Page 127 - Gonzaga at 60
P. 127
That rhetoric occupies a special place in the curriculum of Gonzaga College will surprise few who have come
into contact with its graduates. Whether this is seen as good or a bad thing is likely to prove a more divisive
issue, and may depend to a large extent on whether the contact occurred in a conined space.
I have no doubt that the form of rhetoric imbued in the school is of great merit and, to my knowledge
at least, unique. The Transiion Year Rhetoric course in Gonzaga took as its premise the canons, rules and
structures of public speaking which one would expect to guide a school with its classical tradiions, combines
them with wide-ranging discussions of poliics, economics and philosophy, and ilters the enire mix through a
blend of popular culture, musicology, and just a pinch of amateur theatrics.
The course was also, despite its broad inluences, resoundingly pracical. The school understands that
nothing severs the wity from the lippant or the analyical from the supericial in the mind of a speaker like
the reacion of his listeners or the riposte of a later paricipant, and students were presented with ample
opportunity to experience both.
Through this pracical element of the course, speakers were encouraged not only to disinguish between
the salient and the immaterial when preparing their contribuions, but also to develop an awareness which
permits them to coninually reappraise, whilst delivering a speech, the nature of their analysis, the style of
their delivery, and the emphasis of their argument in light of the recepion which their words receive, the
beter to connect with and convince their audience.
While the school may not always agree with what a student says, it has fought to ensure that that each of
its students develops a voice which is independent, coherent and respecful. For this, it deserves high praise
indeed.
David Whelan
Class of 2001
David won the trophy for individual best speaker in the ESB Irish Schools Debaing Compeiion (2000). He later
captained the Irish team in the World Schools Debaing Championship in South Africa
into contact with its graduates. Whether this is seen as good or a bad thing is likely to prove a more divisive
issue, and may depend to a large extent on whether the contact occurred in a conined space.
I have no doubt that the form of rhetoric imbued in the school is of great merit and, to my knowledge
at least, unique. The Transiion Year Rhetoric course in Gonzaga took as its premise the canons, rules and
structures of public speaking which one would expect to guide a school with its classical tradiions, combines
them with wide-ranging discussions of poliics, economics and philosophy, and ilters the enire mix through a
blend of popular culture, musicology, and just a pinch of amateur theatrics.
The course was also, despite its broad inluences, resoundingly pracical. The school understands that
nothing severs the wity from the lippant or the analyical from the supericial in the mind of a speaker like
the reacion of his listeners or the riposte of a later paricipant, and students were presented with ample
opportunity to experience both.
Through this pracical element of the course, speakers were encouraged not only to disinguish between
the salient and the immaterial when preparing their contribuions, but also to develop an awareness which
permits them to coninually reappraise, whilst delivering a speech, the nature of their analysis, the style of
their delivery, and the emphasis of their argument in light of the recepion which their words receive, the
beter to connect with and convince their audience.
While the school may not always agree with what a student says, it has fought to ensure that that each of
its students develops a voice which is independent, coherent and respecful. For this, it deserves high praise
indeed.
David Whelan
Class of 2001
David won the trophy for individual best speaker in the ESB Irish Schools Debaing Compeiion (2000). He later
captained the Irish team in the World Schools Debaing Championship in South Africa
