Recently, the “Harvard Speaks” campaign has surfaced a desire for the College to focus on educating its students in the art of public speaking. Because this skill is an essential component of success, regardless of one’s future profession, we hope that Harvard responds by increasing opportunities to acquire it, both in and out of the classroom.

The “Harvard Speaks” petition and the recent demand for classes that offer instruction in public speaking demonstrate that the student body values this skill. This semester’s Expos 40, “Public Speaking Practicum,” garnered 104 applications for only 12 slots. It seems clear that more Harvard students want to learn the rhetorical craft than Expos 40 and a select number of other related courses can accommodate. Considering the demonstrated and professed interest in oratory instruction, Harvard should expand the number of courses that feature public speaking components. Those that already do—like Culture and Belief 11, “Medicine and the Body in East Asia and in Europe,” and English 156, “Crime and Horror in Victorian Literature and Culture,” which now feature presentation components—should publicize this aspect of their curriculum.

In addition to creating new classes that focus on public speaking, Harvard should look to the Bureau of Study Counsel, which could offer an alternative approach to developing this important skill. Students may not have the time or room in their schedules to devote a semester-long class to public speaking. Therefore, evening workshops or a seminar structured similarly to the BSC’s reading course may prove successful at reaching more students.

While we hope that Harvard will be able to expand classes related to public speaking and create new ones in the future, the current financial situation may inhibit this course of action at present. In the meantime, students can explore extracurricular activities already in existence, such as Harvard Model United Nations and The Harvard Speech and Parliamentary Debate Society,  that provide public-speaking instruction to members and a forum where they can practice.

Student groups that do strengthen and foster rhetorical eloquence should emphasize this aspect of their clubs, aiming to reach students early in their Harvard careers. Even if these undergraduates have little experience, the opportunity to observe and receive mentorship from polished leaders can transform new members into eloquent speakers.

Despite these suggestions, we commend Harvard College for the steps it has already taken to improve public speaking opportunities on campus. The Harvard College Speaking Tutors, which recently expanded its staff, trains students who have taken Expos 40 as oral presentation and speech coaches. Additionally, the recently created Program in Speaking and Learning is working with faculty to add more public speaking elements to the curriculum at Harvard.

We appreciate the measures put forth so far by the College to demonstrate dedication to public speaking, and hope that the opportunities to refine rhetorical skills continue to expand. Since the ability to speak in public is necessary for students at Harvard, meeting this need will require a multi-faceted approach—including the continued efforts of  the University, extracurricular groups, and the student body.