and the receipt for
bouillon which follows it.
 A FEW DIRECTIONS TO THE COOK.

In whatever vessel soup is boiled, see that it be perfectly clean,

and let the inside of the cover and the rim be equally so. Wash the
meat, and prepare the vegetables with great nicety before they are
laid into it; and be careful to keep it always closely shut when it is on
the fire. Never, on any account, set the soup by in it, but strain it off
at once into a clean pan, and fill the stock-pot immediately with
water; pursue the same plan with all stewpans and saucepans
directly they are emptied.
Skim the soup thoroughly when it first begins to boil, or it will not
be easy afterwards to render it clear; throw in some salt, which will
assist to bring the scum to the surface, and when it has all been
taken off, add the herbs and vegetables; for if not long stewed in the
soup, their flavour will prevail too strongly. Remember that the
trimmings, and the bones of fresh meat, the necks of poultry, the
liquor in which a joint has been boiled, and the shank-bones of
mutton, are all excellent additions to the stock-pot, and should be
carefully reserved for it. The remains of roast poultry and game also
will improve both the colour and the flavour of broth or soup.
Let the soup be very slowly heated, and after it has been well
skimmed, and has boiled for a few minutes, draw it to the side of the
stove and keep it simmering softly, but without ceasing, until it is
done; for on this, as will hereafter be shown, its excellence
principally depends. Every good cook understands perfectly the
difference produced by the fast boiling, or the gentle stewing, of
soups and gravies, and will adhere strictly to the latter method.[13]
13. It is most difficult to render rapidly-boiled soup or gravy clear for table; but
that which is only simmered will clarify itself if allowed to remain undisturbed
for some little time (half an hour or so) after it is withdrawn from the fire; it
should then be poured very gently from the sediment. Calf’s feet stock
likewise may be converted into transparent jelly with far greater facility when
it has not been thickened by too quick boiling, by which so many
preparations in our English kitchens are injured.
 Pour boiling water, in small quantities at first, to the meat and
vegetables of which the soup is to be made when they have been
fried or browned; but otherwise, always add cold water to the meat.
Unless precise orders to the contrary have been given, onions,
eschalots, and garlic, should be used for seasoning with great
moderation; for not only are they very offensive to many eaters, but
to persons of delicate habit their effects are sometimes extremely
prejudicial; and it is only in coarse cookery that their flavour is
allowed ever strongly to prevail.
A small proportion of sugar, about an ounce to the gallon, will very
much improve the flavour of gravy-stock, and of all rich brown soups;
it may be added also to some others with advantage; and for this,
directions will be given in the proper places.
Two ounces of salt may be allowed for each gallon of soup or
broth, in which large quantities of vegetables are stewed; but an
ounce and a half will be sufficient for such as contain few or none; it
is always easy to add more if needful, but oversalting in the first
instance is a fault for which there is no remedy but that of increasing
the proportions of all the other ingredients, and stewing the whole
afresh, which occasions needless trouble and expense, even when
time will admit of its being done.
As no particle of fat should be seen floating on soup when sent to
table, it is desirable that the stock should be made the day before it
is wanted, that it may become quite cold; when the fat may be
entirely cleared off without difficulty.
When cayenne pepper is not mixed with rice-flour, or with any
other thickening, grind it down with the back of a spoon, and stir a
little liquid to it before it is thrown into the stewpan, as it is apt to
remain in lumps, and to occasion great irritation of the throat when
swallowed so.
Serve, not only soups and sauces, but all other dishes, as hot as
possible.
 THE TIME REQUIRED FOR BOILING DOWN SOUP OR STOCK.

This must be regulated by several considerations; for though the

mere juices of meat require but little boiling after they have been fully
extracted by the slow heating recommended by Baron Liebeg, soup
to which many vegetables are added (winter vegetables especially)
requires long stewing to soften and to blend properly the flavour of
all the ingredients which it contains, as that of no one in particular
ought to be allowed to predominate over the rest. We have in
consequence retained the old directions as to time, in many of the
following receipts; but an intelligent cook will soon ascertain from
practice and observation how and when to vary it with advantage.
Over-boiling renders all preparations insipid, and causes undue
reduction of them likewise: it is a fault, therefore, which should be
carefully avoided.
 TO THICKEN SOUPS.

Except for white soups, to which arrow-root is, we think, more

appropriate, we prefer, to all other ingredients generally used for this
purpose, the finest and freshest rice-flour, which, after being passed
through a lawn sieve, should be thoroughly blended with the salt,
pounded spices, catsup, or wine, required to finish the flavouring of
the soup. Sufficient liquid should be added to it very gradually to
render it of the consistence of batter, and it should also be perfectly
smooth; to keep it so, it should be moistened sparingly at first, and
beaten with the back of a spoon until every lump has disappeared.
The soup should boil quickly when the thickening is stirred into it,
and be simmered for ten minutes afterwards. From an ounce and a
half to two ounces of rice-flour will thicken sufficiently a quart of
soup.
Instead of this, arrow-root or the condiment known by the name of
tous les mois, which greatly resembles it, or potato flour, or the
French thickening called roux (see Chapter V.), may be used in the
following proportions:—Two and a half ounces of either of the first
three, to four pints and a half of soup; to be mixed gradually with a
little cold stock or water, stirred into the boiling soup, and simmered
for a minute.
Six ounces of flour with seven of butter, made into a roux, or
merely mixed together with a large knife, will be required to thicken a
tureen of soup; as much as half a pound is sometimes used; these
must be added by degrees, and carefully stirred round in the soup
until smoothly blended with it, or they will remain in lumps. We
would, however, recommend any other thickening rather than this
unwholesome mixture.
All the ingredients used for soups should be fresh, and of good
quality, particularly Italian pastes of every kind (macaroni, vermicelli,
&c.), as they contract, by long keeping, a peculiarly unpleasant,
musty flavour.
 Onions, freed from the outer skin, dried gradually to a deep brown,
in a slow oven, and flattened like Norfolk biffins, will keep for almost
any length of time, and are extremely useful for heightening the
colour and flavour of broths and gravies.[14]
14. The fourth part of one these dried onions (des ognons brûlés), of moderate
size, is sufficient for a tureen of soup. They are sold very commonly in
France, and may be procured in London at many good foreign warehouses.
 TO FRY BREAD TO SERVE WITH SOUP.

Cut some slices a quarter of an inch thick from a stale loaf; pare
off the crust and divide the bread into dice, or cut it with a small
paste-cutter into any other form. For half a pound of bread put two
ounces of the best butter into a frying-pan, and when it is quite
melted, add the bread; keep it turned over a gentle fire until it is
equally coloured to a very pale brown, then drain it from the butter,
and dry it on a soft cloth, or on a sheet of paper placed before a
clear fire upon a dish, or upon a sieve reversed.
 SIPPETS À LA REINE.

Having cut the bread as for common sippets, spread it on a dish,

and pour over it a few spoonsful of thin cream, or of good milk: let it
soak for an hour, then fry it in fresh butter of a delicate brown, drain
and serve the sippets very hot.
 TO MAKE NOUILLES.

(An elegant substitute for Vermicelli.)

Wet with the yolks of four eggs, as much fine dry sifted flour as will
make them into a firm but very smooth paste. Roll it out as thin as
possible, and cut it into bands of about an inch and a quarter in
width. Dust them lightly with flour, and place four of them one upon
the other. Cut them obliquely into the finest possible strips; separate
them with the point of a knife, and spread them upon writing paper,
so that they may dry a little before they are used. Drop them
gradually into the boiling soup, and in ten minutes they will be done.
Various other forms may be given to this paste at will. It may be
divided into a sort of ribbon macaroni; or stamped with small
confectionary cutters into different shapes. It is much used in the
more delicate departments of cookery, and when cut as for soup,
and prepared as for the Genoises à la Reine of Chapter XVIII.
makes very superior puddings, pastry, fritters, and other sweet
dishes.
 VEGETABLE VERMICELLI.

(Vegetables cut very fine for soups.)

Cut the carrots into inch lengths, then pare them round and round
in ribands of equal thickness, till the inside is reached; next cut these
ribands into straws, or very small strips; celery is prepared in the
same way, and turnips also are first pared into ribands, then sliced
into strips; these last require less boiling than the carrots, and
attention must be paid to this, for if broken, the whole would have a
bad appearance in soup. The safer plan is to boil each vegetable
separately, till tolerably tender, in a little pale broth (in water if this be
not at hand), to drain them well, and put them into the soup, which
should be clear, only a few minutes before it is dished. For cutting
them small, in other forms, the proper instruments will be found at
the ironmonger’s.
 EXTRACT OF BEEF; OR, VERY STRONG PLAIN BEEF GRAVY
SOUP.

(Baron Liebeg’s Receipt.)

Observation.—This admirable preparation is not only most
valuable as a restorative of the best kind for invalids who require
light but highly nutritious diet, it is also of the utmost utility for the
general purposes of the kitchen, and will enable a cook who can take
skilful advantage of it, to convert the cold meat which often abounds
so inconveniently in an English larder, from our habit of having joints
of large size so much served, into good nourishing dishes, which the
hashes and minces of our common cookery are not, though they
may answer well enough as mere varieties of diet. We shall indicate
in the proper chapters the many other uses to which this beef juice—
for such indeed it is—will be found eminently adapted. Of its value in
illness it is impossible to speak too highly; and in every family,
therefore, the exact mode of making it ought to be thoroughly
understood. The economist who may consider it expensive, must
remember that drugs and medical advice are usually far more so;
and in cases of extreme debility the benefit derived from it, when it is
well prepared and judiciously administered, is often remarkable. It
should be given in small quantities at first, and in its pure state. It
may afterwards be varied by the addition of vermicelli, semoulina, or
other preparations of the kind; and also by using for it a portion of
mutton, calf’s head, poultry, or game, when these suit a patient as
well as the beef.
Receipt.—Take a pound of good, juicy beef (rump-steak is best for
the purpose), from which all the skin and fat that can possibly be
separated from it, has been cut away. Chop it up small like sausage-
meat; then mix it thoroughly with an exact pint of cold water, and
place it on the side of the stove to heat very slowly indeed; and give
it an occasional stir. It may stand two or three hours before it is
allowed to simmer, and will then require at the utmost but fifteen
minutes of gentle boiling. Professor Liebeg directs even less time
than this, but the soup then occasionally retains a raw flavour which
is distasteful. Salt should be added when the boiling first
commences, and for invalids, this, in general, is the only seasoning
required. When the extract is thus far prepared, it may be poured
from the meat into a basin, and allowed to stand until any particles of
fat it may exhibit on the surface can be skimmed off entirely, and the
sediment has subsided and left the soup quite clear (which it
speedily becomes), when it may be poured gently off, heated in a
clean saucepan, and served at once. It will contain all the nutriment
which the meat will yield. The scum should always be well cleared
from the surface of the soup as it accumulates.
To make light beef tea or broth, merely increase the proportion of
water to a pint and a half or a quart; but in all else proceed as above.
Meat (without fat or skin), 1 lb.; cold water, exact pint: heating 2
hours or more; to boil 15 minutes at the utmost. Beef tea or broth.—
Beef, 1 lb.; water, 1-1/2 pint or 1 quart.
Obs.—To mingle vegetable diet in its best form with this extract, it
will be sufficient, as we have explained in “Cookery for Invalids,” to
boil down the kind of vegetable desired, sliced or cut up small, in a
very moderate quantity of water, until its juices are well drawn out;
then to strain off the liquid from it with slight pressure, and, when it
has become cold, to pour it to the chopped meat instead of water.
Several different sorts can be mixed together, and cooked in this
way: the water must boil before they are added to it.
They should be much more tender than when merely boiled for
table, but not reduced to pulp. The juice should remain clear; no salt
should be added; and it should be quite cold before it is stirred to the
meat.
When the extract is wanted for gravy, a small portion of onion, and
of herbs, carrots, celery, and the other usual vegetables, may be
stewed together, to give it the requisite flavour.
About an inch square of the Jewish beef (see Chapter of Foreign
Cookery), whether cooked or uncooked, will impart a fine savour to
it; the smoked surface of this should be pared off before it is used,
and it may be added in thin slices.
 BOUILLON.

(The Common Soup or Beef-Broth of France; cheap, and very

wholesome.)
This soup, or broth as we should perhaps
designate it in England, is made once or
twice in the week, in every family of
respectability in France; and by the poorer
classes as often as their means will enable
them to substitute it for the vegetable or
maigre soups, on which they are more
commonly obliged to subsist. It is served
usually on the first day with slices of
untoasted bread soaked in it; on the second, it is generally varied
with vermicelli, rice, or semoulina. The ingredients are, of course,
often otherwise proportioned than as we have given them, and more
or less meat is allowed according to the taste or circumstances of
the persons for whom the bouillon is prepared; but the process of
making it is always the same, and is thus described (rather
learnedly) by one of the most skilful cooks in Europe: “The stock-pot
of the French artisan,” says Monsieur Carême, “supplies his principal
nourishment; and it is thus managed by his wife, who, without the
slightest knowledge of chemistry, conducts the process in a truly
scientific manner. She first lays the meat into an earthen stock-pot,
and pours cold water to it in the proportion of about two quarts to
three pounds of the beef;[15] she then places it by the side of the
fire, where it slowly becomes hot; and as it does so, the heat
enlarges the fibre of the meat, dissolves the gelatinous substances
which it contains, allows the albumen (or the muscular part which
produces the scum) to disengage itself, and rise to the surface, and
the OZMAZOME (which is the most savoury part of the meat) to be
diffused through the broth. Thus, from the simple circumstance of
boiling it in the gentlest manner, a relishing and nutritious soup will
be obtained, and a dish of tender and palatable meat; but if the pot
be placed and kept over a quick fire, the albumen will coagulate,
harden the meat, prevent the water from penetrating it, and the
ozmazome from disengaging itself; the result will be a broth without
flavour or goodness, and a tough, dry bit of meat.”
15. This is a large proportion of meat for the family of a French artisan, a pound
to the quart would be nearer the reality; but it is not the refuse-meat which
would be purchased by persons of the same rank in England for making
broth.

It must be observed in addition, that as the meat of which the

bouillon is made, is almost invariably sent to table, a part of the
rump, the mouse-buttock, or the leg-of-mutton piece of beef, should
be selected for it; and the simmering should be continued only until
this is perfectly tender. When the object is simply to make good,
pure-flavoured, beef broth, part of the shin or leg, with a pound or
two of the neck, will best answer the purpose. When the bouilli (that
is to say, the beef which is boiled in the soup), is to be served, bind it
into a good shape, add to it a calf’s foot if easily procurable, as this
much improves the quality of the bouillon; pour cold water to it in the
proportion mentioned above, and proceed, as Monsieur Carême
directs, to heat the soup slowly by the side of the fire; remove
carefully the head of scum which will gather on the surface before
the boiling commences, and continue the skimming at intervals for
about twenty minutes longer, pouring in once or twice a little cold
water. Next, add salt in the proportion of two ounces to the gallon;
this will cause a little more scum to rise; clear it quite off and throw in
three or four turnips, as many carrots, half ahead of celery, four or
five young leeks, an onion stuck with six or eight cloves, a large half
teaspoonful of peppercorns, and a bunch of savoury herbs. Let the
whole stew VERY softly without ceasing, from four hours and a half to
six hours, according to the quantity: the beef in that time will be
extremely tender but not overdone. It will be excellent eating if
properly managed, and might often, we think, be substituted with
great advantage for the hard, half-boiled, salted beef so often seen
at an English table. It should be served with a couple of cabbages,
which have been first boiled in the usual way, then pressed very dry,
and stewed for ten minutes in a little of the broth, and seasoned with
pepper and salt. The other vegetables from the bouillon may be laid
round it or not at choice. The soup if served on the same day must