卡耐基演讲·三、让听众产生共鸣
凡是讲演都由三种因素构成：讲演者、演讲内容和听众。本章前两条法则，都是讨论讲演者和演讲内容之间的相互关系的。但仅止于此，还不是讲演。唯有讲演者把自己的讲演与听众进行联系以后，讲演才真正完成。也许准备周详，讲演者热衷的自己的话题这两个要点对讲演很重要，然而要真正成功，却还有另一个因素要考虑：演讲者必须使听众觉得，他所说的很重要。他不仅要自己对这个话题有很强烈的热情，还得把这种热情传递给听者。历史上著名的雄辩家，都具有这样的老王卖瓜术，或者是传播福音术。当然随你爱怎么叫怎么叫，但这种方法绝对错不了。高明的讲演者总是热切地希望听众感觉到他所感觉的，同意他的观点，去做他认为该做的事，一起分享他的快乐，分担他的忧愁。他以听众为中心，而不是以自我为中心——他明白自己讲演的成败不是由他来决定，而是由听众的头脑和心灵去决定的。There are three factors in every speaking situation: the speaker, the speech or the message, and the audience. The first two rules in this chapter dealt with the interrelationships of the speaker to a speech. Up to this point there is no speaking situation. Only when the speaker relates his talk to a living audience will the speaking situation come to life. The talk may be well prepared; it may concern a topic which the speaker is excited about; but for complete success, another factor must enter into his delivery of the talk. He must make his listeners feel that what he has to say is important to them. He must not only be excited about his topic, but he must be eager to transfer this excitement to his listeners. In every public speaker of note in the history of eloquence, there has been this unmistakable quality of salesmanship, evangelism, call it what you will. The effective speaker earnestly desires his listeners to feel what he feels, to agree with his point of view, to do what he thinks is right for them to do, and to enjoy and relive his experience with him. He is audience-centered and not self-centered. He knows that the success or failure of his talk is not for him to decide-it will be decided in the minds and hearts of his hearers.
在推行节俭运动期间，我到美国银行学会纽约分会训练了一批人，其中有一个人，他存在无法和听众沟通的问题，而且很严重。要帮助他，首先得让他对自己的题目燃起热情之火。我让他待在一边把自己的题目反复想几遍，直到能让自己对它产生热诚。让他记住这样一个事实：纽约“遗嘱公证法庭记录”显示，85%的人去世时，没有能给自己的亲人留下分文，只有3.3%的人留下一万美金或更多的财产。这让他明白，他现在不是去求别人施舍，或者要求别人做根本无法负担的事。“我是在替这些人着想，”我要他这样对自己说，“要使他们老了可以衣食无虑，过上舒适无忧的生活，并且留给妻儿安全的保障。”最后我让他相信，他是在从事一项了不起的社会服务。总之，他必须把自己当做一名肃清时弊的战士。I trained a number of men in the New York City Chapter of the American Institute of Banking to speak during a thrift campaign. One of the men in particular wasn't getting across to his audience, The first step in helping that man was to fife up his mind and heart with zeal for his subject. I told him to go off by himself and to think over this subject until he became enthusiastic about it. I asked him to remember that the Probate Court Records in New York show that more than 85 per cent of the people leave nothing at all at death; that only 3.3 per cent leave $ 10,000 or over. He was to keep constantly in mind that he was not asking people to do him a favor or something that they could not afford to do. He was to say to himself:I am preparing these people to have meat and bread and clothes and comfort in their old age, and to leave their wives and children secure. He had to remember he was going out to perform a great social service. In short, he had to be a crusader.
通过这些事实，并且他认真思考以后，终于使自己热血沸腾，唤起了自己的兴趣，激发了自己的热情，并开始觉得，自己的确是身负重责。于是，他外出讲演时，用满载信念的语言感染着人们，他将节俭的利益告诉大家，因为他想帮助他们。他不再只是个陈述事实的讲演者，他成了一名传教士，努力想要使人们信奉节俭的信仰。He thought over these facts. He burned them into his mind. He aroused his own interest, stirred his own enthusiasm, and came to feel that he, indeed, had a mission. Then, when he went out to talk, there was a ring to his words that carried conviction. He sold his listeners on the benefits of thrift because he had an eager desire to help people. He was no longer just a speaker armed with facts; he was a missionary seeking converts to a worthwhile cause.
在我的教学生涯里，曾一度非常依赖教科书中的信条。我只是照搬我的老师们长年灌输的一些坏习惯，而他们也没有能从虚浮的讲演风气中有所突破。At one time in my teaching career I relied considerably on the textbook rules of public speaking. In doing this I was merely reflecting some of the bad habits that had been instilled into me by teachers who had not broken away from the stilted mechanics of elocution.
我永远忘不了自己所上的第一堂演讲课。老师教我将两臂轻垂于身体两侧，手掌朝后，手指曲起一半，大拇指则轻触大腿。他又训练我，把手臂举起，画出优美的弧线，好让手腕优雅地转动，接着再将食指张开，然后是中指，最后是小指。当这整套合乎美学的、装饰性的动作完成之后，手臂得要回溯方才的弧线，再度放于双腿的两侧。这全部的表演显得虚假而装模作样，既没有意义，也不真诚。I shall never forget my first lesson in speaking. I was taught to let my arm hang loosely at my side, with the palm turned to the rear, fingers half-closed and thumb touching my leg. I was drilled to bring the arm up in a picturesque curve, to give the wrist a classical turn, and then to unfold the forefinger first, the second finger next, and the little finger last. When the. whole aesthetic and ornamental movement had been executed, the arm was to retrace the course of the curve and rest again by the side of the leg. The whole performance was wooden and affected. There was nothing sensible or honest about it.
我的老师并未教我将个性融入讲演之中，也不让我像平常的人，生气蓬勃地与听众谈天论地。My instructor made no attempt to get me to put my own individuality into my speaking; no attempt to have me speak like a normal, living human being conversing in an energetic manner with my audience.
请把这种机械的演讲训练方式与我在本章里讨论的三项主要原则互相对比一下。这三项原则，是我的成功演讲训练全套方法的根本。你将在本书中多次同它们碰面。在第二章中，将逐条对这些法则进行详细地解释。Contrast this mechanistic approach to speech training with the three primary rules I have been discussing in this chapter. They are the basis of my entire approach to training in effective speaking. You will come across them again and again in this book. In the next three chapters each of these rules will be explained in detail.
