Naturally, public speaking in the form of debating has received favor among educators. It seems to serve the ends of practice in speaking and it gives also good mental discipline. The high regard for debating is not misplaced. We can hardly overestimate the good that debating has done to the subject of speaking in the schools and colleges. The rigid intellectual discipline involved in debating has helped to establish public speaking in the regular curriculum, thus gaining for it, and for teachers in it, greater respect. To bring training in speech into close relation with training in thought, and with the study of expression in English, is most desirable. This, however, does _not_ mean that training in speech, as a distinct object in itself, should be allowed to fall into comparative neglect. It is quite possible that, along with the healthy disapproval of false elocution and meaningless declamation, may come an underestimation of the important place of a right kind and a due degree of technical training in voice and general form.