*

W?, i

A DESCRIPTIVE STUDY OF THE PERSUASIVE TECHNIQUES

OF THE

INTERNATIONAL FIVE-DAY PLAN TO STOP SMOKING

Lawrence Frederick Kagels

A Dissertation

Submitted to che Graduate School of Bowling Green State University in Partial fulfillment of

the requirements for the degree of

DOCTOR OF PHILOSOPHY

December 1974

BOWLING GREEN STATE UNIVERSITY LIBRARY

li

ABSTRACT

The purpose of this study was to describe, analyze and evalu­ate the theory and practice in the ten lectures of the "Five-Day Plan to Stop Smoking" as developed and presented by Elman J. Folkenberg, a minister-psychologist, and J. Wayne McFarland, a doctor. A group therapy program is conducted for five consecutive ninety-minute ses­sions with lectures, discussions, visual aids, and films to help the participants overcome the tobacco habit.

The Plan was officially adopted at the General Conference of Seventh-day Adventists in 1962. Soon a series of pilot training pro­grams were conducted in every major part of the United States and Canada to train other Adventist teams. In ten years it spread inter­nationally to more than 100 countries and is a continuing community service of most Adventist churches and hospitals in the United States.

Through analyzing the triune components of the ethical con­stituents—character, competence and good will—a sound persuasive appeal was found. The pathetic (emotional) proof was directed toward the desire for more abundant living. Logical support for ideas was buttressed by a full reach of reasoning methods.

Study of lecture arrangement disclosed that the theme emerges at different places in the lecture—not always at the beginning. The ten lectures are unified as one whole. The outlines were not always clear. Introductions were varied in length and manner. The distri­butive method of organization was generally followed. Recapitulations were not strong, the Plan relies largely on the control booklet for reiteration. The Plan is predicated on progressive decisions night by night culminating in a final decision to stop smoking completely.

The style was informal and plain to middle, without oratorical1 eloquence. Euclidian clearness prevailed. Viable attention-getting materials were utilized.

The delivery was direct, adopted to the audience, clearly enunciated and highly illustrated with visual aids.

The strength and the growth of the Plan over ten year period seems to be due to its employment of multi and varied methods of communication of which the lecture appears to be the catalyst.

Ill

ACKNOWLEDGEMENTS

, It is with a sense of deep and heartfelt appreciation to the scores of friends in Ohio, and throughout the United States who have contributed personal, professional, financial and moral support to the successful completion of this doctoral program that I single out a few of them below:

To Dr. Franklin Knower, advisor for my Master's thesis at Ohio State for suggesting and encouraging me to pursue further graduate study at Bowling Green State University;

To Dr. John T. Rickey, chairman of my guidance committee, whose kind forbearance and patience with me during the preparation of this project, and during the unexpected illness that delayed its completion and whose optimistic encouragement and magnanimous assistance have given me the fortitude to complete this study;

To the other members of my guidance committee, Dr. Raymond Yeager whose warm welcome to the department and stimulating lectures inspired me to complete the necessary course instruction; to Dr.Raymond Tucker, who opened up to me new vistas in communication; to Dr. Samuel Cooper, whose intense interest in the subject of this study was appreciated; and to Dr. Paul McKee for his helpful suggestions in regard to the dissertation.

To Dr. Gordon Hyde for suggesting the subject for research; and to Dr. Winton Beavon who confirmed the subject as one of signifi­cance and who aided in the finding of materials;

To Doctors Douglas Bennett, Jack B. Bohannon, Elmer Malcom, and George Stevens who shared their experience and enlightments on the mechanics of writing a dissertation;

To Robert Dunham, M.Div., who with eclectic ability worked assidiously in collecting a library of reference materials both in the area of speech and communication and in regard to the Five-Day Plan;

To Dr. Wayne McFarland for his helpful and unselfish cooperation during the interviews that made possible the writing of this study;

To the librarian at the McKee Library at Southern Missionary College for aid in locating reference materials and to Marion Lin- derman for help in the mechanics of written expression;

To the many directors of Five-Day Plans, busy pastors, chaplains and doctors who shared their time and knowledge freely in interviews;

To the officers, the executive committees of the Ohio, Georgia- Cumberland, and the Southern California Conferences of Seventh-day

IV

Adventists, and to two congregations at Toledo, Ohio, and Long Beach, California, whose cooperation has made the burdens of being a full-time pastor and a part-time student bearable.

To Marion Thomas, Verlene Klein and Jolene Zackrison for assisting in editing, compiling and typing this dissertation;

And finally to my wife, Wilma, who assisted in the research, in the compiling and the organizing of the materials; and to my children, Victor and Chana Kostenko, John and Joy Brownlee and Gary Kagels, who have sustained and buoyed me up with their enthusiastic optimism and who have looked forward to "this day" when husband and father could again devote himself full time to the ministry and to the home.

Larry Kagels

V

TABLE OF CONTENTS

PageACKNOWLEDGEMENTS .................................................. iii

I. INTRODUCTION ..................................... 1

Purpose of the Study.................................... 9

Methods and Limits of the Study......................... 9

Questions to Be Considered............................. 12

Intrinsic Merits of the Study ............................ 13

Distinctiveness of the Study........................... 16

Organization of the Study........................... . . 16

PART I. THE ORIGINS AND HISTORY OF THE PLAN..................... 19

II. EMERGENCE AND STRUCTURE OF THE PLAN........................ 20

Background of Adventist Health Emphasis .................. 20

Historical Background of the Tobacco Controversy .... 23

Moral Issue.......................................... 23

Health Issue .......................................... 26

Legal Issue.......................................... 29

Search for Solutions.................................... 32

The Five-Day Plan Emerges............................... 34

The Doctor' s Program.............. 35

The Pastor's Program .................................. 37

Minister-Doctor Team Takes Shape ..................... 39

First Plans Meet Barriers........................... 41

Pilot Programs Given Publicity in Major News Media . . 43

VI

45Official Adoption of the Plan ...........................46Scope of Plan Widens ....................................

After Ten Years - Plans Conducted World-wide .......... 49

Structure of the Plan.................................... 54

Wholistic Approach .................................... 55

Advertising.......................................... 58

Setting and Atmosphere ............................... 50

Literature......................................

Films................................................ 64

Silent Language-Proxemics ........................... 67

Buddy System.......................................... 69

Control Booklet ...................................... 71

Slogan................................................ 74

Group Therapy........................................ 76

Summary of Emergence and Structure of Plan............. 79

PART II. A DESCRIPTIVE ANALYSIS OF THE FIVE-DAY PLAN LECTURES . . 84

III. INVENTION AS EMPLOYED IN THE FIVE-DAY PLAN................. 85

Artistic Proofs .......................................... 86

Ethical constituents .................................. 86

Pathetic (emotional) constituents ................... 136

Logical constituents .................................. 169

Non-artistic Proofs ...................................... 197

Laws..................................................... 197

Witnesses...............................................200

Documents 202

vii

Other non-artistic elements ......................... 204

Summary of Invention .................................... 207

IV. LECTURE ARRANGEMENT IN THE PLAN............................211

Thematic Emergence ...................................... 213

Organic Unity ............................................ 217

Rhetorical Order ........................................ 221

Progress in Theme........................................234

Summary of Arrangement ................................. 238

V. STYLE CHARACTERISTICS IN THE PLAN...........................240

Correctness.............................................. 241

Appropriateness .......................................... 242

Clearness................................................ 249

Impressiveness .......................................... 262

Vividness............................................ 262

Force and Energy......................................274

Summary of Style........................................ 285

VI. ANALYSIS OF DELIVERY AS PRACTICED BY THE TEAM.............288

Method of Speech Preparation ........................... 290

Method of Delivery......................................295

Physical Characteristics in Delivery ................... 299

Bodily Communication in Delivery ....................... 303

Audible Expression in Delivery ......................... 313

Summary of Delivery......................................324

Vili

VII. SUMMARY AND CONCLUSIONS........................................ 326

Summary.....................................................326

Conclusions................................................ 336

Recommendations for Further Research .................... 345

BIBLIOGRAPHY ...................................................... 355

APPENDIX 379

IX

LIST OF TABLES

Table Page

I. Sentence Analysis for Length of Sentence ................... 254

II. Paragraph Length and Syllable Analysis . . .................. 255

III. Paragraph and Sentence Analysis ........................... 257

IV. Sentence Structure Analysis ................................. 259

V. Readability According to Flesch Formula for Readability . . 261

VI. Rate of Delivery............................................. '321

CHAPTER I

INTRODUCTION

A million and a half people die each year because of smoking.

One seventh of all Americans now alive will eventually die prematurely

from disease associated with cigarette smoking. Every year cigarettes

destroy more Americans than were killed in World War I, the Korean War, and Vietnam combined.''" In the face of such damaging evidence against

this killer at large, it seems singularly significant to study THE FIVE-

DAY PLAN TO STOP SMOKING - a plan originated in 1961 by a doctor,

J. Wayne McFarland, and a minister, Elman Folkenberg.

Suppose that the Nation were to wake up some morning and hear

that a city the size of Akron, Ohio, for instance, had been wiped out

by an enemy attack. The news would rock the world.

Yet every year an estimated minimum of 300,000 Americans—

approximately the population of Akron—die prematurely because of

^Robert Kennedy, Senator, Keynote Address to World Conference on Smoking and Health, New York City, 1967, as quoted by Richard H. Overholt, M.D., Director Overholt Thoracic Clinic, Boston, Mass., "The Smoking Picture Today," North American Congress on Five-Day Plan to Stop Smoking, Chicago, April, 1969.

¿Five-Day Plan copyright, 1962, E. J. Folkenberg and J. Wayne McFarland, M.D. Now owned and sponsored by General Conference of Seventh-day Adventists. All rights reserved. Reproduction in whole or part without written permission is strictly prohibited.

2

"cigarette disease."^ That is just about 16 per cent of all U.S.

mortalities; it is six times the number killed in auto accidents each

year.* 2 3

The late Robert Kennedy remarked, "The cigarette industry is

peddling a deadly weapon." That weapon cuts down more than two hundred

Americans every day. Dr. R. Ravenholt, formerly of the Washington

State University School of Medicine, has said that "tobacco is an envi­

ronmental hazard equal to all other hazards to life combined."4

Dr. Brian McMahon, of Harvard University, Dr. Michael B. Shimkin,

of Temple University, and Dr. R. Ravenholt, formerly of Washington State

University School of Medicine, have estimated that 70-90 per cent of the

50,000 deaths each year from lung cancer are due to cigarette smoking.

The rise of lung cancer as a killing disease has been one of the "most

dramatic epidemics ever to hit the Western world, doubly so since its5cause and prevention are known, but it continues to take its toll."

"Over one million American school children now in school will

die from lung cancer if the present rate of smoking continues," asserts

^A term coined by Dr. R. Ravenholt, Washington State University of Medicine.

2George Vandeman, Papa, Are You Going To Die From Stress? From Smoking or in Your Favorite Chair? (Mountain View, California: Pacific Press Publishing Association, 1970), p. 40.

3Ibid., p. 41.

4Frank R. Lemon, M.D. and Jan Kuzma, Ph.D., "The Life Expectancy of Seventh-day Adventists," Review and Herald (December 14, 1967), pp. 2-4.

5Ibid.

3

W. R. Spence in his book, The Plain Truth About Smoking.1 * *

Lung cancer is one of the hardest cancers to cure because by

the time it can be detected on X-ray it has almost always spread.

"The cure rate for recognized lung cancer is only slightly better than 25 per cent."

When a man dies of lung cancer, his employer loses an experi­

enced executive or worker, his family loses a bread winner, his nation's

economy loses a consumer and his government loses a taxpayer. His family

may lose much of his income while he is ill, not to mention the high

cost of burial. The family left behind might have to be supported by

tax dollars.

All of this is total waste, stemming from a tragic disease that

is at least seventh-five per cent preventable.

The grim truth is that the habitual smoker runs a risk of

death from lung cancer ten times greater than the non-smoker. Men who

smoke more than a pack a day have about 20 times greater chance of getting

lung cancer than non-smokers.4

Pulmonary emphysema is overtaking lung cancer as a stellar

3-w. R. Spence, M.D., The Truth About Smoking (Salt Lake City, Utah: Spence Corp., 1970), p. 4.

¿Ibid.

^Charles F. Vinson, "Warning—Smoking is Harmful to Much More Than Your Health!" Plain Truth (September-October, 1972), p. 10.

4A definite statement was issued by the U.S. Surgeon General in January, 1964, in a report arrived at by a panel of top doctors and scientists appointed as a fact-finding commission to review the evidence: "Cigarette smoking is usually related to lung cancer in men;the magnitude of the effect . . . far outweights all other factors. The data for women, though less extensive, points in the same direction."

4

example of man-caused death, not to mention coronary heart disease.

The American Cancer Society made a famous mass study of the

relationship of smoking cigarettes to excess mortality. "Excess mor­

tality," is defined as, "the extra deaths that occur in a given popula­

tion, in the smokers compared to what one would have expected among them

if they had been non-smokers." The largest excess deaths in the American

population were from heart attacks—coronary disease. These were respon­

sible for 52.1 per cent of the excess deaths. The user of a pack or more

a day more than doubles his risk of a heart attack. The risk of a fatal

heart attack is ten-fold as great for the smoker of two packs a day, as

for the non-smokers. The more the smoking the greater the coronary

mortality; particularly is this true for sudden death.

For cigarette smokers the total mortality.is double that of non-cigarette smokers, but the rate of sudden death is triple in the cigarette smokers as compared to non-smokers.* 3

Doctor Alton Ochsner, one of America's foremost thoracic sur­

geon's stated: "Smoking is one of the greatest hazards that we are

subjecting ourselves to at the present time."3

The risk of dying is so much greater among cigarette users at

all age levels then among non-smokers that this situation is viewed by

many health leaders as perhaps "the major preventable disease problem

■'"Lemon and Kuzma, "Life Expectancy of S.D.A.," p. 3.

3Jeremiah Stamler, M.D., Associate Professor of Medicine, Northwestern University Medical School, "Current Facts on Tobacco Effects," North American Five-Day Plan Congress Report, 1969, and World Conference on Smoking and Health, 1967.

3Ibid.

5

facing the nation today."I

During the last two decades there has been developing a greater

interest in the dangers of smoking than in any other period in history.

The big awakening came in 1954 when the now famous study by

Drs. Hammond and Horn was reported to the American Medical Association,

linking the occurrence of lung cancer, then so rapidly on the rise,

almost exclusively to cigarette smoking.

The national campaign against the tobacco habit began by the

American Cancer Society in the mid 1950s, and moved into high gear

with the report, "Smoking and Health," which was released by the Advisory

Committee to the Surgeon General of the United States Public Health

Service in 1964. In 1967, the Federal Communications Commission applied

the fairness doctrine to cigarette advertising and ordered radio and

television stations to run the now familiar anti-smoking messages. Later,

January 2, 1971, tobacco companies had to discontinue cigarette commer­

cials on television by order of the Federal Trade Commission.

Thousands have responded to the steadily mounting and increas­

ingly successful anti-smoking campaign. "No anti-smoking campaign can

succeed; however, unless the smokers who respond can obtain help in 3breaking the habit."

1-Alton Ochsner, M.D., Smoking and Your Life (New York: Julian Messner, 1966), p. 55.

¿E. Cuyler Hammond and Daniel Horn, "Smoking and Death Rates— Report on Forty-four Months of Follow-up of 187 Women, 783 Men,"The Journal of American Medical Association, 166 (March 8, 15, 1958) , pp. 1159-1172, 1294-1308.

•¿"Kicking the Habit," Newsweek (March 2, 1970), p. 83.

6

One survey reported in The Reader's Digest revealed that

86 per cent of smokers would be willing to stop if help were available.

Among ordinary smokers only 10-15 per cent succeed in stopping without

some help.l

Many want to stop smoking but are unable to do so without help.

It is estimated that 17-20 per cent of smokers are in a continual pro- 2cess of quitting.

Says Dr. Harold Diehl of the American Cancer Society: "The

patient has spent years learning to smoke, learning to use cigarettes

for many needs. He must now learn not to smoke."* * 3

Dr. Wayne McFarland, who had been crusading against the habit

of smoking for years said that his experience had convinced him that

a full stop smoking program needed to be developed. He stated:

No matter how convincing all the facts against smoking may be, it is not mere facts and statistics that you need, but rather a program to help you quit smoking.4

It was to meet this need for a program to help the smoker who

wanted to quit and overcome tobacco that in the late fifties Elman J.

Folkenberg, a Seventh-day Adventist clergyman, and J. Wayne McFarland,

a physician, combined their experience with the physical and

■'■Patricia and Ron Deutsch, "Do You Really Want to Stop Smoking?" Reader's Digest (November, 1967), p. 97.

3E. H. J. Steed, Executive Secretary, General Conference Temp­erance Department, "The Five-Day Plan Congress: Aim and Purposes," Five-Day Plan to Stop Smoking North American Congress, Chicago,Illinois, April 3, 1969.

3Deutsch, "Do You Really Want to Stop Smoking?" p. 100.

4J. Wayne McFarland, "How to Stop Smoking," pamphlet, n.p.

7

psychological problems that come with giving up tobacco in a Plan that

minimizes both. The Plan is known as The Five-Day Plan to Stop Smoking.

Dr. Richard H. Overholt, director of Overholt Thoracic Clinic,

said in 1969 that they were in a phase of intensified action to create

a non-smoking society. He felt that there were two components necessary

to achieve this: first to persuade the non-smokers to remain so, and

secondly, to induce the smokers to stop. Dr. Overholt felt that both of

these groups could be approached by (1) education, (2) motivation,

(3) example. Dr. Overholt felt that the Five-Day Plan to Stop Smoking

embodied all these approaches and called it the "pioneer" in this area.I

Dr. Luther Terry, former Surgeon General, United States Public

Health Service, said in 1969, we should encourage those who question

the possible advantage of cigarette smoking, and those who wish to give

up their dependency on cigarette smoking, to make their decision only

after a personal evaluation of scientific evidence. This, he said, was

the major strength of the Five-Day Plan.* 2

The Five-Day Plan inimitably qualifies for study. In ten years

it has grown from its small beginning with only six participants in

the first group to where it was presented to ten thousand people at one

time in Atlantic City, in November of 1972, at the American Public

Health Association's Centennial Convention.

Richard H. Overholt, M.D., "Smoking Picture Today," North American Congress, Lecture, April 14, 1969.

2Luther L. Terry, M.D., Vice-President for Medical Affairs, University of Pennsylvania, Former Surgeon General, United States Public Health Service, "Smoking and Health—Where Are We Today?"North American Congress, Lecture, April 15, 1969.

8

The Plan is the only international stop-smoking program and

has been conducted in more than 100 countries of the world. It is a

continuing community service of most Seventh-day Adventist churches

and hospitals in the United States.

In April, 1969, Five-Day Plan directors and teams met in

Chicago, for the North American Five-Day Congress. Dr. Luther L. Terry,

former Surgeon General, United States Public Health Service, commended

the assembled delegates to the Congress in these words:

. . . it is a signal pleasure for me to acknowledge the widespread national impact and the growing success that Five-Day Plans are achieving. Based as it is on a thorough appreciation of the psychological aspects of cigarette de­pendency, coupled with a knowledgeable understanding of current scientific facts regarding smoking-induced disability, disease, and death, your program serves to motivate the habituated cigarette smoker to examine his dependency and then follow through to support him as he progresses through the multiple of personal decisions which hopefully will result in his joining the increasing ranks of ex-cigarette smokers.* 3

E. H. J. Steed, Executive Secreatary, Temperance Department of

Seventh-day Adventists reported in April, 1972, that:

It is estimated that more than ten million people around the world have quit smoking as a direct or indirect result of the Five-Day Plan.3

The Five-Day Plan has but one aim: To bring complete benefit

■'•E. H. J. Steed, General Conference News Release, January 7,1974.

3Luther L. Terry, M.D., "Smoking and Health—Where Are We Today?" North American Congress lecture, April 15, 1969.

3E. H. J. Steed, "A Look At the Temperance Program," Review and Herald (April 6, 1962), p. 18.

9

and victory to the smoker who desires to stop smoking.

Purpose of the Study

The purpose of this study will be to describe, analyze and

evaluate the modalities of the Five-Day Plan to Stop Smoking, for the

purpose of locating those components which contributed to its persuasive

effectiveness.

This study will consider the historical background which appears

to be related to the development of the Plan and investigate the out­

reach over a ten year period, in connection with determining what has

contributed to its spread into an international program.

The investigation will ascertain the contribution that the

Five-Day Plan has made in meeting the need "for more than facts" to , 9help those whom tobacco has "hooked" to withdraw from the habit.

An effort will be made to determine if the Plan has been accom­

plishing its stated purpose during the first ten years, and how effective

it is after a decade of programming.

Methods and Procedures of the Study

A study will be made of the significance of the present emphasis

to stop smoking and the dilemma faced by those who trying to stop smok­

ing need "more than facts" to help them withdraw from a habit that has

them "hooked" will be examined.The contribution that the Five-Day

¿■Steed, "Aims and Purposes," Lecture, North American Congress, April 13, 1969.

¿McFarland, "How to Stop Smoking," n.p.

¿Ibid.

10

Plan has made in meeting the need for a program to help the would-be-

nonsmoker withdraw from the habit will be evaluated. Whether the Plan

has been accomplishing its stated purpose during the first ten years of

its programming will be determined.

In order to better understand the contribution of the Five-Day

Plan, the investigator will endeavor to place the Plan in an historical

frame of reference in the ongoing controversy over the use of tobacco.

In order to better understand the source of the principles of

the Plan, the historical background of the health emphasis of the

Seventh-day Adventist Church will be surveyed. McFarland and Folkenberg

purport these philosophies to be the "foundation" of their Plan.l

This historical background material will be sought in the vaults

of the Ellen G. White Estate, Andrews University, and the Heritage Room

of Dr. John Harvey Kellogg, Battle Creek Sanitarium, Battle Creek,

Michigan, in histories of the Adventist Church covering the early form­

ative period, and in early health publications of the denomination.

A critical analysis of the lexical modalities as developed by

Folkenberg and McFarland will be made in order to determine the quality

of the persuasive techniques which have been incorporated in the Plan.

The analysis of the oral communication of the lectures will

be made according to the criteria of the classical rhetoricians, Aris­

totle, Cicero, and Quintilian. The principles of speech criticism to

be employed as the norm for judging the body of rhetorical material

will be those presented in Speech Criticism by Lester Thonssen and

\j. Wayne McFarland, Interview, Collegedale, Tennessee,August 21, 1974.

11

A. Craig Baird and in the notes and materials from Rhetorical Criticism,

a course taught by Dr. Raymond Yeager at Bowling Green State University.

The standards of John Broadus, modern rhetorician and homletician will

also be utilized in the evaluation.

As measured by these norms and others, what is the caliber of

the modalities prepared by Folkenberg and McFarland?

The directors of the American Temperance Society in Washington,

D.C., who are presently coordinating the world-wide Five-Day Plans will

be contacted in an effort to seek access to their records relating to the

Plans that have been held.

The empirical methodology will then be utilized by closely

observing and tape recording large Plans in Washington, D.C., Chicago,

Detroit, and smaller Plans in various parts of this country. Interviews

will be sought with outstanding directors of successful Plans, to deter­

mine to what extent they have followed the original manual, what new

materials, if any, they have incorporated.

No attempt will be made to make an exhaustive study of all the

teams conducting Plans.

A sampling of the official periodicals of the Seventh-day

Adventist Church over a ten year period, from 1962-1972, will be surveyed

in order to discover something of the outreach of the Plan as reported

in these media. Insight should be gained from this survey as to possible

theories of communication that would account for growth of the Plan into

an international movement.

This search for the outreach will be limited to that reported

in the media. It is not intended to be exhaustive in nature as no

12

attempt will be made to contact those teams overseas and only a repre­

sentative sampling of those in North America will be contacted.

By synthesizing the materials gathered, the writer should be

able to draw some conclusions about the soundness of the body of rhetor­

ical theory prescribed for conducting a Plan and the overall persuasive

effectiveness of the program.

Some conclusions should be reached about the reasons for the

growth of the Plan into an international program and some concrete

suggestions for the future development of the Program should be able to

be made.

Questions to be Considered

This study will endeavor to answer such questions as: What

is the Five-Day Plan? What is its nature and role? What is its purpose?

When was it organized? What is the historical background from which it

emerged? What body of rhetorical theory is prescribed for use in the

Plan? What techniques of persuasion are employed?

What part do the ethical constituents—character, competence,

and good will, contribute to the overall effectiveness of the persuasion

of the lectures? Are ideas as presented in the Plan supported logically

in the modalities and to what extent? What methods of arrangement

characterize the lectures? How would the style of the lectures be

classified? What were the chief sources of the rhetorical power of the

lectures to persuade? What characteristics of the modalities account

for their use as guide lines for an ever spreading use of the Plan on an

international basis?

13

Intrinsic Merits of the Study

A study of the Five-Day Plan to Stop Smoking seems to be

merited for several reasons:

1. It is recognized as being effective.

a. "... it is a signal pleasure for me to acknowledge the widespread national impact and the growing success that your Five-Day Plans are achieving. Based as it is on a thorough appreciation of the psychological aspects of cigarette dependency, coupled with a knowledgeable understanding of current scientific facts regarding smoking-induced disability, disease, and death, your program serves to motivate the habitu­ated cigarette smoker to examine his dependency and then follows through to support him as he progresses through the multiple of personal decisions . . . which will result in his joining the increasing ranks of ex- c igarette smoker s."1

b. A study of the Five-Day Plan was made by Mrs. Else

Berglund under the auspices of the Norwegian Cancer

Society and at the request of the Norwegian Government.

The Norwegian Parliament said in a statement that the

best program they had checked out was the Five-Day Plan

to Stop Smoking and that it had the best end results and

cost the least of any program that they had studied.

c. After several months of consultation the personnel of

the Human Resource Development Project Office, U.S.

Navy were convinced that the Plan offered by the Seventh

^•Luther L. Terry, M.D., Vice-President for Medical Affairs, University of Pennsylvania, Former Surgeon General, United States Public Health Service, "Smoking and Health—Where Are We Today?" Five-Day Plan to Stop Smoking, North American Congress, Chicago, Illinois, Lecture, April 13, 17, 1969.

3J. Wayne McFarland, M.D., Personal letter, July 20, 1970.

14

day Adventists was the best program to introduce to

Navy personnel who desire to quit smoking. They

wholeheartedly believe in the necessity of a plan that

seeks to involve physical, mental, social and spiritual

commitment.

d. It is the only international stop-smoking program and

has been conducted in more than 100 countries of the

world with success. It is a continuing community

service of most Adventist hospitals in the United States.

Adventists estimate that ten million people around the

world have quit smoking as a direct or indirect reault

of the Plan.

2. There are many demands for the Plans to be held.

a. A. C. Marple, Washington Sanitarium and Hospital, has

held about 250 Plans in the last eight years. He3conducts about twenty-five a year. "We have been

every place but the White House."* 4

b. "It is just too big. Doors are opening faster than

we can enter them"^—Parkview Memorial Hospital.

¿•"U.S. Navy Joins Fight Against Tobacco," Better Living (February, 1974), n.p.

¿Ernest H. J. Steed, "A Look at the Adventist Temperance Program," Review and Herald (April 6, 1972), pp. 18, 19.

¿Morton Juberg, "A Chaplain's Private War Against Smoking," Visitor, p. 15.

4Leslie Pitton, Telephone Interview, September 13, 1972.

^Edgar Keslake, Excerpts North American Field Reports,Congress Report, p. 2.

15

c. "... received sixty calls asking for the Five-Day

Plan to be held again."1

d. After Dr. Arthur W. Weaver's Five-Day Plan on WJR-TV,

Detroit, Michigan, the station received 10,000 requests

for the literature, and five hundred calls asking for a

re-run of the Plan. This was the largest listener

response the station had ever experienced for anything

they had shown.2

3. The basis for the growth and the outreach of the Plan

during a ten year period challenges investigation. What

sound rhetorical practices would account for this

phenomenon?

a. The Plan has grown in ten years from one directed by

two men to an operation where hundreds of teams function

regularly in nearly every country. And, while only six

participated in the first project, 15,000 attendants are

projected for the Five-Day program to be conducted

November, 1972, by 0. J. Mills and Dr. Vincent E. Gardner

at the American Public Health Association's Centennial

Convention in Atlantic City.3

^Rudolph Skoretz, Pastor, London, Ontario, Congress Reports.2Arthur W. Weaver, M.D., F.A.C.S., Chief of Surgery, Veterans'

Hospital, Detroit, Michigan; Associate Professor of Surgery, Wayne State University, Allen Park, Michigan. Personal Interview, April, 1972.

30. J. Mills, Coordinator of Health Evangelism for GreaterPhiladelphia, and Director of Philadelphia's Better Living Center.Telephone Interview, October 21, 1972.

16

Distinctiveness of the Study

So far as can be determined, no previous study such as herein

proposed has been made of the Five-Day Plan to Stop Smoking. Case

studies of three separate Plans were made by Elmer Lyle Malcom in 1970

for his dissertation at Michigan State.

Tentative Organization of the Study

Chapter I will introduce the subject of the study and endeavor

to describe the purpose of the study; the limitations imposed upon it;

the significance of the investigation, including its intrinsic merit

and its distinctiveness; the materials or sources employed and the

organization of the study.

Chapter II will endeavor to place the Plan in an historical

frame of reference, inasmuch as no movement develops in a vacuum, but

affects and is affected by history. This chapter will describe the pre­

vailing controversy that raged over the use of tobacco from the discovery

of America until the nineteen seventies.

It will place the Plan in an historical frame of reference in

the story of the Seventh-day Adventist Church. It will give a brief

history of the Adventist health emphasis, out of which the Plan emerged.

The emergence and the evolution of the Plan from its embryonic

bud, as an effort by Folkenberg and McFarland to help individuals over­

come the tobacco habit, to its full flowering as a standardized, copy­

righted manual, for the production of the Plan will be presented. This

resulted in the Five-Day Plan being adopted as the official stop smoking

program by the General Conference of Seventh-day Adventists, at

17

San Francisco, July, 1962. The outreach of the Plan as it spread

first across the U.S. and then virtually around the world, being

conducted in more than 100 countries, will be followed. Something of

the recognition afforded the Plan as the best program for helping those

who desire to quit smoking will be shown.

The basic structure of the Plan that was formulated, being made

up of multi-propged communicative factors, will be briefly examined.

Chapter III will analyze, describe and evaluate the lectures

by traditional rhetorical criticism as modified by twentieth-century

exponents to determine what methods of invention are utilized. Using

the triune components of the ethical constituents—character, competence

and good will—an endeavor will be made to discover what are the com­

ponents of the Plan's persuasive impact? A survey of the pathetic

(emotional) proofs will be made to determine what emotional appeals are

used in the Plan. An endeavor will be made to discover whether the

ideas in the lectures are supported by sound reasoning methods.

Chapter IV will study the arrangement of the lectures as to

their thematic emergence, unification of the lecture or lectures and

the use of accepted methods for outlining the subject. Do the lectures

lead ultimately and progressively toward a decision?

Chapter V will characterize the style of the lectures. Is

oratorical eloquence present or are the lectures informal and plain?

What attention getting devices are employed?

Chapter VI will examine the delivery of the Plan by the origi­

nators of the Plan as it was presented orally, on sound films, long

playing albums and taped cassettes. Directness of delivery, clearness

18

of enunciation and adaptation of the delivery to the audience composi­

tion and size will be considered.

Chapter VII will embrace the summary and conclusions of this

investigation, bringing into focus the entire study of the Plan, and

will endeavor to answer the questions raised in this study. The writer

will make recommendations for further study of the Plan, in order that

answers might be found to additional questions that press for an answer

19

PART ONE

THE ORIGINS AND HISTORY OF THE PLAN

CHAPTER II

EMERGENCE AND STRUCTURE OF THE PLAN

Speaking of the emergence of the Five-Day Plan, at the Five-

Day Plan to Stop Smoking North American Congress held in Chicago in

1969, E. H. J. Steed told the hundreds of team directors having assem­

bled to evaluate the progress of the Five-Day Plan, that in the Plan

McFarland and Folkenberg actually gave us nothing new but that:

It was the fundamental principles of true temperance that involved the total man—physical, mental, social and spiritual.' But what they did was to present the principles in a workable public program that has startled the world.We today honor them indeed for their dedicated ministry.

If the principles presented in the Five-Day Plan to Stop

Smoking were "nothing new," then what was the historical background

from which the Plan evolved?

Background of Adventist Health Emphasis

Although it was not until some years later that abstinence from

the use of tobacco was made a test of fellowship for Seventh-day Adven­

tist church membership, as early as the 1850's abstinence had become

quite general among Adventists.

1E. H. J. Steed, "The Five-Day Plan Congress: Aims andPurposes," North American Congress, April 13, 1969.

2Ibid.

21

Mrs. Ellen G. White, who Adventists believe received divine

revelations from God, pointed out the dangers of the use of such

poisonous articles as tobacco, tea, and coffee, in 1848. Mrs. White

wrote extensively on the subject of health, preparing a comprehensive

article (published in 1864), entitled "Health." The following year she

wrote six articles, published in six pamphlets, entitled, "Health, ■ or

How to Live." This gave the gospel of health a distinctive place in

the Adventist message. These same principles were presented by Mrs.

White more fully in her large book devoted to the subject of healthful

living—Ministry of Healing.

Dr. McFarland, himself, claims that most of the principles on

which their stop smoking program is based were taken from Ministry of

Healing.* 3

Dr. John Harvey Kellogg, of breakfast cereal fame, was an Adven­

tist and a close friend of Ellen G. White. His early efforts to aid the

smoker in overcoming tobacco might be called the avant garde of the Five

Day Plan. He was a world renowned author, inventor and surgeon. It has

been stated that the Kellogg brothers have done for American health and□diet what the Wright brothers did for flying. Dr. Kellogg was active

in his educational programs in the American Medical Missionary College,

Battle Creek Sanitarium, and two Battle Creek Colleges. This active

l-Emma E. Howell, The Great Advent Movement (Washington, D.C., Review and Herald Publishing Association, 1935), pp. 96-98.

9Personal interview with Dr. Wayne McFarland.

3"Rules for Right Living," the foreword (Battle Creek Sanitar­ium, Battle Creek, Michigan), a pamphlet, p. 3.

22

man, with a penchant for new adventures, entered the modern field of

audio-visual education as early as the 1880's. He prepared a series

of ten colored charts illustrating the harmful effects of tobacco and

alcohol. These were so effective in their depiction of the twin

problems that temperance lecturers used them profusely.

Together with James and Ellen G. White and G. I. Butler, he had

organized the American Health and Temperance Association in 1878. The

purpose of this organization was to expose the harmful effects of using

tobacco, alcohol, tea and coffee. Kellogg served as president of the

Michigan Anti-Cigarette Society beginning about 1919. He became a

member of the Committee of Fifty to study the tobacco problem. The

doctor gave unstinted assistance to this group—which included Henry

Ford, George Peabody and John Burroughs. This group had the distinctive

honor of producing the first educational motion picture devoted to the

dangers of tobacco smoking. In 1909 Kellogg organized the Health and

Efficiency League of America. The League energetically and effectively propagandized for healthful living on various Chautauqua circuits.1

Dr. John Harvey Kellogg probably did as much research on tobacco

and nicotine as any man and compiled his research in a book, Tobaccoism.

In it he outlined nine points to stop smoking which are similar to

McFarland's ten points, which McFarland and Folkenberg expanded into

the lectures of the Five-Day Plan.^

¿"Richard W. Schwarz, Ph.D., John Harvey Kellogg, M.D. (Nashville, Tennessee: Southern Publishing Association, 1970), pp. 82-87.

2John Harvey Kellogg, M.D., Tobaccoism (Battle Creek, Michigan: The Battle Creek Printing Company, 1937), pp. 125-131.

23

Dr. Wayne McFarland extolled the work in this field by Kellogg.

How fitting it seems for the Team to have conducted one of the early

pilot programs to train Michigan ministers in the Kellogg Heritage Room

in the Battle Creek Sanitarium.

Dr. Kellogg would bring patients from around the world to his

famous Battle Creek Sanitarium to help smokers curb their habit but he

never perfected the workable public program headed by the minister-

doctor team.

Kellogg in his research reached back into history to disclose

some of the issues in the on-going controversy about the use of tobacco.

Historical Background of the Tobacco Controversy

Dr. Luther L. Terry, Vice-President for Medical Affairs, Univer­

sity of Pennsylvania and former Surgeon General, United States Public

Health Service, was invited to speak at the Five-Day Plan to Stop Smoking

Congress, Chicago, April 13, 1969. His subject was "Smoking and Health—9Where are we Today?"

Moral Issue

Dr. Terry began his address by reviewing the first issue in

the tobacco controversy.

One of the things which has always interested me about smoking behavior is that if you go back to the general literature of the late 1600's and 1700's, you already find many comments referring to the practice of tobacco smoking. Though some of

^-Personal interview with Dr. Wayne McFarland.

2Luther L. Terry, M.D., Address to Five-Day Plan North American Congress, April 14, 1969.

24

these comments hail the use of the new found weed as a bane to mankind, many of the comments refer to the practice of smoking as either esthetically unacceptable, obnoxious, or morally wrong. Until quite recently, this—with particular emphasis on the so-called moral objections—was the banner of those opposed to cigarette smoking.1

Tobacco was known and smoked only by the Indians before Columbus

anchored the Santa Maria off the island of San Salvador in 1492.

Natives came to greet Columbus bringing gifts of fruit, wooden

spears and certain dried leaves.

Dr. Willard Krabill relates that although he would have pre­

ferred gold, Columbus took some of the brown leaves along with him to

show the people in Spain and Portugal. About fifty years later, a

French ambassador to Portugal—Jean Nicot was his name—sent some powdered

tobacco leaves to the Queen of France. From then on gentlemen of the□court began using it as the Indians had.

It was this Jean Nicot from whom the word "nicotine" derived its4name.

By 1550 tobacco was known in Europe as the "bewitching vegetable."

An English doctor, William Barclay, about 1600, called tobacco "one of

the surest remedies in the world for giddiness."5

-'-Luther Terry, M.D., "Smoking and Health—Where Are We Today?" North American Congress address, April 14, 1969, n.p.

2Willard Krabill, M.D., Tobacco and Your Life (Scottdale, Pennsylvania: Herald Press, 1968) , p. 18.

3Ibid.

4King James VI and I, A Royal Rhetorician: A Treatise on Scottis Poesie: A Counterblaste to Tobacco; etc, etc., Edited with an Introduction by Robert S. Rait, Fellow of New College, Oxford (New York: Brentanos, 1900).

5Krabill, Tobacco and Your Life, p. 18.

25

But most Englishmen who smoked the bitter weed cared less about its

medical powers than how it made them feel.

With King James I, the king who authorized the English transla­

tion of the Bible in 1611, it was moral issue. The smoking habit had

become so widespread in England that the king wrote a tract in 1604

called "A Counter Blaste to Tobacco." He called smoking "A custom

lothsome to the eye, hateful to the nose, harmfull to the brain, dan­

gerous to the lungs, and in the blacke stinking fume thereof, nearest

resembling the horrible stigian smoke of the pit that is bottomelesse."1

King James was moralistic when he emphatically said that those 2who indulged were "guiltie of sinneful and shameful lust."

With all his rhetorical invectives and journalistic acrimonies

King James I did little to stem the custom. The men of his day went

right on smoking tobacco in their stout clay pipes and even devised

crude cigars of twisted tobacco known as "stogies" or "cheroots."

Smoking has always had its antagonists in the controversy. A

few years after the American Colonies became a nation, Dr. Benjamin

Rush contended the moral issue by allegedly saying smokers tend to

idleness, uncleanliness, and poor manners. He also decried the habit

as unclean.

Cigarettes are youngsters in the tobacco story. Their intro­

duction came with the invention of blending tobacco strains. Camels

¿•C. Van Proosdij, M.D., Smoking, Its Influence on the Individual and Its Role in Social Medicine (Elsevier, 1960), p. 201.

¿King James VI, A Royal Rhetorician, p. 49.

•¿Lind and Krabill, Tobacco and Your Life, p. 21.

26

stuck their nose in the tent when R. J. Reynolds Company placed them

on the market in 1913.

With the birth of cigarettes came a new war on tobacco. Billy Sunday said in 1920, "Prohibition is won; now for tobacco."1 One anti­

tobacco campaigner, Miss Gaston, had such an influence in Kansas that

they changed the word, "And he called for his pipe," in the song about

Old King Cole."2

Health Issue

Dr. Luther Terry remarked that he would like to make it clear

that as far as he was concerned, cigarette smoking was not a moral issue

with him. He emphasizes:

Today a whole armentarium of scientific evidence is available which clearly indicts that cigarette smoking is detrimental to the user’s health and well being. Therefore in our smoking con­trol and educational activities, we have no need to look to folk­lore or hearsay to find reasons why the practice should be avoided or discontinued.3

At Tulane University 1931-35, Dr. Alton Ochsner was even then

completely convinced of the dangers of cigarette smoking. However, at

that time few physicians or scientists shared his thinking.

The first significant studies of scientific merit to try to

identify harmful ingredients in tobacco smoke were published in the

scientific literature of the early 1900's. In the later 1920's and

into the '30's, Dr. Ochsner first began noticing a rather spectacular

^•Robert Joseph, M.D., Dying to Smoke (New York: Houghton Miflin Company, 1964), p. 3.

2Proosdij, Smoking, Its Influence on the Individual, p. 205.

3Terry, "Smoking and Health," Address, April 14, 1969.

27

increase in the prevalence of lung cancer among his patients who were

heavy cigarette smokers. As the years passed, this frequency increased.

It soon became quite clear that there was a direct causal relationship

between the increased incidence of lung cancer and the rather explosive

popularity of cigarette smoking first evident on the American scene

during the first World War.^

In the intervening years, increase in the popularity of cigarette

smoking among the American public was coupled with the release of an in­

creasing number of reports in the scientific literature about the harmful

effects of cigarette smoking. By the early '50's the evidence was

already such that specific attention was being paid to cigarette smoking

as one of our nation's principle health hazards. It was at this time

that four major epidemiological studies were published indicating a

significantly higher incidence of lung cancer and a higher death rate 2among cigarette smokers than among nonsmokers.

It was not until 1959, however, that a Government agency first

stated its support of this, and other scientific evidence indicting

cigarette smoking as hazardous to health. At that time, Dr. Leroy

Burney, as Surgeon General of the United States Public Health Service,

published the first Government-sponsored report which reviewed available

scientific information concluding that cancer of the lung is causally

linked with cigarette smoking.

Following this report, further evidence began to build up

^Terry, "Smoking and Health," Address, April 14, 1969.

2Ibid.

28

regarding the detrimental health consequences of cigarette smoking.

During the time that Dr. Luther Terry was Surgeon General, 1961-1965,

he was literally waited upon by representatives of some of our most

prominent voluntary health organizations to undertake an extensive

campaign to encourage public awareness of this great problem. The

American Cancer Society, the American Heart Association, the American

Public Health Association, and the National Tuberculosis and Respiratory

Disease Assocation (as it is now known) were particularly concerned with

effective means to focus more attention on the problem of the health

consequences of cigarette smoking and ways to get further support for

studies and information in this regard.¿-

In 1962, on the initiative of President John F. Kennedy, a

Federal Advisory Committee was formed to study the many charges and

countercharges relating tobacco and various diseases. Dr. Terry appoint­

ed an impressive and impartial panel for this purpose. The group con­

sisted of ten of the most prominent scientists throughout America, each

of whom had already made important contributions to our knowledge as

either a basic or clinical biomedical scientist. The selection of

these individuals was participated in by the voluntary health organi­

zations and by official health groups in local, state, and Federal

Government. The tobacco industry was given an opportunity to object

prior to the time of appointment of Committee members, but they concurred

with the final selection.

¿-Terry, "Smoking and Health."

¿Ibid.

29

In January, 1964, after eighteen months of study, the Committee

reached its conclusions based on a review of all the existing world­

wide scientific information on the subject of cigarette smoking. At

this time Luther Terry released the report of his Advisory Committee with

his endorsement, but literally it was not his report. The 1964 Report of

his Advisory Committee on Smoking and Health has since been recognized

as not only the most dramatic but the most significant development that

has taken place in our effort to understand and publicize the full impact

of the disastrous consequences to health caused by prolonged cigarette

smoking.1

The committee's Report went beyond anything that had been pub­

licly acknowledged or released before in terms of incriminating cigarette

smoking as the principal cause of lung cancer and as a factor contribut­

ing to emphysema, chronic bronchitis, and cancer of the mouth, throat,

and respiratory tract, particularly cancer of the larynx. The Report

pointed out the great increase taking place in the incidence of emphysema

and chronic bronchitis and the need for remedial action to be undertaken

to halt this rising toll of unnecessary disease and death caused by 2cigarette dependency among the American people.

Legal Issue

The report of the Advisory Committee to the Surgeon General

concluded that smoking was a serious health hazard and requested that

something be done about it. The Federal Trade Commission in Washington

^erry, "Smoking and Health," Address, April 14, 1969.

2Ibid.

30

has general jurisdiction over trade and advertising, and as a result

of the report concluded that it would be an unfair and deceptive trade

practice to continue advertising and selling a harmful product without

at least giving a warning as to the dangers of its use.

So in 1964 the F.T.C. promulgated rules which would have required

a strong warning both on the side of the pack and in every single

cigarette ad. There was a tremendous lobbying effort on the part of the

cigarette companies. The 1965 Federal Cigarette Labeling and Advertis­

ing Act made it necessary to place on cigarette packs the warning—

"Caution: cigarette smoking may be hazardous to your health."'*'

The result of the 1964 Surgeon General's Report and 1965

labeling act was a drop in cigarette consumption. This was for a short

period, then the consumption began to rise again.

The next legal issue was in regard to the "fairness doctrine."

John Banzhof III, the 29-year old Washington lawyer, petitioned the

Federal Communications Commission for the "fairness doctrine" ruling to

be applied to cigarettes. His experience regarding the tobacco issue

had begun specifically in December, 1966, when as a young lawyer just

out of law school, he was watching television. Aware of the so-called

"fairness doctrine," he began to wonder whether or not this "fairness

doctrine" applied to product advertising. His curiosity developed very 3rapidly and went into action.

Ijohn Banzhaf III, "Legal Aspects of the Smoking Problem,"Lecture, North American Congress, April 13, 1969, n.p.

2Ibid.

3Ibid.

31

He filed a complaint in which he urged the F.T.C. to rule that

all stations broadcasting cigarette advertisements must devote a signi­

ficant amount of time to the other side of the issue. This is based on

the rule which is known as the "fairness doctrine," and this in turn

is based on the idea that we own the public airways. Congress, the

courts, and the Federal Communications Commission have all said that

they must be operated in the public interest and that the people who

operate them operate as public trustees. For this reason the F.C.C. has

ruled that it is unfair to use them to present only one side of important

issues. If they choose to present one side of an important issue, or

more precisely, a controversial issue of public importance, they must

present the other side, even if it means giving up free time for a

spokesman for the other point of view.

In their decision, the F.C.C. said one anti-smoking message for

every three cigarette messages might be appropriate. That made available

an immediate $50 million to $60 million free time every year.

The legal battle continued. According to Newsweek, March 2,

1970, Banzhof petitioned the Federal Aviation Administration to order

airlines to segregate smokers from non-smokers. Consumer crusader

Ralph Nader has gone even farther, asking for an outright ban in planes

and buses.

The latest development in the legal issue was the ban on all

cigarette ads on television and radio to cease January 2, 1971.

¿■"Kicking the Habit," Newsweek (March 2, 1970), p. 80.

32

Search for Solutions

The evidence against smoking is convincing. One survey revealed

that "86 percent of smokers would be willing to stop if help were avail­

able."1 Among those who try to stop without help only 10-15 percent

succeed in stopping.2

The Advisory Committee to the Surgeon General of the Public

Health Service made the following judgment: Cigarette smoking is a

health hazard of sufficient importance in the United States to warrant

appropriate remedial action.2

The Advisory Committee launched their anti-smoking campaign,

but no anti-smoking campaign can succeed, unless the smokers who respond

can obtain help in breaking the habit. Anti-smoking clinics sprang up

across the country to fill the need.

In 1970 Newsweek ran an article discussing the various efforts

that were being tried to help the smoker:

A growing number of celebrities, including Tony Curtis and Richard Boone, are taking part in public campaigns against smoking. Doris Day, Lawrence Welk and Debbie Reynolds have gone so far as to refuse to allow tobacco firms to sponsor their TV shows.

But possibly the most significant development may be the enrollment of entire communities in the anti-smoking effort. It began last summer when 376 of the smokers in the town of Greenfield, Iowa (population: 2,243), threw their cigarettes into a bonfire and signed no-smoking pledges to publicize "Cold Turkey," a Dick Van Dyke movie involving the trials of giving up cigarettes that was being filmed in the town. And, remarkably, more than 50 of the 376 have kept to their pledges.

Deutsch, Digest (November,

"Do You Really Want to Stop Smoking?" Reader's 1967), p. 97.

2lbid.

2Luther L. Terry, M.D., "Where Are We Today?" Listen (October, 1969), p. 5.

33

Following the Greenfield example, the town of Turlock, California (population: 13,000) held a month-long anti-smoking drive last fall. Billboards on the roads leading into town read "End Emphysema . . . Cut Coronaries . . . Clean the Air" and "Please Don't Smoke. We're Trying to Quit."

Last week, smokers among the 28,000 residents of Randolph,Mass., were asked to give up cigarettes for a day, turning over what they would have spent for a day's supply to a scholarship fund for local high-school youngsters. 'I remembered the old statistics about the amounts this country spends on education, alcohol and cigarettes,' says Arthur P. Mullaney, the high-school guidance counselor who came up with the idea, 'and I thought if everybody pitched in toward a scholarship fund we'd have our money, save lives and get our priorities straight.' The campaign began with sermons on the hazards of smoking in all the town's churches. Cigarette counters in many stores were draped in black. At the end of the day it appeared that the scholarship fund had reaped $3,500.

Station WBZ in Boston, part of the Westinghouse Network which dropped cigarette commercials a year ago, held a twelve-hour marathon "cough-in" last month. Doctors and psychologists dis­cussed ways to stop smoking, and former smokers talked about their withdrawal pangs. The station received calls throughout the night from concerned listeners; among those who pledged to stop smoking were the members of the night shift at the Saginaw, Michigan, post- office and the crew of the experimental submarine Albacore. In response to the WBZ campaign, six area hospitals removed cigarette machines from their premises, and a New Hampshire ski area offered two days of free skiing to anyone who would give up the cigarette habit. When the station ran no-smoking pledges in two Boston newspapers, 5,300 readers responded the first day, receiving in return 'Stomp Smoking' bumper stickers and buttons. 'Nothing the station has ever done,' said a WBZ spokesman, 'has created such a stir.'

Many of the antismoking clinics operated by health agencies offer their services for free. But the growing demand has attracted enterprising businessmen. Smoke Watcher's International ... is currently franchising clinics at the rate of 30 a week from New York to California . . . Smokers pay $3 to join and $2 a session for an average of twelve weeks. 'Our purpose' says executive vice president Nicholas Costa of San Francisco, 'is to make it as easy to find a clinic as to buy a pack of cigarettes.'

Antismoking clinics are springing up across the country to fill the need. Among the oldest is the five-day program sponsored in scores of communities by the Seventh-day Adventist Church.¿-

It was to help solve the problem of the smoker who wanted to quit

but who needed help to do so that the Five-Day Plan was founded.

¿-"Kicking the Habit," Newsweek, March 2, 1970.

34

Dr. Luther Terry in evaluating the power of the Plan stated

that he felt the major strength of the Plan was that it made it possible

for those with a dependency on cigarette smoking to make their decision

to quit only after personal evaluation of the scientific evidence.^-

The Five-Day Plan Emerges

The originators of the Five-Day Plan, J. Wayne McFarland and

Elman Folkenberg, a doctor and a minister, both from California, brought

to their task a common background. They were educated from youth in the

Seventh-day Adventist school system. They were both members of the

school's temperance organization which taught them smoking was a health

hazard.* 2

These men had heard many times the statement:

Tobacco is a slow, insidious, but most malignant poison,In whatever form it is used, it tells upon the constitution; it is all the more dangerous because its effects are slow, and at first hardly perceptible.3

This statement written years before research brought relevant

findings to the attention of contemporary society impressed these men

to further study the subject of tobacco's harmful effects as discussed

in the writings of this same author.

A statement that provided a unique challenge to them was, "There

must be a revolution upon the subject of tobacco before the ax will be

■*-Terry, "Smoking and Health," Address, April 14, 1969.

2Private interview with J. Wayne McFarland, Battle Creek, Michigan, April 5, 1970.

3Ellen G. White, Ministry of Healing (Mountain View, California: Pacific Press Publishing Association, 1909), pp. 327, 328.

35

laid at the root of the tree."1

These statements and others from the works of Ellen G. White

stimulated and awakened in these men the urgency to do something

specific in this area. So the story of what came to be known as the

Five-Day Plan program has its roots in the early years of these men.2

The Doctor's Program

J. Wayne McFarland graduated from medical school at Loma Linda

University in 1939. He was given a fellowship at the Mayo Clinic.

Later, he was invited to be an instructor at Loma Linda Univer­

sity. He remained at this position until he was asked to be the editor

of Life and Health magazine. During his time as editor, he divided his

time with the General Conference of Seventh-day Adventists Medical

Department as an assistant Secretary.2

In his early years of medical practice at Mayo, McFarland was

asked to become associated with the department of cardiovascular, par­

ticularly peripheral vascular disease. He states:

While making rounds at the county hospital, I would see these men who had lost a leg, maybe a foot on the other leg, and were just about to lose another segment of the leg. The doctors would tell them, 'Well, look, man, you've got to quit smoking, or that leg is going to come off.' These people were suffer­ing from Buerger's disease . . . These men were losing their limbs. At that time there was no question in anybody's mind but that smoking produced the changes in the arteries and the veins which cause Buerger's disease, or thromboangilitis ob­literans. These men would look up, some of them, in desperation,

^llen G. White, Temperance (Mountain View, California: Pacific Press Publishing Association, 1949), p. 72.

2McFarland Interview.

2McFarland Interview.

36

and say, 'But Doc, I can't quit.' It doesn't seem right to tell a man, 'Look, off comes your leg if you don't do thus and so,' when you don't give him help to stop the habit that is threatening his life.l

Through the years wherever Dr. McFarland went he worked on a

doctor-to-person relationship, a one-to-one relationship of getting

individuals to quit smoking, because of vascular disease and various

other effects which he believed that nicotine had on the body.

Based on the counsel given in the book Ministry of Healing,

that "it is far better to prevent disease than to know how to treat it

when contracted," McFarland was gradually evolving a program for

physical fitness.

Being employed by the Medical Department of the General Con­

ference of Seventh-day Adventists, McFarland did extensive traveling.

He related stories of victories over tobacco experienced by persons

with whom he had worked both in the states and abroad. Soon requests

began to come from the public asking for written instructions on how

to stop smoking. He prepared health lectures on benefits of fresh air,

rest, exercise, proper diet, water, sunshine. These he gave in conjunc

tion with sermons preached by evangelists in various campaigns.3

McFarland was invited to conduct a health program in connection

with evangelistic meetings held in the New Gallery Evangelistic Centre,

London, England. This was in the early nineteen fifties. It was at

kj. Wayne McFarland, Five-Day Plan to Stop Smoking, Its History and Aim (Chicago, Illinois: North American Congress, April 13, 1969).

2Ellen G. White, Ministry of Healing (Mountain View, California Pacific Press Association, 1909), p. 128.

3McFarland Interview.

37

this time that he developed a number of lectures on health. The harmful

effects of nicotine was included. Those in attendance gave encouraging

response to these lectures.

When the doctor returned to the United States, he found his

convictions regarding the use of tobacco to be fortified. He says:

I kept reading statements that there is going to be a great revolution on the subject of tobacco. It seemed that there were some inklings of this happening because the Surgeon General, the predecessor to Dr. Luther Terry, made the first step and set up a committee to study smoking and health. He came out flat-footed, and was really ripped up one side and down the other by the medical profession because he would allow such a strong article on the subject to appear in the American Medical' Association Journal. He began to state the facts of what tobacco does to the human body and to the nation.¿-

After Dr. McFarland took a brief refresher course, he was asked

to take a position on the staff at Battle Creek Sanitarium, Battle Creek,

Michigan. It was at the Sanitarium that he started in a concentrated2form the program of getting people off tobacco.

Next the doctor entered into post graduate work in the field of

physical medicine and rehabilitation. This required him to go to New

York City. Here he experimented in a smoking clinic. He used ten

health lectures geared to help the smoker break the habit.

The Pastor's Program

At the time McFarland was developing his anti-smoking clinics

in Michigan and New York City, a Seventh-day Adventist evangelist,

¿-McFarland, "Plan History and Aim," Congress, April 13,1969.

nMcFarland Interview.

¿Ibid.

38

Elman Folkenberg, was conducting evangelistic meetings in the New

Gallery Centre, London, England. These men were acquainted with each other's interest and corresponded regarding medical missionary work.1

In England, Folkenberg was confronted with the tobacco problem

in a new and different way. As he conducted meetings in the London

Centre, he augmented his lectures with the anti-smoking film, "One In

Twenty Thousand." This was the first major film of its nature to por­

tray the relationship of lung cancer and smoking. Folkenberg was

gratified at the interest shown. From 1955 to 1959, some three hundred

Britishers viewed this film. Included in this number were leading medi­

cal authorities and members of Parliament.2

This film features the world-renowned lung surgeon, Dr. Alton

Ochsner of New Orleans, removing a cancerous lung from a heavy smoker.

It has a tremendous impact on the audience. Folkenberg states:

As I would see so many thousands of these smokers go out worried, afraid, sick, I knew that we didn't have a co­ordinated organized program to help them. So I determined that on my return to the United States I would begin to for­mulate some kind of program.2

His resolve was reinforced when he learned that, according

to a study by Sloan-Kettering Institute for Cancer Research, the

incidence of lung cancer among male Adventists (nonsmokers) is only

McFarland, "Plan . . . History and Aim," Congress, April 13,1969.

2"Temperance Films," Seventh-day Adventist Encyclopedia, Commentary Reference Series, X (Washington, D.C.: Review and Herald Publishing Association, 1966), p. 1301.

3Elman Folkenberg, Private Interview via telephone, April 24,1970, with Elmer Malcom.

39

one-tenth of the United States average.

Folkenberg came back to the United States in 1959, whereupon

he became evangelist for the New York Seventh-day Adventist Evangel­

istic Center. There remained with him an urgent desire to discover

means of freeing smokers from their addiction to "Lady Nicotine," as

he termed it. He recognized that he needed trained personnel of various

fields and experience. He called together a panel of physiologists,

psychiatrists, clergymen and dietitions to get views from a wide spec­

trum to define the problem and to suggest what could be done about it.

From the findings of this panel, he began to collate the material and9put it together m written form.

Folkenberg had worked in New York City approximately one year,

when he received an invitation to become the evangelist of the Southern

New England Conference. This was the same Conference where Dr. McFarland

was heading up the medical work for the Adventists. This move to the

same locality seemed providential to bring the two men together and

resulted in their working as a team.3

Minister-Doctor Team Takes Shape

The first move of the minister and doctor was to compare

notes. For guidelines they searched the writings of E. G. White.

We began to read statements that in the cities we shall never succeed until the doctors and ministers combine. This word is used again and again, and again and again, that the doctors and ministers ought to take care of the whole man, not a piece

■*-Theodore Irwin, "The New Five-Day Plan to Stop Smoking,"Pageant (August, 1963), p. 104.

^Folkenberg Interview. 3Ibid.

40

over here and another one over there, but that ministers and doctors always ought to be together on the platform. We de­cided that we were going to do this for the . . . plan.1

Together McFarland and Folkenberg shaped their plan and pre­

sented it to the president of the Atlantic Union of their church,

W. J. Hackett. Under his leadership the minister-doctor relationship

began to take form.2

Folkenberg stated that the Plan:

. . . combines the physician and the minister into a powerful, natural relationship. . . . This doctor-minister partnership strikes the public mind as eminently sensible and basically right, which immediately instills a strong sense of confidence so needful in those fearfully beginning to break the smoking habit.2

The program did not start off as a five day program. McFarland

at first advocated ten days. Folkenberg soon concluded ten days was

too long. Three days were tried, but it wouldn't work. But it worked

in five days. This was ample to get the concept across and teach the

smokers to manage the problem. Folkenberg says: "We never thought that

many would break the cigarette habit ... We did not think that five

days would actually get them over it completely . . . but it would

teach them to manage the problem."4

The pastor wrote out his thoughts. The doctor wrote out his.

¿-McFarland, "Plan . . . History and Aim," Congress, April 13,1969.

¿Elman J. Folkenberg, "The Adventists Showed Me How to Break the Tobacco Habit," Review and Herald, October 18, 1962, p. 8.

¿Ibid.

4Folkenberg Interview.

41

Then they compared and began to work together. Their prepared lectures

were mimeographed and when revised, became the control booklet.

In 1961 they chose Taunton, Massachusetts, for implementing

their first plan. Folkenberg was acquainted there; and the pastor of

the Seventh-day Adventist church, Willis Groves, was pleased to cooper­

ate. McFarland relates:

The first thing we did was to hit the sidewalks, asking people, one right after another, "Do you smoke?" "Yes." "Would you like to quit?" "All right, come to the Women's Club." We thought we would have the place jampacked. We prepared for, I think, a thousand. How many do you suppose turned out? Six.

But at the next one there were twelve. Then it would go by multiples—twenty-four, then forty-eight, and we soon began to grow very rapidly. We kept honing the program down, sharpening it up . . .

By this time we knew in our innermost selves that God had given us something that was going to work. It worked and it worked every single time. We could predict exactly the per­cent, 70 to 80 percent, and never miss, who would make it if they did exactly what we said. Of course, we were so young; we hadn't been going a year, so we couldn't tell how long they stayed off the habit. But the fact that they could make it and see daylight—that was tremendous.1

First Plans Meet Barriers

During the first year of the development of the Five-Day Plan,

pilot programs were held, but the number of participants was small. The

team was finding it a problem to get the plan before the masses. "We

were having trouble," says McFarland, "because we couldn't get on TV—9radio—nothing."

He believed this problem was due to all the advertising money

the tobacco companies were paying to the media.* 2

^-McFarland, "Plan .1969.

2Ibid. 2Ibid.

History and Aim," Congress, April 13,

42

He remarked:

They were scared to death of us, until a lady who was editor of a little paper up in New Hampshire, said, "Okay, boys." She was old enough to be our grandma, but she said, "I am coming to the Plan." I think she was a two-and-a-half or three-pack-a-day smoker. She told us, "If you fellows get me over smoking, I will write it up; and if I don't get over it, I will write it up. I am going to write every single day." This was the first time that we had a report in the papers, and that report was read.That particular series of articles which that lady wrote, went everywhere, and we knew then that the gate was open and we were ready to walk in. From then on, doors began to open, radio, television, everything. Why, then we had to keep out of sight because they were swarming all over. This was news.l

The team kept statistical records of the early clinics. They

discovered that 70-75% of the people had not smoked by the fifth night

and did not feel that they needed to again, provided they avoided the

same stimulations that induced it in the beginning. After a year's

time, a follow-up survey revealed approximately 40 per cent of the par­

ticipants had not smoked again.* 2 '

The Five-Day Plan was first described in a general way at the

General Conference of Seventh-day Adventists in San Francisco, July,

1962. Approval was given for a series of pilot programs to be conducted

in every major part of the United States and Canada to train minister-

doctor teams to carry the program to their local areas.3

In the November, 1962, issue, Newsweek gave a half-page report

of the Plan. This succinct general overview of the clinic included

its inception, principles prescribed, statistical reports on attendance

^McFarland, "Plan . . . History and Aim," Congress, April 13,1969.

2Ibid.

3S.D.A. Encyclopedia, p. 408.

43

and results, and pilot programs to be conducted.1 The article concluded

With the impetus provided by so much new medical research, the Adventists may be on to a good thing; with faith in God and their five-day plan, Elder Folkenberg and Dr. McFarland have the jump on everyone else.2

The publicity of this weekly periodical resulted in giving

impetus for the forthcoming clinics and interest continued to mount.

The first Plan in public high schools was held in 1962 under

the sponsorship of the teacher's association, in Stoneham, Massachusetts

The same year the Plan was first introduced to American industry. The

Plan was presented to the forty executives of a large Massachusetts

printing establishment during lunch hour. Thirty-four of the forty men

enrolled stopped smoking, according to Folkenberg. "The Plan stirred

the entire town," and subsequent invitations came for the team to oper­

ate the Plan for the benefit of the 1700 employees working in the plant.'

The first break into television by the Plan began in 1962,

when CBS-TV in New York City filmed an entire group-therapy session to

show to their viewing audience.

Pilot Program Given Publicity in Major News Media

In February, 1963, the first pilot program to train minister-

physician teams was conducted in Denver, Colorado. Forty-five observers

were present for training. The first night there were 400 smokers who

¿•"Divorcing Lady Nicotine," Newsweek (November 26, 1962), p. 87.

2Ibid.

¿Elman J. Folkenberg, "The Adventists Showed Me How to Break the Tobacco Habit," Review and Herald (October 18, 1962), p. 9.

4Ibid.

44

came for help. The following night when the session moved to larger

quarters, the attendance rose to nearly 600. The news coverage was

excellent.

Both the Denver Post and the Rocky Mountain News carried daily reports on the sessions. Wes French, reporter for the News, took the course seriously and his daily columns gave graphic descriptions of how he was faring in his effort to break a 20-year habit of tobacco smoking. Time magazine was on hand with a reporter-photographer team. The radio and TV stations taped on-the-spot interviews for later use on the air. Twelve times in four days there were recorded interviews on the radio, not to mention references in briefer newscasts.1

With the largest single group in the history of the Plan enrolled, there was some question as to what the outcome would be. On the fifth night Elman Folkenberg asked the participants to raise their hands if they had not smoked since the beginning of the week. More than 400 hands went up.* 2

The second pilot program was held on the campus of the Univer­

sity of Maryland, February 25, 1963, sponsored by the Washington Sani­

tarium and Hospital. This program was also an attraction for the news

media. Samuel Stafford, reporter for the Washington Daily News partici­

pated in the Plan and reported his reactions daily. The Washington Star

reporter's article appeared on the front page for the entire series.

Interviews were held on radio and TV. U.S. News and World Report called

toward the close of the session to secure statistics on results, and

once again Time magazine sent a reporter-photographer team.2 In a March

issue of Time, an article entitled "One Way to Stop Smoking" gave a

l"Five-Day Plan for Smokers Rouses Washington Media,Tell (April, 1963), p. 3.

2"0ne Way to Stop Smoking," Time (March 15, 1963), p. 72.

2"Five-Day Plan for Smokers Rouses Washington Media," Tell (April, 1963), p. 3.

45

rundown on the Plan and results 3 A seven-page story of "The New Five-

2Day Plan to Stop Smoking" appeared in the August issue of Pageant.

Official Adoption of the Plan

The upshot of the tremendous impact made by this program on the

public was that certain resolutions were made by the General Conference

of Seventh-day Adventists. In view of the fact that the Plan is a church

oriented program, the following actions were taken in 1963, to give

support, and guidance to the project:

1. That the plan for conducting pilot schools for the pur­pose of training personnel be continued for a period of one year, with the understanding that a minimum of one school be held in each union in the North American Division. In order to assure the success of these schools, the General Conference and the ten North American union conferences have set up a financial project whereby E. J. Folkenberg and Wayne McFarland, M.D., of the Atlantic Union will be lent to the General Con­ference for this program. Thus the men who have developed this Five-Day Plan over the past three years will be made available to the entire North American Division for the specific purpose of conducting training institutes for medical- ministerial teams. This step is not only welcome, but we feel that there is a definite necessity for the proper advancement of this program.

2. All details of the program, including the itinerary of the Folkenberg-McFarland team, will be under the direction of permanent guidance and coordinating committee, which was also set up by action of the Spring Council. Members of this committee are as follows: Arthur H. Roth, chairman; J. R. Spangler, secretary; W. P. Bradley; E. J. Folkenberg;J. 0. Gibson; Wayne McFarland, M.D.; Cyril Miller; J. C. Kozel;C. E. Randolph, M.D.; M. H. Reeder; J. V. Scully.

All requests for the training team and questions relative to materials and procedures should be directed to Arthur H. Roth.

1"0ne Way to Stop Smoking," Time (March 16, 1963), p. 72.

2Theodore Irwin, "The New Five-Day Plan to Stop Smoking," Pageant (August, 1963), pp. 98-104.

46

3. Materials used in the Five-Day Plan are to be madeavailable through the General Conference Temperance Depart­ment. Union and conference organizations should order directly from them. The materials and prices are as follows:

A. Advertising Brochures - ready to be imprinted with local information, $3.25 per 100. (For the general public)

B. Your Five-Day Plan Control Booklet - complete with decision cards, 55i each. (For participants in the plan)

C. Lecture and Advertising Materials as prepared by E. J. Folkenberg and Wayne McFarland, M.D., and press re­leases, available to the teams that conduct this plan, give full instruction. $2.00 each.

4. The Five-Day Plan is to be considered a public service of the Seventh-day Adventist Church and is to be kept distinct and separate from the regular program of public evangelism.

5. The Five-Day Plan is to be conducted only by Seventh-day Adventist medical-ministerial teams that have been approved by the union conference coordinator and the conference committee.1

Scope of the Plan Widens

After official recognition was given to the Plan by the General

Conference, the pastor and doctor "virtually lived" on planes. Clinics

were held in cities from Boston to Seattle. Sessions were conducted at

Harvard University, John Hopkins University and U.S. high schools were2blanketed with Plans according to a report in Pageant Magazine in 1963.

On January 14, 1964, the Walter Cronkite network newscast carried

a report on the largest pilot clinic conducted until that time. The Plan

was held at Hunter College, New York, just one day after the U.S. Surgeon

¿-J. R. Spangler, Ministry (June, 1963), p.

2Theodore Irwin, Pageant (August, 1963), p

"Organization of Five-Day Plan Program,"7.

"The New Five-Day Plan to Stop 104.

Smoking,"

General's committee on tobacco had released its findings, with approxi­

mately 2,000 in attendance the opening night.TV cameras were on hand,

the New York papers, Herald-Tribune and Times carried the report of the

clinic daily. N.B.C. International included the Plan in its report to

Europe, and Christianity Today requested information for an article on

the Plan.

A thumb nail history of the Plan as held in the Hinsdale Sani­

tarium and Hospital will serve to illustrate how the Plan expanded.

In February, 1963, Chaplain Willis C. Graves and pathologist

Charles L. Dale, both members of the staff of Hinsdale Sanitarium and

Hospital, were delegates from the Lake Union Conference of Seventh-day

Adventists to a pilot Five-Day Plan in Denver, Colorado. Graves stated:

We were thrilled because there were over five-hundred people in attendance. We came back with a determination to do something in Chicago and the very next month we had our first Plan.2

Only about thirty-five people attended the first Hinsdale Plan,

but by the end of the year this new team had held five Plans, with a

total attendance of about three hundred and fifty people.3

Little did Chaplain Graves and Dr. Dale realize that the interest

in the Plan would mushroom from 35 in attendance at their first clinic to

as many as 800 to 1000 at some later sessions. Neither did they realize

that their program would be televised and thereby viewed by the masses

in some of the largest cities in America.

^-"Network News Carries Report on Five-Day Plan," Tell (February, 1964), p. 1.

^Willis C. Graves, private interview with Malcom Gordon, BerrienSprings, Michigan, April, 1970.

3Ibid.

48

The team conducted a series at the Sheraton-Chicago Hotel

which created national interest. Three Chicago newspapers carried

daily reports of the clinic. Nearly five-hundred column inches appeared

in newspapers. A special half-hour color report on the Plan entitled,

"A Matter of Days" was telecast in Chicago over N.B.C. station WMAQ-TV.

This program was shown at the annual American Hospital Association Con­

vention, by the request of the National Clearing House on Smoking and

Health. The National Broadcasting Company video-taped ten one-half hour

sessions of the Plan. N.B.C. loaned these tapes to stations in Washing­

ton, D.C.; Cleveland, Ohio; Los Angeles, Chicago, and New York City.^

Careful planning and effective advertising through the major

news media have aided the Hinsdale team in building a remarkable reputa­

tion in the Chicago area. The Hinsdale sponsored Plan is conducted

three times a year at the hospital and accepts many invitations to con­

duct clinics in the surrounding cities and states.

Each major division, union, state conference and each local

church of the Seventh-day Adventists appointed its own Health and

Temperance Secretary whose responsibility it is to train, authorize and

supervise minister-doctor teams in their own area. A chain reaction

developed that soon spread the Plans around the world.

The program grew and expanded across North America and around the world, with Adventist administrators everywhere, lending their support. And still the original intent of the program was adhered to—a service to mankind without an evangelistic hook.2

■’■"Five-Day Plan Draws National Interest," Lake Union Herald (February 4, 1964), p. 1.

2"Five-Day Plan Top Story of Year 1969," Tell (February 3, 1970)

49

After Ten Years Plans Conducted World-Wide

In 1974, Better Living, the organ of the Temperance Department

of the Adventist Church reported:

From South America to the Middle East and on to other world divisions you can travel and everywhere find temperance making steady advancement.1

The 1973 third quarter report from 5,357 church temperance

secretaries showed that during this one quarter 454 Five-Day Plans were2held, or approximately 94 Plans per week.

The Plan has been held in more than 100 countries and is a

continuing community service of most of the hospitals operated by the

Adventist church.2 * Dr. Ochsner, of "One in 20,000" film-fame, spoke of

the work being done by Adventist hospitals. He has followed the develop

ment of the Five-Day Plan almost from its inception. He stated:

I have traveled all over the world, and everywhere I go the Seventh-day Adventist hospitals are the beacon lights of excellence in each country. I have always enjoyed visiting the hospitals because the work they do is remarkable.4

The Five-Day Plan continues to open doors for the Adventists

in new countries. Bahrain and Qatar, two countries on the Persian Gulf

where the population is Moslem, invited the Adventists to hold Five-Day

Plans, in 1972. In October of the same year the first Plan was held

¿■"You Beautiful People," Better Living (March, April, 1974),n.p.

2Ibid.

2"Navy Offers Rehab to Smokers," General Conference News Re­lease, January 7, 1974.

4Chaplain A. D. Burch, "Dr. of 'One in 20>000' Visited by Temperance Workers," Better Living, n.p.

50

in Riyadh, the capital of Saudi Arabia.1 In 1973 Adventists began

9medical work in South Iran with a Five-Day Plan.

The Plan was held in 1974 in Makelle, the provincial capital

of Tigre, in Northern Ethiopia. All smokers in the area were personally

invited to the Plan. The general of the police, a nonsmoker helped in

this visitation. The provincial officer for health, also a nonsmoker,

participated enthusiastically in presenting all the medical evidence

needed to ensure ninety percent success by the fifth night. This pro­

gressive town is now called a "smokeless zone."* 2 3 4

On the last night of one of the seminars an official from the

National Bank of Ethiopia said in his speech of appreciation:

Sirs, you have determined to eradicate the bad habit of smoking and to cut off from our hands the chain that was delib­erately tied. Your campaign against this bad smoking habit makes fixed in our minds that we 'choose not to smoke.'

I feel confident that every one of us is a better person physically as well as economically. We really have become kings of ourself; there is a proverb that says, 'It is better to be king of yourself than to be a ruler of thousands of people.

The government of the city of Manila has invited the Adventists

to present the Plan in every barangay of the city. There are 100 such

barangays. B. J. Mary, division Temperance Secretary feels this presents

a "tremendous responsibility unparalleled in the history of the temperance

work in the Far East."3

1r. W. Taylor, "Five-Day Plan Opens Doors of Two Countries," Review and Herald (July 13, 1972), p. 23.

2Letter from J. C. Kozel, June 25, 1973.3"Town Is Now a 'Smokeless Zone,Better Living (February,

1974), n.p.

4Ibid. 5B. J. Mary, Better Living (October, 1973), n.p.

51

In the Bicol region of the Philippines, the Five-Day Plan is a

regular requirement for the police-training program.

Two Plans began May 19, 1974 for the first time in Old Jerusalem,

with an attendance of 200 each evening. A week later another session be-9gan in old Bethleham with an attendance of 250 people.

While the Plan has been reaching out around the world it has

lost none of its strength in the United States. During the summer of

1974, three workshops on the Five-Day Plan have been held in North America.

Selected personnel from Adventist conferences, institutions and churches

studied techniques and programming. These workshops were held in New3Orleans,” Lincoln, Nebraska,' and Boston.

Youth have joined the crusade against tobacco in North America.

Over 150 students spoke to 4,000 people on the streets of Washington, D.C.

about the dangers of smoking. The students carried a small machine

appropriately called "The Mechanical Smoker," with which they demonstrated

to the man on the street the nicotine created by his cigarette. "There

is a way you can quit," was the message the students gave out with a

card telling when and where the next Five-Day Plan would be held.4

Two young girls, Darla Roberts and Nancy Thomas have been out

•’■Jane Allen, "Five-Day Plan Required by Police," Review and Herald (January 31, 1974), p. 24.

2S. L. Folkenberg, "Five-Day Plans in Middle East," Review and Herald (July 25, 1974) , p. 24.

^"Workshops in U.S. Set Pace for Temperance," Better Living (August, 1974), n.p.

4"Youth Demonstrates Smoking Effects," Better Living (August,1974), n.p.

52

scanning the state of West Virginia giving temperance programs. Both

are self-supporting temperance workers and have conducted Five-Day Plans,

presented school programs, talked at reformatories and other institutions.

These two girls were awarded the special temperance award for 1974 from

the General Conference Temperance Department.

Overseas there is a big institute and congress coming up in

September of 1974. "The Far East and Pacific Congress on Smoking and

Society will be held in Singapore.2

So after more than ten years the Plan has not lost its appeal

to the would-be-nonsmoker nor to the news media. The Plan takes top

spot in year round news coverage received by the Adventist Church.

Ever growing and spreading world-wide, the Plan continues to receive

ever wider and better recognition as a Plan of special merit.

Recognition Afforded the Plan

During a series held on the outskirts of Boston, the famous

Dr. Paul Dudley White, wishing to attend incognito to observe first­

hand testimonials from participants in the Plan, was unable to restrain

himself and asked to say a few words. Launching into a thrilling

commendation of what he had seen and heard, for forty minutes he extolled * 3

¿■"Tasteful Rewards Through Temperance," Better Living (August, 1974), n.p.

^"Temperance Course at Andrews University," Better Living (August, 1974), n.p.

3"Five-Day Plan Top Story of Year, 1969," Tell (February,1970), p. 3.

53

the Plan, the denomination and its medical principles.

After several months of consultation the personnel of the

Human Resources Development Project Office, U.S. Navy were convinced

the Plan offered by the Adventists is "the best program to introduce to

Navy personnel who desire to quit smoking." The Navy signed an agreement 2in December of 1973, for introducing the Plan to all Navy personnel.

The Norwegian government, having endorsed the Five-Day Plan to

stop smoking, has now granted 100,00 Kroner ($19,000 U.S.) for the

holding of twenty-five plans in Northern Norway.3

Recently, 749 people took part in a large Five-Day Plan in

Quito, the capital of Ecuador. Many prominent citizens attended the

Plan, including the acting mayor of the city and a former minister of

education. Newspapers, radio, and TV gave not only news, but editorial

coverage. Adventists have become well-known with their effective Five-

Day Plans. Tobacco and alcohol advertising is to be banned in Ecuador

and officials have asked the Seventh-day Adventist church to spearhead , 4the nationwide program to help people stop smoking.

Dr. Alton Ochsner, whose hospital is rated as one of the five

super clinics in North America, is proud of his participation in the

Five-Day Plan^ almost from its beginning. He was the doctor who performed

^Elman J. Folkenberg, "How to Break the Tobacco Habit,"Review and Herald (October 18, 1962), p. 9.

2"U.S. Navy Joins Fight against Tobacco," Better Living (February, 1974), n.p.

3General Conference Hot Line, August 12, 1974.

^"Ecuador Ready for Harvest," Better Living (August, 1974),n.p.

54

the lung surgery in the film, "One in 20,000" which had been used in

Plans since they first began. He said that he believed in the Plan

sincerely and then added:

The Five-Day Plan has been the one plan that works better than anything else. It has been responsible for more people stopping smoking than any other plan. That is the thing that I am interested in, to get people to stop smoking.1

Although Dr. Ochsner is not a member of the Adventist church

his support of the Plan has been a strength. Recently (1974) three

hundred attended a Plan conducted in the assembly room of the Ochsner

Foundation Hospital.2

From its small beginnings more than ten years ago the Five-Day

Plan has grown until its influence has circled the globe, and it is

almost universally recognized as the best program for helping those who

desire to stop smoking. How is this successful program structured? What

component parts working together as whole contribute to the Plan's over­

all persuasiveness?

Structure of the Plan

Folkenberg and McFarland gave many thoughtful months preparing,

planning and praying for the Plan. They had visions of hundreds of teams

adopting and adapting their techniques to persuade the smoker to stop

smoking. The program was to be a model for others to follow. They

didn't want to be blind leaders leading the blind. There was much at

stake. The program was on trial. They approached their effort with

¿-Chaplain A. D. Burch, "Dr. of 'One in 20,000 Visited,'"Better Living (August, 1974), n.p.

2Ibid.

55

humility and prayer. They felt it incumbent to produce the most effec­

tive persuasive program.

As the structure for their program emerged it contained many

component parts. The persuasiveness of the rhetorical factors of the

lectures will be considered in detail in the following chapters. This

section will describe briefly those other contributing factors which

together with the lectures comprise the Plan.

Wholistic Approach

At the outset of the Plan Folkenberg made it clear that the

Plan calls for a wholistic approach. "You will battle and win over

smoking by attacking it from the physical, mental, and spiritual levels."2

Dr. McFarland subscribed to the same thesis by asserting the Plan "uses

a triple approach to stamping out the smoking habit."

The Mental Approach

The first of the wholistic tripartition with which the team

deals is the mental approach. Right at the beginning the Plan stresses

the power of right thinking and asserts that "The way you think, the way

you exercise your will, these have an immediate effect upon the rest of

your body."4

The mental approach which the team used in the Plan could be

^McFarland Interview, Collegedale, Tennessee, August 21, 1973.

9Folkenberg and McFarland, Lectures, p. 4.

3M. Carol Hetzell, "Are You Hooked?" These Times (March, 1963) ,

4Folkenberg and McFarland, Lectures, p. 7.

p. 8.

56divided into three sub-divisions: (1) fortifying the mind with facts,

(2) galvanizing the will-power and (3) adjusting the mental attitude.

Folkenberg informed his hearers at the beginning of the first

lecture, "We shall attempt to galvanize your minds into the strongest

possible decision to stop smoking,and then adds that "lasting de-9cisions are those based upon accumulation of facts."

Fact filled literature is provided to the attendee to read

quietly while waiting for the program to begin. The films present the

facts in regard to the harmfulness of tobacco. The lectures are illus­

trated with charts and graphs on the blackboard.

"A strong positive decision which galvanizes the will power

. . ."is called "a vital clue to success," in the first lectures.Not

only is the will power called the "vital clue," and the "sovereign

agency,"4 5 * but it is again referred to as "a key ... to better health and

personal happiness.

The team stresses the importance of changing the mental

attitude by bringing the mind to bear against the craving, and by

forcing the mind to think of something else during the strong desire.7

The slogan, "I choose not to smoke," is used by the participant to

adjust his mental attitude. "Self convincement by the smoker of his

1 2 Folkenberg and McFarland, Lectures, p. 2. Ibid.

3Ibid., p. 5. 4Ibid.

5McFarland and Folkenberg, How to Stop Smoking, p. 51.

^Folkenberg and McFarland, Lectures, p. 7.

7McFarland and Folkenberg, How to Stop Smoking, p. 61.

57ability to quit is vital, because no one stops smoking because of a half-hearted intention," wrote reporter Glass in assessing the Plan.^

So impressed with the mental aspects of the program was Irene

Lauck who had been a smoker for twenty years that she said, "It's just

a question of mind over body; ... I reason with myself."

The Physical Approach

The physical facet of the "well-wrapped triune package,"* 2 3 could

be epitomized in the succinct statement of the doctor, "You see we are

giving you a lot of physical fitness to help you stop smoking."4 The

doctor gives them a little anatomy and physiology in regard to controlling

the diet, prescribing the liquid intake, advocating deep breathing exer­

cises, and encouraging rest and relaxation. Dr. McFarland is emphatic in

requiring exercise as part of the Plan. He recommends walking as being

the best form of exercise.5

The Spiritual Approach

Mrs. Henry Higgins says that she believes the difference with

the Plan is the spiritual emphasis. "Now, with the Five-Day Plan I ask

God for help as they suggest. It's a fantastic thing ... It works."5

•’■Robert Glass, "Advice to Teens," Chicago's American (January 24, 1964), p. 16.

2Walt Lindenman, "It's a Neophyte," The Ministry (April, 1963, Supplement), p. 31. Reprint from Denver Post.

3J. R. Spangler, "Five Days of Enlightment," The Ministry (April, 1963, Supplement), p. 4.

4Folkenberg and McFarland, Lectures, p. 7. 5lbi<I. , p. 52.

&Mrs. Henry Higgins, "I Couldn't Quit—but I Did!" Smoke Signals (August, 1969), p. 2.

58While the team is insistent that divine aid is necessary to

assure victory, at the same time they are careful not to involve their

own religious faith in the program.1 "Creed or church" aren't important

to the success of the program, the group is told.

In the Plan the spiritual emphasis is largely confined to 3petitioning for divine aid, "in .your own particular way."

Folkenberg says, what the average smoker does not know is that

the pastor has organized a prayer band to pray for those participating

in the Plan. One woman arose one night to say, "I can't understand why

I'm breaking the habit so easily. It seems to me there are strange

forces at work here."4 Folkenberg stresses that "power and efficiency

are derived not from any well-thought out Plan but through the Holy

Spirit's blessing on intelligent effort. Herein is the key to success."* 2 3

The team has successfully combined the mental, physical and

spiritual approach into one whole appeal to the smoker to be rid of his

habit. As a Christian team, Folkenberg and McFarland, felt it incumbent

to emphasize the wholistic approach.

Advertising

Without advertising there would be no Plan, for people are

1-M. Carol Hetzell, "Are You Hooked?" These Times (March, 1963) ,p. 8.

2Folkenberg and McFarland, Lectures, p. 28.

3Ibid., p. 28.

^Folkenberg, "Break the Tobacco Habit," Review and Herald (October 18, 1962), p. 9.

3Folkenberg and McFarland, Lectures, p. 2.

59necessary in order to conduct group therapy sessions.1 Explicit in­

structions are presented in the Five-Day Plan Public Relations Kit to

be used as guide lines for the teams in their advertising through the

news media. The advertising in the Kit seems to divide itself naturally

into two segments—personal advertising and mass media advertising.

Personal Advertising

"Every convert to smoking absention becomes an evangelist of

the good word—'You can stop smoking!'"2 The largest number of new

enrollees in the Plan are recruited by a friend.3 Brochures are provided

for use of those who are inviting friends.

Mass-media Advertising

A vital part of the results of the program has been due to the

publicity received through the news media. Nearly all of this publicity

is free. Very little paid advertising has been done. The Kit contains

directions for preparing a Fact sheet for the use of managers, directors

and reporters. Spot announcement’ suggestions are included in the Kit

for both radio and TV.

In early instructions for setting up Plans no mention is made

of contacting TV stations, but in later revised Kits very detailed

instructions for making contact with this media are included. The ground

1-David Potter and Martin P. Anderson, Discussion (Belmont, California: Wadsworth Publishing Company, Inc., 1966), p. 68.

¿Editorial, "Churches Declare War Against Cigarettes!"National Informer (April 5, 1964), p. 9.

3E. J. Folkenberg, "The Colonial Press Story." (Mimeographed)

60work for good TV coverage must be laid well in advance, according to

the Kit. It suggests that the initial contact at the TV stations should

be made about one month in advance.1

All these directives may be overwhelming to the novice at

handling the publicity, but the instructions have these encouraging

words, "Through repeated intelligent contacts . . . your skills in

handling publicity rapidly increase."

Sample newspaper releases for use in conducting the Plan are

also included in the Kit.

The first break-through in newspaper coverage came in early

pilot Plans held in 1963. Newspapers ran excellent daily features and

gave extensive coverage.3 The first pilot Plan in Washington, D.C.,

received unusual coverage. The Plan was given front page coverage for

six consecutive days. The United Press picked up the story and gave

coverage in 500 newspapers.* 2 * 4

The attendance at the Plans and the success of the endeavor

appears to be directly related to the care with which the mass media have

been given advance notice of Plans.

Setting and Atmosphere

Setting and atmosphere are factors which lie outside of both

the persuadée and the speaker's proposal and which would appear to be

¿-Public Relations Kit, p. 3.

2Folkenberg, "How to Set Up a Plan,"p. 3.

3Ministry (April, 1963, Supplement), pp. 10, 15.

4Ibid., p. 23.

61irrelevant to the issues leading to a decision; nevertheless, Oliver

states that these factors play important roles in influencing the

participant's reaction.'*'

Folkenberg felt that the setting was worthy of attention and

outlined his ideas on this subject in a paper, "How to Set Up the Five-

Day Plan." He is very specific in outlining the principles to guide in 2this phase of the program.

The first step, according to Folkenberg, is "to secure the best

possible meeting location"3 and he stresses that the location must be

commensurate to the high caliber of the program.4 Folkenberg advised:

Because your program will be high-class, your advertising and the printed supplies are first class material, then by all means don't settle for some run-down, second class meeting place.5

"When you wish to attract high caliber people to your program

then set your eyes on the best meeting place in town."5 since these

clinics are usually conducted as a free community service, excellent

facilities will at times be made available without charge. Folkenberg

also was concerned for the comfort of the group. He counselled, "Watch

lighting, room temperature, and seating arrangement."

-'-Robert Oliver, The Psychology of Persuasive Speech (New York: Longmans, Green and Co., 1942), p. 90.

^Folkenberg and McFarland, Lectures, p. 1.

^Folkenberg, "The Claremont Story," p. 1. 4lbid.

^Folkenberg, "How to Set Up the Five-Day Plan," p. 2. (Mimeographed)

^ibid., p. 2.

^Potter and Anderson, Discussion, p. 71.

62Much care was given by the team to creating a proper atmosphere

in the place. Because many of the people attending the clinics are

apprehensive, jumpy and nervous^an atmosphere conducive to relaxation

is needed. "Low-level music can do much to set your audience at ease while waiting for the program to begin," according to the manual.* 1

Another important part of the setting is personnel—they should

be representative of the high class program and neatly dressed, friendly2and well mannered. This is part of the ethical appeal of the Plans.

Folkenberg would agree with Oliver who stated that, "The effect of per­

sonal cleanliness, neatness and of dress that is appropriate and unob-3trusive can hardly be overemphasized."

The team was explicit about the arrangement of furniture and

the setting up and testing of audio visual equipment. "Acting with

general precision will do much to instill confidence in the hearts of

your audience," urged Folkenberg.

Effective communicative accourtements help create the proper

setting and atmosphere of the Plans conducted according to the criteria

of the original team.

Literature

Another persuasive technique used in the overall program is

providing appropriate literature. Each participant is to be given

-*-Folkenberg and McFarland, Lectures, p. 1.

2Folkenberg, "How to Set Up the Five-Day Plan," p. 4.(Mimeographed)

3Robert T. Oliver, The Psychology of Persuasive Speech, p. 99.4Folkenberg and McFarland, Lectures, p. 1.

63something attractive to read while waiting for the Plan to begin.1

Pastor Folkenberg gave those in attendance printed material on the lec­

ture for the evening. This was to serve as a source of reference. The

printed material serves as supportive material. Reading reinforces what

the listener hears at the clinic.

The majority of the literature is largely factual material and

statistics. There is a presentation of a whole armentarium of scientific

facts that clearly indict cigarette smoking. Perhaps one of the most

moving pamphlets that pertains to the logical-affective dichotomy is by

a reporter, Mark Waters. The title alone is effectively charged, "It's

Too Late for Me."2 His physician had performed surgery for lung cancer,

but the disease had spread. He knew when his death was approaching. He

wrote his own obituary just five days before he died, on which he made

corrections only hours before death came. He presents several motives

for breaking the habit. The primary motive is that of self-preservation.

The duality of the logical pathetic appeals make it one of the most

effective pieces of literature given.

Smoke Signals is a monthly periodical which makes available

to teams a number of attractive 4-page leaflets for distribution in

connection with Plans. The modalities suggest the use of this literature

and also recommend the Paul Harvey pamphlet, "Why Quit Smoking?"3 4

¿■Folkenberg and McFarland, Lectures, p. 1.

2Mark Waters, "It's Too Late for Me," Reprinted from the Star Bulletin, February 1, 1966.

3Ibid.

4Paul Harvey, "Why Quit Smoking," Printed by permission ofA.B.C.

64An abundance of free materials for distribution is made

available by the American Cancer Society and the American Heart Associa­

tion. These materials are widely used in the Plans.

The use of many inexpensive books are also recommended for use

by the team. An abundance of printed materials are used by the teams

to buttress the desire to stop smoking and heighten the resolve to

change his habits.

Films

It was the team's theory that films serve to reinforce the decisions made night by night.'*' Dr. McFarland and Folkenberg advocate

the use of films as an adjunct to their lectures to persuade smokers to

overcome the habit. One of the most effective and popular films is

"One in 20,000." This film was first produced in 1954, in full color.

This was the first major film to portray the relationship of smoking and

lung cancer. It features the world-renowned surgeon, Dr. Alton Ochsner.

The film tells the story of a heavy smoker who discovered he has lung

cancer and shows the surgical removal of the cancerous lung. The proli­

feration of lung cancer caused the American Temperance Society to add

a trailer to the film. In 1964 the following announcement was sent out

to all pastors and persons using the film:

A new trailer has just been produced for the popular tobacco film, "One in 20,000." This trailer will call attention to the fact that since the film was made, yearly deaths from lung cancer in the United States have more than doubled and are coming toward 50,000 a year.* 2

^-Folkenberg and McFarland, Lectures, p. 1.

2Jesse 0. Gibson, "New Trailer for One in 20,000," Review and Herald (February 13, 1964), p. 24.

65"One in 20,000" has been described as a film that can change

a person's life. That statement is no exaggeration and likely thousands

of former smokers can testify to that fact today.1

The psychological and communicative factors of motion picture

films are discussed by Dr. Oosterwall of Andrews University in an

article, "The Magic of Movies." He proposes that "movies are one of the

most typical expressions of our times . . . and have become a most power­

ful form of communication."2 One great film maker said, "We are making

the man of tomorrow."3

The powerful persuasive forces of the films used in the Plan

are based on the identification of the participants with the patients

in the films. The viewers actually are diagnosed as cancer victims,

experience the pain and fear connected with the surgeries, and undergo

the related traumas, all this vicariously through the medium of the film.

Psychologists call this phenomenon the "Carpenter-effect,"—the fact that

nobody can follow a movement without imitating it to some extent. The

degree of imitation varies with various age groups and other factors.

Identification is both willed and against our wills, it may be conscious

or unconscious. Every film exerts irresistible influences to imitate.

Dr. M. Kelhacker, professor of pedagogics at University of Munich says

that adults experience more the emotions as reality.3

-^•Activities (December, 1963) , p. 6.

2Gotfried Oosterwall, "The Magic of Movies," These Times (November, 1970), pp. 24-26. Hereafter referred to Oosterwall, "Movies."

3Ibid. ^Ibid., p. 24.

3Ibid., p. 26.

66The Plan calls for showing a film each evening. Other films

prepared for use with the Plan are: "Cancer by the Carton,” "Time

Pulls the Trigger," "Beyond Reasonable Doubt," and "Countdown."

The sequel to "One in 20,000" is "Countdown," with a space age

theme. The action is filmed at Cape Kennedy and the N.A.S.A. headquarters

in Houston, Texas. This film includes a lung cancer operation using the

latest techniques.

A new film is being produced in 1974 entitled, "I'm Sorry,

Baby." It will be a 25 minute full color film and features smoking's

impact from before birth and follows the life of a young baby showing the

assault of smokers on her life until the loss of her mother from cancer

and heart complications due to smoking.1

The films used in the Plan are honest films. All medical per­

sonnel are the medical person they are playing. The doctors are really

doctors. The operations are real operations on real people, and sights

and sounds are authentic. So authentic that often those viewing the film

and undergoing the surgery through substitution may actually pass out.

The use of films is an integral part of the Plan. It was

estimated in 1970 that seventy-five million people had witnessed the

original Five-Day Film—"One in 20,000." It has been shown around the

world and issued in fourteen languages. In at least three countries—

England, Denmark and the Soviet Union—it has been a major factor in 9igniting a nation-wide educational program against smoking. Such is

¿-"New Film Being Produced - Rights of Non-Smokers," Better Living (February, 1974), n.p.

2Seventh-day Adventist Encyclopedia, p. 1301.

67the power of the use of the films in the Plan.

Silent Language

According to Dr. Edward T. Hall, a leading American anthropolo­

gist, the concepts of space and time are tools with which all human beings

may transmit messages. "In the everyday but unspoken give-and-take of

human relationships, the 'silent language' plays a vitally important role."l Dr. Hall summarizes his theories about place . . . Ultimately

everything man does involves interaction with something else."

Space

Participants come to the program with possible apprehension2and fear. Friendliness is imperative. It is incumbent that all members

of the team come close to those in attendance,* 4 says Folkenberg. This

close association is in the "close personal"5 distance zone discussed by

Hall. It is a distance that tends to intimacy and is close enough to

enable us to grasp the hands of the other.6

A number of the directors of Plans indicated that the most suc­

cessful Plans were conducted for smaller groups of twenty to forty mem­

bers. They found that they could come closer to the individual in a more

informal manner and learn to understand their problems more intimately.7

■'"Edward T. Hall, The Silent Language (New York: Doubleday &Co., 1959), Dust Cover.

2Ibid., p. 62. ^Folkenberg & McFarland, Lectures, pp. 1, 2.

4Folkenberg, "How to Set Up the Plan," p. 4. (Mimeographed)5Hall, The Silent Language, p. 62.7Interview with Harold Wynne, Portland, Oregon, July, 1972.

68Goffman in his book, Behavior in Public Places, discusses

"communication boundaries." He states that it is important to keep

"talk lines" open. When two persons carry on a conversation over a longdistance, all intervening persons must remain out of the line of talk.1

Goffman discusses this as follows:

Space will, of course, ensure that "talk lines" are open . . . that persons addressing one another will have no physical obstruction to block the free exchange of glances.

... we also find control of sound so that the various units in the situation can proceed with their business at hand without being jammed out of operation.2

Larger group Plans use a personable gentleman, called the

"mike man," who moves about among the participants bringing the mike to

those who wish to speak. The "mike man," being an integral part of the

team, can help by his smiles of approval and encouragement. He seems to

become more personally acquainted and more involved in the participant's

problems than do the directors of the Plan, no doubt due to his closer

proximity to them.

Place

While the proxemics of space plays an important part in the

science of the Plan, avoiding the place of temptation to smoke is another

fascinating use of the principles of proxemics in the Plan.

McFarland emphasizes the need to avoid familiar situations con­

nected with the smoking habit, and cautions them to stay away from

^Erving Goffman, Behavior in Public Places (The Free Press, 1969), p. 161.

2Ibid.

¿Folkenberg, "Setting Up the Lectures," p. 2.

69places associated with their smoking. Most smokers do not realize

what a large role time and place play in their desire to smoke.1 2

Time

While all do not handle time in the same way, all Americans

feel very strongly about time because they have been taught to take it 2so seriously.

The whole program of the Plan is built on structured time.

There are five ninety-minute sessions. The Plan is to begin at seven-

thirty and be out "precisely" by nine.3 In order to encompass the full

program, each person must stay within his allotted time limit, and the

Plan must move with clock-like precision.

The skillful use of time establishes confidence in the heart of

the audience. Between the speaker and the listener there must exist a

mutual reciprocity.

Buddy System

A buddy system, similar to the Alcoholics Anonymous method, is

one of the modalities prescribed for the Plan. This system of non­

smoking "togetherness" is a vital link in the success of the campaign.

Each smoker chooses a partner to mutually encourage each other over the

difficult spots in quitting the habit.

folkenberg and McFarland, Lectures, p. 15.

2Hall, The Silent Language, p. 31.3Folkenberg and McFarland, Lectures, pp. 1, 15.

^"Five-Day Plan to Stop Smoking," Seventh-day Adventist Encyclopedia Commentary Reference Series, Voi. X, 1966, p. 409.

70Gordon Hewlett, chaplain, says that the buddy system is one of

the best helps in the struggle against the habit.’'" Dr. Alton Ochsner

9feels the buddy system helps a great deal.

The directors declare in the Plan: "This," the buddy system,

"is absolutely imperative!"3 The control booklet calls it "vital."4

Robert Glass, a reporter for the Chicago's American, analyzed

it this way:

Few can lick the habit alone ... A friend at the right moment can act as a deterrent. . . . Luckily, whenever I craved a cigarette I always had somebody to call.5

"A will-power booster" is what John Culane calls the help of

the buddy, "when the resolve is dwindling."

0. J. Mills stressed the importance of the correct approach to

the buddy system. "We stress," he said, "that the purpose of the buddy

system is not to call for help, but to offer assistance. In calling to

help their buddy, they are strengthened."

A certain amount of role playing seems to be involved in this

effort to encourage and reinforce one another's resolve. When one partner

^Gordon Hewlett, chaplain, Hinsdale Sanitarium and Hospital, Personal Interview, October 10, 1972.

2Alton Ochsner, "Smoking and Lung Cancer," Interview with Dr. Ochsner by Francis A. Soper, editor, Listen magazine, These Times (March, 1969), p. 9.

3Folkenberg and McFarland, Lectures, p. 16.

4Folkenberg and McFarland, Control Booklet, p. 12.

^Robert Glass, "Reporter's Fight to Kick the Habit," A Series, Chicago American (January 20, 21, 1964), p. 16.

6o. J. Mills, Personal Interview, March 16, 1971.

71calls the other and says, "I called to give you courage," he is assuming

the role of the therapist. The very act of making the contact takes the mind off self and causes them to think of the other person," says Mills.1

Dr. Harry Tiebout points out the advantage of the buddy system.

"The buddy approaches his suffering brother not from the superiority

and strength of his position of recovery, but from the realization of his

own weakness."2 * The fellow participant can talk to the other member

"not in a spirit of power but in a spirit of humility and weakness . . .2He does not sit in judgment of another but in empathy with him." This

common ground of a mutual problem seems to be the path on which the 4buddies can meet and help each other as no one else can.

Participants and directors seem to be agreed that one of the

main strengths of the Plan lies in its buddy system.

Personal Control Booklet

What is the control booklet? Folkenberg calls it "a powerful

aid in disrupting your habitual chain of smoking." It was prepared to

help the participant mount an hour by hour assault against the tobacco

habit. It is the "How-to" of the Five-Day Plan.^

The control booklet discusses the reason why thousands, who

boast that they can give up smoking any time, are not doing it.

¿-O. J. Mills, Personal Interview, March 16, 1971.

2Harry M. Tiebout, M.D., as quoted in Alcoholics Anonymous (New: Alcoholics Anonymous World Services, Inc., 1955), p. 89.

¿Ibid. 4Ibid.

^Folkenberg and McFarland, Control Booklet, p. 1. ^Ibid.

72The majority lack a comprehensive, all-out plan of attack

based on sound physical, psychological principles designed to strengthen the will and overcome the habit.1

The control booklet prepared by McFarland and Folkenberg to

be used in conjunction with the Plan' provides this "comprehensive, all- 2out plan of attack" that is needed. The preparation of the control

booklet shows the earnest concern of the team to help the participants.

Because smoking is so deep-seated a habit, involving every

waking moment and act, it is necessary that the Plan provide a positive3plan of action that reaches into "every minute of one’s waking life."

The control booklet is a directive of what the participant is

to do to help himself. The pastor, who introduces the control booklet

to the class, assures them that the difficult hours ahead will be greatly 4reduced, "IF YOU WILL FAITHFULLY FOLLOW YOUR DAILY PLAN!"

Participants as well as directors give a lot of credit to the

use of the routines prescribed in the booklet. Jim Hampton writing

about his experience in quitting says, "I followed the plan to the letter."* 3

Cynthia McKee, a news editor for the Claremont, New Hampshire, Daily Eagle

credited her victory over tobacco to "a lot more order and control when

you use the Plan."®

folkenberg and McFarland, Lectures, p. 13. nControl Booklet, p. 3.

3M. Carol Hetzell, "Are You Hooked?" These Times (March, 1963).

^Control Booklet, p. 2.

3Jim Hampton, "Papa, Are You Going to Die From Smoking?" These Times, p. 28.

®Cynthia McKee, "Who Wants to Say He Can't Quit Smoking?"Reprint from Daily Eagle, March 10, 1962.

73Their outlined schedule for the next twenty-four hours is pre­

sented to the participant each evening near the close of the session.

These pages contain strenuous detailed instructions for every waking

hour. The program is compartmentalized into five sections so that the

group member cannot look too far ahead. If they knew all that they had

to do, they might become discouraged.

On the first night the pastor has the ushers pass to each one

an attractive red plastic snap binder, with the words, "Your Five-Day

Plan," stamped in gold leaf on the front.The staff have already

inserted the first day's instructions, pages one to twenty. Beautifully

produced and profusely illustrated with action photographs that demon­

strate the prescribed actions, the booklet is in keeping with the general

fineness of the program. They will find as they open the cover that the

opening page welcomes them to the "FIVE-DAY PLAN TO STOP SMOKING AND EVENMORE, WELCOME TO BETTER LIVING!"* 2

Are there certain advantages or benefits in having the direc­

tives in a permanent printed form? Is the control booklet a necessary

adjunct to the lectures? Brack and Hance talk about those listening to

a lecture who do not, "hear all that is said."3 First of all, many have

not trained themselves to listen to or interpret the message. They may

"consciously or unconsciously hear only those parts that they wish to

hear, or they may be "formulating rejoiners" about points with which they

iFolkenberg and McFarland, "Program Outline," p. 1.

2Control Booklet, Cover.

3Brack and Hance, Public Speaking and Discussion, p, 228.

74are not in agreement.1

The booklet is a small visual aid to help in retention of the

principles of the Plan. It is claimed that we retain only ten percent

of what we hear but that efficiency is greatly increased by seeing as 2well as hearing.

Unless the participant has mental agility or is very skilled

in taking notes, he would soon be lost in the maze of instructions but

thankfully he has in his hands the control booklet to keep him on the

road to victory.

Slogan

The slogan, "I choose not to smoke" is the first thing that

the participant sees when he enters the meeting room. Many Plans have

it printed on a large banner across the front of the room or written in

large letters on the blackboard.3 It is given the place of prime impor­

tance. It is the first principle that is presented on the opening night.

The psychological nature of the habit is discussed and the slogan pre­

sented.4 The participants are taught to "chant the slogan in union—like

sing-along with Mitch."5 The group are taught to meet each temptation to

smoke by using the slogan.

¿•Harold A. Brack and Kenneth G. Hance, Public Speaking and Discussion for Religious Leaders (Englewood Cliffs: Prentice-Hall, Inc., 1961), p. 228.

¿Gordon Dalrymple, "Communication of Evangelism," Lecture, Chattanooga, Tennessee, October 19, 1972.

¿Theodore Irwin, "The New Five-Day Plan to Stop Smoking,"Pageant (August, 1963), p. 100. Reprint.

4Hetzell, These Times (March, 1963), p. 13. ¿Ibid.

75Dr. Dale, who is the director of the Plans at Hinsdale Sani­

tarium and Hospital, calls the use of the slogan the "first-line of defense against the temptation to smoke."1 Robert Glass in reporting

2his victory over tobacco calls the slogan the "magic phrase."

The team tell how repeating the slogan aloud helps:

If a person can repeat a half-truth often enough, he actually comes to believe it all to be the whole truth. In repeating the decision, "I choose not to smoke," people discover within them­selves a positive, growing resistance to the physical craving for tobacco.3

Chaplain Ward, of Walla Walla General Hospital, in telling about

the motto for the program, assessed the value of the slogan by saying

"Choice is the essence of it all."^ The member must first surrender.

He must come to the place where he admits he is licked and accepts the

fact that he needs help. This surrender, "I choose not to smoke," seems

to be the disciplinary action that is needed.®

Another power of the slogan lies in its ability to alert the

attention. A speaker cannot expect the audience to respond to his

verbal message unless he can succeed in getting them to focus their

attention on it. Roy Garn, in his book, The Magic Power of Emotional

f. A. Oliphant, "Want to Quit," These Times (January, 1969),p. 23.

¿Robert Glass, "Smoking Reporter Taking the Cure," Chicago's American (January 21, 1964), p. 2.

^McFarland and Folkenberg, "How to Quit Smoking," p. 15.

fave Schwantes, "A Look at WWG's 5 Day Plan," Gleaner (July 17, 1972), p. 6.

5Ibid.

76Appeal, tells of the use of a slogan to attract attention, break the

"preoccupation," and aid the memory.'*'

According to Minnick repetition is one of the stimuli that

attracts involuntary attention. "Repetition of a thought in different

words—or in exactly the same words, as is the case with slogans—is 2effective in stimulating an audience to attend to a speaker."

The value of the slogan appears to lie in its repetition. The

Plan has made abundant use of repetition of the slogan. It is repeated

frequently to oneself or chanted together in unison. The group member

is urged to rely on its use to help him in times of crisis. The slogan

holds a primary place in the modalities of the Plan.

Group Therapy

The manual for the Plan is entitled, Group Therapy Lectures.

The title assigned by Folkenberg and McFarland seems to imply the duality

of their approach. They combined a program of lectures with group

therapy sessions. Folkenberg's words of welcome at the opening night

session point up the importance of the group therapy aspect:

May I welcome you to the first Group Therapy Session of the Five-Day Plan to Stop Smoking in which many principles of Group Therapy will be presented during the five sessions.3

What is group therapy? Webster's definition of the term group

therapy seems to aptly describe the Plan. His definition reads:

1Roy Garn, The Magic Power of Emotional Appeal (Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1960), p. 15.

2Minnick, The Art of Persuasion, p. 59.

3Folkenberg and McFarland, Lectures, p. 2. (underliningsupplied)

77A therapy in which patients with same diagnoses are brought

together to share their difficulties in a group discussion, designed to build morale and stimulate interest.1

Cynthia McKee, news editor, for the Claremont, New Hampshire,

Daily Eagle, reports on the Plan and tells how it works:

The basic deterrent, I think, is group therapy . . .You quit smoking and so do a lot of other people. You know you're going to hear from your 'buddy' some time during the day, and that you'll return to class that night. Who wants to report failure?2 *

Theodore Irwin made this evaluation: "In essence, the Plan

involves group therapy—evidently it's easier to abandon cigarettes if□you're surrounded by fellow victims ..."

The programming of the Five-Day Plan allows time for group

interaction. A period of time is devoted to participants telling their

own experiences and time is taken for questions and answers by the dir­

ectors.

McBurney and Hance point out that the leader who desires to

establish an atmosphere that will be conducive to good interaction will

cultivate a climate of "informality, friendliness and vitality."4

Baird feels that the few minutes before the session begins

ought to be used for sociability. Any break time gives another oppor­

tunity to know your group. Post session exchanges also will serve to

¿■Webster's Collegiate Dictionary.

2Cynthia McKee, Daily Eagle, March 4-10, 1962. Reprinted under the title, "Five Days to—Freedom." (underlining supplied)

¿Theodore Irwin, "The New Five-Day Plan to Stop Smoking," Pageant (August, 1972), p. 99. (underlining supplied)

4McBurney and Hance, Principles and Methods, p. 43.

78build the rapport that increase the interaction.

The friendly hand is extended early in the Plans, when the new -

comer is met at the door by smiling hostesses. Post session refreshments

are served in many of the Plans, while the leaders circulate among the 9group learning names and conversing with the participants.

The friendly spirit of the leader is unquestionably a most

important factor in.stimulating the interaction; he can do much to break

the ice, and his encouragement will do much to "unlimber" the group.3

The directors in addressing the group call them "friends," after

the first night. On the second night the pastor says, "Now friends,

. . . "4 As the program guide points out, by the third night the "reserve

and suspicion have largely vanished leaving an excellent spirit of

fellowship and warmth."® By now they are "relaxed and certain."®

Vitality is McBurney and Hance's third requirement for good

interaction. This is very evident in the group discussions at the

Plans as the writer has observed. During this time the group really

comes alive. The discussion will be "vigorous," says the doctor in

describing the third night group dynamics session.?

f. Craig Baird, Discussion, Principles and Types (New York and London: McGraw-Hill Book Company, Inc., 1943), p. 91.

2Chattanooga and Hartford Plans.

3McBurney and Hance, Principles and Methods, p. 43.

folkenberg and McFarland, Lectures, p. 15.

®Folkenberg and McFarland, "Program," p. 3. fbid.

folkenberg and McFarland, Lectures, p. 45.

79The group therapy is one of the strong factors in the success

of the Plan. Jim Hampton in telling of his experience with the Plan

says it took the combined efforts of "a minister, several doctors and

200 other smokers who suffered with me."3-

Summary of Emergence and Structure

of the Plan

The emergence of the Five-Day Plan grew out of the background

that both McFarland and Folkenberg had in the health message emphasis

of the Seventh-day Adventist Church. Educated as they were in the

private schools of the Adventists they had been taught the principle of

service to mankind, and both men devoted themselves to helping others,

one in the ministry and the other as a doctor.

The health message of the Adventist church had its beginnings

in the teachings of Mrs. Ellen G. White, a leader and spokes-woman for

the church, and the work of Dr. John Harvey Kellogg both of whom re­

garded the preservation of the physical, the mental and spiritual powers

of prime importance.

The use of tobacco had almost from its inception aroused a

controversy in regard to its use. The controversy had three aspects—

the moral issue, the health issue, and the legal issue.

The evidence against tobacco that accumulated was convincing,

but many faced with the need to quit smoking were unable to do so

without help. In order to meet the need of these people who desired to

stop smoking for physical or moral reasons both Folkenberg and McFarland

kjim Hampton, "Papa, Are You Going to Die?" These Times, p. 28.

80determined to develop a program to help them. Brought together to

labor in the same vicinity they discovered that they had a mutual burden

and they determined to work together on a plan to aid the would-be-

non-smoker.

In Taunton, Massachusetts they implemented their first Plan.

After a period of experimenting with the program they were ready to

discuss their Plan at the General Conference of Adventists in 1962. A

series of pilot programs were conducted in various sections of the U.S.

to train other doctor-minister teams to conduct the Plan using the

modalities as developed by Folkenberg and McFarland.

The Plan received the official approval of the Adventist Church

in 1963 and was adopted as a public service program of the church. The

Plan was originally copy-righted by the Team but later became the pro­

perty of the church under the aegis of the General Conference Temperance

Department.

After the Plan was adopted 450 teams were trained. The Plan

spread rapidly across the U.S. being held in most of the major cities.

In 1964, it reached overseas and in ten years the Plan had been held in

more than 100 countries.

By 1972 it was estimated, by the Adventists, that more than

ten million people around the world had stopped smoking as the result

of the Five-Day Plan. Its popularity shows no sign of waning. It

continues to reach into new countries and untried areas.

In 1973 the Adventists were sponsoring an average of ninety-

four Plans a week. It is a continuing service of most Adventist hos­

pitals in the U.S. and is sponsored more or less regularly by most of

81their churches.

In 1974 three regional workshops were held in the U.S. to

strengthen the Plan and study new techniques and programming for an

ever expanding program. Overseas a large institute and congress will

be held in Singapore—The Far East and Pacific Congress on Smoking, in

September of 1974.

The structure of the Plan that evolved while the Team worked

on the modalities for more than three years was a multi-pronged com­

municative thrust. Some of the adjuncts to the lectures will be

summarized in the paragraphs that follow:

(1) The lectures are a wholistic approach to the mental,

physical and spiritual need of man.

(2) The "How to Advertise Kit" recommends the full use of the

mass media for advertising the Plan, but states that the most effective

method of recruiting enrollees is the "one to one" invitations of past

participants to new members to join the group.

(3) The best possible location for the Plan is to be sought

and should be commensurate with the high caliber of the Plan. The

atmosphere is to be conducive to relaxation.

(4) The array of printed literature that is provided to the

student presents the latest factual information on smoking and serves

as a recapitulation of many of the facts given in the lectures.

(5) One hard-hitting, colorful, factual film is shown each

evening and is an integral part of the Plan. The powerful persuasive

impact of the films is based on the identification of the group member

with the patient in the films. The oldest and most popular of the

82films, "One in 20,000," has been produced in fourteen languages, and

shown to seventy-five million people around the world and has been the

"major factor in igniting a nationwide educational program against

smoking in three countries, England, Denmark and the Soviet Union."

(6) The silent language of the effective use of proxemics—

space and place—and time is carefully spelled out in the directives.

Smaller groups, between twenty to forty students, where the Team comes

into closer proximity with the participant, have been found to be the

most successful.

(7) The buddy system, someone to encourage and someone to

encourage you, is a vital will power booster.

(8) The control booklet is a comprehensive all-out attack on

the habit that reaches into every minute of one's waking day while

the member is attending the Plan.

(9) The slogan, "I choose not to smoke," is the first line of

defense against the temptation to smoke. This magic phrase alerts

attention, serves to break the pre-occupation and aids the memory by

repetition.

(10) The Plan is a group therapy session where patients with

the same problem are brought together and the group is a basic deterrent.

You're not alone; you feel the interaction; and it's contagious.

The multi-pronged thrust of the communication in the Plan was

called by Theodore Irwin, in Pageant magazine, "an all-out attack against

the use of tobacco.

83

PART TWO

A DESCRIPTIVE ANALYSIS OF THE FIVE-DAY PLAN LECTURES

84

PART TWO

A DESCRIPTIVE ANALYSIS OF THE FIVE-DAY

PLAN LECTURES

The history of the Five-Day Plan to Stop Smoking, including such

multi-media stimuli as influenced the molding of the Plan, having been

considered, effort will now be concentrated on the appraisal of the lec­

tures of Folkenberg and McFarland.

According to Aristotle, rhetoric is defined as "The faculty of

discovering in the particular case what are the available means of

persuasion."1

This section of the study will be an evaluation of the speaking

of the originators of the Plan in terms of the recognized canons of

rhetorical persuasion. As outlined in the introduction these cannons are:

invention, arrangement, style, memory and delivery. Following explana­

tory remarks regarding these five canons the writer will examine the

lectures of Folkenberg and McFarland for the five nights. Consideration

will be given to the classical constituents of Rhetoric as they relate to

standards of criticism set forth by Aristotle, Cicero, and Quintilian.

The standards of John Broadus, modern rhetorician and homletician and the

theories of Thonssen and Baird in Speech Criticism will also be utilized.

¿■Aristotle The Rhetoric (translated by Lane Cooper) , p. 7.

CHAPTER III

INVENTION AS EMPLOYED IN THE FIVE-DAY PLAN

Invention "involves the attempt on the part of the orator, as Cicero says, to find out what he should say."1 * It embraces not only the

surveying of the subject, but also the search for arguments suitable to

the given rhetorical effect. Further it includes the entire investiga­

tive undertaking such as the logical, emotional and ethical modes of2 ... persuasion. McBurney amplifies this by stating:

It is the art of exploring the material to discover the lines of reasoning suitable to the discussion in any given case. It includes the study of kinds and methods of reasoning, refutation and fallacies, and is that part of rhetoric most closely related to logic.3

Baldwin, in his Ancient Rhetoric and Poetic, maintains that in­

vention in Aristolelian language is the discovery of all the extrinsic4means of persuasion or more simply survey of the material and forecast.

Aristotle deemed the cannon of invention of supreme importance

and therefore gave more considered attention to it than the other four.®

-'-Cicero De Oratore (translated by E. W. Sutton), Book I, p. 99. nThonssen and Baird, Speech Criticism, p. 79.3James McBurney, "The Place of the Enthymeme in Rhetorical

Theory," Speech Monographs (1936), p. 49.

^Charles Sears Baldwin, Ancient Rhetoric and Poetic (Gloucester, Massachusetts: Peter Smith, 1959), p. 67.

®Ibid.

86This organizer and s.ystematizer of rhetoric dichotomized invention to

embrace two kinds of proof—the artistic and non-artistic. The artistic

proofs are supplied by the speaker whereas the non-artistic existed

independent of him.1 *

Artistic proofs

The artistic proofs include the speaker's use of ethical, emo- 2tional, and logical proof. The speaker's character, intelligence and

good-will are established in ethical proof. A speaker's pathetic or

emotional proof includes those devices which help put the audience in a

frame of mind to receive the speaker's ideas. The materials for logical

proof according to Aristotle are the enthymeme and example.

Ethical constituents of the Plan lectures

By Aristolelian standards of rhetoric ethos is one of the most

powerful means of persuasion. The ethical proof arising out of the

speaker himself is a basis of persuasion when the speech is so presented

as to make him worthy of belief or to create an impression on the audi­

ence to provide credibility to his communication. There are three stan­

dards of judgment by which a speaker is measured for his ethical proof.

A speaker has the confidence of his hearers, says Aristotle, if he

portrays good character, good sense (intelligence), and good will.3 Both

classical and contemporary rhetoricians are in agreement on these three

elements of character, sagacity or competence, and good will as the con­

stituents of ethos.4

i 2^Aristotle The Rhetoric, p. 8. Ibid.

3Ibid. 4Ibid., pp. 8, 9.

87Character

Character, the first constituent of the ethical trichotomy will

now be considered. This ethical component can well be comprehended by

Quintilian, the inimitable pedagogue, who said, "Let the orator, then

whom I propose to form, be such a one as is characterized by the defini­

tion of Marcus Cato, a good man skilled in speaking."1

The components of character according to Thonssen and Baird are:

In general, a speaker focuses attention upon the probity of his character if he (1) associates either himself or his message with what is virtuous and elevated; (2) bestows, with propriety, tempered praise upon himself, his client, and his cause; (3) links the opponent or the opponent's cause with what is not virtuous;(4) removes or minimizes unfavorable impressions of himself or his cause previously established by his opponent; (5) relies upon authority derived from his personal experience; and (6) creates the impression of being completely sincere in his undertaking.2

Associates either himself or his messagewith what is virtuous and elevated.—A central theme of the Plan is the

need for self control and temperance which will result in good health

and happiness. By advocating temperance their program would be considered

virtuous according to Aristotle, who called temperance one of the virtues.3

Directly following a paragraph on virtues Aristotle emphasized

the excellence of health. He said:

Health, beauty and the like; for they are excellences of the body, and are productive of many things (that are good). Thus health is productive of both pleasure and of life, and hence is thought to be the best of all good things, as being the source

¿-Quintilian Institutes of Oratory (translated by H. E. Butler) ,

2Thonssen and Baird, Speech Criticism, p. 387.

3Folkenberg and McFarland, Lectures, p. 36.

I, p. 9.

88of two things which, the generality of men most value, namely pleasure and life.l

Aristotle continued to point out that health was necessary to 2live an active and happy life.

Folkenberg stated that human beings were created as God's super­

lative act and it was heaven's purpose that each person be in health.* 3

By promoting good health the team was associating themselves with one of

the good things of life.

Folkenberg and McFarland further established ethical proof by

associating themselves with that which is elevated. They considered it

a "sacred privilege" for participants to bring their minds and body into

harmony with God's basic laws.^ "Man was made in the image of the Crea­

tor. Our bodies contain a million mysteries, yet unsolved by man's

scientific wisdom.3 In another place Folkenberg stresses that "life is

sacred" and quoted David from Psalms 139:14 as saying that the body is

"fearfully and wonderfully made."® Examples are given throughout the

lectures to substantiate David's statement. Perhaps the outstanding

example used is that of the human brain. "It has been called the Master

Computer. . . it is capable of handling an estimated 100,000 separate 7messages per minute flowing from every part of the human body.

In lecture three, four and five, Folkenberg made allusions or

direct reference to God as man's Maker and Creator. They go back to the

original creation to point out God's health plan for man.

^Aristotle The Rhetoric, p. 31. ¿Ibid.

3Folkenberg and McFarland, Lectures, p. 54. ^Ibid., p. 66.

®Ibid. ^Ibid. ?Ibid., p. 34.

89The innovators of the Plan would have concurred with, the inimit­

able Daniel Webster, who when asked at what great historical event he

would have chosen to be present instantly replied, "The Creation."3- It

was felt also by millions to be dramatically appropriate when man first

circled the moon that Christmas eve—as he viewed the beautiful earth—

to read the creation chapter from Genesis.

In contra distinction to a contemporary philosophy, "God is

Dead," Folkenberg defended his cause as a noble cause and maintained that

God is present to hear and help the participant's prayer to overcome

the habit.* 2 3

A strong and relevant testimony supports the Plan's emphasis on

the elevated subject of creation. This is the testimony of the famous

astronaut, James B. Irwin:

I felt God's presence on the moon closer than I have ever felt it here on earth. I came back from the Apollo 15 flight to find it had changed my life. It was a real spiritual awaken­ing. I feel myself to be one who loves all men and women and God has given me a strong desire and compulsion to share my faith with them.3

McFarland felt that the astronauts were living close to the

guidelines that he was advocating—he told his audience that they refrained

from smoking.4

^H. M. S. Richards, One World (Washington, D. C.: Review and Herald Publishing Association, 1972), p. 39.

2Folkenberg and McFarland, Lectures, p. 29.

3"Ask Them Yourself," Chattanooga News Free Press, Family Weekly, February 11, 1973, p. 2.

4Folkenberg and McFarland, Lectures, p. 51.

90One of the strong ethical proofs tha.t both, of the team directors

used most effectively was to associate themselves, and their cause with

that which was virtuous and elevated.

Links the opponent or opponents'cause with what is not virtuous,—The opponent opposed by the team is

the hearer's recalcitrant habit. In the first lecture Folkenberg quickly

established his premise that smoking was not a virtuous cause. He

asserted that the habit was a vicious one, undermined self-control and

weakened the will power. The pastor then followed with a series of

negatives pertinent to smoking. There is, said Folkenberg, no accrument

of benefits, aid to health, increase in strength or financial gain.1

Folkenberg unequivocally named this opponent as a villian to be battledoand overcome.

The attendees were informed that the tobacco habit was deleterious

to their well being and was therefore not a virtuous habit. McFarland

called nicotine a "powerful poison which first stimulates and then par- 3alyzes the automatic nervous system." In the second lecture the doctor

said one of the many poisons in tobacco smoke is carbon monoxide, which

reduces the amount of vital oxygen to the red blood cells and this is

the reason topflight coaches prohibit smoking during athletic training.

McFarland spoke of this same effect of tobacco when it reduces the 4"vital oxygen supply." He told of aeromedical research which indicated

that pilots flying at high altitudes with diminished oxygen supply5experience "definite impairment in reason, will power and judgment."

¿■Folkenberg and McFarland, Lectures, p. 3. ¿Ibid. , p. 4.

¿Ibid., p. 20. 4Ibid. 3ibid., p. 33.

91Certainly the average smoker who is breaking the habit can look forward

not only to increased powers of physical endurance but to increased

mental efficiency as well, said McFarland.1 *

Again tobacco was called an irritant to the stomach and adversely

affects the gastric function. Ulcers of the stomach are aggravated by

smoking. The doctor said that it was impossible for an ulcer to heal if

the individual continues to use tobacco. The relationship between chronic 2gastric irritation and smoking, he said, is well established.

In the final lecture Folkenberg had the same contention with his

opponent, Lady Nicotine. Again he appealed to his audience:

Your body is the most delicate, valuable machine in the entire world. Then why do millions of the people willingly clog their bodies gumming them up with tobacco tars and nicotine?3

Eric B. Hare in appealing to Adventist youth to leave off smoking

used an unique illustration to demonstrate the statement of the Plan as

to the way nicotine clogs the body. He told his story:

Some time ago on a cigar-shop counter in San Francisco there stood a brass monkey with a cigarette constantly lighted in its mouth. The machinery inside kept it puffing day after day. One day, however, the brass monkey wouldn't work—it just wouldn't smoke! The mechanic took it apart and found the wheels all gummed up with the nicotine and tar! If tobacco will do that to a brass monkey, what will it do to you?^

The team pronounced many maledictions against the habit and links

it with much that is not virtuous.

1 9Folkenberg and McFarland, Lectures, p. 33. Ibid., p. 64.

3Ibid., p. 67.

^Eric B. Hare, Make God First (Washington, D.C.: Review and Herald Publishing Association, 1964), p. 114.

92Relies upon authority derived fromhis personal experience,—A speaker focuses direction upon the probity

of his character by directing his listeners from the knowledge gained by

his own experience, and by practicing what he advocates.

The team emphasized the trichotomy of the physical, mental and

spiritual assault against the smoking habit. McFarland testified to his

hearers how important these three areas were in his first lecture.1 2 3

Again on the third night he told those in attendance of the strength

gained by dependence on God. He further told of his own experience and

claimed that if it had not been for the help of God that he could not

have gotten through his medical studies. He continued this theme by

telling his group that "I know from personal experience and from patients

I have treated that what I have just told you is true and is vital to

your success in overcoming smoking.

Folkenberg also speaks with authority and elicits confidence as

he speaks of personal experience in communication with God by prayer.

Folkenberg was testifying by years of experimental knowledge when he

said:

But please believe me when I say that in order for you to gain a complete and lasting victory over the smoking habit, make up your mind to ask for and receive divine aid.4

Folkenberg further strengthened his ethical proof as he assured

his auditors:

^■Folkenberg and McFarland, Lectures, p. 4.

2Ibid., p. 44.

3Ibid.

^Ibid., p. 29.

93During the past several years of observing thousand of people

break the smoking habit, we have been impressed with the large percentage of heavy smokers who have been able to stop more easily and more readily than they ever thought possible.1 2

Confidence seemed to be instilled in both the directors and their

method and messages by the personal experiences to which they alluded.

Creates the impression of being completelysincere in his undertaking.—Both McFarland and Folkenberg impressed

those who observed them in action with their complete sincerity. The

writer has chosen the following examples to demonstrate ways in which

this honesty of purpose is demonstrated.

1. Professionally ethical.—Dr. McFarland stated that some participants

might feel they needed medication to aid in their struggle with smoking.

He told them that if they wanted to let your family physician know,

"he may wish to prescribe something that would help calm your nerves.

He'll know exactly what to do." He made a further bid for goodwill by

showing confidence in their doctor in whom they put their trust. He

told them:

Remember if your doctor has you on a special diet or if you are taking medicines, you must follow his directions. You may have to skip that part of the Five-Day Plan program. You can do the rest of the things we suggest.3

Dr. McFarland portrays good professional ethics in not going

contrary to another physician's orders; but rather supports his fellow

medical men by not exalting his opinions above others in the medical

field. While Dr. McFarland encourages a high fluid intake and emphasizes

¿"Folkenberg and McFarland, Lectures, p. 16.

2Ibid. ¿Ibid.

94the importance of water to the organs of the body, he again defers to the

family doctor by saying:

Now if your doctor has you on a special diet or he has you on limited fluids then you must follow his directions. We do not interfere with your family doctor's orders.3-

Certain safeguards were recommended by the Adventist church to

assure good professional ethical practices. First in order that no mis­

understanding arise among local physicians who might resent "someone

foreign" (to the territory) invading the area it was suggested that the

local organized medical authorities, say, the president or secretary of

the local medical society be contacted and "have its blessing." This

procedure is called "imperative" by the church.* 2 3

The church "insists that the program not be entered into without

the services of a physician."4 This is for the protection of anyone who

might need medical consultation due to withdrawal symptoms at clinics.

The third safeguard for the church itself and the doctor and the

participant is the recommendation that any "physician conducting a pro­

gram be adequately covered with malpractice insurance."3

Another area of professional ethics is the recognition by the

pastor of the religious preferences of the participant. Folkenberg

stated, "I'm unacquainted with either your creed or church, anyway these

■''Folkenberg and McFarland, Lectures, p. 11.

2G. E. Randolph, M.D., Associate Secretary, Medical Department, General Conference of Seventh-day Adventists, "A Doctor's Counsel," Ministry (April Supplement, 1963), p. 8.

3Ibid. 4Ibid.

5Ibid.

95aren't important to the success of this, program,"1 2 The church organiza­

tion sponsoring these clinics is careful too ''not to let it get into the

realm of 'preaching,'" J, R. Spangler, speaking for the ministerial

association that he represents said, "We strongly recommend that this

Plan be kept separate and distinct from our regular public evangelistic

program. . . . It is to be kept on a public community service level. He

further urged, "Never should we conduct this program just for publicity

or for the promotion of any department of our work,"3

There is evidence that both the directors and the sponsors of

the Plan endeavored to maintain a high degree of professional ethics.

2. Modesty.—John Ward in his System of Oratory lists sources of credi­

bility as: wisdom, integrity, benevolence and modesty.4 Although Dr.

McFarland is competent in so many areas, he is humble to admit his

limitations and shortcomings. He attempts to demonstrate something on

the blackboard. He said, "Though I'm not an artist, I would like to

draw a picture of you right here on the blackboard."5 ''It is the opinion

of the researcher that his drawings were clear and fairly well drawn.

McFarland had expertise in both writing and speaking. He was

considered by his church as a very capable student, however in his

modesty he told his hearers that if it hadn't been for God's help he

would never have passed the test to be a medical doctor.6

^-Folkenberg and McFarland, Lectures, p. 11.

2J. R. Spangler, "5 Days of Enlightenment," Ministry (April Supplement, 1963), p. 4.

3Ibid., p. 5. 4Thonssen and Baird, Speech Criticism, p. 385.

5Folkenberg and McFarland, Lectures, p. 43. f p. 44.

96Although- the medical profession i.s considered careful in its

research, and has made advanced strides, Dr. McFarland modestly admitted

his favored profession could be wrong. He gave an illustration of this:

No wonder then that the American Medical Association, in a statement made in an editorial of the Journal dated June, 1961, says, "Certain studies indicate that a vegetarian diet can pre­vent 97% of our coronary occusions." A few years ago reducing diets used to include large amounts of thick steaks. Back there we didn't realize that we were putting them on a high cholesterol diet. So you see, it is time we re-evaluate our thinking along these lines in order to get the very most out of life through better health,1

Both Folkenberg and the doctor were modest about the success of

their program. They gave God credit even though they have worked with

indefatigable energy and careful planning. They urged others to recog­

nize as they did that: "Power and efficiency is derived not from any well

thought out plan, but through the Holy Spirit's blessing upon intelligent9effort. Herein is the key to genuine success."

True greatness usually begets humility which seems to be evident

in the characters of both McFarland and Folkenberg.

In their modesty Folkenberg and McFarland appear to meet the

guideline, "Bestows with propriety tempered praise upon himself, his

client, and his cause."3

3. Trustworthy.—Folkenberg felt that a person of good character would

be an individual that would keep confidences and could be trusted. Near

the close of the first lecture the participant was asked to fill in a

¿-Folkenberg and McFarland, Lectures, pp. 55, 56.

¿Ibid., p. 62.

-¿Thonssen and Baird, Speech Criticism, p. 387.

97registration and statistical information sheet that they were handed as

they entered the room. They were promised that the information given on

these sheets would be kept in trust and would be considered to be con­

fidential matter. He told the class that:

The sheet will ask how long you have smoked, your approximate cigarette consumption, whether you've ever tried to quit before and with what success and other answers which will aid in a statistical study. Please have no hesitancy in filling in these blanks, because this information will be kept confidential. Be assured no one will call at your home. It serves as a registra­tion blank for the Five-Day Plan and will be the basis of a statistical study. Your answers are confidential.3

4. Compassionate.—It was McFarland's compassionate nature that caused

him to first become interested in developing a program of withdrawal

clinics. While making his routine hospital calls at the Mayo Clinic he

would see the painful end results of Buerger's disease, a disease caused

by restriction of the circulation in the limbs of the body. When a

patient had lost a foot or leg and was about to lose another segment of

the body the doctor would plead for them to quit smoking. Dr. McFarland

said it was a sad experience to have the patient give the pitiful reply,

"But, Doc, I can't quit."* 2

Folkenberg too was compassionately moved by the needs of men and

women with whom he came in contact. Folkenberg told how when he lectured

on the evils of tobacco he saw, "smokers leave his London evangelistic

meetings, sick, afraid, and worried and knew that he didn't have an

^Folkenberg and McFarland, Lectures, p. 13.

2J. Wayne McFarland, "The Five-Day Plan: Its History and Aim," North American Congress (April 13, 1969).

98organized program to help, he determined to develop one."

The team expressed their mutual compassionate concern for

humanity when they made a plea to those who would conduct Plans follow­

ing their outline, "Please don't forget that many smokers seated before2you are teetering on the brink of desperation."

The fruitage of this empathy for mankind caught in enslavement

to cigarettes was the Five-Day Plan.

5. Patriotic,—One is convinced of the patriotic side of Folkenberg's

character when he reads his speeches. He never speaks disparingly of

his country. Rather he left the impression that he was proud to be an

American. He speaks of "Our beloved country."* * 3 He was disappointed

that we lost battles in Bataan, Corregidor, and Wake, but was proud that

though "we lost a number of individual battles ... we won the war!"4

McFarland like-wise was a loyal citizen. In his book, How to

Stop Smoking in Five Days, McFarland expresses his concern for the

smoking youth of America. The authors of this book were deeply concerned

about the need for an urgent campaign to warn American youth of the

dangers of smoking.5 The team shared this concern with other patriotic

citizens of their nation. The late Robert F. Kennedy sponsored legisla­

tion to force the labeling of cigarettes with information pointing out

their harmful effects. In introducing this legislation he statedt,.

^Elman Folkenberg, Telephone Interview, April 24, 1970.

7̂Folkenberg and McFarland, Lectures, p. 12.

3Ibid., p. 56. 4Ibid.

5Folkenberg and McFarland, How to Stop Smoking in Five Days,p. 93.

99If there is to be any hope of changing the smoking habits

of American youth, it is essential that some restriction be placed on cigarette advertising.¿-

Surely both Folkenberg and McFarland qualified as patriotic men

with deep concerns for the future of the country.

6. Punctual.—A noticeable characteristic of the team was their

punctuality. Folkenberg believed it a test of character to be prompt

and precise in meeting appointments. At the beginning of the opening

meeting lecture the counsel for those conducting the program is, "prompt

starting and ending your program on time . . . will do much to instill2confidence in the hearts of your audience."

At the close of the first night's program, Folkenberg apologizes

to his audience: "We shall try to let out each program precisely at 9:00

though we had to start a bit late this evening.

7. Family man image.—Folkenberg and McFarland further enhance their

ethical appeal by demonstrating another facet of their character in the

"family man" posture.

Folkenberg gave evidence of his love of children in various

places throughout the lectures. He manifests paternal love as he affec­

tionately speaks of a new born baby. "Well just try holding a sweet

newborn baby for a few moments, look into that little face."4 He then

asks the question, "How much is that baby worth? Why, there's not enough

¿"Dewitt Fox, M.D., F.A.C.S., Why Not Smoke? (Washington, D.C.:Review and Herald, 1968), p. 22.

^Folkenberg and McFarland, Lectures, p. 1.

•¿Ibid., p. 14. 4Ibid., p. 65.

100money in the world to buy even a single baby-pound of that precious

child."1 2

The pastor gives a dramatic account of a frantic mother who

demonstrated her maternal love in rescuing her small boy who was struck 2down by an automobile. Folkenberg uses an analogy of a small child

learning to walk. The child falls many times, but gets up and finally

learns to balance and walk.3 Folkenberg gave the impression that he was

fond of children. He used still other examples of child-parent rela­

tionship.

Dr. McFarland also demonstrates his love of children and his

anxiety for families to be in a pleasant relationship. He reprimands

fathers for being "irritable with their children."4

McFarland stresses the point that mothers ought to be interested

in their families and know how to prepare proper food and to feed her

family well.3

The doctor felt so strongly that it was incumbent upon mothers

to care for her family's nutritional needs that he announced that if any

of the good housewives wanted good recipes for better cooking, he would

provide them with such.®

8. Prayer oriented men.—The team's experimental knowledge with God and

prayer strengthen their character credibility. Folkenberg informs

folkenberg and McFarland, Lectures, p. 65.

2Ibid., p. 36. 3Ibid., p. 56. 4Ibid., p. 44.

®Ibid., pp. 42, 43. ®Ibid., p. 52.

101participants of the need of divine aid in overcoming. This aid can be

had by asking and receiving.1

Competence

The second component of the ethical triune is sagacity or compe­

tence. Some writers of rhetorical theory prefer the term competence to

sagacity or intelligence.2 The writer has a preference for the concept of

competence and will use this term throughout this section of the paper.

Hance, Ralph and Wiksell describe competence as:

Competence is the quality that grows out of a combination of mental ability, know how, intelligence, understanding, experience with the subject, and knowledge. Listeners believe that a speaker is competent when they can say, "He knows what he's talking about."3

There is little doubt that McFarland and Folkenberg have had the

combined know how, mental ability and understanding. J. R. Spangler,

editor-in-chief of The Ministry, a magazine for the world-wide ministry

of the Adventist church, introduced McFarland as the editor of a new

health section of the magazine. Spangler wrote of McFarland's competence

as follows:

In order to accomplish our task competently and professionally we have enlarged our editorial staff.

J. Wayne McFarland, M.D., editor of the new health section, graduated from Loma Linda in 1939 and was ordained to the gospel ministry in 1949. He is uniquely qualified to give direction to the blending of health and ministerial efforts. He is a fellow of the Mayo Clinic in the field of rehabilitation. He has served on the staffs of White Memorial Hospital, Loma Linda University, the University of Southern California, Battle Creek Sanitarium

¿■Folkenberg and McFarland, Lectures, p. 29.

2Kenneth G. Hance, David C. Ralph, and Milton J. Wiksell, Principles of Speaking (2nd ed.; Belmont, California: Wadsworth Publish­ing Company, 1969), p. 80.

¿Ibid.

102

as well as Temple and Thomas. Jefferson Universities in Philadel­phia. The lists of his accomplishments and posts he has held is too lengthy to publish, He probably is. best known around the world as the co-originator of the Five-Day Plan to Stop Smoking.1

Wes French, newswriter for the Rocky Mountain News of Denver,

Colorado, was impressed with. McFarland's competence. He described the 2doctor as "a physical medicine and rehabilitation specialist."

E. H. J. Steed, world conference temperance leader of the

Adventists, in introducing McFarland to the North American Congress on

Five-Day Plans in Chicago in April of 1969, stated the following:

Dr. Wayne McFarland is a member of the Philadelphia County Medical Society's Committee on Smoking and Health; he is a member of the Clearinghouse on Smoking and Health in Philadelphia. . . .

He is an associate professor in the Jefferson Medical College.His specialty is physical medicine and rehabilitation. Jefferson College has virtually turned its program on Smoking and Health over to him and he serves as chairman of the Smoking and Health Committee for the Jefferson Medical Center. . . .3

Although Folkenberg possessed talents of a different nature, the

Adventist administrators recognized his expertise in speaking, organiza­

tion and leadership. His abilities were recognized, and he was called to

New Gallery Centre, London, England, following such pulpit celebrities

as George E. Vandeman, director of national television program, It Is

Written, and Doctor R. Allen Anderson—dean of the Adventist clergy. It

is commonly accepted in Adventist circles that the London pastorate is a

prestigious pulpit.

\j. R. Spangler, "Introducing Our New Magazine," The Ministry, XLVI (January, 1973), p. 4.

2Wes French, "His Hands Tremble, But He Stops Fuming," The Ministry, Special Report (April, 1963), p. 11.

3Five-Day Plan, North American Congress Report, April 13-17, 1969

103Willis J. Hackett, vice-president of the General Conference of

Adventists, recognized the London pastorate as having helped Folkenberg

to adjust to new audience situations. Speaking of Folkenberg, Hackett

said:

He has had experience in London, in the evangelistic center there, in dealing with people who are science-oriented and very logical thinkers who need a completely new approach to religion.* 2 3

McFarland had praise for Folkenberg's abilities. The doctor

stated in an interview that Folkenberg was responsible for orchestrating

all the facets of the Plan into an operable and pragmatic program. He2implemented the Personal Control Booklet and put the lectures in order.

There can be no question that much of the success of the Plan was

due to uniting together the complementing talents of two highly competent

men, who had had considerable experience with the subject of helping

people to overcome the harmful habit of smoking.

Experience with the subject

On the first night lecture Folkenberg establishes ethos by in­

forming the audience that the Plan is not a fly by night program. He

states that:

The major principles of the Plan have been formulated from an extensive investigation among well-informed individuals: doctors clergymen and psychologists. The program in which the audience is participating has been extensively field tested across the United States for several years with unusual success.3

The team has had .so much experience with the program as to be

3Personal letter from Willis J. Hackett, October 2, 1973.

2Personal interview with Wayne McFarland, M.D., August 22, 1973.

3McFarland and Folkenberg, How to Stop Smoking, p. 8.

104able to be predictive. Thi.s not only instills confidence in the program

but i.s a source of encouragement to the listener. McFarland predicts

from their previous experience that:

We can say with certainty that 50 per cent of you will be around the corner within three days. In five days 80 per cent will be around the corner; that is, you will have less craving or it will be gone. . . . The rest of you may take a few days longer, but you can certainly make it if you will.1

Folkenberg and McFarland had had so much experience with the Plan

that they could warn participants of the pitfalls and the temptations

that could prove their ruin and give them guidelines that would bring

them success. Folkenberg stated in the first night's lecture:

Ladies and gentlemen, these programs are designed to teach you how to manage the problem of smoking. We've just checked on pre­vious groups who have stopped smoking in other towns, and in one good-sized group who stopped a month ago, only two had gone back to it. . . .Of these two, one of them had three or four cocktails and that's why he started to smoke again. So the Plan really works.2

Thonssen and Baird also have a roster of the constituents of com­

petence (sagacity). Their criteria for competence will be considered in

the remainder of the section of the paper dealing with this subject.

Their list of factors that denote competence in a speaker are as follows:

(1) Uses what is popularly called common sense; (2) acts with tact and moderation; (3) displays a sense of good taste; (4) reveals a broad familiarity with the interests of the day; and (5) shows through the way in which he handles speech materials that he is possessed of intellectual integrity and wisdom.3

The first area to be considered will be how the team displays

their common sense.

¿■Folkenberg and McFarland, Lectures, pp. 12, 13.

2Ibid., p. 13.

¿Thonssen and Baird, Speech Criticism, p. 387.

105Uses what is popularly called common sense

Evidently a sagacious speaker should be a person of good judgment?

and common sense. This is a desideratum with the directors of the Plan.

They counsel those who would be directors of similar audiences to be,

"wise as serpents and harmless as doves."1 *

While McFarland recommended a non-flesh diet, he counseled his

listeners to be cautious in implementing his suggestion. He advocated,

"Learn how to cook, if you want to be a vegetarian. Don't try to go on a 2low-cholesterol program until you know how to cook without using meat."

Then he told them that he and Folkenberg would help them make "tasty"

vegetarian recipes.3

The directors of the Plan manifest common sense in their exercise

program. The auditors are counseled, "We still feel that the best exer­

cise is walking."4 McFarland believes in jogging, and in a lecture to

ministers he recommended it highly.® In the Plan, however, he uses good

judgment in prescribing the walking rather than the jogging because this

group might strain their hearts or impair their health if they started

jogging without first building up to it.

There appears to be a sincere urgency by Folkenberg and McFarland

to get attendees to follow the Plan and make a firm decision to forever

discontinue the use of tobacco in any form; however, their good common

sense is shown in their reluctance to coerce or place undue pressure on

1 9Folkenberg and McFarland, Lectures, p. 31. Ibid., p. 56.

3Ibid., p. 73. 4Ibid.

3J. Wayne McFarland, Lecture to ministers at Michigan Conference of Seventh-day Adventists, Battle Creek, Michigan, May 27, 1957.

106anyone. At the close of the Plan when the decision cards were placed in

the hands of those who have followed the program, they recognized that

some would not be ready to make this decision and wisely refrained from

pushing the issue. They simply provided the card and stated:

Many of you here tonight are quite ready to take this card and solemnly write your name in the appropriate place. Others of you may merely wish to place it in your pocket for a few days to think it over a bit.* 2 3-

The entire program was based on common sense, good health princi­

ples. The Plan was designed to focus attention on these practical rules

and help those who attended to apply them to aid in their victory over

tobacco.

Acts with tact and moderation

The directors of the Plan were not dogmatic but were reasonably

tactful and moderate in their dealing with the participants. While they

established an ideal for which to strive, they were longsuffering with

those who did not achieve this standard. For instance, the Plan suggests

that it is best that the diet the first day be limited to fruit and fruit

juices. They added, however, that for those "who feel they just can't/

get along only on fruit and fruit juice for some specialized reason," we , 9have included a larger menu for breakfast.

Again they dealt tactfully with those who "happen to slip up and

draw on a cigarette." They offered a word of counsel to such ones, "The

^Folkenberg and McFarland, Lectures, p. 67.

2Ibid., p. 15.

3Ibid.

107important thing, friends, is for you to follow faithfully this control

program,"1 and if you are having trouble, "Just keep coming to the pro­

gram."2 After the second day at the session they questioned the audience

to ascertain if some were having trouble; then with empathy they beckoned

them on toward success, "and if some of you did break over and smoke a

few cigarettes, by all means don't be discouraged, but just stay with the

program and you'll be successful."3 Even on the fourth night they still

were dealing patiently with the laggard. "So if you should happen to

break over and smoke, that's certainly no reason to settle into a deep

blue funk of discouragement. Simply pick yourself up, dust yourself off,4and follow the program more closely."

Although McFarland advocated six to eight glasses of water a day

in his first lecture, he was cognizant that circumstances alter cases and

tempered his advice with moderation. In the fifth lecture on weight loss

he counseled:

Some folks retain or bind the water they drink with the salt used in food. This water and salt stay in the body tissues.Actually, their first rapid loss of weight is due to loosing water out ijf the tissues. It may become necessary to eliminate those extra glasses a day.

If yours is a particular problem, then your doctor may have to put you on an acid-ash diet—limit your water intake and be on no salt.®

It is evident that while the team desired all to succeed in their

efforts to overcome, they acted with tact and moderation in their dealings

with the one who was not as successful as others.

3Folkenberg and McFarland, Lectures, p. 15. 2Ibid.

3Ibid., p. 19. 4Ibid., p. 56.

®Ibid., p. 10. ®Ibid., p. 62.

108Displays a sense of good taste

An axiom with the directors of Five-Day Plans was to maintain a

program of dignity "commensurate with the high class program" they were

conducting.1 The directives specified that the auditorium was to be

"tastefully arranged."2 The host was to be "neatly dressed."3 The guests

were to be given something "appropriate to read."4 Every detail of

arrangement, conduct, presentation, and appeals were to be characterized

by good taste.

The same sense of propriety characterized the care with which the

buddy system was set up on the opening night. A calculated order of pro­

cedure was ordained for the pairing off of buddies. The team was cognizant

that the act of exchanging names and phone numbers impinged on a very

sensitive area. Many of the participants were total strangers to one an­

other, but those friends who came together were first asked to pair them­

selves off. The second step was to ask that husbands and wives form a

buddy team. The team did not want to create any problems not in keeping

with the Plan. After these groups were formed then the men were asked to

pair off together, and the last thing that was done was to ask those women

who had come together to raise their hands. Then those women chose buddies

among themselves or they were assisted in setting up a buddy system.

The same careful attention was shown in completing the buddy

system on the second night. Those who came for the first time on the

second night were asked to raise their hands, and it was tactfully

¿■Folkenberg and McFarland, Lectures, p. 1. 2Ibid.

3Ibid. 4Ibid. 3Ibid., p. 16.

109suggested that the women might like to form a small group at work, or that several men might form a group at work to strengthen each other.1 *

Even those who were carrying out the various directives were

urged to use good taste in where they performed the breathing routines

and the exercises. These, McFarland suggests, should be done as unobtru­

sively as possible. Humorously he suggested that:

Here's my prescription for during these next few days—three deep breaths, three times a day. Just skoot off by yourself into a room with an open window and practice; but don't go walking down the street doing this, or people will wonder a bit.2

It is evident that the original Plans displayed "discernment and

appreciation for fitness"3 and meet the criteria of displaying good taste.

Reveals a broad familiarity with the interestsand issues of the day

Thonssen and Baird postulate that a competent speaker will be

abreast of the times and be familiar with relevant concerns of the

audience.4 5

A brief evaluation of the lectures of the Five-Day Plan will be

made to determine how they qualify according the the criteria of pertin­

ence to the "interests and issues of the day."6

Did the modalities as developed by the team meet the current needs

and popular issues at the time that the lectures were developed, and have

the materials stayed relevant to the times ten years later? It is not

1 2Folkenberg and McFarland, Lectures, p. 30. Ibid., p. 13.

3Webster's Collegiate Dictionary.

4Thonssen and Baird, Speech Criticism, p. 387

5Ibid.

110intended that this evaluation will be exhaustive; but several representa­

tive issues will be examined. The most apropos issue of all was the

controversy over the use of tobacco, but this is discussed extensively in

the first section of this paper; this section will deal with other related

interests in addition to the main subject of the paper.

Weight control.—The directors of the Plan were conscious of the problems

of obesity and weight control and included instruction in this aspect from

the first night. On the opening night Dr. McFarland gave a demonstration

of correct breathing. He asked everyone to participate by standing up

and doing it together. He directed them to "Stand up and unbutton your

coat. Let's all do it together. Get your fingers right under the lowest rib."1

Then he made a humorous aside and called attention to any possible

weight problem as he remarked, "Incidentally, if you can't find your ribs,

you'd better come back for lecture number five which will deal with 9weight control.

Weight gain often accompanies victory over tobacco and is "a

nagging fear" which plagues many who would like to quit. However, the

directors showed insight by including help with this problem in the

lectures. Some of the Plans in the seventies have developed a weight

control plan to help those who are interested in being slim. Vincent

Gardner, M.D., and O. J. Mills, director of the Better Living Center in

Greater Philadelphia, have developed "The Trim Way," a plan to "defeat

folkenberg and McFarland, Lectures, p. 12. 2Ibid.

3"The Trim Way . . .to Weight Right," Five-Day Plan News, II,p. 2.

Illthe rationalizing hurdle that has postponed many from breaking the

tobacco habit."1

Pastor Mark Finley, who has successfully conducted fifteen Plans

in Chattanooga, Tennessee, feels that weight control is a household word,

and the including of this in the program adds prestige to the Plan.2

The problem of weight control has been becoming increasingly more

relevant, "not because we're eating more but because we're exercising

less," said Dr. Jean Mayer, professor of nutrition at Harvard, and consul­

tant on food to the White House, in an interview with U.S. News and World

Report in 1972.3 He claims that 50 percent of the men over 40 are over

weight. A smaller percentage of women are overweight because "They care

more about it and fight more against it."4 Recognizing the concern that

women have about weight control, it became imperative that help be included

in the Plan for those who would fear gaining weight as they gave up

tobacco.

Dr. V. D. Register, chairman of the Department of Nutrition at

Loma Linda University and a colleague of Dr. McFarland who assists

McFarland in national nutrition and health classes, states:

With 40 million people in the United States over-weight, obesity has become one of our most pressing and dangerous health problems, contributing to diseases such as heart and kidney,

¿"Folkenberg and McFarland, Lectures, p. 12.

■¿Personal interview with Mark Finley, Chattanooga, Tennessee,May 8, 1973.

¿Jean Mayer, M.D., "How to Eat Better for Less Money," U.S. News and World Report (August 27, 1973), p. 23.

4Ibid., p. 26.

112cirrhosis of the liver, diabetes, cancer and arthritis, to name some of the more prominent.1

The fifth lecture is devoted by the doctor to weight control as

he promised in the first lecture that it would be. Folkenberg added his

word of counsel to extend the will power to control weight the rest of

their lives.3

Nutrition.—Dr. McFarland gave considerable space in lecture three,

four and five to diet and nutrition. He felt this relevant matter had

much to do with optimal health and in aiding a person in overcoming the

tobacco habit. As early as 1956, he wrote that the subject of foods and

nutrition was a subject of "much discussion and much research." He fur­

ther stated that the public was anxious about nutrition and "wants to be

kept informed on the best diet, best food, or what to eat for that dis­

ease or that ailment."4

According to surveys made by the Department of Agriculture, until

about 1960 "people were eating progressively better. However between

1960 and 1970 there was "an alarming trend toward 'empty calories:'

. . . more sugar, more fat, too many snacks, those sugar coated cereals

and so on."5

-*-V. D. Register, "Exceeding the Feed Limit," The Ministry (January, 1973), p. 34.

2Folkenberg and McFarland, Lectures, pp. 40-47.

3Ibid., p. 59.

4J. Wayne McFarland, M.D., Better Living (Washington, D.C.:Review and Herald Publishing Association, 1956), p. 29.

6Mayer, U.S. News and World Report (August 27, 1973), p. 23.

113However according to Dr. Jean Mayer, authority on nutrition and

professor of nutrition at Harvard, "since the end of 1969, when the White

House Conference on Food, Nutrition, and Health was held, there has been

a considerable increase in interest in nutrition."1 Assuming Dr. Mayer

is correct in his conclusions, the discussion of nutrition should con­

tinue to be a relevant matter and of vital interest in the seventies.

In his discussion of nutrition during the third lecture, Dr.

McFarland asserts that many Americans choose foods that are deficient in

the necessary vitamins and minerals for calm nerves and a pleasant person­

ality.2 He tells his audience, "We might as well face up to the fact that

wrong dietary habits can virtually wipe out those wonderful emotions of

love, kindness, and patience."3

Since 1967 Dr. Grace Goldsmith has been professor and dean of

Tulane University School of Public Health and Tropical Medicine. As

chairman of the Council on Food and Nutrition, American Medical Associa­

tion, she is eminently qualified to point up the world’s nutritional

problems. She is also a past president of the American Society for

Clinical Nutrition. Dr. Goldsmith confirms Dr. McFarland's observation

on how the individual is affected by diet:

Nutrition has a tremendous impact on health, work efficiency, and social attitudes. Inadequate nutrition is associated with suboptimal living. This leads to a chain of events that includes lowered energy output, lowered production, bare subsistence income, meager education, decreased resistance to disease, high death rates in children and lower life expectancy.4

3Mayer, U.S. News and World Report (August 27, 1973), p. 23.

2Folkenberg and McFarland, Lectures, pp. 39-45. 3Ibid., p. 42.

4Grace A. Goldsmith, M.D., "Malnutrition, the Expanding World Pop­ulation, and the Food Supply," Life and Health (November, 1972) , pp. 18, 19.

114In 1972 she wrote that?"Malnutrition is one of the most important

health problems in the world today, and with each year it is becoming more

serious and extensive."1

Dr. George M. Biggs, University of California, professor at 2Berkley says, "The average American diet is a national disaster." He

contends that we are "more likely to feed our dog or cat the 44 essential 3nutrients, . . than we are of making our own diet adequate."

Dr. McFarland is emphatic in stressing proper nutrition. Lecture

three and four deal with this physical portion of the wholistic approach.

"I know," declares McFarland, "by personal experience and from patients

that I have treated that what I have just told you about nutrition is 4true and is vital to your success in overcoming smoking."

Dr. James Crawford, professor at Loma Linda School of Health, who

is an active director in Five-day Plans, tells of the high value that

should be placed on the nutritional aspects of this program. He says

that whenever he lectures on health, if he allows time for a question and

answer period the highest percentage of the questions will be on nutri­

tion. Dr. Crawford declares that what we eat plays a tremendous part in

what we are. 5

¿-Goldsmith, "Malnutrition," p. 18.

¿George M. Biggs, M.D., "To the Dogs," Today's Food, XVIII (Summer, 1973), p. 5.

¿Ibid. ^Folkenberg and McFarland, Lectures, p. 43.

¿James Crawford, M.D., "The Five-Day Plan, Nutrition, and Physi­cal Fitness," Lecture given at Southern Missionary College, Collegedale, Tennessee, May 24, 1973.

115The Plan allows time after the nutrition lecture for question

and answers., because this never fails to be a popular feature due to the

continuing interest in nutrition and related problems.

Cholesterol.—McFarland gives due consideration to another subject that

was of current interest. In his fourth lecture he spent considerable

time discussing diet and nutrition. He suggested that those who feel

that they must eat meat should choose fish, because it is not as high as

other meat,in cholesterol. With this statement he led into his discussion

of cholesterol. "And while speaking of cholesterol," he said, "let's

take a look at this chemical."1 McFarland pointed out that the word

cholesterol was becoming familiar to millions of Americans.2 The doctor

felt that his audience deserved to know more about the subject.

It is a perfectly normal product which your body produces all the time. However, when you put in your body food containing excess of saturated fats, or hard fats, this excess is dangerous because it causes a rise in blood cholesterol to abnormal heights. This abnormal amount of cholesterol acts like sludge which is deposited in the blood vessels, causing the blood vessels to narrow. It is actually the beginning of a clot, which will plug a blood vessel.3

McFarland postulates that a correlation exists between cholesterol

build-up and smoking. In the special supplement of These Times devoted to

how to stop smoking and which promoted the Five-Day Plan, it is stated

that, "research has shown that nicotine, and possible other chemicals

absorbed from tobacco, increase the build up of fatty deposits (mainly in the form of cholesterol) along the inner walls of the arteries.4

folkenberg and McFarland, Lectures, p. 51.

2Ibid. 3Ibid.

4"HOw to Stop Smoking Without Gaining Weight," These Times Supplement, pp. 10, 11.

116The supplement uses a large colored photographic plate showing a

healthy artery that contains no build-up of cholesterol and other plates

showing a progressive build-up of cholesterol that progressively clogs

and hinders the flow of blood through the artery until it becomes neces­

sary for the surgeons to use nylon grafts in order to by-pass arteries

which have become seriously blocked with cholesterol. The caption with

these illustrations states that, "Most Americans, because of improper diet

and use of tobacco, are affected to some extent by cholesterol deposits."1

So McFarland suggested that if the Plan takes the participant off

his cigarettes and "at the same time off your high-cholesterol-producing

diet, which the average American is on, we are starting you on the road

to better health."2

The doctor used no less an authority than Dr. Paul Dudley White to

support his thesis that "we must make significant changes in our eating

habits." Then the doctor continued by listing those foods which are high

in cholesterol and said that, "During these five days you are not only

getting off smoking, but are learning how to lower the cholesterol level

in your blood.

Blood cholesterol has continued to be a subject of paramount

interest. Dr. Jean Mayer, a professor of nutrition at Harvard, who has

served as consultant on food to the White House and has contributed to

many national and international studies of hunger and health, wrote in

1973 in an article, "How to Eat Better for Less Money:"

¿■"How to Stop Smoking," These Times Supplement, p. 10.

¿Folkenberg and McFarland, Lectures, p. 51.

¿Ibid. 4Ibid., p. 52.

117Everybody should know both, his blood pressure and his blood

cholesterol, If your blood cholesterol is elevated, as that of most adult male Americans is, there are things you can do to keep it from going further up, and you can try to bring it down.* 2 3

The discussion of blood cholesterol has continued to be over a

period of ten years a subject of current interest in the Plans.

Arteriosclerosis.—A disease that causes 54 percent of the deaths in this

country, which is more deaths than any other disease causes, should9certainly demand the interest of the audience. McFarland is talking

about relevant problems and disease possibilities that threaten every

individual when he says in his fourth night lecture that cholesterol

build-up is but "the beginning of a narrowed, hard-like blood vessel

which is like a pipe stem."3 He says:

This whole process is called by doctors arteriosclerosis, or hardening of the arteries. When this happens in a coronary artery and it is suddently plugged or gets too narrow, the indi­vidual suffers a coronary heart attack.4

The situation is further complicated for smokers in that,

"Nicotine causes the arteries to shrink," claims McFarland.3 He points

up this possible damage by saying:

This combination of fat build-up and shrinkage of the arteries hinders the blood vessels from supplying enough blood to the heart, brain, extremities, and other organs. As the condition becomes worse, tissue damage often results. ... At this point it fakes only a small blood clot caught in the constricted blood vessels to cause a heart attack or stroke.3

^Mayer, U.S. News and World Report (August 27, 1973), p. 24.

2 "How to Stop Smoking without Gaining Weight," These Times Supplement, p. 10.

3 4^Folkenberg and McFarland, Lectures, p. 54. Ibid.c £Stop Without Gaining," These Times, p. 10. Ibid.

118Dr. E. Stanley Jones confirms the assertion of Dr, McFarland as

he relates a statement of a heart specialist: "One puff of a cigarette

and you can register the effect upon the arteries; they tighten up and

cause the heart to work faster."1 *

Heart disease.—McFarland commences his third night's lecture by asking

the question, "Did you know there is more evidence to show that smoking

harms the heart than there is that smoking harms the lungs? In other

words, we have more scientific proof to show the damaging effects of2nicotine on the heart than we have on tobacco tars damaging the lungs."

Later in the same lecture he emphatically declares, "The number one killer

of American men is heart disease." This fact is born out by the opinion

of Dr. Mervyn Hardinge, Dean of Loma Linda University School of Health,

who stated that heart attacks among men are so prevalent that one can

hardly find an average city block where some family has not been struck

with this affliction.4

Although these men with expert knowledge of health are concerned

with the high incidence of heart disease in men, they are cognizant that

it is a current issue and concern for women also. The Dayton Daily News

stated that "Women are catching up to men in the incidence of expected

death from heart attacks, an increase that seems to be related primarily

1E. Stanley Jones, Abundant Living (New York and Nashville:Abingdon-Cokesbury Press), p. 136.

^Folkenberg and McFarland, Lectures, p. 39. 3Ibid.

4Dr. Mervyn Hardinge, Dean of Loma Linda University, School ofHealth, Lecture Series given at Atoka Springs, Georgia, July 31-August 3, 1973.

119to a higher rate of cigarette smoking, . . ,1 Dr, David M. Spain of

Brookdale Hospital Medican Center, speaking on the .subject of heart

attacks, said that "Women are becoming liberated now and have all the 2advantages and disadvantages of men." In his address at a scientific

session of the American Heart Association, Spain described two studies of

unexpected deaths by heart attacks. In the decade from 1949-1959, a study

showed that there was a ratio of men to women dying unexpectedly of cor­

onary heart disease of 12-1. A similar study of these deaths between

1967-1971 showed that the ratio had dropped to 4-1.3

McFarland, realizing the current trend in heart attacks, made his

appeal to both men and women to stop smoking to help lower the death rate

by such unexpected deaths due to cigarette smoking.

Physical fitness and exercise.—Ponce de Leon traveled the world in his

fruitless search for the key to long life. Dr. A. D. Dennison tells how

cardiologists are "bombarding their pateints and the public with a new 4conception of 'The Fountain of Youth.'" "To push back the walls of

death," they say, "exercise in boyhood, in youth, in manhood, and in

middle age and beyond.

Dr. McFarland captured the interests of his attendees by appeal­

ing to this eternal desire for youthful vigor and told them that they

would be on a physical fitness program. This program included not only

¿■"Women Smokers Overtaking Men in Heart Deaths," Dayton Daily News, November 19, 1972, p. 10A.

¿Ibid. 3Ibid.

4A. D. Dennison, Jr., M.D., "Physician to Pastor: Golf Isn't Enough," The Ministry (September, 1973), p. 32.

¿Ibid.

120abstinence from smoking, restricted diet, emphasis on nutrition, but

also physical exercise. This regime, McFarland assured them, would

result in the best overall health and help them to ward off coronary heart

attacks and strokes.1 * 3

The doctors prescribed walking as being the best exercise and then9outlined a set of daily "toning-up exercises." Dr. Harry J. Johnson,

authority on heart problems, concurs with the Plan and stresses the

importance of exercise, especially "walking, not riding, using stairs

instead of escalators, and in every way moving around enough to maintain 3good circulation, muscle tone, and a general feeling of well-being."

Dr. Arthur Weaver, instructor in surgery at Wayne State University, tells

with a chuckle how he runs up the stairs and gets to the next floor before

his students riding the elevators do; or perhaps they choose to run up

the steps with him, puffing all the way because they have not kept in

good shape by regular exercise.4 *

Dr. Kenneth Cooper, who perfected the physical fitness program

for the United States Air Force—which is considered the "finest ever

devised"—and is credited with saving many lives, claims that "The kind of

physical fitness that will help to prevent heart attacks is endurance fitness, the ability to do prolonged work without undue fatigue.6 He goes

on to say that "the key to the problem is oxygen. This is what separates

1 2Folkenberg and McFarland, Lectures, p. 63. Ibid.

3"How to Care for Your Heart," Listen (February, 1973), p. 29.

4Interview with Arthur W. Weaver, M.D., April 15, 1972.cGeorge Vandeman, Papa, Are You Going to Die?, p. 32.

121the men from the boys, because in some bodies the means for delivering

the oxygen is so weak . . . that the energy demands surpass the body's capacity to produce it."1 *

Interest in this subject of physical fitness has been so strong

that Dr. Cooper's books, Aerobics and The New Aerobics, which describe 2his program have become best sellers.

Dr. McFarland's vision, sphere of influence and burden for

helping others obtain physical fitness continued to grow as popular

interest in this subject has increased over the sixties and early seven­

ties . He wrote in The Ministry that an extension of the Plan would be

made during 1974, and that the "big drive in 1974 is going to be on

physical fitness and a world-wide effort will be made to bring out health

principles before the public."3

Alcoholism.—Alcohol is a controversial issue that has intrigued peopleft

since before Prohibition and beyond. During the very first lecture the

doctor admonished his listeners "to leave out all liquors during these

five days."4 Then he adds imperatively, "Just don't touch alcoholic cbeverages!" Folkenberg substantiates McFarland and calls alcohol,

"Public enemy No. 1."® Nor has there been a change for the better in the

first ten years of the Plan's operation. Newsweek called, "The Latest

1 2xVandeman, Papa, Are You Going to Die? p. 33. Ibid.

3McFarland, "News Notes from ASDAN," The Ministry (February,1973), p. 29.

4Folkenberg and McFarland, Lectures, p. 15. ®Ibid., p. 37.

®Ibid.

122Teen-Drug: Alcohol," in an article in the spring of 1973. The article

asserts that:

Every parent of adolescent children knows that in recent years, increasing numbers of teen-agers have been experimenting with dan­gerous drugs—LSD, speed, barbituates, even heroin. . . . Now, however, the trend seems to be away from these drugs. From nearly every quarter of the nation, school authorities and teen-agers themselves report that the latest fad in juvenile drug abuse is one that has a familiar ring to the older generation: the drug choice these days, they say is alcohol.1

The alcohol issue has remained a pertinent part of the Plan for

ten years and is an ever more important part of the Plan in the seventies.

W. R. Beach, then vice president of the World Conference of Adventists,

stated in a lecture in 1970, "Health and Temperance," that:

The Seventh-day Adventist Church has recognized almost from the start that Christians must become involved in meeting the ravages of intemperance. Alcoholism is more destructive than ever. More than 200,000 annually join the ranks of alcoholics in USA alone.3

In Listen magazine under the section, "Listen News," a provoca­

tive article states that:

Alcohol is the No. 1 drug in the U.S. The National Commission on marijuana and Drug Abuse has spent two years and nearly $4 million studying the drug scene.... In its second and final report, a 481-page document, the nine member commission offered more than 100 recommendations about everything from alcohol to zealots. The number one drug problem in the United States is not marijuana nor heroin but alcohol.3

The advice of the Control Booklet to the participant, "Certain

foods are stimulants. They trigger a craving for tobacco. . . . AVOID

¿■"The Latest Teen Drug: Alcohol," Newsweek (March 5, 1973), p. 68.

¿W. R. Beach, "Health and Temperance," Lecture for World Temper­ance Sabbath, October 24, 1970, p. 6. (Printed.)

¿"Alcohol is No. 1 Drug in US," Listen (August, 1973), p. 21.

123ALL ALCOHOLIC DRINKS" seems to be even more pertinent after ten years

of conducting Plans and offering this instruction.-1-

Shows through the way in which he handlesspeech materials that he is possessedof intellectual integrity and wisdom

Pastor Folkenberg evinces a wide spectrum of knowledge in various

areas indicative of being well informed. A few of these areas will be

referred to:

Literature.—An appropriate remark is made about Mark Twain's battle with9tobacco. "It was easy," said Twain, "I have done it a thousand times."

3A quotation is used from the book, The Human Brain, by John Pfeiffer.

Nautical.—An illustration is used of the "Queen Elizabeth, a mammoth liner

weighing over 85,000 tons. The rudder weighs 65 tons."4 In the third

night's lecture an illustration is drawn from ancient mariners. The car­

tographers, or map makers, pointed out unexplored ocean areas by pictures

of dragons. These navigational maps are found in European museums.5

History.—A number of historical incidents are used both recent and

ancient. Folkenberg used a recent historical experience to encourage

participants not to give up their struggle. An illustration is drawn

from Eamon De Valera, a famed Irish patriot, who was arrested by British

soldiers.6 A more recent experience was related from experiences during

World War II. Folkenberg posited that even though we lost the battle of

^-Folkenberg and McFarland, Control Booklet, p. 7.9 oFolkenberg and McFarland, Lectures, p. 2. Ibid., p. 7.

4Ibid., p. 5. 5Ibid., p. 34. 6lbid., p. 5.

124Bataan, Corregi.dor and Wake, that we still won th.e war,1 * In the fifth

lecture an experience from ancient history is drawn,, The ancient pagan

concept of life is contrasted with, the Judeo-Christian concept. Vivid 2descriptions of ancient customs are referred to in the lectures.

Medicine.—Folkenberg speaks articulately about psychosomatic medicine.

He appears to cross lines into McFarland's field. However, speaking of

Folkenberg, Hackett states, "We found a man in Elman Folkenberg, who was

an evangelist bent toward the medical. . . "4

Nature.—An illustration and analogy is drawn about quick sand and its

peculiarities and its dangers.3

Sports.—Folkenberg exhibited knowledge of boxing as he drew the

illustration of finally defeating the tobacco habit. He speaks of having

the enemy "on the ropes" and of delivering the "knock-out-blow."®

A little known subject—the use of the will.—That Folkenberg was a

student of out of the ordinary subjects was evidenced by his discussion

of what he called a "little known subject." Mid-way in his first

lecture Folkenberg established credence in his competence by discussing

the secret of a strong will power. He stated that while this is a

1 2Folkenberg and McFarland, Lectures, p. 5. Ibid., p. 64.

3Ibid., p. 27.

^Personal letter from Willis J. Hackett, October 2, 1973. cFolkenberg and McFarland, Lectures, p. 3.

?Ibid., p. 5.®Ibid., p. 60.

125"little known subject''1 that knowledge of thi.s subject "can mean the

2difference between success and failure in the battle against smoking."

He used a pictorial illustration on the blackboard to help the audience

to understand. After discussing the secret of this little known subject,

he delineated "how to strengthen the will power," Then he entered into4a new phase of the subject, "A correct use of the will," and he made a

careful differentiation between the right and wrong uses of this potent

force. He used his background of study and investigation to help make

this "little known subject"^ clear to his hearers.

Even as Folkenberg's wisdom and knowledge of a wide-range of

subjects is apparent in his lectures, so McFarland handles even difficult

subjects in such a way that the laymen can understand and benefit from

the lectures. Some examples of the skill with which McFarland handles a

variety of subjects will be cited:

Anatomy and physiology.—McFarland begins his first lecture with a

subject "difficult to master"—the human brain.& He shows his audience a

specimen of the human brain and with the use of brain drawings on the

board proceeds to demonstrate how the various parts of the cerebrum con­

trol different activities of the body. The nerve control is complicated

and this "is probably one reason why many young would-be neurosurgeons

suddenly decide to forget the whole thing and suddenly become general prac7titioners, because things are really complicated up here in the brain."

¿"Folkenberg and McFarland, Lectures, p. 5. ¿Ibid.

¿Ibid., p. 6. 4Ibid., pp. 6, 7. 3Ibid., p. 5

¿Ibid., p. 9. 7Ibid.

126Chemistry.’—-McFarland incerporateg facts from the field of chemistry

in his lectures. He handles th£s, material in an erudite manner, as these

examples demonstrate: Ca) Pyruvic acid: McFarland states that:

When thiamin or vitamin B is lacking there is incomplete combustion of chemical elements with unhealthy amounts of by products left over. One of these is called pyruvic acid. With too much pyruvic acid in the brain, mental dullness and nervous­ness result.3

(b) Carbon monoxide: McFarland refers to the fact that the film, Time

Pulls the Trigger, teaches that cigarette smoke contains carbon monoxide,

"which automatically reduces the amount of oxygen that the body will

receive by 5 to 15%."2 (c) Alkaloids: The doctor states that nicotine3and caffeine are both alkaloids.

Vascular gymnastics.—McFarland asserts that nothing in the field of

rehabilitation is "such a powerful stimulant to the blood vessels and

nervous system"4 as the cold mitten friction which is called in medical

circles, "vascular gymnastics."®

Astronauts.—McFarland shows his familiarity with the training program of

the astronauts by stating that smoking is taboo in their training program.3

Religion.—The-doctor makes biblical allusions in his lectures too. He7speaks of Satan as being the enemy of good health.

Sports.—McFarland evinces versatility in contrasting academic materials

with the commonplace subject of sports. He speaks of reading of a prize

Folkenberg and McFarland, Lectures, p. 41. 2Ibid., p. 20.

3Ibid., p. 23. 4Ibid., pp. 23-25. ®Ibid.

1.

3Ibid., p. 51. ?Ibid., p. 44.

127fighter and hi,s methods, of getting ready for a fight, His diet con­

sists of red, raw meat for several days before the fight. This diet

stimulates him until he is really fighting mad; then "at ring time he's

really ready to tear his opponent apart.nl

Good will

Having considered the components character and competence, good­

will—the third constituent of ethical proof—will now be examined.

Thonssen and Baird assert that:

Finally a speaker's good will is revealed through his ability (1) to capture the proper balance between too much and too little praise of his audience; (2) to identify himself properly with the hearers and their problems; (3) to proceed with candor and straight­forwardness; (4) to offer necessary rebukes with tact and consid­eration; (5) to offset any personal reasons he may have for giving the speech; and (6) to reveal, without guile or exhibitionism, hispersonable qualities as a messenger of truth.* 2

Praise of the audience.—Sincere praise and enthusiastic appreciation of

the audience are evident throughout the Plan. Folkenberg and McFarland

certainly do not err on the side of too little praise of their auditors.

In the opening night's lecture the pastor commends those participating in

the Plan as intelligent "thinking people" who have chosen to stop smoking.3

At the close of the first night's session the listeners are

assured that they will be successful, and then they are given these

parting words of commendation:

^Folkenberg and McFarland, Lectures, p. 54.

2Thonssen and Baird, Speech Criticism, p. 387.

3Folkenberg and McFarland, Lectures, p. 4.

128There's no doubt that you can do it! Ladies and gentlemen,

let me say that you've been a wonderful audience. We appreciate the opportunity of conducting the Five-Day Plan in your com­munity. . . .¿-

McFarland opens the second session with, hearty welcome and asks

for a show of hands of those who have not smoked since the first session.

Twenty-four hours of abstinence from tobacco by habitual users is worthy

of recognition, and he remarks enthusiastically, "We're certainly proud

of you.

One notes that the second session ends like the first: "You've

been a wonderful audience. . . . "3 This would seem to be redundant, and

the epithet "wonderful" used to excess.4 Words of appreciation for the

audience phrased in some other way would be more emphatic.

The audience is commended again at the beginning of the third 5night. The closing approval is more subdued than on the previous two

nights. The words chosen are, "You've all certainly done very well

today . . ."6 Folkenberg and McFarland progressively continue to build

foundations under their participants to prepare them for the final night

and the strongest decision. Step by step they are commended as they move

up the ladder toward total abstinence from tobacco for life. Near the

conclusion of the fourth lecture the group is praised and encouraged

with these words:

Tomorrow evening, friends, we are going to give you a chance to make the supreme use of your will power. This could be one of the most significant actions of your life, so by all means

¿■Folkenberg and McFarland, Lectures, p. 17. ¿Ibid., p. 19.

¿Ibid., p. 31. 4Ibid. ¿Ibid., p. 33.

¿Ibid., p. 49.

129let nothing keep you from attending the program here tomorrow evening, We want to congratulate you for the excellent progress you are making; and by all means, keep that will power very high all day tomorrow'.3

Dr, McFarland opens his final night’s therapy with tempered praise,

clearly calculated to appeal to one's desire to appear well and healthy:

Good evening . . . you're certainly looking well tonight! I never cease to marvel at how quickly the body begins its work of rejuvenation. Is it my imagination or are your eyes actually brighter and your skin clearer?^

Throughout the group therapy sessions praise flows freely as

those participating are thanked for their contributions and individually

commended on their progress.

McFarland and Folkenberg would agree with David Dunn who wrote,

"Sincere compliments are among the finest gifts in the world, the most 3hungered for and the most appreciated by nearly all of us."

Identifies himself with the hearers and their problems.--The team often

identified themselves with the participants by speaking in the first per­

son, using such pronouns as "us," and "we." McFarland does this in the

very first lecture when he is demonstrating to the group how to breathe

deeply. He says, "Let us all do it together."4 Again he included himself

with the group fighting the problem when he said:

I now submit, ladies and gentlemen, that if any of us are to overcome an array of wrong habits which seem to fasten them-

3Folkenberg and McFarland, Lectures, p. 56.oDavid Dunn, Try Giving Yourself Away.

"Learn to Take," Review and Herald (February 1,Quoted by Patsy Murdoch, 1973), p. 16.

4Folkenberg and McFarland, Lectures, p. 13. section supplied.

2Ibid., pp. 57, 58.

(Underlining in this

130selves upon us, we're going to need a power outside of ourselves to accomplish, the aims we seek.l

The pastor aligned himself with, the group needing will power when

he said, "Why don't we right now begin thinking of a broader concept of

will power. Heretofore, we've almost limited its use to "I choose not to

smoke.' This identification with the student continued by the doctor

when he said:

Now if we believe there's a greater power than ourselves and we cooperate with that power by following the laws of life that govern our physical, mental, and emotional health, then we are working in harmony with heaven and we can expect to have greater health.* * 3

The team showed their empathy with the participants in their

problems carrying out the Plan routines and offered suggestions to make

it easier for them. This concern was manifested the first night when the

viewers were warned before the showing of the film that if any should

"feel a bit squeamish, just look elsewhere for a few seconds."4

This same understanding of the difficulties faced by the students

is shown when the team expressed concern that some would have difficulties

adjusting to a low-cholesterol diet. They offered recipes to those who re

quested them, and even suggested that if there was enough interest in this

subject, they would have an "evening or so of nutrition and cooking ac­

tually demonstrating how these healthful low-cholesterol dishes can be

prepared."5

q 9Folkenberg and McFarland, Lectures, p. 29. ¿Ibid., p. 37.

3Ibid., p. 44. 4Ibid., p. 3.

5Ibid., p. 56.

131This classic example of the kindness, and understanding with which

the directors approached the group and their problems was included in the

third night lecture and is typical of the attitude of the team throughout

the Plan.

Friends, if any of you are having a particularly difficult problem and you're a bit worried and don't want to say too much in front of everyone else here, then feel quite free to come up after­ward and talk to either of us individually. We are here to help you lick this problem, so feel free to come up afterward if you wish.1

Proceeds with candor and straightforwardness.—Folkenberg's candor and

straightforwardness are noted in his first lecture. He announced the film

for the evening with a warning to his listeners that they will be seeing, a

real lung operation and that they may feel a little squeamish. He states

frankly, "We make no apologies for showing this film; while alluring ad­

vertising floods the nation, it's high time people saw the other side of

the coin.

McFarland was equally frank in his first lecture as he stated:

I don't want any of you to think this is going to be a merry- go-round. For some of you it will be very easy. For three days others of you may think that you are going to die. ... It may be rugged and miserable. . . .3

The doctor showed both concern and candidness when early in the

lecture he was honest as he apprised them that they might.have discomfort

at first:

Don't be surprised during these first few days if you develop a headache, feeling as if someone had come along and hit you squarely in front of the head, while someone else stabbed you in the back of the neck. Your legs may ache too. These are mild withdrawal symptoms.4

¿■Folkenberg and McFarland, Lectures, p. 47. ¿Ibid., p. 3.

3Ibid., p. 9. 4Ibid., p. 11.

132The doctor was unusually direct with the attendees when in his

characteristically straightforwardness he calls tobacco an addictive

drug and the habitual user of tobacco an "addict."1

In lecture number three McFarland was very frank and sincere

when he spoke of the importance of a good diet. He stated, "We might as

well face up to the fact that wrong dietary habits can virtually wipe9out those wonderful emotions of love, kindness, and patience."

Another time the doctor told the audience, "Now I am going to

speak out very plainly at this point, going a little bit further and

telling you why it's best during this period of time to cut way down on

steaks."3

In his closing night lecture Folkenberg added to his credibility

by being sincere with his participants when he asserted: "Friends, here's

a vital point for you long to remember. In all probability you'll have a

weakness to smoke, a tendency along that line which must be zealously

guarded against for a long time."4

Folkenberg and McFarland appear to have spoken in a candid manner

without giving offense, by mingling their candidness with genuine concern

for the participant and his problem.

Offers necessary rebukes with tact and consideration.—On occasion the

promoters of the Plan felt it was incumbent to offer necessary rebukes.

This was done, however, in their characteristically tactful and consider­

ate manner. In the very beginning of his first lecture he mellowed his

folkenberg and McFarland, Lectures, p. 9. 2Ibid., p. 43.

3Ibid., p. 50. 4Ibid., p. 64.

133first rebuke by leaving the decision whether or not they agreed with him.

"Now let's face it," he challenged them. "One of the reasons many of you

started to smoke was social pressure. That's a poor motive to begin

isn't it?"1

In his third lecture Folkenberg was delineating physical habits

and their effect on the will power. He rebuked those who overeat and

described the one who has eaten too much and too well. He made his

rebuke more palpable by a bit of humor:

Glaring at each other in your stomach is an array of food— green salad, meat, potatoes, gravy, bread, pickles, and onions, root beer and olives, with two pieces of banana cream pie tri­umphantly sitting on top of the pile, while the entire collection awaits the arrival of Turns to bring order out of chaos.

But have you stopped to think of the inevitable effect this has upon the brain?2

Intemperance in the matter of not getting enough rest was con­

demned in the same lecture by the pastor:

By habitually staying up late at night, many people rob their bodies of needed rest. Getting out of bed with barely enough time to gulp a cup of coffee and a piece of toast, they commence the day's mad scurry with jangled nerves screaming for a cigarette.3

The humorous personifications of the "day's mad scurry" and

"jangled nerves screaming for a cigarette," both appear to soften the

rebuke.4

McFarland gave a tactful rebuke in regard to the improper

diet of many of his listeners. He did understand that most adults

are the products of their early training in these matters. The diet

of scores of average Americans are devoid of Vitamin B, he said.

2Ibid., p. 35.3Folkenberg and McFarland, Lectures, p. 3.

3Ibid. 4Ibid.

134Instead far too much sugar, white bread and abundance of tea, and coffee are used.1

Again he offered a rebuke of the American diet and then added

tactfully that perhaps his listeners were guilty.

These women were placed on a diet that sounded like the one that many American people eat, and maybe it was what you were eating last week about this time. In other words, little or no breakfast, plenty of tea and coffee, plain white bread. . . .2

Another tempered rebuke is given by the pastor in lecture four.

He personifies a "three inch cigarette" as "kicking" people about. His

last rebuke is less tempered to parents who set the wrong example to their

children by smoking before them.* 3 4

If the aim of criticism is to make people feel they are being

helped, then both Folkenberg and McFarland seem to have succeeded.

Points out benefits to audience.—The team divides the advantages

that will accrue to the participant into three groups: dividends,

benefits and by-products. Folkenberg promises that when the runaway

appetite is under the kingly control of reason, immediate dividends will

be realized.McFarland reminds the auditors that, "There is vitamin B^

in all grains.Wheat germ, in addition to B^, provides protein and7the whole B complex. Actually, the team points out, overcoming

tobacco is only one of the benefits that you will receive—you'll enjoy

better health.® Speaking of dividends the doctor continues, "Here are

¿•Folkenberg and McFarland, Lectures, p. 42

3Ibid., p. 50. 4Ibid., p. 65.

¿Ibid., p. 46. 7Ibid., p. 47.

2Ibid.

¿Ibid., p. 31.

Qlbid., p. 63.

135some wonderful by products, . , , you'll notice that you are sleeping

better. . . . Your mind is clearer. . . . See the double benefit . . . less bulges, and more rest when you sleep,"1 * Then the doctor asks the

question, "Isn't it obvious that we're setting in motion a chain of long-

lasting consequences? Though the work of personal reform is usually long2and often difficult, it pays rich dividends at the end."

Baird'and Knower posit that ethical proof can be enhanced by

obtaining the good will of the listener, by presenting the benefits and

dividends that can accrue to them, if they follow the proposed program.

They say:

Goodwill toward your subject may be created by showing its altruistic nature, the benefits it would provide to your listeners, and its practical advantages. Although objections must be taken into account and duly eliminated, they should not be heavily stressed. Keep the true strength of the proposal in focus by emphasis on its benefits.3

The benefits to the participants were pointed out early in the

first lecture by McFarland. He states:

Right now, we're going to lay out a personal program you can follow to start getting rid of this nicotine and begin to build up your nervous system. We're going to put you on what I consider one of the best-known programs for general health that I know.4

A second time the auditors are promised, "the finest program in 5physical fitness that we know. This is no halfway measure."

The ethical appeal of holding out to the audience benefits, which

1 2Folkenberg and McFarland, Lectures, p. 60. Ibid., p. 66.oA Craig Baird and Franklin Knower, Essentials of General Speech

(New York: McGraw-Hill Book Company, 1952), p. 249.

4Folkenberg and McFarland, Lectures, p. 10. 5Ibid., p. 51.

136the team calls the "finest and best known general health program,"1 is

probably one of the strongest appeals of the Plan.

Pathetic [emotional] proof in the Plan lectures

The second method of persuasion available to the speaker which

Aristotle delineated according to the classical tradition is emotional or

pathetic proof. He states, "... persuasion is effected through the aud­

ience, when they are brought by the speech into a state of emotion. . . . "2

The speaker's utilization of pathetic proof is concerned with his

skill to put the audience in a frame of mind to react favorably and con­

formably to his purpose.3

In spite of the fact that humans are rational beings, they do have

drives, desires, needs which affect their actions and choices. Since

there is a dichotomy of a psychological and physical base in man's needs

and longings, persuasive speeches should not be negligent to consider them.

Since ancient times rhetoricians have been cognizant that the

predominate cause of belief is desire, which is seen through a system of

motives.

According to Cicerois dictum:

Mankind makes far more determinations through hatred, or love, or desire, or anger, or grief, or joy, or hope, or fear, or error, or some other affection of mind, than from regard to truth, or any settled maxim, or principle of right, or judicial form or adherence to laws.4

folkenberg and McFarland, Lectures, p. 10.

2Aristotle The Rhetoric, p. 9.

3Thonssen and Baird, Speech Criticism, p. 359.

4Cicero De Oratore Book II, p. 42.

137It is the stated purpose of McFarland and Folkenberg to con­

vince, and to move to action. It follows> without a doubts that the

appeals used would be designed to place the audience in a frame of mind

that approximates the goal of the speakers.

According to John A. Broadus, a Christian minister and a

Christian doctor would be limited in their appeals due to the ethics

of their profession. He states that:

Persuasion is not generally best accomplished by mere exhortation but by urging, in the first place, some motive or motives for acting, or determining to act, as we propose

A preacher must of course appeal to none but worthy motives that are harmonious with Christian moral ideals, principal motives he is at liberty to use may be classed these heads, namely, happiness, holiness, love.1

Theunder

Although pathetic appeals are especially appropriate in the con-

clusion, Quintilian recognized them as functional in other parts of the2speech as well.

The Plan has been recorded on long playing records for use in

the home. On this recording a participant, Ernest Davis, testifies as

follows:

The program is simple to follow, and has a great deal of depth. It appeals to every type of motivation that we have and gives the tools with which to fight back. Anyone that is determined to stop smoking can stop through this program.3

A study of the lectures by Folkenberg reveal a wide spectrum of

motivational appeals. In the fourth night's lecture it is discovered

that Folkenberg uses his entire speech appealing to various motives.

¿-John A. Broadus, On the Preparation and Delivery of Sermons (New York: Harper and Brothers, 1944), p. 215.

■¿Quintilian The Insitutio Oratoria, p. 415.

¿Ernest Davis, Interview recorded on the Five-Day Plan Album.

138This comes as no surprise because he told his audience the very first

night, "I concentrate upon the psychological aspects of the smoking

habit."1 The main purpose of the Plan is to move to action. The major­

ity in attendance are already convinced of the need to quit but need

that extra motivation to stop.2

McFarland and Folkenberg use motivational materials from the

first night but the fourth evening there is nothing subliminal about

their announcement that, "It's time we discovered something about the

motives for stopping the cigarette habit."3 4

Folkenberg asserts that strong motives are another "key" for

victory over smoking. He asks his listeners if they have tried to

analyze their motives for quitting. Then he posits that lasting deci- 4sions are built on strong motives.

First he lists on the board a number of good motives. He has his

own hierarchy of motivational appeals and gives a value judgment to each

one. He states that he will end with the best motive of all for quit­

ting.5 The pastor first asks his hearers this question, "Have you tried

to analyze your motives for quitting?

The first motive that he lists is, "Better Health;" the next, he

says is not the best inducement, but interests many. It is "Saving

Money." A third appeal is the desire to "be captain of your own life."

^■Folkenberg and McFarland, Lectures, p. 2.

2Folkenberg and McFarland, Control Booklet, p. 2.3Folkenberg and McFarland, Lectures, p. 53.

4Ibid. 5Ibid. 6Ibid.

139Another incentive on the pastor's list is, "your family—your love for

them." This is one of the strongest stimulants. Folkenberg now directs

his listeners to what he terms, "a far more valuable motive, the great­

est, the noblest, and most permanent motive of all for breaking this

defiling habit of smoking." The last of his motives is the "preserva­

tion of health, which he says is a moral issue," and is an evidence of

our love of God.1

Folkenberg discusses fear as a motive and then gives his reasons

for this judgment.

At the opposite end of the motive spectrum lies raw fear, usually inspired by floods of medical evidence linking cigarettes with heart and lung diseases. But is fear a lasting motive for breaking the habit? In view of the mind's amazing capacity to adjust itself to fear, we must conclude that it is only of tem­porary value. "Oh well, we've all got to go sometime;" is a frequently fatalistic phrase showing fear to be at best only a short-term motive for quitting.2

At another place in the lectures McFarland categorizes three of

the emotions as being "wonderful."3 He says in discussing the dietary

restrictions that are recommended in the Plan that, "your emotions are

affected by what you eat. ... We might as well face up to the fact

that wrong dietary habits can virtually wipe out those wonderful emo­

tions of love, kindness, and patience."4

It is the design of this section to discover and describe some

of the motivational appeals in the Plan lectures. It is not intended

that the study of the motivational appeals of the lectures will be

folkenberg and McFarland, Lectures, pp. 54, 55.

2Ibid., p. 70.

4Ibid.

3Ibid., p. 43.

140exhaustive and only a few typical examples of their use of the various

types of appeals will be given.

Health and happiness

Broadus in his section on motives says, "We may lawfully appeal

to the desire for happiness, and its negative counterpart, the dread of

unhappine s s." * 2 3-

In the second lecture McFarland talks about getting extra

amounts of water and about taking three deep breaths, three times a

day, along with rhythmic breathing. He encourages them to carry out

these suggestions because of what will accrue to them. "You see, he

says, "we are giving you a lot of physical fitness to help you stop

smoking. In this way you are actually getting bigger dividends in ob­

taining good health."2

In attempting to persuade his audience to implement guidelines

learned in the first two sessions, Folkenberg promises that "... you

will really begin to live again." The participants are reminded that

will power is a powerful key in the battle with smoking. Since the Plan

is a program of physical fitness, they are -to extend the use of will

power to the entire spectrum of better living, recognizing it to be a

golden key capable of unlocking many doors to greater health and

happiness.4 In this context the pastor warns that failing to use will

power in matters of rest, sleep, eating and overwork will result in

^Broadus, Preparation and Delivery, p. 215.

2Folkenberg and McFarland, Lectures, p. 19.

3Ibid., p. 29. 4Ibid., pp. 36, 48.

141deterioration of health.1

Another time Folkenberg interrogates his auditors. "Are you

interested in better health?"3 It is this motive that many doctors

appeal to in urging their patients to give up smoking, and the dividends 3are numerous. Naturally this will bring greater happiness.

The pastor makes a strong appeal to this motive in his fifth and

last lecture. He reminds those in attendance that following the Plan

they will have "undreamed of health and happiness."4

Sensate pleasure

Dr. Akers, President of Columbia Union College, asserted that we

are confronted with an era where the majority live for pleasure and

everything that tittilates the sensate. These wrong behavioral patterns

have blunted our true senses and worked havoc with our well-being.®

Activities solely for pleasure are diametrically opposed to the

pleasures that Folkenberg and McFarland are encouraging. Their pleasure-

health philosophy more closely agrees with Epicurus, the famed Greek

philosopher, who once said, "Man was made for pleasure," but he contended

that any pleasure that robs a man of peace of mind or his good health is

a false pleasure, because soon he will not enjoy any pleasures.

¿-Folkenberg and McFarland, Lectures, p. 48. ¿Ibid.

¿Ibid. 4Ibid.

¿G. H. Akers, Ph.D., Commencement Address, Southern Missionary College, May 16, 1972.

¿J. DeWitt Fox, M.D., F.A.C.S., Editor, Life and Health, the National Health Journal, Why Not Smoke? (Washington, D.C.: Review and Herald Publishing Association, 1968), p. 44.

142However it is evident that both Folkenberg and McFarland did

make appeals to pleasures that please the senses. Dr. McFarland en­

courages his hearers that if they follow the Plan, there will soon be

imparted to them a sense of well being.1 By the second night Folkenberg

encouraged the group that they could start ’ to expect that, "Your food

will taste better."2 This fact is rather widely accepted. James

Roosevelt, Congressman from the twenty-sixth district of California and

son of the former President Roosevelt said, "Smoking dulls the taste.

At gourmet club dinners the world over, smoking is forbidden until after

dinner.

Heavy smokers will tell you that they didn't know what food

tasted like until they quit tobacco. The sense of smell also returns.

This is the reason so many people, when giving up cigarettes, declare 4their food tastes better than it has for years.

Not only does the sense of taste and smell return, but Jim

Hampton, News editor of the National Observer, who was successful in

breaking the habit in a Plan in Miami testified that his vision was 5greatly improved.

One bonus for the non-smoker would appear to come from a

heightened awareness of the pleasures of the senses.

folkenberg and McFarland, Lectures, p. 26.

2Ibid., p. 29.

fox, Why Not Smoke?, p. 28.

folkenberg and McFarland, Lectures, p. 49.

®Jim Hampton, "Papa, Are You Going to Die from Smoking?"These Times (April, 1970), p. 29.

143Youthfulness and virility

Dr. McFarland appeals to the desire for youthfulness and

virility, as he challenges the listeners to use his cold mitten friction

treatment as a surrogate for drinking coffee, which triggers the desire

for smoking according to the doctor.1 * He informs his listeners that in

a few mornings they will be coming to life again. The younger they are,

the quicker their skin will turn pink. He promises them, if they want

to get back to feeling something like sixteen years of age, they are to 2keep up the practice faithfully.

Wes French explained in the Rocky Mountain News about "cold

mitten friction." "It's just as bad as it sounds. Instead of gulping

down a cup of black coffee to wake you up and get you started in the

morning, you take a wash cloth or wash mitten, get it ice cold and rub

your body until you give off a nice pink glow."3 McFarland and

Folkenberg claim it is even better than coffee to get you going, French

said.4 "Start with just one arm," the doctor told them. "Each day rub

more and more with colder and colder water, until in a week or so, you've

got just a trayful of ice and rub your whole body—and you .just love it."5

One is led to wonder at the strength of this inducement, when Samuel

I 2■'-Folkenberg and McFarland, Lectures, p. 24. Ibid.

3Wes French, "48 Hours Without a Cigaret—Dizzy? No! Appetite? Wow!" Reprint from Rocky Mountain News, February 6, 1963, in Ministry (April Supplement, 1963), p. 12.

^Ibid.

5David Braaten, "More Water, Fewer Friends," Reprinted from Washington Evening Star, February 27, 1963, in Ministry (April Supplement, 1963), p. 29.

144Stafford reported in the Washington Daily News that, "I got the im­

pression that most people had cheated on taking the prescribed Cold

Mitten Friction treatment. . . .1,1

Folkenberg too asserts in the very first lecture that smoking 2hasn't increased anyone's physical strength, but stopping will.

Another benefit to youthful vigor will be the physical exercise program,, 2which McFarland claims will keep the body in better condition.

The youthful vigor and virility developed by the cold mitten

frictions and the daily exercise program will also contribute to the

personal pride of the individual.

Self preservation

A statement used in the control booklet material for the first

session quotes from a Public Health Service report as follows, "Life

expectancy among young men is reduced an average of eight years in those

who smoke two packs or more of cigarettes, and an average of four years 4in light smokers." Such a statistic helps to convince those who wish

to live longer to quit smoking.

McFarland makes a startling contribution to the emotional

appeals when he says on the third night:

^Samuel Stafford, "Sam Springs Back When Pressed (Like a Good Fish Should)," Reprint from the Washington Daily News (February 6,1963), in Ministry (April Supplement, 1963), p. 12.

2Folkenberg and McFarland, Lectures, pp. 3, 4.

3Ibid., p. 62.

folkenberg and McFarland, Personal Control Booklet, First night, p. 13.

145Did you know that there is more evidence to show that

smoking harms the heart than there is that smoking harms the lungs? In other words, we have more scientific proof to show the damaging effects of nicotine on the heart than we have on tobacco tars damaging the lungs.1

The films on lung cancer, and heart disease, along with the

actual specimens of diseased organs which have been removed because of

damage due to smoking, make a strong impact on those who desire to pre­

serve themselves in the best condition.

The general theme and purpose of the Plan, in fact its whole

reason for being, is to aid those who could preserve their bodies.

Pain and ruin

Aristotle says that men do not fear all evils, but they fear 2those matters that mean great pain or ruin. It is strength of this

appeal that Folkenberg builds his argument for quitting all at once. He 3says that many smokers ask the question, "Gradually—or all at once?"

There are two fields of thought on this question; some clinics advocate 4a gradual cutting down. Folkenberg gives his reason for not tapering

off as follows:

We feel that the best way to quit smoking is to stop all at once—none of this tapering off business. The reason is this. It is better to have a few rough days and be through with this smoking problem than to drag it out for weeks and months. Slow torture is no fun.®

¿•Folkenberg and McFarland, Lectures, p. 40.

¿Aristotle The Rhetoric, p. 107.

¿Folkenberg and McFarland, Lectures, p. 5.

^Danger, p. 3 (American Cancer Society).

¿Folkenberg and McFarland, Lectures, p. 13.

146McFarland asserts that, "Nicotine is a red-hot poker to the

poor stomach. Cigarettes can not burn holes in blankets, but also in thePistomach. We call them ulcers.

"A person can go straight into physical ruin," warns Folkenberg,9"all the while desiring to obey the laws of health." Therefore he

appeals to them not to "make the mistake of confusing a mere desire with

will power."

Avoid discomfiture

While some experiences are not considered great pain, still they

are annoying and cause discomfiture. The desire to avoid such experi­

ences is a motivation to some people. This appeal comes into play when

Folkenberg uses this incentive in the first lecture:

The average heavy smoker trying this plan has discovered that physical discomfort can often be substantially reduced by following the daily suggestions to be found in the Five-Day Plan.* 4

Dr. McFarland appeals to this motive as he encourages his

auditors to practice his "cold mitten" friction.® This muscular gymnas­

tics is a natural surrogate for coffee, and acts as a true stimulant to

the body. He then suggests ways of lessening the discomfort of the

common cold by the use of this treatment. He doesn't dwell on the dis­

comfort of the "cold mitten" friction itself. Sam Stafford, writing of

■^Folkenberg and McFarland, Lectures, p. 49.

2Ibid., p. 13. 3Ibid.

4Ibid., p. 8.

®Ibid., p. 25.

147his experience with "cold mitten" frictions called it an "affront to

the body."1 2 * McFarland tells of the cold preventive in these words:

Now the individual who's bothered with colds . . . can do much to build up his resistance to head colds, chronic sinus trouble, and all kinds of things by faithfully taking cold mitten frictions. It has been shown in laboratory research that cold mitten friction can increase white and red blood cell count."2

Another time Dr. McFarland relates the physical discomfort

experienced when a person first started to smoke. The individual who

stops smoking and then resumes the habit will experience these initial

discomforts all over again. The doctor asks:

Do you remember the first time you tried to be like other kids? The rest of them were smoking, and they wanted you to smoke, too. You took a few puffs. That smoke went right down into your lungs, and with spinning head you crawled off into a corner to recuperate.

The pastor further urges them to beware of minor annoyances or

difficulties which strike you in a "low period" or in connection with

"excessive fatigue." "These are times of danger that will lead to the

"irresistible urge."4

The originators of the Plan tried to make the quitting process

as painless as possible suggesting many methods and techniques for

lessening the withdrawal symptoms.® They well knew that the average

person desires to avoid discomfort if possible.

¿•Samuel Stafford, "Sam Springs Back When Pressed," Ministry, April Supplement, 1963, p. 26.

2Folkenberg and McFarland, Lectures, p. 26.

¿Ibid., pp. 22, 23.

4Ibid., p. 35.

¿Folkenberg and McFarland, Control Booklet.

148Material riches

In Folkenberg's spectrum of motives, it is his opinion that the

appeal to gain or acquisition of money is not the best motive. However,

he would agree with a colleague of the writer, Melvin Rees, who stated

"that monetary matters is a sensitive area with most people, and what­

ever touches the pocketbook touches a very sensitive nerve.Although

Folkenberg does not consider it the strongest of the appeals, the appeal

is used repeatedly in the Plan. He reminds the participants that,2"smoking hasn't increased your savings in the bank."

McFarland uses this motive when he recommends diet control in

his first lecture:

We'll tell you what to eat, what to drink, and even how to breathe. Now for the first 24-hour period, I want you to live mainly on fruit and fruit juices. For a long time you've probably wanted to try some of those exotic fruits that come in beautiful cans. This is the time to try them. After all, you are going to be saving plenty of money on cigarettes.Here's your chance to go on a fruit jag. . . !* 3

In the fourth night's lecture Folkenberg says those who give up

smoking will have better physical well-being and this means longer pro­

ductivity in your work and longer security for your family.4

The Ebsco Industries in Shrewsbury, New Jersey, offered a monthly

reward for their smoking employees for every month that they refrained

from the habit. The administrators felt they were saving the company's

^-Melvin Rees, Lecture, July 12, 1972. Pastor Rees is a steward­ship secretary for the Adventist denomination.

9Folkenberg and McFarland, Lectures, p. 5.

3Ibid., p. 10.

4Folkenberg and McFarland, Lectures, p. 53.

149money, as it saved many work hours that had been previously taken for sick leave, and enabling the employee to earn more money too.1 2

In the fourth night's lecture the pastor affirms that "saving

money" appeals to many people, because smoking a pack and a half a day2for 20 years will have cost you approximately $3,000 in cash.

Spiritual riches

To those attending who are religiously oriented, the appeal to

this desire should have motivational power. Even though the program is

not conducted as a religious meeting and Folkenberg and McFarland do not

maintain an evangelistic posture, it would not appear to be amiss for

them to appeal to the spiritual nature. Broadus affirms:

There is in men a spark or desire, and often deep longing for holiness, or as most would express it, "goodness." The most abandoned man sometimes wishes to be good, nay, persuades himself that in certain respects he is good; and the great mass of mankind fully intend, after indulging a little longer in sin­ful pleasure, to become thoroughly good before they die.

Here,then, is a great motive to which we may appeal.3

Folkenberg makes a spiritual appeal the second night. Enumer­

ating the benefits participants can start to expect he includes,

". . . you're beginning to have a sense of victory and the thrill of

right doing."4 In the beginning of the third lecture the pastor impels

his hearers to experience the strengthening of divine power:

1Francis Soper, "Tobacco Topics," Smoke Signals (August, 1968),p. 4.

2Folkenberg and McFarland, Lectures, p. 53.3John Broadus, On the Preparation and Delivery of Sermons, p. 216.

4Folkenberg and McFarland, Lectures, p. 30.

150

We also discovered that the human will when connected with divine power creates a thrilling release of strength needed to overcome this habit. Then why not keep the arm of faith reach­ing a bit higher each day? Heaven will certainly hear and answer every sincere prayer for help.1

Dr. McFarland believes that there is "a greater power than our-

selves," which is available to the group member. Folkenberg in his

closing lecture appeals to his hearers to seek eternal riches and tells

them that they ought to adhere to the Judeo-Christian concept of life,

"that this present life is only the preparation period for a future life

to come. . . ."3

Inspire to captaincy of soul

The desire to be "captain of your own life appears to be one of

the stronger motives for quitting tobacco.* * 4 It is a favorite motive of

Folkenberg and McFarland and is referred to a number of times. Several

examples from the Plan follow:

Folkenberg gives his hearers a method of overcoming when the urge

strikes them. If they will watch their watches for three sixty second

periods the craving will peak and then begin to weaken. Then he en­

courages them, "The victory is yours. Generally speaking, future peaks

of craving will drop lower and lower until you are in complete control

of the situation. It's a wonderful thing to again become captain of your5own ship."

¿•Folkenberg and McFarland, Lectures, p. 53.

2Ibid., p. 43. ¿Ibid., pp. 64, 65.

4Ibid., p. 53. ¿Ibid., pp. 37, 38.

151

In the same lecture the pastor again appeals to self mastery in

utilizing the will power in the matter of eating intelligently at regular

hours and in the proper amounts. "Bringing that runaway appetite," he says, "under the kingly control of reason will start paying dividends."1 2

"What thinking person wants to be continually kicked around by

a three-inch cigarette?" is the rhetorical question that he asks in a bid 2for mastery over the habit. He says that of course the heavy smoker

would walk a mile for a Camel, if he was out of a smoke. He has no

choice in the matter.

While the following human interest experience was related to

appeal to captaincy, it really has a tripartite appeal. First, Folken­

berg resorts to pity for the lawyer's plight, then emulation of his

determination to captaincy and display of self discipline:

One day while driving alone across one of those vast stretches of desert highway in Arizona, I automatically reached into my shirt pocket for a cigarette. That empty pocket triggered quite an amazing chain of events.

Stopping the car by the roadside, I quickly rummaged through my pants pockets, the glove compartment of the car, and my suit coat in the rear seat, but to no avail. Gazing down that endless ribbon of desert highway ahead, without a service station in sight, I ran my hands down behind the seat cushions of the car, hoping against hope for one lonely cigarette.

By now, even a stub would do, so I yanked open the ash tray and roundly cursed the man who yesterday washed my car and efficiently emptied out those now-precious stubs. In a panic I seized my suit coat from the back seat, turned a pocket inside out to joyfully discover little brown tobacco particles which had fallen into the cloth lining of my coat.

Three-pack-a-day smoker that I was, there I stood, all by myself in the middle of the Arizona desert, a successful, Harvard- educated corporation lawyer, frantically sucking the lining of my coat in a desperate attempt to ease my craving.

folkenberg and McFarland, Lectures, p. 36.

2Ibid., p. 53. 3Ibid.

152

Right then and there I thought to myself, this is about the most ridiculous thing I can possibly imagine! Right here and now, I'm going to quit smoking.

Whereupon I climbed into my car and roared off across the Arizona desert right past service stations and cafes with their cigarette vending machines. And I have been passing them up from that day to this.

But the greatest thrill of all was the thrill of stepping onto the bridge and taking command of my own life and saying, "I'm the captain now. No three-inch cigarette is going to push me around from here on."l

Liberation

In an age when liberation appears to be a household word, it

would seem natural for Folkenberg, when speaking on such a relevant

subject as smoking to employ this motive as an incentive for stopping.

In the second lecture, the pastor encourages his hearers by saying,

"Soon now you'll be able to casually refuse a cigarette. Your sleep will

be better. Becoming free from at least 27 different poisons. ... As

master of your own ship and no longer a slave to Lady Nicotine. . . ."

A young student, interviewed by 0. J. Mills at a university Plan

in Philadelphia, told how thrilled she was to learn that, "I don't have

to be a slave any more, but am emancipated, liberated and no longer sub-3ject to the tyranny of the cigarette."

Folkenberg points up the need to be free in the first discourse.

The smokers are "caught" and "trapped," he says.4 As seen in this

example:

^Folkenberg and McFarland, Lectures, pp. 70, 71.

¿Ibid., p. 30.

20. J. Mills, personal interview, June, 1970.

4Folkenberg and McFarland, Lectures, p. 3.

153To many a person it comes as a shock to discover he's no

longer smoking by choice but is caught in a vicious habit.Every Lent finds him smoking a little more. Like being trapped in quicksand the more he struggles the deeper he seems to sink.With weakened will power and self-control steadily undermined, he yearly feels even less capable of breaking away from Lady Nicotine.¿-

Baird and Knower consider this desire for freedom to be one of

the basic human drives and consider it a potent stimulus to action as 2they stress in this statement:

The desire for freedom from restraints on action appears to some extent, to be of biological origin; the newborn babe struggles when held too tightly. Derived from this may be the adults seeking of personal freedom of belief and action.®

When the group member is liberated from his habit he will desire

recognition. The need for recognition is one that Folkenberg and Mc­

Farland recognize and use to an advantage in the Plan.

Personal pride

Craig Baird and Franklin Knower in their section on "Psychologi­

cal Considerations," speak of four different types of drives: (a) the biological, (b) the ego, (c) the social, and (d) the habitual.4

Under ego drives they assert that, "Desires for self-respect,

pride, and dignity can be classed as ego drives. These drives have 5been called the desire for a feeling of personal worth." We find that

¿"Folkenberg and McFarland, Lectures, p. 3.2Baird and Knower, Essentials of Speech, p. 251.

¿Ibid., p. 250.

4A. Craig Baird and Franklin Knower, Essentials of General Speech New York: McGraw-Hill Book Company, 1968), p. 250.

¿Ibid., p. 251.

154Dr. McFarland appeals to this motive of the need for social approval.

He opens the fourth night lecture by asking the question, "Tell me

something. Do your friends actually believe you are breaking the habit?

(numerous responses). That's just what we thought. Friends and rela­

tives usually find it hard to believe that you are breaking away quite

this easily.1,1

Theodore Irwin wrote in Pageant Magazine about the Plan. He

says that while Folkenberg has great admiration for Alcoholics Anonymous,

the pastor feels that there will never be a Smoker's Anonymous, because,

Once a chronic smoker has shaken the habit, he's too eager to tell his nicotine-stained friends, just how he did it. The triumph goes beyond the absence of a hacking cough, burned holes in the pants, and ashes on the living-room rug. As one reformed, chain-smoker remarked to Pastor Folkenberg; 'the air smells fresher, the sky seems bluer, the girls are prettier.'Maybe it's worth the headaches, muscle twitching and cold mitten friction.* 2

David Braaten, staff writer of the Washington, Evening Star,

writes of his experience in defeating his habit at the Plan held at the

University of Maryland, and of the personal satisfaction that each

member felt at the conclusion.

Graduation! At last it was here! The day to which all our efforts of the last 96 hours had pointed, on which all our hopes for years to come hinged. This was indeed, we told ourselves, it. Who can blame us, if we were a little excited.3

^-Folkenberg and McFarland, Lectures, p. 48.

2Theodore Irwin, "The New Five-Day Plan to Stop Smoking," Reprint from Pageant, August, 1963, p. 104.

3David Braaten, "Ex-Smokers Go it Alone," Reprint from the Washington Evening News, March 1, 1963, in Ministry, April Supplement, 1963, p. 30.

155Pastor Mark Finley, who has considerable experience in conduct­

ing Plans, states that many of those interested in future Plans come

from those participants, who are so proud of their accomplishments that

they tell friends and relatives that they should attend the next Plan.

Physical attractiveness

Folkenberg and McFarland appeal to the desire to be physically

attractive. Aristotle states that a "good" is something desired by all

beings, and that pleasant things are "good" and that physical beauty is pleasing to the senses.1

The doctor begins his fifth night lecture with an indirect

appeal through a compliment to the audience on their improvement in

appearance.

Good evening ladies and gentlemen. You're certainly looking well tonight. I never cease to marvel at how quickly the body begins its work of rejuvenation. Is it my imagination or are your eyes actually brighter and your skin clearer? How many of you have had friends say you're looking better?"2

Their weight control program which is an integral part of the

Plan is based on this same appeal. McFarland talks about "keeping trim,

and advocates a simple plan to aid in weight loss. "It is sound, and it

will work. The object is lose one pound a week. This is a good average 3Of course, you lose weight more slowly than on a 'crash program.'"

Then he points out that this slow loss avoids the danger of droopy "skin

folds around the neck and face and they will avoid looking like a scare

¿•Aristotle The Rhetoric, pp. 30, 31.

9Folkenberg and McFarland, Lectures, pp. 62, 63.

¿Ibid., p. 58.

156crow or a dried prune." He promises that they will get rid of

2"unwanted fat" and have less "bulges in the figure."

Scientific research confirms the Plan's claim to improved

physical attractiveness through the abstinence from smoking. This appeal

is based on facts:

In addition to its connection with lung cancer and heart attacks cigarette smoking has been linked to a shortened life.And there is recent evidence that heavy smoking even contributes to premature wrinkling of the skin, particularly around the eyes.* 2 3

Recognition

Different scholars have a different set of motivational appeals

to which they attach a special importance. Roy Garn in his book, The

Magic Power of Emotional Appeals, posits that four emotional appeals that

make people want to listen are: monetary gain, love, self-preservation,

and recognition.4

Baird and Knower would concur that the desire for recognition is

a valid emotion. "We like to be approved by our associates; as a result

we are stimulated by praise and reproof . . . "3

^Folkenberg and McFarland, Lectures, p. 62.

2 "Tips on How to Stay Young," Newsweek, April 16, 1973, p. 63.

3Ibid.

4Roy Garn, The Magic Power of Emotional Appeal (New Jersey: Prentice Hall Inc., 1960), p. 36. In the preface of this volume Roy Garn informs his readers that his book is the result of more than seventeen years of pioneering in the field of human communications. He defines emotional appeal as a communicator's ability to motivate and make others want to listen.

^Baird and Knower, Essentials of Speech, p. 251.

157Folkenberg impels his hearers to strive for further achieve­

ment by his appeal at the beginning of the third night's lecture:

"Good evening, friends, and a warm welcome to each of you.Dr. McFarland and I are wondering how you have gotten along today? How many of you have not smoked during the last 24 hours? Doctor, just look at those hands! We're proud of you.Now for the few remaining people who have not raised your hands, by all means don't allow yourselves to be discouraged. Incidentally, I'd like to see how many of this group have cut way down on their cigarette consumption? It looks like every­one is making excellent progress and we're proud of you."3-

Throughout the entire Plan the team repeatedly recognizes the

progress of the group by having them show their hands, having them tell

their experiences and by using the blackboard to show the decrease in

the number of cigarettes smoked by the group.

Victorious achievement

The desire for success has been recognized as having motiva­

tional appeal for the individual. The promise of success is held out to

the participants as they follow the Plan. You will battle and win over2smoking by attacking it from the physical, mental and spiritual levels.

In the same lecture the hearer is assured: "You can quit at once. May I

suggest that here's a vital clue for your success. The average person

can break a habit far easier by a strong positive decision . . ." An­

other incentive is held out to keep trying, "Now listen carefully. You4can break the smoking habit far easier than most of you realize." The

ones having difficulty are encouraged by McFarland, "The rest of you may 4

^Folkenberg and McFarland, Lectures, pp. 30, 31.

2Ibid., p. 4. 5Ibid.

4Ibid., p. 8.

158take a few days longer, but you can certainly make it if you will,"1

and Folkenberg too inspires them, "Every one of you can win this battle 2against smoking, and we are here to help you do it."

This magic word "victory" is held out to challenge the group,

"Soon now," they are told, "you'll be able to casually refuse a cigarette□. . . you're beginning to have a sense of victory . . ."

The foregoing examples of motivational appeals appear at the

beginning of the Plan. When the last lecture is examined—victory has

taken place. The participants are eager to tell of their victory. The

Plan tells of this experience, "By now you've heard many people rise to

express gratitude and amazement at how easily they gained their first

major victory."4

Emulation

Aristotle affirms that "emulation is a good emotion, and char- 5acteristic of good men ..." He defines emulation as,

a pain at what we take to be the presence, in the case of per­sons who are by nature like us, of goods that are desirable and are possible for us to attain—a pain felt, not because the other person has these goods, but because we do not have them as well.®

Aristotle further states that men are emulous of whom many7admire or of whom we ourselves admire.

¿■Folkenberg and McFarland, Lectures, p. 13.

2Ibid. ¿Ibid., p. 29.

4Ibid., p. 63.5Aristotle The Rhetoric, p. 129.

®Ibid. * 4 5 * 7Ibid., p. 130.

159We find that Dr. McFarland appeals strongly to the emotion of

emulation in his first night lecture.

Now that you've chosen not to smoke, and that's a very fine choice, we're going to study a little bit of anatomy and physi­ology, explaining to you what is going on inside the human body and what produces this craving, and also why it's so difficult to quit. You've probably all been around when someone said,"Why there's nothing to it. I didn't follow any plan. All I did was go home and say, 'I'm through,' and that was that."While that fellow is standing there bragging, there are five others standing around, and they're not saying anything at all.You know why? Because they've tried and tried, and it didn't work for them.l

In the fourth night lecture he again appeals to them to be non-

smokers like the astronauts.

We are trying to give you what we consider the very finest program in physical fitness that we know. This is no half-way measure. If you were one of the astronauts, automatically cigarettes would be out. They've got to be in top notch physical condition.2

Pity

Folkenberg contrasts the pagan philosophy with that of the

Judeo-Christian concept of life. He calls for pity for the hopeless

situation of the pagans and suggests that men not follow their example:

. . . the ancient pagan concept of life can be summed up in these words. "Let us eat and drink for tomorrow we die,"To them the grave was a black hole in the ground from which there was no escape: death, a long night without a morning.3

Shame and repugnance

In his description of gluttony, Folkenberg wishes the situation

^Folkenberg and McFarland, Lectures, p. 9.

¿Ibid., p. 51.

3Ibid., p. 64.

160to be repugnant to his listeners:

. . . you stagger away from the dinner table having eaten too much and too well. Glaring at each other in your stomach is an array of food—green salad, meat, potatoes, gravy, bread, pickles, and onions, root beer and olives, with two pieces of banana cream pie triumphantly sitting on top of the pile, while the entire collection awaits the arrival of Turns to bring order out of chaos.1

The demand for repugnance is even stronger in his description of

the pagan philosophy and its bainful result:

We read of feasts which lasted for months. Menus often included such rare foods as humming bird tongues, or pink mice dipped in honey and swallowed alive and the act of regurgita­tion allowing revelers to eat more food.

Hence paganism results in a period of appalling decay wherein religion sank into one vast mixture of worship, super­stition, and immorality, wherein human life was regarded with astonishing indifference. When a person had eaten everything, tried everything or fallen hopelessly in debt, suicide was considered a perfectly honorable release from boredom of life.2

Perhaps akin to each other the two appeals to pity and repug­

nance incite somewhat the same emotions. One is not sure whether to be

sorry or disgusted.

Love of children

Folkenberg relates a moving incident to show participants how

the motive of love moves to decision and action. He speaks of an attrac-

tive young matron, who as she was leaving the auditorium after the third-

night program paused in the auditorium lobby and proudly stated that she

hadn't smoked a cigarette in several days, but she confessed, that she

really didn't want to quit. Folkenberg relates the conversation:

^Folkenberg and McFarland, Lectures, p. 35.

2Ibid., p. 64.

161Launching into an explanation of her philosophy she said,

'Even though smoking might shorten my life, I want to die happy. Anyway, I might break my neck on a banana peel tomorrow. As to my children being wrongly influenced by my example of smoking,' she continued, 'they see their aunts, uncles, and teachers smoking all the time.' At about this point in the conversation she vol­unteered the information, 'I already have two children, and another is on the way.'

Where upon we asked, 'Have you read the medical research concerning tobacco's possible effect on the unborn child?*

Flashing a surprised glance she asked, 'What are the possible effects of smoking on my unborn child?'

Upon learning of the increased fetal heart rate within moments of the mother's first drag on a cigarette, of recent obstetrical studies indicating an increased incidence of pre­mature births among smoking mothers, of inevitable anoxia (lessened oxygen supply in the mother's blood), her face sudden­ly gave evidence of a sober inner resolve.

Stamping her feet she firmly announced, 'That's it! Now I know for certain why I'll quit; and promptly strode out of the lobby in possession of one of the strongest motives known— the motive of love.1

Folkenberg relates an experience that happened in one of the

Plans that emphasizes the strength of the love of a child as a stimulant

to action. A father rose to tell his motive for breaking the habit.

Holding his year-old son in his arms he said:

My father was a three-pack-a-day man. When I was a lad of ten, my father died of lung cancer! I am determined that my son will have his father longer than I had mine.2

Love of fiancee

Folkenberg gives another example of the love of a person as a

motive, when he told about the love of a girl for a man who wanted her

to stop smoking. "A very pretty young lady attended the group therapy

one evening, and she announced, 'My fiancee says he won't marry me until 2I stop smoking, and I've decided he's worth it!"

¿Ibid.

¿■Folkenberg and McFarland, Lectures, p. 69. 2Ibid.

162Benevolence - love of neighbors

Aristotle lists among the emotional appeals, benevolence—the

art of disinterested kindness. He states:

Let us take benevolence (favor, kindness) to be this: the feeling in accordance with which one who has it is said to do a favor to one who stands in need, not in return for anything, nor for any advantage to the doer, but for the advantage of the recipient. The favor is great if shown to one who is in urgent need, or in need of things that are great. . . .1

Dr. McFarland employs this emotion in the beginning of his

first lecture. He desires, having had the pleasure of being benevolent

to others, that the participants in turn enjoy the same pleasure by

working for their smoking friends, who need help in their struggle. He

suggests:

And why not talk this up among your friends? Invite John and Mary to come with you tomorrow night. We'll have a good time together. Every single one of you can win this battle against smoking and we are here to help you.1 2

Likewise a similar appeal is made to help others by contacting

their buddy tomorrow. "Don't forget to contact your buddy;" they are

counseled,, "he may be on the verge of losing the battle, on the verge of

smoking again, when suddenly the phone rings and there you are, encour­aging him."3

The participant may not be aware that by responding to another's

need that they may be strengthening their own resolve in right doing.

The benevolent appeal has been a strong part of the total overall Plan.

1Aristotle The Rhetoric, p. 117.

2Folkenberg and McFarland, Lectures, p. 13.

3Ibid., p. 16.

163Love of God

Folkenberg comes to the climatic position of his motivational

hierarchy when he says that love to God is the greatest, noblest and most permanent motive of all.1

He would agree with John Broadus' evaluation of the motives as

follows:

The mightiest of all motives is love. . . .We ought to love God supremely, and such supreme love

would be our chief motive to do right and to do good. . . . love to Christ. To this, above all other motives ... we should appeal. Far from excluding others, it intensifies while it subordinates them.2

In the consideration of the "far more valuable motive," the

pastor asserts:

Your body is the most marvelous mechanism in the world.What man-made machine is capable of repairing itself? Your body, home of a million marvelous mysteries, offers supreme evidence of the existence of some Infinite Engineering Intelligence.3

Folkenberg reminds his hearers of the historical event when

God spoke the ten commandments from Mt. Sinai, and purports the sixth

commandment, 'Thou shalt not kill,' to have a wider significance that a

prohibition against seizing a gun and shooting his neighbor:

Let's broaden our thinking to realize that whatever physical practice weakens the human body, thus laying the groundwork for a later possible disease, a shortened life of usefulness to home and community, constitutes a direct violation of this sacred command.4

1Folkenberg and McFarland, Lectures, p. 58.

2Broadus, Preparation and Delivery, pp. 216-217.

3Folkenberg and McFarland, Lectures, p. 57.

4Ibid., p. 58.

164God in His infinite love for man has provided for him a body

that is "fearfully and wonderfully made."^ The team feels that man

should be reciprocal, and in return for God's love and because he loves 2God that he should render his body free from any defiling habit. They

assert that:

. . . because this present life is a preparation for the future life to come, each of us will do well to examine often his daily habits, choosing to discard everything harmful to either mind, soul, or body.3

This thesis, of one's love for God being the supreme motive for

the best treatment of the body, is presented on the fourth night, and

further developed as the theme of Folkenberg's presentation on the fifth

and final night. This presentation of the love of God as strong impetus

to action coming as it does in the final and climatic position should be

remembered the longest and produce the greatest results.4

Poor motives

It is axiomatic with Folkenberg that good motives result in . • 5lasting decisions and poor motives cause shallow determinations.

He is quick to point out in his first lecture what a poor motive

is. He asks a rhetorical question, "Why did you start to smoke?" Then

he proceeds to answer his own question, "It hasn't increased your health

or increased your savings in the bank. . . . One of the many reasons many

'"Psalms 139:14.

^Folkenberg and McFarland, Lectures, p. 64. ¿Ibid.

4Boris Sidis, The Psychology of Suggestion, p.5Folkenberg and McFarland, Lectures, p. 54.

33.

165of you started to smoke was from social pressure." Then he adds, "That's a poor motive to begin with isn't it?"^

Folkenberg drives hard on social pressure as being a poor motive.

He asks the question:

While social pressures demand this, or present custom de­mands that, do we need necessarily to be blown about by every wind that comes along? Bowing to social pressure may have been the reason you started to smoke . . .* 2

One example that he gives of the short lasting results of poor

motives was the story he told about a lady who attended one of the

clinics. "If I stop smoking my husband is going to buy me a new car."

She readily admitted that this was basically her only motive for quitting

"And what will you do when you get the car?" she was asked.3"Oh," she replied, "I'll probably begin smoking again." Then

Folkenberg drives home his point by saying, "Notice carefully that poor 4motives usually produce shallow and temporary decisions."

Dr. McFarland points out that emulating others' wrong habits is

a poor motive:

Do you remember the first time that you tried to be like the other kids? The rest of them were smoking, and they wanted you to smoke, too. You took a few puffs. . . . But the next time you smoked, it was easier to tolerate.®

While one may be highly motivated by some appeal, it is necessary

to analyze one's own motives. Folkenberg calls this analization of

motives the "key" to overcoming tobacco. This is something that everyone

^Folkenberg and McFarland, Lectures, p. 4.

2Ibid., p. 63. 3Ibid.

4Ibid. ®Ibid., pp. 22, 23.

166must do for himself. Each must decide if his motives are good or are

they poor motives. Then each individual must choose to follow only the best motives.1 * 3

Fear

Although McFarland and Folkenberg do not consider fear a strong,

continuing motivation for stopping smoking, they do make extensive use of

this emotion throughout the Plan, and a discussion of the motives would9not be complete without considering fear as a motive m the Plan.

In delineating the emotion of fear, Aristotle postulates that a, 3person may have a mental image of impending evil of a destructive sort.

". . . When it is desirable that the audience should fear," he says,

"the speaker must bring them into the right frame of mind so that they

take themselves to be the kind of people who are likely to suffer."4 An

appeal to this emotion is made in the opening lecture. Folkenberg informs

his audience, "We are about to project on the screen the gripping story

of a young newspaper editor's successful fight against lung cancer. You

will follow him through his examination, diagnosis, then finally accom­

pany him directly into the operating room to witness the removal of his

cancerous lung. Though the surgery sequences don't last too long, please

remember you're seeing the real thing. Should you feel a bit squeamish, just look somewhere else for a few seconds."1

1 2Folkenberg and McFarland, Lectures, p. 53. Ibid., p. 70.3Aristotle The Rhetoric, p. 107.4Ibid.

5Folkenberg and McFarland, Lectures, pp. 2, 3.

167In the directory for conducting the program given in the manual,

Folkenberg states that, "many heavy smokers make a mental substitution,

feeling themselves to be on the operating table due to their own years

of smoking. . . ."1 2 *

A. C. Marple, chaplain and director of the Plans at the Washington

Sanitarium and Hospital in Takoma Park, Maryland, has probably helped

more people stop smoking than any man m America.

Marple describes the audience as they assemble together on the

opening night, "hostile and nervous," they sit "grim-faced" and full of. . 3suspicion.

During the first two nights of the Plan his program is planned

to jolt the participants with a charge of healthy fear. Jim Hampton

relates his experience saying, "The meeting . . . gave us a healthy dose

of plain fear."4 He continues, "We don't use fear as a motive," then

quickly adds, "but it surely helps to get them thinking about their 5personal health."

This statement appears contradictory. Fear is a motive and it

is definitely used in the Plan. Perhaps he means that fear is not the

only motive or the main motive. It is the opinion of the investigator

¿■Folkenberg and McFarland, Lectures, p. 3.2Morten Juberg, "A Chaplain's Private War Against Smoking,"

Columbia Union Visitor, November 26, 1970, p. 12.

¿Ibid., p. 13.

4Jim Hampton, "Papa, Are You Going to Die, These Times, April,1970, p. 29.

¿Ibid.

168that this is a fear of fear, because of what Folkenberg's contention that fear is not a lasting motive and is of only temporary value.1 *

Despite the fact, that the pastor does not evaluate this motive among

the highest, but says that it is at the "opposite end of the motive2spectrum, it is used extensively throughout the Plan.

Parental responsibility

Loren Reid states that the list of emotions and sentiments is

long.3 After giving a number of emotions, he adds, "We cherish health,

home, family, children ... We want to do our duty, and we are loyal."4

Folkenberg had the conviction in the Five-Day Plan, as he does in

the pulpit, that it was his duty to motivate parental responsibility in

example of conduct.

He speaks of a baby growing into childhood and adolescence and

being taught by the parents the laws of his being. He is to be taught

to resist those things that militate against his well being. The pastor

adds :5

Now in the case of many of you, your children have observed you smoking for years. Now it's your happy opportunity to break this trend, beginning a vital program of re-education. Gently by precept and example, you can help prevent their falling into the same trap, at the same time teaching your children how to live; isn't it obvious that we're setting in motion a chain of

^■Folkenberg and McFarland, How to Stop Smoking in Five Days,p. 70.

¿Ibid.

3Loren Reid, First Principles of Public Speaking (Columbia, Mo.: Artcraft Press, 1960), p. 233.

4Ibid.

^Folkenberg and McFarland, Lectures, p. 65.

169long lasting consequences? Though the work of personal reform is usually long and often difficult, it pays rich dividends at the end.1

The importance of parental responsibility was indelibly impressed

upon the pastor's mind as he read the words of Ellen White from which he

claims he received much of the material for structuring the Five-Day

Plan.

Boys begin to use tobacco at a very early age . . . but what can be done to teach children and youth the evils of a practice of which parents, teachers, and ministers set them the example?Little boys hardly emerged from babyhood, may be seen smoking their cigarettes. If one speaks to them about it, they say, my father uses tobacco. They point to the minister or the Sunday-school superintendent, and say, "Such a man smokes, what harm for me to do as he does?" Many workers in the tem­perance cause are addicted to the use of tobacco. What power can such persons have to stay the progress of intemperance?2

J. DeWitt Fox, a colleague of McFarland and a supporter of the

Five-Day Plan made this declaration after an indepth study of the smoking

habits of hundreds of persons:

Often smoking parents set the habit patterns for their children.When both father and mother smoke, the chances of the children becoming cigarette addicts are greatly increased. In a Copen­hagen school in Denmark, officials asked parents of school child­ren to stop smoking. The response was so general that student smoking dropped dramatically. Smoking parents make the ciga­rettes too available and children accept its use as the social norm.3

Logical constituents in the Plan lectures

The third constituent of artistic invention is known as logos.

Aristotle theorized that the logical aspect of persuasive ingredients was

^Folkenberg and McFarland, Lectures, pp. 65, 66.

2Ellen G. White, Ministry of Healing, p. 329.

3J. DeWitt Fox, M.D., F.A.C.S., Why Not Smoke? (Review and HeraldPublishing Association, Washington, D.C., 1968), p. 25.

170the most important. Thonssen and Baird stated:

Aristotle was impelled to write his Rhetoric because he felt that his predecessors had neglected to give logical materials their deserved place in speech craft, while the Rhetoric surely gives emotional and ethical proof due consideration, Aristotle held to his conviction that the most important ingredient of a speech is rational demonstration through severe argumentation.1 2

According to Aristotle, ethical proof is evinced from the speaker;

pathetic proof is effected through the audience; but logical proof arises 2out of the subject matter of the speech itself.

When the logical aspect of Folkenberg's and McFarland's argument

is examined, it is not difficult to assess their performance. Attention

will now be given to the forms of supportive materials used in the Plan.

Causality

An important method of reasoning is concerned with causal re­

lations. This method moves either from cause to the effect of fromoeffect to cause.

These types of arguments appear frequently in the lectures.

Cause to effect is found more often than effect to cause.

Cause to effect.—Early in the first lecture Folkenberg uses

causal reasoning. One of the pastor's strongest psychological thrusts

is to get the participant to strengthen and develop the will by exercis­

ing it. He reasons from cause to effect, "Under prolonged disuse the

1Thonssen and Baird, Speech Criticism, p. 331.

2Aristotle The Rhetoric, p. 8.

¿Brack and Hance, Public Speaking and Discussion for Religious Leaders, p. 133.

171human will becomes weak, leading one victim, of habit to complain, *1 can resist everything but temptation.'"1 2 Continuing the discussion of the

correct use of the will, Folkenberg adduces this counsel: "May I pause

now to stress something you must not forget. The way you think, the way

you exercise your will, these have an immediate effect upon the rest of 2your body."

McFarland also reasons from cause to effect in his first lectures.

He states his reason for leaving out alcohol during the five days of the

Plan. "Alcohol," he says, "is primarily a depressant drug, it knocks

out the very cells where will is located—so no liquor."3 Another example

of McFarland's use of this form of logic in the first lecture is discov­

ered when he is advocating the use of liquids: "Six glasses of water,

plus regular fruit and juice intake during meals for the first 24 hours,

will go a long way toward getting this nicotine and its residues out of

the system in a hurry."4

Sometimes arguments from cause to effect are used in succes­

sion. In lecture four McFarland uses back to back examples of this type

of causality. In speaking of the potency of cigarettes the doctor empha­

tically states, "Cigarettes can not only burn holes in blankets, but

also in the stomach. We call them ulcers.Then immediately following

the doctor uses this method in referring to condiments, and he says:

folkenberg and McFarland, Lectures, p. 6.

2Ibid.

¿Ibid., p. 10.

4Ibid. ®Ibid., p. 51.

172But back to condiments—all some folks need to do is to

have a little amount of horse-radish, black pepper or mustard hit their tongue, and immediately it will start a strong craving for a cigarette.1

McFarland also uses this reasoning method extensively. In his

fourth lecture he is speaking on the importance of diet and its relation

to curtailing the tobacco habit. In two paragraphs he uses five examples

of cause to effect reasoning.

The first example is that of a prize fighter. McFarland says,

"This reminds me of a prize fighter I recently read about who, when he

gets ready for a big fight, eats nothing but raw, red meat for several 9days, so he'll be able to be really fighting mad."

In speaking of cholesterol the listeners are reminded:

Now cholesterol is a perfectly normal product which your body produces all the time. However, when you put in your body food containing an excess of saturated fat this excess is dangerous because it causes a rise in blood cholesterol to abnormal heights.* 3

The doctor continues, "This abnormal amount of cholesterol acts

like sludge which is deposited in the blood vessels, causing the blood

vessels to narrow.4

In the fourth example the doctor refers to coronary heart attack

when he says:

This whole process is called by doctors arterioschlerosis, or hardening of the arteries. When this happens in a coronary artery and it is suddenly plugged or gets too narrow, the individual suffers a coronary heart attack.5

^-Folkenberg and McFarland, Lectures, p. 52.

2Ibid., p. 54. 3Ibid.

4Ibid.

5Ibid.

173The fifth example is found near the close of the second para­

graph, "Americans are the best fed people in the world today and that is

probably why we lead the rest of the world in coronary disease."1

Effect to cause.—This argument of causality is found in the

first lecture as McFarland warned:

Don't be surprised during these first few days if you develop a headache, feeling as if someone had come along and stabbed you in the back of the neck. Your legs may ache too. These are mild withdrawal symptoms.2

Folkenberg demonstrates the principle of effect to cause. He

takes in his hand a sour lemon. He tells his hearers that at that moment

their salivary glands are flowing. He cuts the lemon and sucks on it.

Now he stated that the glands in their mouths are squirting in all direc­

tions. He explains the activity or effect. The cause of this effect was2the way they were thinking about the sour lemon.

In the same lecture the pastor is encouraging his listeners with

immediate, noticeable salutary effects, "Soon you'll be able casually to

refuse a cigarette. Your food will taste much better. Your sleep will be

better."4 The cause of these effects is that the person is being freed

from twenty-seven different poisons found in cigarettes.®

In lecture three Folkenberg warns his audience that likely

they will be met by an "irresistible urge." The cause of this urge is 7some minor annoyance or difficulty, striking them at a "low period" or

Qin connection with excessive fatigue.

1 9Folkenberg and McFarland, Lectures, p. 54. ■‘Ibid., p. 11.

¿Ibid., p. 28. 4Ibid. ¿Ibid. 6Ibid., p. 39.

7Ibid. 8Ibid.

174In the same third night lecture he assures those in attendance

that:

Each night we're giving you something that will help those nerves to be calm, to build them up your nerves will need all the help they can get these days. We've already discussed the calming effect of proper breathing.

Another example of effect to cause reasoning is found in the

fourth lecture. McFarland is lecturing to his auditors stating effects

that are encouraging. Some participants have testified that they "can't

believe that the craving is leaving them so rapidly, because I've smoked

for 20 years."2 Then he turns to the cause of these salubrious effects,

and says the reason why is because you are saying, "I choose not to smoke

and you are asking for divine aid. On top of that, you are following 3certain basic physical laws ..."

Contrast

For making a matter clear and intensifying a point, contrast is

used frequently in the Plan. In the first lecture Folkenberg portrays

the right use of the will by a contrast between two mental actions.

When trying to break the habit, many people make the mistake of saying, "I'm going to stop smoking right now," or, "I'm never going to smoke again from this moment on." And what are they do­ing? They're making a promise.

Then let's examine the correct use of the will. Here it is. Instead of saying, "I promise," he will say, "I choose to quit smoking!" Please notice that in the fore-going choice there's no* promise involved. He's not promising to do anything. Instead, he's choosing to stop. A little careful thinking will reveal there's a world of difference between the two mental actions.4

"-Folkenberg and McFarland, Lectures, p. 41.

2Ibid., p. 53. 3Ibid.

4Ibid., p. 7.

175

McFarland in his concern that no attendee becomes discouraged

contrasts the experience some will have in their battle to give up smok­

ing by saying:

I don't want you to think this is going to be a merry-go-round. For some of you it will be very easy. For three days others of you may think you're going to die. But you won't. It may be rugged and miserable, but it will certainly be worth it.1

In another place McFarland differentiates between additive and

carcinogenic factors in smoking, when he states:

One of the 15-16 billion nerve cells in the brain would look something like this as drawn on the board. It is in these cells that the damaging part of this cigarette business goes on. Nico­tine, and I'll print it on the board, is quite different from the substance which causes cancer. Nicotine causes your addiction in these nerve cells. Yes, I said "addiction!" But you say, "I don't like that word, doctor! You mean I'm an addict?" Yes, and you'll soon discover why. It's our job during these five days to get rid of an addictive drug as quickly as possible.2 3

When McFarland approaches the subject of nicotine and the nervous

system, he uses contrast for clarity, so that the participants can under­

stand a subject on which the average individual has only tangential

knowledge. He shows them how the individual has control over the central

nervous system, "but," he says, "there is another nervous system over

which you have no control." This is the nervous system that controls the

heartbeat and regulates digestion and the circulation of the blood. This

nervous system is called "the autonomic nervous system or you might call

it the automatic nervous system."4

In the last lecture Folkenberg turns more to the spiritual in the

wholistic approach. He asserts that the proper concept of life will

^-Folkenberg and McFarland, Lectures, p. 9. 2Ibid.

3Ibid., p. 20. 4Ibid.

176enable a person to live above the habit.* 1 He supports his contention

by contrasting two concepts—the ancient pagan concept of life and the

Judeo Christian concept. "History tells us," he says, "the ancient pagan

concept of life could be summed up in these words, 'Let us eat and drink,

for tomorrow we die.'"2 With this "bleak philosophy"3 he contrasted the

Judeo-Christian concept that teaches that the body is "fearfully and

wonderfully made,"4 and that life is sacred. "Physical habits," asserts

McFarland, "took on a new importance under the teaching of St. Paul when

he said, 'Whether therefore ye eat, or drink, or whatsoever ye do, do

all to the glory of God.

Analogy

Another type of inference is that of analogy (inference by com­

parison) . Baird and Knower analyzed this mode of logical process thus:

The isolated facts, cases, objects or relationships between such objects are compared with other similar facts, objects, cases or relationships about which our information is relatively hazy.®

Folkenberg used this method in the first lecture as he endeavored

to establish his point that smoking is such a habit that it is almost

impossible to break without help. This he states is:

¿•Ibid., pp. 64, 65. 2Ibid.

¿Ibid.

4Ps. 103:14.

¿Folkenberg and McFarland, Lecture, p. 65. (Quoting fromI Cor. 10:31.)

®A. Craig Baird and Franklin H. Knower, Essentials of GeneralSpeech (New York: McGraw Hill Book Company, 1960), pp. 113, 231.

177Like being trapped in quick sand, the more he struggles the

deeper he seems to sink. With weakened will power and self- control steadily undermined, he yearly feels even less capable of breaking away from Lady Nicotine.

In establishing the secret of a strong will power Folkenberg used

an analogy. He compared the power of a rudder on a ship to guide the

liner with the way the will directs the person. On the board he drew a

picture of a ship's rudder and observed:

You realize the rudder doesn't propel the ship forward, but only gives direction to its travel. They tell us the rudder of the famous "Queen Elizabeth" weighs approximately 65 tons, yet that 65-ton rudder is able to guide a mammoth liner weighing over 85,000 tons. Obviously the rudder exerts an influence completely out of proportion to its size.1 2

Then he continued his analogy of the rudder to the will power.

The will can make an entire change in the direction of a person, Folkenberg

asserted. With this comparison he began a unique analogy that interlaced

like a thread through the other four lectures. In the second lecture the

pastor observed that in order to overcome an array of wrong habits which

seem to fasten themselves upon us, we're going to need a power outside of

ourselves to accomplish the aims we seek. Again he proceeded with his

analogy to a ship by saying,

I would therefore like to liken this divine power to the propellers on a ship. By your will you choose a new direction, thus using the rudder, but the power to move must come from another source. When the craving strikes, just keep on asking and asking . . . and receiving. You'll be thrilled how quickly the new power arrives! Your craving will weaken.3

In the third lecture Folkenberg gives his fourth method of

dealing with the "irresistible urge."4 He recommended that his hearers

1 9Folkenberg and McFarland, Lectures, p. 5. Ibid.

3Ibid., p. 29. 4Ibid., p. 39.

178get out their watches and endure the urge for sixty second periods. He

encouraged his auditors that the craving will peak and they will be vic­

torious. Then he turned to his ship analogy continuum and said:

The victory is yours! Generally speaking, future peaks of craving will drop lower and lower until you are in complete con­trol of the situation. It's a wonderful thing to again become captain of your own ship.1

Turning to the fourth lecture it is observed that the analogy

progressed further, when he appealed to the participants to not allow

themselves to be "kicked about by a three inch cigarette."2 He likens

a victorious experience to being "captain" of one's own life.3

The ship analogy is resumed in the final lecture. After impress­

ing on the hearers' minds a new concept of their worth, Folkenberg built

self worth by saying that they were not a mere "chip of wood floating at

sea."4 He now completed the ship analogy he began in his first lecture.

"Now during these past few days you've stepped up to the bridge of your

own ship and seized the wheel saying, 'I choose to direct my life into

paths of better living, choosing to eat, drink, and live in accordance

with laws of my being.'"5

McFarland endeavors to impress the would be non-smoker with the

importance of starting the morning in the right manner. He used the

following comparison to clarify what he meant:

Believe it or not, your first waking moments in the morning may be compared to the beginning of a race, and many a race has been lost by getting off to a poor start. So decide to get off on the right foot first thing on awakening.6

^-Folkenberg and McFarland, Lectures, p. 39. 2Ibid.

3Ibid. 4Ibid., p. 65. 5Ibid. 6Ibid.

179Folkenberg uses a relevant analogy near the close of his last

lecture.

Your job now is to establish the habit of not smoking just as firmly as was established your former habit of smoking. And don't forget; this will take time. The Five-Day Plan teaches you how to manage the problem of smoking. It merely gets you off the launching pad, but remember that sustained power will be needed for some time in order to get you fully into orbit.1

Both McFarland and Folkenberg used comparison throughout the

Plan lectures to help clarify their points.

Humor

A natural and frequent factor in McFarland's speeches was humor.

The researcher has audited the doctor's speaking apart from the Five-Day

Plan and found in each case enduring humor. The doctor was a guest

speaker at a ministerial convention at Holly, Michigan, in 1957. The

content of his messages have slipped away beyond recall, but his humorous

anecdotes remain vivid. On three recent occasions in August of 1973 at

Collegedale, Tennessee, the doctor exhibited that he had not changed in

his skillful use of humor.

The importance and place of humor in public speech is tersely

stated by Brigance:

A sense of humor is enduring. It wins the sympathy of those who listen. It earns respect from those who disagree.It leaves a friendly, lingering memory and an unspoken welcome to return again.2

Apparently McFarland is endeavoring to make more fluid an

¿•Folkenberg and McFarland, Lectures, p. 65.

¿William Norwood Brigance, Speech, Its Techniques and Disciplines in a Free Society (New York: Appleton-Century Crofts, Inc., 1961), p. 82.

180otherwise placid audience. No doubt he would agree with Dr. Chappell

who maintained: "Blessed is the man who can laugh with others and who

can laugh at himself. The man who has no sense of humor is almost sure

to major on minors."1

In the opening lecture McFarland appears to be bidding for his

hearer's sympathy. In advocating the use of liquids to help flush out

the nicotine in the system, McFarland uses humor as he says:

In addition, I want you to drink six (6) to eight (8) glasses of water during this 24-hour period. You say, "Oh, doctor! I go all day and never drink a glass of water," but do you see what we're trying to do? By flushing out nicotine as rapidly as possible, you'll get around the corner a lot quicker. On top of that, your kidneys will think that Christmas and New Year's have arrived on the same day.2

Continuing his instruction on the liquid intake, the doctor uses

humor again. In this instance it would seem that he is bidding to earn

respect from those who disagree, when he states:

I didn't put coffee in that list of liquids. During the coffee break just go over to the water cooler and start drinking. You see the average person doesn't realize the importance of water to the stomach, the pancreas, the liver, and the brain. Did you know that your brain is about 75 per cent water? No wonder you steam up and blow off like nobody's business when there is not enough fluid up there.3

McFarland also uses humor to be enduring. At least he wants them

to remember until the fifth night when he speaks on weight control. Dur­

ing the first session McFarland emphasizes deep breathing. To get the

participants off to a good start he has a group demonstration of proper

breathing. He counsels his hearers:

Clovis Chappell,"The Man Who Despaired," Meet These Men (New York: Abington Press, 1956), p. 104.

2Folkenberg and McFarland, Lectures, p. 10. 3Ibid., p. 11.

181I want you to stand up now and unbutton your coat. Let's all

do it together. Get your fingers right under the lowest rib. Incidentally, if you can't find your ribs, you'd better come back for lecture number five which deals with weight control. All right now, hook your fingers under there. Now we're going to take in a deep breath through the nose, taking in all we can hold for a bit, and then we are going to take in another whiff while at the same time pulling out on our ribs. This makes your diaphragm jump right down, and it sucks in a bit of air. In other words, we're going to fill it clear to the bottom. All right then, here we go. This may be the first real lungful of air you've had for years.1 2

After the doctor gives his prescription for his participants for

the next few days—three deep breaths three times a day—he instructs

them to "Just scoot off by yourself into a room with an open window and

practice; but don't go walking down the street doing this, or people 2wonder a bit."

Refutation

Both Folkenberg and McFarland use the method of refutation in

their array of logical proofs. Aristotle says that;

An argument may be refuted by counter syllogism or by bring­ing in an objection. Objections may be brought about in four ways (1) you attack your opponent's own premise, (2) You may adduce another premise like it, (3) You may adduce a premise contrary to it, and (4) You may adduce previous decisions.3

Folkenberg utilizes the first of these four ways in his refuta­

tion in the beginning lecture. The opponent's premise is that millions

can cease smoking immediately upon such a decision to do so. The pastor

refutes this premise by saying:

^Folkenberg and McFarland, Lectures, p. 12.

2Ibid., p. 12.

3Aristotle The Rhetoric, p. 177.

182Millions feel they can quit smoking any time they wish. But

are they doing it? I feel the majority are like Mark Twain who said, "It's not hard to stop smoking. I've done it a thousand times." To many a person it comes as a shock to discover he's no longer smoking by choice, but is caught in a vicious habit.Every lent finds him smoking a little more.1

He continues his argument by asserting, "With weakened will

power and self control steadily undermined he yearly feels less capable 2of breaking away from Lady Nicotine."

McFarland spends considerable space in discussing the effect of

rich and heavy foods on the body system. Among the foods he suggests

leaving out for five days are rare steaks. He introduces a premise of

many people—they feel they can't live without meat. Then he refutes

this premise with an array of argumentative supporting materials.

First he uses as proof the example of vegetarians:

They don't realize there are whole groups and nations that never touch meat of any kind. Have you heard of the Hunzas over in India? They live way up there on the mountains and their diet consists largely of a few greens, apricots, and possibly mutton once a year during a feast. Otherwise their diet is pure vege­tarian and they don't even know what a sugar bowl is; yet these men and women run up and down those hills over the Himalaya Moun­tains, at extremely high altitudes, and they are still going strong when they are 70 years old and beyond. Many medical men have spent time there observing these people and trying to figure out both their vigor and longevity. They usually come back convinced that it must be their diet. Laboratory studies confirm this conviction.

The doctor now turns to an authority for support of his conten­

tion. He refers to Doctor Stare of Harvard University. Dr. Stare with

other men made extensive studies in the nutritional field. These studies

"show that a person can get all the protein he needs without touching

meat at all."4 Then McFarland adds:

¿-Folkenberg and McFarland, Lectures, p. 2. ¿Ibid., p. 3.

¿Ibid., p. 55. 4Ibid.

183The average person doesn't realize that a pint of milk a day,

along with the other grains and nuts you are already getting, will give sufficient protein to sustain health. But a lot of people have been overeating on protein."-

To further substantiate his refutation McFarland now quotes a

scientific journal:

No wonder then that the American Medical Association, in a statement made in an editorial of the Journal dated June, 1961, says, "Certain studies indicate that a vegetarian diet can pre­vent 97% of our coronary occlusions."2

McFarland enhances his argument with his own and other medical

men's research in this area. He states:

A few years ago reducing diets used to include large amounts of thick steaks. Back there we didn't realize that we were also putting them on a high cholesterol diet. So you see, it is time that we re-evaluate our thinking along these lines in order to get the very most out of life through better health.3

A similar premise in the same frame of reference is again the

subject of his refutation. "Many people," he says, "feel that unless

they have a steak, they can't do hard work."4 5 6 McFarland quickly refutes

this and adduces a contrary premise by asserting, "But protein does not

provide your strength. Strength is provided by carbohydrates . . ."®

The doctor then gives an example of energy producing foods:

fruits, grains and vegetables. He then affirms the correct place for

protein in the body and says, "Protein is a body builder."®

"-Folkenberg and McFarland, Lectures, p. 55.

2Ibid. 3Ibid., pp. 55-56.

4Ibid.

5Ibid.

6Ibid.

184Sign

A fourth way of reasoning is to draw conclusions from signs.

Brack and Hance indicate, "As the word 'sign' suggests, we draw conclu­

sions from signs—appearances—that are not examples, analogies or causal

relationships.1,1 One example of reasoning by sign was found in the

Plan lectures. In the fourth lecture McFarland states, "We can also

tell when an individual is drinking heavily, because all his food is 2usually covered with mustard or black pepper."

Rhetorical question

One cannot read very extensively in the Plan without discovering

a noticeable characteristic—the question procedure.

According to Hance, Ralph and Wiksell, rhetorical questions

"are intended not to elicit an overt response, but to arrest the listen­

er’s attention and focus it, on the speaker and his answers to questions."* 3

Bennett found that Chappell used the question method effectively.

He posited that, "Questions tend to arouse attention, assist in keeping

the listeners alert, provide suspense, stimulate the audience, and are

used to introduce a new aspect of the subject."4

^-Harold Brack and Kenneth Hance, Public Speaking and Discussion for Religious Leaders (Englewood Cliffs, New Jersey: Prentice-Hall,Inc., 1961), p. 134.

9Folkenberg and McFarland, Lectures, pp. 3, 4.3Kenneth C. Hance, David C. Ralph, and Milton J. Wiksell,

Principles of Speaking, p. 123.

4Douglas Bennett, "A Rhetorical Study of the Preaching Charac­teristics of Clovis Gillham Chappell (unpublished Doctoral dissertation, Bowling Green State University, August, 1972), p. 170.

185Speech authorities have long been cognizant of the benefit of

the question method to a speaker.1 *

1. A question of challenge. In enlarging upon the motives for

stopping the smoking habit, Folkenberg says, "Another motive for quitting

is the desire to be captain of your own life." He then challenges his

hearers: "What thinking person wants to be continually kicked around by

a three-inch cigarette?"3

2. In the first lecture Folkenberg asks the listeners a question

to cause them to look introspectively; then he shows them the futility

of their habit. He ends the discussion of what he started with a ques­

tion.

Why did you start to smoke? It hasn't increased your physical strength. It doesn't enhance the taste of food. It doesn't aid your health or increase your savings in the bank. Now let's face it. One of many reasons many of you started to smoke was social pressure. That's a poor motive to begin with, isn't it?4

3. To arouse curiosity and interest. In the discussion of the

mind and body relationship the listeners were questioned, "Did you read

of the strange accident which left a man with an actual hole in his

stomach through which doctors could easily observe his digestive „,,5processes?

¿-The method and value of questions being asked by the communica­tor has been enlarged upon by A. Craig Baird and Franklin H. Knower, General Speech (New York: McGraw-Hill Book Co., 1957), p. 143; and William Norwood Brigance, Speech, Its Techniques and Disciplines in a Free Society, pp. 314, 315.

^Folkenberg and McFarland, Lectures, p. 53.

3Ibid. 4Ibid., pp. 3, 4.

¿Ibid., p. 58.

1864. In the fourth lecture there was an enlargement upon the most

valuable motive. The pastor becomes moralistic and gives his view that

whatever weakens the human body, consequently laying the groundwork for

later possible disease, is violating a sacred command. He then uses a

surprised interrogation. "Does it surprise you to learn that preserva­

tion of one's health constitutes a moral issue?"1

5. There are several instances where a question is utilized to

introduce a new section in the lectures. In the first lecture a whole

section begins by asking the question, Should a person stop gradually or

all at once?2

In the final lecture this method was also used. Folkenberg had

contrasted the pagan and Christian concept. He had postulated that a

proper concept would help a person live above the habit. His next divi­

sion begins with an interrogation, "Just what are you worth?"3

6. Folkenberg attempts to arouse interest by this method: "Have

you ever looked at human bones in a grave?"4 The pastor continues to

describe the chemical components of the human body. This leads into an

interesting discussion of how much these chemicals add up to.

7. On other occasions McFarland would ask a pertinent question

which he knew was foremost in the minds of many in the group.

Nicotine is quite different from substances which cause cancer. Nicotine causes your addiction in these nerve cells. Yes, I said addiction. But you say, "I don't like that word doctor!You mean, I'm an addict?" Yes, and you'll soon discover why.It's our job during these five days to get rid of an addictive drug as quickly as possible.®

folkenberg and McFarland, Lectures, p. 58. 2Ibid., p. 5.

3Ibid., p. 65. 4Ibid. ®Ibid., p. 11.

187Inductive Reasoning

Dr. Yeager described the logical aspect of rhetoric as reasoning from inferences.'*' Brack and Hance concur with Yeager in the following

observation: "Perhaps the most satisfactory way to define 'reasoning'

is to designate it as the process of inferring conclusions from evidence

or from other conclusions."2

Aristotle affirmed, "as for real or apparent demonstration, there

are in Rhetoric two modes corresponding to the two modes in Dialectic."

He added these modes of inference are induction and deduction.4

The inductive mode—reasoning from particular instances to

general conclusions—will be studied in this section. Examples of four

different facets of induction in the Plan will be cited, namely: induc­

tive generalization, affirmation and example, the historical and invented

example.

Inductive generalization.—In his first lecture Folkenberg gives

a series of examples of instances, then draws a general conclusion. His

burden is to show how involved a smoker is with tobacco. He states:

Let me illustrate by means of a typical smoker. A morning cigarette wakes him up. Morning coffee calls for a smoke.Commuting to work with friends requires another. Business conference pressures are eased by a smoke. Contract signing signals for yet another. Naturally he smokes during coffee break. He smokes on the train home, with the evening newspaper,

^-Raymond Yeager, Ph.D., "Rhetorical Criticism," Class lecture, Bowling Green State University, March 9, 1968.

2Harold A. Brack and Kenneth C. Hance, Public Speaking and Discussion for Religious Leaders (Englewood Cliffs, N.J.: Prentice Hall,1961), pp. 202, 203.

^Aristotle The Rhetoric, p. 10. 4Ibid.

188again after supper and through the evening while playing bridge with the Jones family.1

Folkenberg now concludes that the smoking population does not

realize that smoking has been "associated with every major waking acti-

vity.,,z It is the "all pervasive insidious habit."

In the fifth lecture the doctor is proposing a weight control

program. Among the various facets he stresses is regular times for meals

Succinctly he affirms, "Be sure you have a regular set time for breakfast

A haphazard time for meals is ruinous to a good functioning digestive

system."4 Then his general conclusion is stated: "This not only applies cto breakfast, but to all meals."

Affirmation and example.—Frequently throughout the Plan there

appeared instances where affirmation and example were used. Experi­

ences were drawn from a broad spectrum of living. Generalized statements

were often explicated by a specific example.

Affirmation: Ladies and gentlemen, these programs aredesigned to teach you how to manage the problem of smoking.®

Example: We have just checked on previous groups who have stopped smoking in other towns, and in one good-sized group who stopped a month ago, only two had gone back to it. And of these two, one of them had three or four cocktails and that is why he started to smoke. So the Plan really works.7

Affirmation: Will power may be described as the sovereign agency within the mind which exercises control over its own operation.®

¿-Folkenberg and McFarland, Lectures, p. 4. ¿Ibid., p. 4.

¿Ibid. 4Ibid., p. 71. ¿Ibid.

®Ibid., p. 13. 7Ibid. 8Ibid., p. 5.

189Example: For example, what happened in your mind a little

earlier this evening? A little after 7:00 tonight you chose to attend this session of Group Therapy. Having made that de­cision, your brain began dispatching orders to various muscles of your body. Going to the closet you took your coat, found the car keys, walked to the car and drove to the auditorium here.Those actions were only the physical obedience to a previous decision made by the will."-

Affinflation: Many Americans cannot get along with themselves, much less with anyone else, because they do not get adequate amounts of what we call thiamine chloride, or Vitamin B, as it is often called.2

Example: As one lady said, I know now doctor what is wrong with me, I am allergic to myself.3

Affirmation: (Folkenberg asserts that regardless of whathappens the participant must resist personal discouragement.)So what if a few of you did break over and smoke a few today!So you lost a battle, but you certainly haven't lost the war!4

Example: Early in World War II our beloved country lost battles in Battan, Corregidor, and Wake. We lost a number of individual battles, but do not forget, we won the war.®

Historical example.—Aristotle describes two species of examples,

the historical and invented. Folkenberg utilizes an historical example

in his first lecture as he hopes to have his persuadees realize that one

of the most effective ways to break off smoking is to do it without

delay. He uses the following historical example:

Then let me commend you to the decision of the famed Irish patriot, Eamon DeValera, who being arrested by British soldiers reached for his favorite pipe and suddenly smashed it to the pavement. Asked to explain his strange conduct, he replied,"I wouldn't give you the satisfaction of taking away my pipe and tobacco when you put me in jail. I quit."3

"-Folkenberg and McFarland, Lectures, p. 5. 2Ibid., p. 40.

3Ibid. 4Ibid., p. 52. ®Ibid.I •

®Aristotle The Rhetoric, pp. 147-149.

^Folkenberg and McFarland, Lectures, p. 5. 3Ibid.

190Folkenberg then asserts, "May I suggest that here is a vital clue to

your success."1

Another historical example is used to illustrate how an improper

concept of life will lead to ruin and a lack of desire to break un-. . 2 desirable habits:

History tells us the ancient pagan concept of life could be summed up in these words, "Let us eat and drink, for tomorrow we die," and a bleak philosophy it was. To them the grave was a black hole in the ground from which there was no escape: death, a long night without a morning. Understandable, this pagan philosophy gave rise to the most gross forms of physical indulgence. We read of feasts which lasted for months. Menus often included such rare foods as humming bird tongues, or pink baby mice dipped in honey and swallowed alive and the act of regurgitation allowing revelers to eat more food.

Hence, paganism resulted in a period of appalling decay wherein religion sank into one vast mixture of worship, super­stition and immorality, wherein human life was regarded with astonishing indifference. When a person had eaten everything, tried everything or fallen hopelessly in debt, suicide was con­sidered a perfectly honorable release from boredom of life.* 3

Invented example.—Aristotle asserts that the invented example

may take the form of a comparison [parable invented by the speaker].4

In the closing lecture two invented examples were used. The second

example immediately followed the first.

Turning to the blackboard, let's examine a simple illustra­tion. In large letters I shall write the word, "HABIT." Now you've been coming to these programs for several nights while struggling with a dangerous habit. Because of all the effort you've put forth these past days, I think we can erase the H from the word (erase letter H). But what do you have left? "ABIT." You are very right—there is certainly a bit left. Several more weeks of diligent effort will allow you now to take off the A from the

^■Folkenberg and McFarland, Lectures, p. 5.

2Ibid., p. 61. 3Ibid.

4Aristotle The Rhetoric, p. 147.

191

word (erase A). Now what do you have left? A "BIT" of the habit still remains. So on and on you go daily resisting old impulses of well-established habit patterns built up over years of smoking. Then comes the day when you're able to knock off that B (turn and erase B). And what do you have left? You still have "IT." This simple illustration teaches one basic fact—you are not over the habit in five days, but you've learned to manage the problem. Your duty now is to establish the habit of not smoking as strongly as was the former habit of smoking.1

The second invented example supported the first.

One day the father of a young boy, wanting to teach him a lesson, handed him a hammer and nail. "Son," he said, "please drive a nail into this board." Because boys enjoy driving nails, it was readily accomplished. Said the father, "Now son, please pull out the nail," which he promptly did. Then quietly turning toward his son, he said, "Now pull out the hole." Puzzled, the lad turned and replied, "But I can't pull out the hole, dad!" Friends, here's a vital point for you to long remember. In all probability you'll have a weakness to smoke, a tendency along that line which must be zealously guarded against for a long time. The hole's still there; but be assured you can absolutely live above it, and by using your will in addition to heaven's power, you never need smoke again.

Deductive reasoning

Deductive argument—reasoning from a general truth to a particu­

lar conclusion—will be considered from the tripartition of the syllo­

gism, enthymeme, and topos.

Syllogism.—According to Yeager and Banninga three types of

syllogisms are considered: categorical, hypothetical and disjunctive.

The categorical syllogism is based on Aristotle's dictum that:

'"Folkenberg and McFarland, Lectures, p. 63.

2Ibid., pp. 63, 64.

¿Raymond Yeager and Jerald L. Banninga, A Speaker's Guide to Syllogistic Reasoning (Dubuque, Iowa: Wm. C. Brown Book Company, 1967), pp. 1, 30, 41.

192"Whatever is affirmed (or denied) universally of any class

of things may in like manner be affirmed (or denied) of anything comprehended in that class." For the purposes of this volume, a categorical syllogism may be defined as a deductive argument which is based on three categorical propositions, the third pro­position necessarily being inferred from the relationship between the first two propositions.

Yeager and Banninga assert that "speakers only rarely use 2arguments which are in themselves syllogisms." This assertion was

corroborated in the analysis of the Five-Day Plan. One example of a

categorical syllogism was found in Dr. McFarland's fourth lecture as he

discusses condiments and smoking.

His major premise is: All irritants are capable of overstimu­

lating your nerves and can bring on craving for tobacco. The minor

premise is: Condiments are irritants. The conclusion is: Condiments. « ? can over-stimulate the nerves and enhance the tobacco craving.

Dr. McFarland then follows with examples of irritating condi­

ments. The participant is counseled to part company with "hot sauce,

mustard, spices, black pepper, catsup, chili and horse radish."4

Enthymeme.—The enthymeme is indigenous to the Greek and

Aristotle's strong rational argument:

While speakers only rarely use arguments which are in themselves syllogisms, they frequently use arguments which are based on syllogisms. This occurs both when a speaker provides the basis for all three propositions and when a speaker provides the basis for only one or two of the three propositions with the under-

^Yeager and Banninga, Syllogistic Reasoning, p. 1.

2Ibid., p. 55.

^Folkenberg and McFarland, Lectures, p. 52.

4Ibid., p. 53.

193standing that the audience will supply the missing proposition or propositions. This type of argument is called an enthymeme.

Aristotle contended that the enthymeme constituted "the substance

of rhetorical persuasion and is the most effective among the various 2forms of persuasion."

Bitzer posited that the enthymeme1 * 3s persuasive strength comes

from the fact that the premises are always drawn from the audience.

Two enthymemes were found at random in the fifth lecture: A categorical enthymeme—"You cannot eat between meals and control your weight"4—and

a hypothetical enthymeme—"You are on the road to expansion if you skip5breakfast, or if you eat between meals."

Topoi.—Under the discussion of the enthymeme, Aristotle says:

The speaker has a stock of arguments to which he may turn for a particular need. If he knows the topoi (regions, places, lines of argument)—and a skilled speaker will know them—he will know where to find what he wants for a special case.6

Dr. Wiley in his essay, "Aristotle's Topoi: Patterns of Persua­

sion," clearly shows the relation of topos and enthymeme:

... it impinges on the enthymeme as general to the particular as genus is to the species, as metal is to gold. Organically the topical categories of Aristotle's Rhetoric equate with the syllo­gistic categories of his Prior Analytics.^

1Yeager and Banninga, Syllogistic Reasoning, p. 55.9Aristotle The Rhetoric, p. 5.

3Lloyd F. Bitzer, "Aristotle's Enthymeme Revisited," Quarterly Journal of Speech, XLV (December, 1959), pp. 399-408.

4Folkenberg and McFarland, Lectures, p. 63. 5Ibid., p. 63.

6Aristotle The Rhetoric, pp. 154, 155.

?Earl W. Wiley, "Aristotle's Topoi: Patterns of Persuasion," The Ohio Speech Journal, XI (1963): 20.

194Thonssen and Baird explicate the matter by stating:

Enthymemes are of two species: the demonstrative "which prove that a thing is or is not so" and the refutative, the difference between them being "the same as between a refutation and a syllogism in dialectics."1

Aristotle lists twenty-eight demonstrative enthymemes.2

Folkenberg and McFarland used many of these enthymemes. A few

examples will be given.

1. Opposites topos (1).—Speaking of the will power, "properly

exercised, it becomes stronger and through disuse it becomes weaker."3

2. Degree (4).—To those who were concerned with gaining weight

after ceasing to smoke, Dr. McFarland uses this argument, "I can assure

you right now that most people can control weight a lot easier than

they can control the smoking habit. So just take courage . . . "4

3. Time (5).—Folkenberg is candid with his hearers when he

relates that many smokers are caught in a vicious habit. Time only

accentuates the problem.

Every Lent finds him smoking a little more. Like being trapped in quick sand, the more he struggles the deeper he seems to sink. With weakened will power steadily undermined, he yearly feels even less capable of breaking with Lady Nicotine.®

Another example of this argument is found in the last lecture.

In other words, our chemical and mineral worth stands at approxi­mately $1.95. Understand, of course, this was before inflation came along, so by now we are probably worth $2.30, maybe a little more now.®

¿-Thonssen and Baird, Speech Criticism, p. 65.

¿Aristotle The Rhetoric, pp. 159-171.

¿Folkenberg and McFarland, Lectures, p. 27. 4Ibid., p. 62.

¿Ibid., p. 3. ®Ibid ., p. 66.

195

4. Definition (7).—This method of argument is used throughout

the lectures. Several examples are:

"Cholesterol is a perfectly normal product which your body pro­

duces all the time."1 *

"Alcohol is primarily a depressant drug, it knocks out the very

cells where will is located."

"Nicotine is a very potent drug."3

Both Folkenberg and McFarland define terms, get at its essential

meaning and then proceed to reason from it on the point at issue.

5. From parts to whole (12).—

Anything that has an effect on the heart also has a direct effect up here in the brain. Anything that happens up here in the brain has a direct effect on the heart. More than that, every last one of those nerves in the autonomic system are in turn connected with the central nervous system . . ."4

6. Inward thoughts and outward actions (15).—No other topos of

paradox is so effective as this.3 Both members of the team use this

topos. McFarland contends his Plan fulfills its promises. "It will give

you a real lift without the let down . . ."® It is a known fact that

7nicotine is first a stimulant, then a depressant. Tobacco companies in

advertising would have readers believe their product was salubrious.

Folkenberg infers tobacco companies are not giving full truth. He stated,

1 2Folkenberg and McFarland, Lectures, p. 51, Ibid., p. 11.¿Ibid., p. 10. 4Ibid., p. 22.

3Aristotle The Rhetoric, p. 167.

^Folkenberg and McFarland, Lectures, p. 26.

?E. G. White, Ministry of Healing, p. 328.

196"Of course I would walk a mile for a Camel. I would have to if I were out of a smoke. I would have no choice in the matter."'1 2’

7. Proportional results (16).—McFarland is discussing the

stimulating effect of rare steaks. He says that the stimulation is

produced by the purine bodies found in the meat and in addition when the

purine bodies break down, we have ammonia. This chemical substance is

even more stimulating to the nerves than the purine bodies. McFarland

asserts that:

Consequently, the bigger and rarer the steak, the greater the stimulation. The rarer the steak the more ammonia produced, because ounce for ounce, the blood will produce more ammonia than the protein.3

8. Incredible occurrence (21).— [Things are thought to occur

though they seem incredible. One may argue that no one could have be­

lieved in such an occurrence if that thing had not actually, or almost,

happened.] McFarland relates an incredible occurrence in his fourth

lecture concerning the Hunzas:

They live way up there in the mountain and their diet consists largely of a few greens, apricots, and possibly mutton once a year during a feast. Otherwise, their diet is pure vegetarian and they don't know what a sugar bowl is, yet thése men and women run up and down those hills over the Himalaya Mountains at extremely high altitudes, and they are still going strong when they are 70 years old and beyond.4

9. Conflicting facts (22).—McFarland contends that many do not

know the facts about protein and their argument is based on unscientific

facts:

^-Folkenberg and McFarland, Lectures, p. 56.

2Ibid., pp. 53, 54. 3Ibid.

4Ibid., p. 52.

197So you see, it is time that we re-evaluate our thinking along these lines in order to get the very most out of life through better health. Many people feel that unless they have a steak they cannot do hard work. But protein does not provide your strength. Strength is derived from fruits, grains, carbohydrates and vegetables. Protein is a body builder.1

Non-artistic proofs

Aristotle draws a distinction between artistic and inartistic or

intrinsic and extrinsic proofs as follows:

By "inartistic" proofs I mean all such as are not provided by our own skill but existed before and independently, e.g. witnesses, tortures, contracts and the like; by "artistic," such as admit of being constructed systematically and by our own skill; in fine, the former we have only to apply and the latter we have to invent.2 *

Baldwin indicates that this is a "division of the springs of

composition, the sources of effectiveness, into those that lie outside 2and those that lie inside of utterance, or presentation."

There are five of these proofs, "external to the art," that

Aristotle lists: laws, witnesses, documents, inquisitions and oaths.4

Laws

Law of nature

The first law Folkenberg mentions is a basic law of nature. This

law is, "Strength is acquired through effort."5 This basic law is employed

¿■Folkenberg and McFarland, Lectures, p. 53.

¿Aristotle The Rhetoric, p. 8.2Charles Sears Baldwin, Ancient Rhetoric and Poetic, p. 11.

4Aristotle The Rhetoric, p. 80.

¿Folkenberg and McFarland, Lectures, p. 6.

198when the pastor attempts to persuade his hearers they can strengthen

their will power."-

In the fourth lecture he is impressing the participant with the

need for calling on divine aid and this calls for the exercise of greater

faith. Again he refers to the basic law that he has already mentioned.

This time he applies the law to faith by saying, "Strength is acquired

through effort! This also is true of faith, with each asking your faith 2becomes stronger."

Physical law

Doctor McFarland speaks of "following certain basic physical

laws,”3 which enable the body to run more efficiently. One such rule,

he says, is that the body will recuperate better by the use of plain,4simple food.

Folkenberg informs his auditors that they have a free choice

whether to treat their bodies properly or not. Then he adds this obser­

vation :

But having freely chosen to violate physical laws they are also free eventually to visit their doctor with sickened bodies, often damaged beyond repair and doomed to a few remaining years of miserable existence until the grove offers their only final relief.3

Folkenberg calls these physical laws the "laws of being."®

"•Folkenberg and McFarland, Lectures, p. 6.

2Ibid., p. 58. 3Ibid., p. 53.

4Ibid. 3Ibid., p. 57.

3Ibid., p. 65.

199Law of the mind

Folkenberg reminds his audience that, "During these programs

we've discovered numerous basic laws of mind and body . . .1,1 The

pastor states one of the laws of the mind in the fourth lecture:

"Because with the human mind familiarity often breeds contempt, you face

the very real danger of gradually letting down your guard against to­

bacco."2 Another mental law which is suggested to the participants is,

"As a man thinketh in his heart so is he.”3

Law of life-universal life

McFarland states that if we believe in a power greater than

ourselves and cooperate with that power, good results will follow:

By following the laws of life that govern our physical, mental and emotional health, then we are working in harmony with the laws of the universe, and we can expect to have better health.4

Divine law—moral law

In appealing to the listener to cease defiling his body,

Folkenberg resorts to the divine law that was spoken thousands of years

ago. The "ten commandments were spoken in thundertones from Mt. Sinai,

and one of them declared, 'Thou shalt not kill.'"5 He continues that

any disease that shortens the life or shortens a life of usefulness is

a direct violation of this sacred command. Then he asks the pertinent,

provocative question, "Does it surprise you to learn that the preserva-

^•Folkenberg and McFarland, Lectures, p. 66. 2Ibid.

3Ibid., p. 56. 4Ibid., p. 43.

5Ibid., p. 57.

2001tion of one's health constitutes a moral issue?" The pastor calls this

law a "sacred command" and a "spiritual law."^

Witnesses

Material of testimony

Near the beginning of the first lecture Folkenberg uses the

testimony of Mark Twain, who said, "It's not hard to stop smoking. I've

done it a thousand times."3

McFarland warned the participants of the withdrawal symptoms in

his third lecture. He used the testimony of several former participants

to show what the experience was like.

While breaking his three-to-four-pack-a-day habit during a Five-Day Plan, reporter Sam Stafford of the Washington Daily News wrote of his third-day experience: "I had withdrawal headaches and jangled nerves. Friends said I was more irritable than usual. Yesterday I was sleepy and had an upset stomach and aching bones." Continuing his newspaper report, Mr. Stafford described the ex­periences of several other people: "Another lady who chain-smoked up to four packs of cigarettes a day for 45 years said she had a terrific generalized headache and muscular aches. A man from Arlington, a three-pack-a-day man, had insomnia. A woman from Silver Spring, and many others, reported drowsiness."

The testimony of a newspaper reporter is used to encourage the

group on the third night. The reporter told his experience as follows:

About the third day I wondered if I would ever feel normal again, when suddenly it seemed my head came back, from wherever it had been wandering. The drowsiness seemed to lift and it seemed that I had rounded the corner.5

This ordeal is recited in order to assure the group that they too can

make it.

¿-Folkenberg and McFarland, Lectures, p. 58. 2Ibid., p. 66.3Ibid., . 2. 4Ibid., p. 48. ¿Ibid., pp. 53, 54.

201Quotations from authorities

McFarland states that there is an increase in heart disease. He

quotes the scientific authority of the American Heart Association as

saying:

This is why the American Heart Association has recently made its significant pronouncements regarding definite causal relation­ship between cigarettes and coronary heart disease. The American Heart Association and its medical advisors have decided it is time John Q. Public knows the facts.

In relating an experiment of the effect of vitamin B on persons,

McFarland tells of the experiment made by the Mayo Clinic. In conclusion

he says, "I quote, 'They had to stop the experiment before a six month

period was over, because they were becoming so agitated and nervous they

absolutely refused to even make their beds.'"2

McFarland asserts that there are three spheres to the human

being—the physical, mental, and spiritual. In support of this statement

he quotes Doctor Ivy, who McFarland regards as "probably one of the

world's greatest living physiologists," as saying that, "It is utterly

impossible to separate the physical, mental, and spiritual natures of

man into component parts. It can't be done, because that is the way we

are made."4

McFarland related the following experience:

While talking recently with Dr. Mervyn Hardinge, professor of pharmacology, at one of the leading medical schools, I asked him, "Tell me, what is in meat that produces such a stimulation?"He replied that in addition to the purine bodies found in meat, when the protein breaks down, we have ammonia. This chemical substance is more stimulating to the nerves than even the purine bodies.3

"-Folkenberg and McFarland, Lectures, p. 40. 2Ibid., p. 42.

3Ibid., p. 43. 4Ibid. 3Ibid., p. 53.

202Scientific authorities

McFarland presents the subject of cholesterol, and then he makes

this assertion, "Recent medical studies have shown that smoking defin­

itely increases cholesterol levels of the blood."1 In the same discussion

the doctor makes reference to the statement of Dr. Paul Dudley White that

we must make significant changes in our eating and living habits.2 While

still on the subject of nutrition, McFarland uses Dr. Stare of Harvard

University as an authority in support of his advocating the adequacy of

the vegetarian diet. McFarland states:

Dr. Stare of Harvard University made a study in cooperation with other men in the nutritional field, which shows that a person can get all the protein he needs without touching meat at all.3

McFarland reaches still further to support his contention for a vegetar­

ian diet by quoting another authority as saying:

No wonder then that the American Medical Association, in a statement made in an editorial of the Journal dated June, 1961, says, "certain studies indicate that a vegetarian diet can pre­vent 97% of our coronary occlusions."4

Documents

Films

Perhaps one of the prime non-artistic elements lying outside the

speaker's argument is the use of films in the Plans. Although films are

discussed as a persuasive technique more fully in a separate section in

Chapter n, a brief example will be referred to here.

^-Folkenberg and McFarland, Lectures, p. 54.

2Ibid. 3Ibid., p. 55. 4Ibid.

203In the film, One in 20,000, we view a documentary from Doctor

Alton Ochsner. He revealed documentary evidence of the relationship of

smoking to malignancy. Ochsner used authentic research made by Doctor

E. A. Graham. Graham began his research originally to prove Ochsner

wrong in theories about the relationship of smoking and malignancy and

ended up proving him correct.1 The laboratory evidence against smoking

was staggering. Tests were made on different strains of mice. Cigarette

tars produced skin cancer in from ten to forty-four per cent of them.

Graham, Wynder and Croninger showed some forty-four per cent of the

rabbits they treated with tobacco tars during a period of two years de­

veloped cancer. In the film Ochsner showed his patient, Bill Johnson,

the robot smoking machine that Graham used to draw the tar from the

cigarettes. The patient was convinced by all the documentary statistics

and evidence given him by the famous doctor.3

Personal control booklet

Documentary evidence is cited in the Personal Control Booklet as

follows:

"Life expectancy among you men is reduced an average of eight

years in those who smoke two packs or more of cigarettes and average of

four years in light smokers." Report from the Public Health Service.

In the same first night instructions the Control Booklet adds

another statement from the Public Health Service, "The risk of death from

¿•Personal letter from Winton Beaven, Ph.D., October 11, 1973.

¿"One in 20,000." (Film.)

¿Personal Control Booklet, p. 13.

204lung cancer is up to ten times greater for cigarette smokers than for

nonsmokers.

Maps

Folkenberg draws upon the experience of cartographers and their

marine maps and how they designated unexplored areas by using pictures

of dragons.* 2

Other non-artistic elements

Allusions

Allusions are used frequently in the modalities for the Plan.

Several examples picked at random are:

In the third lecture McFarland draws an allusion from the Bibli­

cal history of the controversy between Christ and Satan. The doctor

speaks of an "enemy of souls"3 who knows all about vitamins. "If Satan

can get people to take an insufficient amount of one lone vitamin so they

are mean, and you can't live with them, he can spoil something that ought

to be great and wonderful."4

Folkenberg alludes to the writings of Ellen G. White often in

talking of the will and will power. He declares the importance of the

will early in his first lecture, when he says:

"•Personal Control Booklet, p. 16.7Folkenberg and McFarland, Lectures, p. 34.

3Folkenberg and McFarland, Lectures, p. 44. This allusion is taken from the following references in Holy Writ: Gen. 3, Eze. 28,Isa. 14, Matt. 13, Rev. 12.

4Ellen G. White, Ministry of Healing, pp. 176, 246.

205I fear the average person doesn't realize that an entire

change can be made in the human life by the right exercise of his will. Will power may be described as that sovereign agency within the mind which exercises control over its own operation.1 *

Both members of the team allude to the writings of Doctor John

Harvey Kellogg, especially to his term, "Lady Nicotine." This term,

"Lady Nicotine," appears to be first used in Doctor Kellogg's book,

Tobaccoism.3

In his fifth lecture McFarland alludes to Camel's two slogans,

"I would walk a mile for a Camel," and "You other guys start walking."4

McFarland uses this allusion to try to impress his hearers that just as

those who disregard rules for correct operation of their automobiles may

have to take "a long walk,"5 so those who disregard their bodies will

have to face the consequences.6

Events

Folkenberg speaks of a strange event of another's experience. He

tells of a man who had a strange accident which left a large hole in his

stomach. A small plastic window was placed in his abdomen. Doctors

could observe his digestive processes. Observations made through that7window opened new vistas in psychosomatic medicine.

^John Harvey Kellogg, M.D., Tobaccoism, p. 3. Alluded to in thelectures by Folkenberg, p. 3, p. 29, p. 50, p. 67; and by McFarland on p. 20 and p. 40.

2Folkenberg and McFarland, Lectures, pp. 66, 67. 3Ibid.

4Ibid., pp. 66, 67.

5Camel's advertising slogans.

^Folkenberg and McFarland, Lectures, pp. 66, 67.

7ibid., p. 27.

206On the third lecture Folkenberg relates the newspaper account of

a driverless car rolling down an incline until it rested upon a small

boy playing in the driveway. The mother moved the car from her child in

a miraculous way.1

Again the pastor relates events that took place in Haiti involv­

ing voodoo deaths where natives were hexed by witch doctors and died2without any scientific cause. In another place he relates the experi­

ence of a man who worked so hard to save his friend from death in a3blizzard that he saved himself.

Materials from literature and books

In his first lecture Folkenberg draws material from the book,

The Human Brain, by John Pfeiffer. This illustration describes a signi- , 4fleant experiment in hypnosis.

The minister goes to literature again to borrow a description

from Victor Hugo. This description relates the drama of a man caught in

quick sand. Knowing his fate, he fought desperately to stay on top, but 5the more he struggled the deeper he sank.

In the first lecture McFarland is speaking about addiction. He

goes to the medical dictionary for the support of his definition:

In addition to chemical evidence on tobacco's addictive pro­perties, possibly a medical dictionary can shed some light on the question. A definition of the word "addiction" declares it to be, "enslavement to some habit ..." and one of the primary villians in the addiction of the smoking habit is the potent drug, nicotine.6

-‘-Folkenberg and McFarland, Lectures, p. 38. Ibid.

¿Ibid., pp. 39, 40. 4Ibid., p. 7.

¿Ibid., p. 41. ®Ibid., p. 17.

207Bible

Folkenberg and McFarland's position regarding the Bible have been

described in Chapter II and Chapter III. Their use of the Bible as a

cource book is to be' expected as both of these advocates of healthful

living are Christian gentlemen, whose Biblical stance is conservative.

Folkenberg quotes the Bible frequently. The most compact example

is utilized in his fifth and last lecture where he says:

At this dark point in history there burst across men's minds the Judeo-Christian concept teaching that the human body is "fearfully and wonderfully made," and that life is sacred.Physical habits took on a new importance under the teaching of St. Paul when he said, "Whether therefore ye eat, or drink, or whatsoever ye do, do all to the glory of God." Teaching that this present life is only the preparation period for a future like to come, it is seen that will power is required at every step to bring the body, mind, and spirit under the kingly control of reason."-

In these few lines he makes two Biblical quotations and uses two9Biblical allusions.

Summary of Invention

The Five-Day Plan lectures have been analyzed from the stand­

point of invention, considering artistic and non-artistic elements. A

study of the ethical, pathetic and logical constituents is included in

the examination of the artistic elements. Through the triune components

of the ethical constituent—character, competence and good will—which

the team brought to the speaking situation, it appeared that they pre­

sented a sound persuasive appeal.

"-Folkenberg and McFarland, Lectures, pp. 64, 65.

2The scriptures quoted and alluded to are: Ps. 139:14,1 Cor. 10:31, Amos 4:12, Rom. 12:1, 2.

208The character appeal of Folkenberg and McFarland was manifested

by associating themselves and their message with what is virtuous and

elevated; whereas, their opponents' cause was presented as not being

virtuous. Both speakers created the impression of being completely

sincere in their undertaking by being professionally ethical, modest,

trustworthy, compassionate, patriotic, punctual, evincing a "family man"

image, and being prayer oriented men.

Folkenberg and McFarland communicated competence through their

experience with the subject by using common sense, acting with tact

and moderation, displaying a sense of good taste, and revealing a broad

familiarity with the interests and issues of the day. Some of these

issues of current interest were weight control, nutrition, heart disease

among men, physical fitness and exercise. In the final section of

competence the team showed through the way in which they handled speech

materials that they possessed intellectual integrity and wisdom.

The team developed a successful rapport with the audience through

good will. This was manifested by their balance of praise of the audi­

ence and the offering of rebukes with tact and consideration. McFarland

felt the participant needed every sincere encouragement he could have.

This was not done to excess, but with salutary effect. Good will was

also secured as they proceeded with candor and straightforwardness.

Folkenberg never set forth incredible results or hopes, but was realistic

and candid. As the team manifested personal interest and identified

with the hearers and their problems, they further established rapport.

The pathetic (emotional) proof was manifested in a number of

ways. The motivational aspect of the Plan was implemented through vari-

209ous appeals such as health and happiness, sensate pleasure, youthfulness

and virility, self-preservation, pain and ruin, spiritual riches, cap­

taincy of one's soul, personal pride, physical attractiveness, benevo­

lence—love of neighbors and love of God. These appeals seemed to have

been directed to the fulfilling of these desires which would help the

participant toward obtaining happier living.

The logical support for ideas in the Plan was buttressed by a

full reach of reasoning methods. There were numerous instances of

causal reasoning, mainly cause to effect; however, there were examples

of effect to cause. Both Folkenberg and McFarland frequently resorted

to the method of contrast. Analogy was used often. One example of

reasoning by sign was cited.

Both a posteriori and a priori arguments appear in the lectures.

Deductive arguments took the form of syllogism, enthymemes and topoi.

One syllogism was noted and numerous demonstrative enthymemes. Via the

method of inductive reasoning, use was made of supporting general

statements by concrete example, historical and invented examples. There

appeared to be a balance between the two methods of argument. Refutation

was also used against the cause the team was opposing.

While Folkenberg did not use humor, McFarland used this method

frequently. It was used to relax the participant as well as to

strengthen an argument. The lectures were replete with questions. This

method was used to alert the audience and challenge them to be reflective

on vital issues.

Non-artistic elements of invention were also used by the pastor

and doctor. Various laws were presented such as law of nature, physical

210law, mental law, law of life—universal life and divine law—moral law.

Witnesses material of testimony. McFarland especially utilized quota­

tions from authorities. The doctor also made effective use of scientific

authorities to buttress his arguments. Documents in the form of films,

maps and control booklet were manifested. Other non-artistic elements

were allusions, events and materials from literature and books. Both

Folkenberg and McFarland quoted the Bible frequently, pointing the way

to better health presently and assisting the participant in an eternal

hope of the future.

ill

CHAPTER IV

LECTURE ARRANGEMENT IN THE PLAN

Disposition, the selection, orderly arranging and proportioning

of the section of a speech, was held with such lofty regard as to have

been placed as the second canon by classical theorists of rhetoric. It

fell between invention and style. Disposition is another word for method

or arrangement.1 In an analysis of the framework of oral address in

general and the speaking of Folkenberg and McFarland in particular one

is made aware of the fact that this section is inextricably interwoven

with both its next door neighbors.

After materials have been gathered to be structured in a speech

the next step, according to Cicero, is "to arrange what you have

invented."2

As to the importance of disposition, John F. Genung asserted

that real invention did not begin

. . . until to the original conception there is applied a process of organization, that is, of verifying, sifting, selecting for ulterior disposal. It is in the various stages of organization, of working up thought to a completed form and effect, that invention centres.3

"■John Quincy Adams, "Disposition," Lectures on Rhetoric and Oratory, XVIII. Delivered to the classes of Junior and Senior sophisters in Harvard University, 1810 (on microfilm).

2Cicero De Oratore, Book II, p. 257.

3Thonssen and Baird, Speech Criticism, p. 392.

212Broadus' view of arrangement corroborates Genung's opinion.

"One has not really studied the subject when he has simply thought it

over in a desultory fashion," remarked the homiletician.1 * 3 "The attempt

to arrange his thoughts upon it suggests other thoughts and can alone2give him just views of the subject as a whole."

Dr. Roy Allen Anderson, a colleague of both of the members of

the Plan team, proclaims in his book, Preachers of Righteousness, that

"unless a speaker's thoughts are arranged in logical order, they will

confuse both him and his listeners, and he will be unable to effectively

influence his audience. This is certainly in agreement with the recog­

nized homiletician, Broadus, who asserts that good arrangement has a

dual benefit. It aids the speaker's memory and helps keep him on course.4

Furthermore, arrangement benefits the listener (1) by making the material

intelligible, (2) by preventing misunderstanding, and (3) by helping to 5hold attention.

According to Thonssen and Baird, two of the qualities of good

speech arrangement are emergence of a central theme and rhetorical

order.6 Broadus stresses the importance of organic unity? and Blackwood

8emphasizes the need for progressive arrangement.

T 2Thonssen and Baird, Speech Criticism, pp. 392, 393. Ibid.

3Roy Allen Anderson, Preachers of Righteousness, p. 111.

4Broadus, Preparation and Delivery, p. 393. 5Ibid.

^Thonssen and Baird, Speech Criticism, p. 393.

?Broadus, Preparation and Delivery, p. 97.

8Andrew W. Blackwood, The Preparation of Sermons (New York: Abingdon Press, 1948), p. 132.

213In this section the Five-Day Plan lectures will be examined

according to four-fold criteria, (1) thematic emergence, (2) organic

unity, (3) rhetorical order, and (4) progressive decision arrangement.

Thematic Emergence

In analyzing speeches in order to discover the arrangement of the

materials, one of the vital interests and concerns of the researcher is

consideration of thematic emergence. Thonssen and Baird suggest:

This thesis is unencumbered by collateral theses which inter­fere with the clear perception of the principal one; and that the development is of such a character as to provide for the easy and unmistakable emergence of the thesis through the unfolding of the contents of the speech. ¿-

Broadus refers to Horace Bushnell as an example of one who

approximates the above goal of a speaker. This was corroborated in a

recent rhetorical study:

Often Bushnell embodied his central theme in a biblical text, he informed his audience immediately of his speech intention.When he announced the quotation from the Bible his sermon was half preached. In his speech, "Every Man's Life a Plan of God" he quoted a text and then built on the theme in every paragraph and never wandered away.* 3

In discussing the relationship of the proposition to the full

discourse, Broadus incorporated the ideas of Fenelon.

"The discourse is the proposition unfolded, and the propo­sition is the discourse condensed" (Fenelon). Its form should

¿•Thonssen and Baird, Speech Criticism, p. 393.

¿Broadus, Preparation and Delivery of Sermons, p. 55.

3Lawrence F. Kagels, "A Rhetorical Study of Horace Bushnell," Unpublished M.A. thesis, School of Speech, Ohio State University, 1965, p. 69.

214be one complete declarative sentence, simple, clear, and cogent.It should contain no unnecessary or ambiguous words.

The question now is how did McFarland and Folkenberg treat this

vital segment of arrangement?

Folkenberg in his introductory remarks states the theme of the

over-all program.

I welcome you to the first Group Therapy Session of the Five-Day Plan to Stop Smoking in which many principles of Group Therapy will be presented during the five sessions. But first let me introduce my associate, Dr. J. Wayne McFarland, who during the next five evenings of Group Therapy will deal with the phy­sical aspects of the smoking habit, while I concentrate each night upon the psychological aspects of the Smoking habit.2

Folkenberg announces his thematic purpose for his own first

lecture as an "attempt to galvanize your minds into the strongest pos­

sible decision to stop smoking."3 This goal statement comes in the

second paragraph. He never wanders from his goal.

Thus he approximates the criteria of Hance, Ralph, and Wiksell

who declare that the chief concern of a purpose statement is two-fold.

It not only clarifies the speaker's purpose but assists the listener's awareness of what is expected of them. After this is accomplished, you can bring all the resources now at your disposal to bear on this goal. The message now has a chance of getting through.4

McFarland's theme comes in his first statement.

We're going to study a bit of anatomy and physiology explaining what's going on inside the human body and what pro­duces this craving, and also why it is so difficult for some people to quit.

"■Broadus, Preparation and Delivery of Sermons, p. 55.

2Folkenberg and McFarland, Lectures, p. 2. 3Ibid., p. 3.

4Kenneth G. Hance, David C. Ralph, and Milton J. Wiksell, Principles of Speaking, pp. 141, 142.

215The doctor stays on course after announcing his lead position.

McFarland spoke first on the second night. In his lecture he

stated his theme in the second sentence: "Tonight we want to explore

your nervous system still more."1

The doctor adhered to this cogent proposition for two pages.

Then he seemed to veer from the course, and his theme appeared tempor­

arily submerged. He introduced an illustration about a young lady

blushing:

In other words her physical reaction was triggered by an emotional thought, proving that mind and body are closely inter­related. You can't be separated into component parts, because you are not made that way.2 3

McFarland was cognizant that it would appear that he left the

subject and introduced a collateral thesis which would obfuscate his

purpose. He now resorts to a figure of speech—prolepsis.

But you say, "Dr. McFarland, what has this to do with nicotine

or tobacco? Well, let me answer this way." Then he proceeds to

illustrate how nicotine and tobacco affect the nervous system.4

Folkenberg's theme appeared in the closing sentence of his first

section. It was expressed as a continuation of the thematic purpose of

the first lecture. "Last evening we touched on the close relationship

existing between mind and bocly, but tonight let's press more deeply into

this fascinating subject."5

As the pastor opens the third night's lecture his purpose is

not stated immediately. His theme does not emerge until the fifth

^-Folkenberg and McFarland, Lectures, p. 19. 2Ibid., p. 21.

3Ibid. 4Ibid. 5Ibid., p. 26.

216section of the lecture when he states that this discussion centers on

the physical habits and their effect on the mind.1

McFarland's purpose for his third lecture was not clear at

the outset. During his second division he discussed the vitamins and

their effect on the nerves and stated his theme as follows: "And now

tonight let's see what vitamins have to do with the nervous system."2 *

McFarland begins the fourth lecture with a clear goal statement

in his first sentence:

We are suggesting that you cut out everything from your diet that is likely to create a craving for cigarettes, and any substance that is an irritant or is capable of over- stimulating your nerves can bring on this craving.2

Folkenberg's theme emerges in the third division of his lecture,

"Truly lasting decisions are built on strong motives."4

In the final lecture McFarland's theme is stated in the third

paragraph of his speech when he said, "Here is a simple plan to aid you

in losing weight."2

In the pastor's closing lecture his goal purpose does not sur­

face until the second division. Here he said, "A proper concept will

help you to live above the habit."

An examination of the lectures of the Plan reveal no set practice

for the introduction of the central theme. However, regardless of where

it is verbalized, the purpose of each lecture is clearly in evidence.

¿"Folkenberg and McFarland, Lectures, p. 33.

2Ibid. ¿Ibid., p. 39.

4Ibid., p. 49. ¿Ibid., p. 53.

®Ibid., p. 58.

217Organic Unity

The dominant idea around which all other speech materials

revolve is known as unity. Irmsher purports that, "Unity, therefore

is a test of relevance."1 The speaker should avoid letting his

thoughts drift.2 Associative expressions and transitional links enhance

connectedness to the central theme.

Inasmuch as there is an over all goal purpose in the Plan

(considered under thematic emergence), and the program is compacted

in a continuous five night series, the second constituent of arrangement

will be discussed under three facets: inter-lecture unity, intra-lecture

unity and the over-all unification of the Plan lectures.

Inter-lecture unity

An example of the manner in which Folkenberg achieved unity is

seen in the outline of the second lecture which serves as a prototype

of the other lectures. The theme of the second lecture was that it was

vital to understand the close relationship of mind and body in mitigat­

ing the smoking urge. The outline of Folkenberg's second lecture

follows on the next page.

^■Irmscher, The Holt Guide to English, p. 105.

2Ibid.

218The Mind Body Relationship, Continued

Introduction: The second night lecture will press deeper into thesubject of the relationship existing between body and mind, that was introduced in the first lecture.

I. Few realize how closely the mind and body are related.

A. Physical symptoms can be the same for either a physical or emotional illness.

1. Symptoms of flushed face

2. Pulse rate increase

3. Rapid Breathing

B. Illustrates the effect of change of the attitude of mind on a cat's body reactions.

C. Relates the observation of man's stomach through a hole left by an accident. Observes the changes in the stomach's color as the man experienced various emotions.

II. The way you think produces an immediate effect on the body.

A. Demonstrates the affinity between the mind and body by per­forming a simple experiment with a lemon.

1. Cuts and sucks on lemon

2. Action of the salivary glands of audience is caused solely by what they are thinking.

B. Applies this principle to smoking by asserting that positive thinking can weaken physical urge to smoke.

III. In order to bring the body under the kingly control of reason and will power an outside power is needed.

A. Suggests that the group ask divine aid to strengthen mind and will power to overcome physical craving.

B. Combination of will power and divine power is absolutely invincible. Your craving will weaken.

C. Will begin to have sense of victory and thrill of rightdoing. "■

"-Folkenberg and McFarland, Lectures, pp. 27-30.

219Intra-lecture unity

Folkenberg infuses unity into the total night's program by using

transitional sentences to tie together the two separate lectures. He

concludes his lecture by telling his hearers that "The Plan's physically, 1

mentally and spiritually sound." In his first lecture he has stressed

the mental aspect of the program and now he states:

It's time for you to learn something of human physiology, and discover what you can do to weaken the craving. It is my privilege to introduce Dr. J. Wayne McFarland . . .2 *

The nexus for unity that McFarland uses is a repetition of

Folkenberg's slogan: "Thank you, Mr. Folkenberg. Now that you have

chosen not to smoke, and that's a very fine choice, we're going to study

a little bit of anatomy and physiology . . .

McFarland further links his lecture to Folkenberg's by using the

same visual aid. When speaking of what nicotine does to the brain, he

bids his auditors, "Now let's go back to Mr. Folkenberg's brain drawing

on the board."4

Later on the doctor reiterates Folkenberg's previous counsel,

"When that urge to smoke comes along, do exactly what Mr. Folkenberg

said. Say to yourself, 'I choose not to smoke.

In McFarland's reiteration at the close of his lecture he reviews

the principles taught by Folkenberg and thus unifies the two lectures.

There appears to be a conscious effort by both Folkenburg and

¿■Folkenberg and McFarland, Lectures, p. 8.

¿Ibid. ¿Ibid., pp. 8, 9.

4Ibid., p. 9. ¿Ibid., p. 11

220McFarland to tie the two separate lectures each night together into one

unified whole.

Total Plan unity

The unity of the over all Five-Day Plan is summarily stated in

the first night's Personal Control Booklet, "This Five-Day Plan is like

a chain of five links; break one of them and what happens to the rest?"1

There are three main links that interlock the lectures together

as a whole. They are projection—that is, looking ahead—review and

reiteration, and threads of unification.

Projection

McFarland exemplifies how the whole program is extricably bound

together, when in the first night's lecture he looks ahead to lecture

five and states: "I want you to stand up now and unbutton your coat.

Incidentally, if you can't find your ribs you'd better come back for

lecture number five which deals with weight control."2

One of the key exhortations is, "so by all means let nothing keep

you from attending the program tomorrow night."3

Review

It is axiomatic with the originators of the Plan to infuse unity

in the entire night by night program by continual review and reiteration.

In the instructions for the second night they state, "We have also

^•Personal Control Booklet, p. 16.

2Folkenberg and McFarland, Lectures, p. 12.

3Ibid., p. 56.

221

discovered the value of each speaker briefly reviewing in thumbnail

form his remarks of the previous evening.

Threads of unification

There are threads of unification that run through all five night

lectures that serve to tie the whole Plan together. Folkenberg's anal­

ogy of life's experiences to the parts of a ship runs throughout all of

his lectures. Using the slogan as a defense mechanism, reinforcing each

other through the buddy system, and following the control booklet's

instructions are continuing themes that appear in each night's lecture.

These continuing themes are as strands in a cable that link together the

lectures.

Although there are ten separate lectures on five different

nights, they appear as one unified whole.

Rhetorical Order

Reaching back to the era of Plato, one can find emphasis on

disposition. In Phaedrus, "a dramatized treatise on Rhetoric,"

Socrates and Phaedrus are in dialogue. Socrates said:

Every speech ought to be put together like a living creature with a body of its own, so as to be neither without head, nor without feet, but to have both a middle and extreme- ties, described proportionately to each other and to the whole.3

According to Aristotle, a speech in its simplest form has two

^Folkenberg and McFarland, Lectures, p. 19.

2Thonssen and Baird, Speech Criticism, pp. 54, 55.

3Ibid.

222parts—namely, the stating of the case and proving it.1 * * These two are

the indispensable constituents of a discourse, the ancient theorist

asserts, but it may have an introduction and a conclusion. So the con­

ceded maximum four ares(l) the introduction, which he called the proem,

(2) the statement, (3) the argument, and (4) the epilogue.

Quintilian advocates a quintet. His suggestion is exordium,

statement of facts, proof, refutation and peroration.

Cicero adds two more parts than Aristotle. His outline consists

of: exordium, statement, proposition, proof, refutation, and peroration.4

Modern and contemporary theorists of speech feel these divisions

unweildy and have truncated the list to more manageable divisions of

introduction, body or discussion, and conclusion. Regardless of what

arrangement a speaker chooses to adhere to, his discourse should have

these three parts: a beginning, a development of the subject, and an

ending.5

Exordium

Good arrangement of the speaker's materials is a desideratum of

the speaker's preparation. The attention step is vital to a speaker's

success. The proem coming at the opining of the speech prepares the

¿■Aristotle The Rhetoric, p. 220.

¿Ibid.

¿Thonssen and Baird, Speech Criticism, p. 400.

4Ibid.

¿William Norwood Brigance, Speech Composition (2nd ed.; New York: Appleton-Century-Crofts, 1953), p. 67.

223way for what follows. In actuality then, it is "to make clear the end

and object of your work."1

It should be the goal of the speaker to capture the attention

of the audience in the proem, because listeners pay attention "to things

of importance to their own interests, to anything wonderful, to anything

pleasant, and hence you must give the impression that your speech has to

do with the like."2 *

It appears that Folkenberg's introduction was compatible with

these criteria. He made clear the end and object of the team's work.

They were to give "many principles" to help the attendees gain victory3over tobacco. Then he pointed out the goal of each speaker: "Dr. J.

Wayne McFarland . . . will deal with the physical aspects of the smoking

habit while I concentrate upon the psychological aspects of the smoking

habit."4

As to the matters of importance, things pleasant and wonderful,5

Folkenberg adduces: "Ladies and gentlemen, you are poised on the verge

of one of the most fascinating and rewarding experiences of your life."6

The introductions of Folkenberg and McFarland appear to meet the

standard of Eisenson, et al., that the introduction should: "Orient the

^Aristotle The Rhetoric (trans, by Cooper), p. 220.

2Ibid., p. 223.

^Folkenberg and McFarland, Lectures, p. 2.

4Ibid.

5Aristotle The Rhetoric (trans, by Cooper), p. 226.

^Folkenberg and McFarland, Lectures, p. 2.

224listener toward the subject, both in terms of its general nature and

its relationship to listener needs and desires.

The introductions to the night's lectures were varied as will

be noted from the following introductions employed by the team.

Stated purpose

In his first lecture McFarland states his purpose:

Now that you have chosen not to smoke, and that's a very fine choice, we're going to study a little bit of anatomy and physiol­ogy, explaining to you what's going on inside the human body and what produces this craving, and also why it's so difficult for some people to quit.2

Surprise question

Dr. McFarland opens his third lecture by a surprise question

and startling proof statement:

Did you know there is more evidence to show that smoking harms the heart then there is that smoking harms the lungs?In other words, we have more scientific proof to show the dam­aging effects of nicotine on the heart than we do on tobacco tars damaging the lungs.* 2 3

Hortatory

Folkenberg introduces his fourth lecture with an exhortation.

No matter what happens, you've got to resist personal discouragement with all your might. So what if you did break over and smoke a few today! So you lost a battle, but you cer­tainly haven't lost the war! Early in World War II our beloved country lost battles in Bataan, Corregidor, and Wake. We lost a number of individual battles, but don't forget, we won the war!4

"•Jon Eisenson, Jeffery J. Aver, and John V. Irwin, The Psy­chology of Communication (New York: Appleton-Century-Crofts, 1963), p. 299.

2Folkenberg and McFarland, Lectures, pp. 8, 9.

3Ibid., p. 39. 4Ibid., p. 52.

225Historical example and analogy

In European museums you often find navigational maps once used by ancient mariners who sailed wide seas in frail boats. They were brave men. Ancient cartographers or map-makers as we call them today, possessed very incomplete knowledge of certain unex­plored areas. When in doubt about some vast expanse of sea, early mapmakers had a tidy little custom of drawing in a hideous, fire­breathing dragon rearing up out of the sea, and nearby in tiny letters would print on the map, "Here are dragons." Such fearsome drawings certainly did little to calm the nerves of already super­stitious sailors.

But the phrase, "Here are dragons," might well be applied to another subject. For all its amazing progress, science today stands only on the threshold of understanding myriads of unexplored mysteries within the human mind.l

Body—organization of arguments

The function of the body of the lecture is to support and elabor

ate the thematic purpose more fully. Aristotle states it succinctly:

"You state your case and prove it.,,z;

Four different methods appear to be used in the lectures: the

motivated sequence, distributive, psychological and logical, and the

time order or chronological microcosm.

Motivated sequence

Folkenberg's first lecture pursues the "motivated sequence" of

Monroe and Ehninger.3 A speech, they say:

Must be prepared with a particular group of listeners constantly in mind and must be constructed so as to conform

¿-Folkenberg and McFarland, Lectures, p. 32.

¿Aristotle The Rhetoric, p. 220.

¿Alan H. Monroe and Douglas Ehninger, Principles of Speech Communication (Glenview, Illinois: Scott, Foresman and Company, 1969),pp. 258, 279.

226with the steps they normally follow in arriving at choices and judgments.1

An outline of the manner in which Folkenberg employed the five

steps of the "motivated sequence" follows:

I. Attention Step:

To many a person it comes as a shock to discover when he smokes it is not by choice but he is a victim caught in a vicious habit. His experience is compared to a person trapped in quick sand. He struggles but he only sinks deeper. His weakened will power, and self control are steadily undermined. Each year renders him less capable of breaking the habit.2

II. Need Step:

A. A comprehensive all out assault has to be launched. No half-hearted effort would suffice. The attack must be made on the physical, mental, and spiritual levels.3

B. A strong will power can make the difference between success and failure in the battle against smoking.4

III. Satisfaction

Will power is described as that sovereign agency within the mind which exercises control over its own operation.5

Guidelines are given to strengthen will power.

A. A basic law of nature asserts strength is acquired through effort. Will power can be strengthened through use.

^Monroe and Ehninger, Principles of Speech Communication, pp. 258, 279.

2Folkenberg and McFarland, Lectures, p. 3.

3Ibid., p. 4. 4Ibid.

5Ibid., pp. 5-7.

227B. The two mental actions of promise and choice are not

to be confused. Choosing not to smoke is preferable to a promise not to smoke. Choice can be reaffirmed with ease.l

IV. Visualization Step

The participants are informed that within several days they will find their own will gaining strength. When the urge to smoke seems almost overpowering, they can actually weaken the physical craving by the proper use of the will.2

V. Action Step

The participants are to keep saying to themselves, "I choose not to smoke." This is to be repeated morning, noon and night. Folkenberg closes by saying, "Keep saying, 'I choose not to smoke,' and keep repeating it to yourself."3

Distributive method

Four of McFarland's five lectures were based on the distributive

method of organization. The fifth and last lecture is based on time-

order-chronological microcosm.

The first of his lectures will be used as an example of his

distributive method of organization. The body of McFarland's first

lecture begins by displaying a drawing of the human brain. He points

out the areas that are damaged'by nicotine. He then develops three

positive recommendations for decreasing the craving for nicotine.

I. Diet Control

A. For the first 24 hour period the participants are to live mainly on fruits and fruit juices.

"-Folkenberg and McFarland, Lectures, pp. 5-7.2Ibid., p.7. 3Ibid.

228B. He attempts to motivate them by telling them they

can try those exotic fruits they always wanted to taste.

II. Liquid Control

A. They are to drink six (6) to eight (8) glasses of water during the first 24-hour period.

B. A schedule is pointed out for them to follow.

(1) In the morning upon awakening two glasses are to be taken.

(2) Two glasses between breakfast and noon.

(3) Two more glasses during the afternoon.

C. This total liquid intake should get nicotine residues out in a hurry.

III. The use of oxygen in breaking the habit

A. Proper breathing brings oxygen to the brain cells which increases mental ability and hence strengthens the will power.

B. Gives correct breathing demonstration

C. Gives prescription for next two days

(1) Three deep breaths three times a day

(2) Whenever craving strikes adopt good posture and begin to breathe slowly and rhythmically.1

Chronological microcosm—time order

Dr. McFarland's first four lectures were distributive in organi

zation, but his fifth lecture was different in that it was a chronolog­

ical microcosm. Long time periods were not included in the usual chron

ological context; however, the time sequence for certain behavioral

events were in evidence on a small scale. Time order determines the

^-Folkenberg and McFarland, Lectures, pp. 8-14.

229major divisions of the speech. He divides the day into time segments

for the ingest of food.

True to his promise to discuss weight control in relation to

stopping smoking, he announced his goal purpose for the fifth lecture

as, "Tonight we'll discuss some valuable hints on how your weight can be

kept down to normal."1

In his first division of his lecture he discussed the necessity

of eating a good breakfast and stated that this is where many fail in

that they skip breakfast.2

The noon meal should be a regular meal but nothing should be

eaten before or after the meal. "You cannot eat between meals and

control your weight. . . . You are on the road to expansion if you skip

breakfast, or if you eat between meals."3

In his last division he discusses supper as being the meal that

helps put on weight. He advises, "Skip supper, or limit it to one

apple if you are really overweight."4

In summation he adds, "Actually observing these three rules

is all that many individuals have to do in order to keep themselves

trim."5

Psychological-logical

Folkenberg uses the psychological and logical method moving to

a climax in his fourth lecture.

¿■Folkenberg and McFarland, Lectures, p. 59.

2Ibid., p. 60. ¿Ibid., p. 59.

4Ibid. 5Ibid., p. 60.

230He begins the body of his argument with a rhetorical question.

"Have you tried to analyze your motives for quitting?"1 He then asserts,

"Truly lasting decisions are built on strong motives." He informs his

auditors that he will list a number of good motives but will end the

list with the best motive of all. The motives listed are:

I. Better health means

A. Greater personal happiness

B. Longer productivity in your work

C. Security for your family

II. Saving money appeals to many people

A. Smoking a pack and a half a day for 20 years will cost approximately $3,000 in cash.

B. Smokers may spend a great deal more for surgery or prolonged illness.

III. Captaincy of your own life

A. No thinking person wants to be kicked around by a three-inch cigarette.

B. One would walk a mile for a Camel because he has no choice in the matter.

IV. Your family—your love for them

V. Preservation of body and health

A. Constitutes a moral issue

B. A far more valuable motive

C. The greatest, the noblest and most permanent motive of all.3

Folkenberg and McFarland, Lectures, p. 54. zIbid. JIbxd.

231Conclusion

The purpose of the peroration, the concluding part of the

discourse, has four facets, according to Aristotle. The first purpose

is to render the audience well disposed to the speaker. He should also

cause the audience to be ill disposed to the opposition. The second

purpose is to magnify and depreciate. Those things that help his argu­

ment must be magnified and depreciate those of the opposition. Thirdly,

it is important that the audience be in the right state of emotion.

Finally, the memories of the hearers must be refreshed.1

Following this procedure, according to Aristotle, one need only

recapitulate what has been said. The speaker will begin by noting that

he has done what he undertook to do. This may be followed by a summary

of what has been said. Then said Aristotle:

You may in fitting style close your speech with an asyndeton; it will mark off the epilogue as a true peroration."I have done; you all have heard; you have the facts; give your judgment."2

Broadus further stipulates that the conclusion should be

personal in its aim and alive and energetic.J

After examining the ten lectures it appears in the main that

the individual lecture conclusions were not well developed. Perhaps

this was due to the continuing nature of the series of five programs

which constitute the whole.

^■Aristotle The Rhetoric (trans, by Cooper) , p. 240.

2Ibid., p. 241.

^Broadus, On the Preparation and Delivery of Sermons, pp. 125, 126.

232It remains for the last lecture to evince a well rounded con­

clusion and appeal. However, certain elements of an effective perora­

tion were in evidence in several cases. For example, McFarland at the

close of his second lecture gives a seven point recapitulation of what

the participant has been taught the first two nights.

Now let's review what we've discovered thus far. We've taught you:

1. To choose not to smoke.2. How to breathe properly and hasten oxygen on its way.3. To get nicotine and the other tobacco poisons out of

your system by plenty of fruit juice and water. When the urge strikes, get a glass of water.

4. To avoid coffee which in turn calls for another smoke.5. To avoid alcoholic beverages.6. How to take a cold mitten friction, the best natural

nerve stimulant you can find which picks you up without letting you down.

7. To avoid sitting down after you eat—get outside.1

Folkenberg at the close of his second nights lecture includes

three of the aforementioned facets of a good conclusion. First, he

magnifies his position by stating that, if the persuadees follow the

Plan they will "be able to casually refuse a cigarette. . . . Your food

will taste better. . . . You will really begin to live again."2 Then

he depreciates the cause he is opposing by stating that they will become

"free from at least 27 different poisons found in cigarettes . . ."3

He endeavors to put the audience in the right emotional state

by promising his hearers, "You'll be thrilled at how quickly the needed

power arrives! . . . You're beginning to have a sense of victory and

the thrill of right doing."4

¿■Folkenberg and McFarland, Lectures, p. 25. 2Ibid., p. 30.

¿Ibid. 4Ibid.

233Finally, the conclusion is personal in its aim as he gives

them assurance in his concluding remarks: "Certainly each and everyone

of you is on the verge of better living, if you follow the Plan. There

is absolutely no doubt about it."1

The peroration of the concluding lecture of the series utilizes

all the elements of a good conclusion. Here Folkenberg makes his final

and strongest appeal. First.he carefully sets the emotional climate

for his appeal by saying:

Ladies and gentlemen, I believe we've reached the place where you can make your strongest decision yet. . . . In my hand is a small attractive card . . . Please listen carefully as I read. Many of you here tonight are quite ready to take this card and solemnly write your name . . .2

This decision making time is to be a "quiet few minutes for

contemplation and signing."3 The instructions in the manual state that

"This is an important, solemn step for many. By all means allow no

levity to creep into your manner. Pray silently for these people."4

Briefly Folkenberg reiterates one of their beginning concepts

that, "It is not a promise to any of us that you will not smoke again.

Instead, it's a choice, a decision made by yourself . . . "3

He magnifies the value of the decision card by stating that,

"Many times it has kept people from smoking during a critical moment.

It can prove of great value and strenth to you too."® He depreciates

the opponent, tobacco, by advising them to choose "never again to defile 7your body with tobacco."

"-Folkenberg and McFarland, Lectures, p. 30. 2Ibid., p. 71.

3Ibid., p. 72. 4Ibid. ®Ibid., p. 67.

®Ibid. 7Ibid.

234He interjects life and energy to his conclusion when he uses

such expressions as, "strongest decision,"1 "supreme exercise of your

will,"2 and "power and effectiveness."3

The conclusion is direct and personal in its appeal. He calls

the decision "a decision made by yourself, with yourself."4

On the whole the reiteration segment of the conclusions appear

to be weak, but perhaps this is due to the fact that the Personal

Control Booklet is really a summary of the lectures and the team

reviews briefly the content of the Personal Control Booklet instruc­

tions for each day.

Progress

The final constituent in the arrangement of the invented 5materials is progress. This facet of the Plan includes both the move

ment of the lecture material toward a climax and the progressive steps

of the group member toward an ultimate decision.

One of the key constructs of the Plan is to persuade the

hearer and build helpful platforms under each participant to enhance

his progressive movement along step by step.

Neal Wilson, president of North American Division of the

Adventists, clearly presented the progressive objective of the Plan.

X think in this whole program we must never forget the fact that the Five-Day Plan is predicated upon a matter of

^■Folkenberg and McFarland, Lectures, p. 67.

2Ibid. 3Ibid. 4Ibid.

5Andrew Watterson Blackwood, The Preparation of Sermons(New York: Abingdon Press, 1948), p. 132.

235progressive decisions. These decisions start out the first day and strengthen on the second day and on the third day— this is something that I choose and that I must do, that I am determined to do. This is a process of decision-making, the most difficult kind of decision.1

Early in the program Folkenberg reveals the progress each par­

ticipant is capable of obtaining as he adheres to the instructions

given.

Soon now you'll be able to casually refuse a cigarette.Your food will taste much better. Your sleep will be better. Becoming free from at least 27 different poisons found in cigarettes, you will really begin to live again. As master of your own ship and no longer a slave to Lady Nicotine, you're beginning to have a sense of victory and a thrill of right doing. Certainly each and every one of you is on the verge of better living, if you continue to follow the Plan.There's absolutely no doubt about it!2

Folkenberg is not extrapolating as he speaks to his audience

because McFarland has already predicted, "We can say with certainty

that approximately 50 percent of you will be around the corner within

three days. In five days 80 percent will be around the corner."3

Progression in the lectures seems to build from night to night

to a culminating decision. Certain themes are begun on the first night

and continued throughout the series. One of the primary themes is the

right use of the will in choosing not to smoke.

On the first night they describe will power "as that sovereign

agency within the mind which exercises control over its own operation."4

Stress is placed on properly exercising the will power. Proper exercise

¿"Neal C. Wilson, "Deeper Meanings in the Five-Day Plan," North American Congress Report (Chicago, Illinois, April 13-17, 1969), p. 2.

¿Folkenberg and McFarland, Lectures, p. 30.

3Ibid., p. 13. 4Ibid., p. 6.

236of the will power will strengthen it while misuse will weaken it. The

will is likened to the "rudder of the human mind.1,1

On the second night they "press a bit more deeply into this

fascinating subject." The relationship is developed between the use

of the slogan, "I choose not to smoke," and its effect on the will 3power. As the slogan is repeated "your decision will deepen . . . and

have an even stronger impact on that nagging desire for another smoke."4

Strong positive thinking can actually weaken that urge, for little by

little "you are bringing your body under the kingly control of reason

and will power."5

By the third night an even broader concept of will power is

introduced.

Heretofore we've almost limited its use to, "I choose not to smoke." Now let's broaden its use to the entire spectrum of better living, recognizing it to be a golden key capable of unlocking many doors to greater health and happiness. To begin doing this, a person will say, "I hereby choose to eat intelli­gently, at regular hours, and in proper amounts." Bringing that runaway appetite under the kingly control of reason will start paying immediate dividends . . .

"I choose to get sufficient rest. ... I choose to over­work no longer ..." At once it can be seen that an intelli­gent use of the will is a vital key to personal success in many different areas of life. And best of all, with every successive right use, your will power becomes consistently stronger, thus opening doors to new attainments.6

The directors recognize that during the first three days the

group members have "kept the will power active on an almost hourly

basis."? By the fourth night the directors recognize that the time

2Ibid., p. 28.

?Ibid., p. 55.

^-Folkenberg and McFarland, Lectures, p. 26.

3Ibid. 4Ibid. 5Ibid.

6Ibid., p. 36.

237has come "to consider extending your decision not to smoke beyond a

few hours, beyond a few days and weeks, right into the realm of months."1

It's time now to begin extending your will power. You will say, "I choose not to smoke next week. I choose not to take another cigarette, no matter who offers it to me, for one whole month. ..." Your will power must be kept active! ... So by all means commence to adopt a long-range view by extending your will power far into the future . . . These basic will power exercises will prove valuable in combating other wrong habits as well.2

By the fifth and final night the participant has been led

forward in progressive steps extending his will power until he is ready

now to "make a long-range decision, a supreme exercise of your will,

choosing never again to defile your body with tobacco."

The above steps exhibit the manner in which the enrollee is

led forward to the ultimate decision never to smoke again.

The progression in the lectures is largely a night by night

moving toward the final decision. However, one of the lectures,

Folkenberg's fourth lecture, develops a progression that moves to a

climax within the lecture. This progression within the lecture is

discussed in the previous section under the body, the organization of

arguments.

Transitional expressions of progression that are typical of

the lectures are such phrases as, "tonight we are going to go a little

bit further,"4 "now here's the next step,"® "It's time now to begin to

extend. . ."®

"-Folkenberg and McFarland, Lectures, p. 55. 2Ibid., p. 56.

3Ibid., p. 67. 4Ibid., p. 20.

®Ibid., p. 39. 3Ibid., p. 55.

238In the original script McFarland presented the last lecture,

but subsequent experiments indicated that Folkenberg's material led

more naturally to a climatic decision and so a change in rotation of

speakers was effected on the fifth night in order that Folkenberg might

present the final conclusion and appeal.1

Summary of Arrangement

The Five-Day Plan lecture arrangements have been analyzed from

a four-fold consideration, (1) Thematic emergence, (2) Organic unity,

(3) Rhetorical order, and (4) Progress.

While each of the ten lectures studied had a theme statement

and a goal purpose, these appeared at different places in the lecture

and did not always come at the beginning.

Although there was inter-lecture unity and intra-lecture unity,

the entire ten lectures were unified as a whole.

The organization of the outline of the lectures were not always

clear, but in the main could be followed.

The introductions were varied in length and manner. Generally

the hearer could be cognizant of an attempt to infuse interest in the

introduction and prepare the way for what was to follow.

The distributive method of organization was generally followed.

Folkenberg used the "motivational sequence" plan once; twice he followed

the distributive mode, and twice the psychological-logical plan.

McFarland's first four lectures were distributive, and his last was a

time-order arrangement based on a twenty-four hour period.

'"Folkenberg and McFarland, Lectures, p. 57.

239There was not much variety in the conclusions. The recapitu­

lations were not strong. There appeared to be a dependence on the

presentation of the Personal Control Booklet for the summation of the

lectures.

The final constituent in the arrangement of the Plan is

progress. The Plan is predicated on progressive decisions night by

night and the group member is led steadily forward to a final decision

to never smoke again.

CHAPTER V

STYLE CHARACTERISTICS IN THE PLAN

Books I and II of The Rhetoric discuss the method of investiga­

tion of the subject at hand by making use of the facts themselves as

means of persuasion. Book III begins by saying that since it is not enough to know what to say, one must also know how to say it.1 Knowing

how to say a certain thing is an important contribution to the right

impression of the speech. It is necessary, said Aristotle, that we give9attention to style because of the very nature of the audience.

Rhetoricians from the time of the ancient Greeks have recognized

in speech style—the embodiment of thought—an integral part of the

persuasive process. Although style is the third of the quintet canons,

it is interwoven and inextricably bound with invention, arrangement,

memory and delivery.

Quintilian, the peerless Roman rhetorician, gave ample space to

style. He devotes Books VIII and IX to this canon. According to this

pedagogue the emphasis is upon what language does rather than limiting

it to what it is.3 Style is more than words. Style is also a functional

aspect of the persuasive process.

Oliver adduces that:

'"Aristotle The Rhetoric, p. 182. ¿Ibid.

3Lester Thonssen and A. Craig Baird, Speech Criticism (New York:The Ronald Press Co., 1948), p. 405.

241The speaker’s style is the elusive quality of language by

which he enters into and then to an extent transforms the audience mood. "Speak to them as they are, in order that you may lead them to become what you will," is the principle of style the persuasive speaker should adopt.1

For the most part, critics of rhetoric have concurred on the

four-fold classification of style as advocated by Cicero and Quintilian:

"Appropriateness, correctness, clearness and embellishment."2 The lec­

tures of the Plan will be examined to see how these four facets of style

have been employed.

Correctness

This constituent has reference mainly to word usage and word

choice that insures accuracy in developing the speaker's thought.3

Correctness has to do with the grammatical, and the syntaxical elements

of style. John A. Broadus, who devoted four chapters to style, divided

the elements as follows:

There are certain qualities or properties of style that are indispensable, grammatical qualities which have to do with correct­ness and purity of language, and rhetorical qualities which have to do more particularly with the impression or effect of discourse.The latter may be classified as clearness, energy, and elegance.4

Having analyzed carefully the five lectures in the Plan, listened

to a recorded album of the program, viewed and audited the Plan's films

and heard the team personally, it can be concluded on the whole that

good grammatical form has been used. However, upon close examination

"-Oliver, The Psychology of Persuasive Speech, p.434.

^Thonssen and Baird, Speech Criticism, p. 410.

¿Ibid., p. 412.

4Broadus, On the Preparation and Delivery of Sermons, p. 228.

242several grammatical aberrations were noticeable:

a. A fragmented sentence was used in lecture one, "Not

fermented, however."1

b. Dr. McFarland used a slang word, "jag," in two different

places—"fruit jag"2 and "candy jag."3

c. The doctor used an exclamation of incoherent sound, "'Eek,'

you say."4 * Professor Linberg states that this is substan­

dard English, but perhaps in an informal setting would be

licensed.

d. Redundancy was used in the sentence, "each and everyone of

you is on the verge of better living, if you continue to

follow the plan."6

Appropriateness

Appropriateness is viewed as an important stylistic constituent.

According to Thonssen and Baird it is:

The most functional aspect of the problem of style; through it we are best able to study language as a tool of adaptive be­havior used by the orator to adjust himself to his audience situation.?

Appropriateness will be discussed in the following divisions:

proportionate with the subject, proportionate to the emotion, proportion

^Folkenberg and McFarland, Lectures, p. 10. 2Ibid.

3Ibid., p. 45. 4Ibid., p. 61.

5Personal interview with Professor Evelyn Linberg, professor ofEnglish, Southern Missionary College, November 16, 1973.

6Folkenberg and McFarland, Lectures, p. 29.

kphonnssen and Baird, Speech Criticism, pp. 414, 415.

243ate to the profession, and proportionate to the audience.

Proportionate with the subject

It is generally accepted that the style of expression should be

in correspondence with or appropriate with the subject. Aristotle holds

unmistakably to this doctrine.1 He affirms that weighty matters shall

not be treated in a slipshod way, nor trivial matters in a solemn way . . .

It will be neither mean or above the dignity of the subject. Cicero

adheres wholeheartedly to the same point of view.2 3

In speaking of God Folkenberg chose words that were appropriate.

He expressed God's character as being one of beneficence. He said,

"There is divine aid."4 In encouraging the participants to seek God's

assistance in their struggle he assured them of God's power. "Divine

power awaits your demand and reception," he said.5 According to the

pastor God's character also includes personal interest in the individual.

He can be approached as a Being who is no respecter of persons. The

pastor urges the group, "In your own particular way ask, 'Oh give me

strength to keep from smoking.'"6 He called God the Creator of man, and 7spoke of God's handiwork. "Your body," he said, "is the most marvelous

mechanism in the world ... it offers supreme evidence of the existenceQ

of some Infinite Engineering Intelligence."

¿■Thonssen and Baird, Speech Criticism, p. 415.

¿Aristotle The Rhetoric, p. 197.

3Cicero De Oratore, Book III, p. 55.

4Folkenberg and McFarland, Lectures, p. 58. 5Ibid., p. 27.

®Ibid. 7Ibid., p. 66. ^Ibid., p. 57.

244McFarland^toOjrecognized God as a "greater power than ourselves. „1

By the same token he spoke of God's antagonist as the enemy of man's 2good. This enemy of souls, "can then spoil something that ought to be

great and wonderful."* 3

Turning from the elevated to the mundane and trivial, Folkenberg

adopted appropriate expressions:

The pagan concept of life could be summed up in these words,"Let us eat and drink, for tomorrow we die," and a bleak philosophy it was. To them the grave was a black hole in the ground from which there was no escape. . . . Understandably, this pagan philo­sophy gave rise to the most gross forms of physical indulgence.4

The pastor uses a variety of appropriate expressions ranging from

his discussions of the magnanimous God to his description of a diminutive

baby.

Well, just try holding a newborn baby for a few moments, look into that little face, then see those loving glances from his father, mother, and surrounding relatives. How much is that baby worth? Why, there's not enough money in the world to buy even a single baby-pound of that precious child.5

Proportionate to the emotions

Style is appropriate if the words are consistent or in propor­

tion to the emotions expressed.6

In the first lecture McFarland described the emotions of jubi­

lation and dejection with appropriateness. The jubilant one expressed

boastfully his pride in vanquishing the habit, "Why there's nothing to

it . . . all I did was go home and say, 'I'm through, and that was

^Folkenberg and McFarland, Lectures, p. 44. 2Ibid.

3Ibid. 4Ibid., p. 64. 5Ibid., p. 66.

6Aristotle The Rhetoric . 197.

245that.'" The dejected and defeated ones responded with mute silence.1 2

Folkenberg depicts an experience fraught with emotion. Two men

were caught in a freezing blizzard and death was stalking them. The one

man was moribund and expressed the feeling of one who had given up, "Just9let me lie down for a few minutes, that's all. I just want to rest." •

His courageous companion was alarmed at the situation and commenced to

rub the freezing friend. "He slapped him and held him upright on his

feet. He worked on his friend with such diligence that his own circula­

tion improved and warmth returned to his own body. In the process he

also saved his companion."3

Again Folkenberg told of a driverless car that rolled down an

incline and came to rest on a small boy. With emotion fraught words

Folkenberg described the rescue by his mother. "Summoned by those fran­

tic screams, his frail young mother appeared on the scene, seized the

rear bumper with delicate hands, and with almost superhuman strength

actually moved the heavy vehicle off the body of her tiny son."4

Other examples of words proportionate to the emotion are shown

in the choice of the following expressions: "Smokers . . . are teetering 5on the brink of desperation;" "Through the surgery sequences . . .

you're seeing the real thing. Should you feel a bit squeamish . . .;"7 8"caught by a vicious habit;"' "drifts helplessly along into smoking;"

"•Folkenberg and McFarland, Lectures, p. 9.

2Ibid., p. 37. 3Ibid. 4Ibid., p. 36.

3Ibid., p. 2. 3Ibid., p. 3. ^Ibid.

3Ibid., p. 4.

246"For three days . . . you may think you’re going to die. ... It may

be rugged and miserable;"¿- 'feense of victory and thrill of rightdoing."2

Not only must the speaker use words that are proportionate to the

emotion that he is portraying, but he must also use words proportionate

to his profession.

Proportionate to the profession

Aristotle states that style is appropriate when language is

consistent with the character for each class of men; each type of dispo­

sition has a language suited to it.3 Cicero concurs by suggesting that

"a speaker's or writer's language is normally identified with his pro­

fession. The philosopher, historian, poet, soldier, lawyer, and other

representative groups all had certain language marks of their trade or

profession."4 In Folkenberg's first lecture he talked about Lent as a

period of penitence and reformation from harmful habits.5 * 7 He uses such

religiously oriented expressions as, "made as we were in the image of

the Creator," "ask for divine aid," "heaven's purpose for you,"°

"exercise faith in that promise,"8 "Ten Commandments were spoken in

thunder tones from Mt. Sinai,"18 "the Scripture promise is."11 Folken­

berg held that the body is sacrosanct, and in discussing the care of the

body he used expressions commensurate with his calling when he said,

¿■Folkenberg and McFarland, Lectures, p. 9. ¿Ibid., p. 29.

¿Aristotle The Rhetoric, p. 198.

4Baird and Knower, General Speech, p. 131.c c.Folkenberg and McFarland, Lectures, p. 3. Ibid., p. 66.

7Ibid., p. 54. 8Ibid. 9Ibid. 1QIbid. ¿■¿•Ibid.

2471 Q"Life is sacred," and that it is a "sacred privilege,"z and "sacred

command,"3 to keep the body inviolate from defilement.

McFarland used familiar physician's terms in counseling his

hearers. At one place he says, "Here's my prescription for you during

the next few days . . . three deep breaths three times a day."4 At

another place he related how he asked one woman if she could "take strong

medicine."5 * * The strong medicine to which he referred was abstaining from

things that the Plan prohibits during the group therapy sessions.

Throughout the lectures McFarland speaks as a doctor, but Folken­

berg speaks more as a psychologist rather than a minister; however, there

are ministerial overtones that are evident in his expressions.

Proportionate to the audience£

Style must be appropriate to the particular audience addressed.

Centuries ago Aristotle stated that "to each kind of rhetoric is adapted

a peculiar style."?

Both the program and the lectures of the Plan were informal in

nature. The lectures were followed by an informal question and answer

period. McFarland used informal expressions such as "tummy"for stomach.8

According to the lexicographer, Morris, this word is acceptable as an

informal expression.8

^-Folkenberg and McFarland, Lectures, p. 61. 2Ibid., p. 55.

3Ibid., p. 67. 4Ibid., p. 12. 5Ibid., p. 23.

^Thonssen and Baird, Speech Criticism, p. 415. ?Ibid.

8Folkenberg and McFarland, Lectures, pp. 20, 62, 29.

8william Morris, The American Heritage Dictionary of the English Language, 1971.

248While speaking on weight control the auditors are addressed in­

formally, "Are you able to take a dare? Just step up on those scales.

Take a look in a full length mirror, a side view will convince you."1 2

When the doctor speaks on how to keep trim, he postulates that a person

cannot "nibble" between meals. He also speaks about not being "one3speck" hungry.

Another informal expression used in the Plan was, "We're not

going to throw anyone out of this class if you happen to slip up and

draw on a cigarette."4 *

Another instrument that lends to the informal audience situation

is the frequent use of cumulative sentences.® The cumulative sentence

differs from the periodic sentence in that "it may be terminated at any

of several points beyond the basic pattern without altering the meaning."

Table IV in the sentence structure analysis shows that of the

115 sentences examined, over 50 percent were cumulative.

Irmscher says that:

The cumulative sentence is typically informal in its effect because the additions often suggest a kind of after thought we tag on to a sentence when we speak but cannot go back to add.7

Throughout the lectures Dr. McFarland appeared to be more in­

formal in his use of shorter and more conversational sentences. Perhaps

this is because of his classroom orientation, whereas pulpit speaking to

"■Folkenberg and McFarland, Lectures, p. 62.

2Ibid., p. 66. 3Ibid., p. 67. 4Ibid., p. 16.

®William F. Irmscher, The Holt Guide to English (New York:Holt, Rinehart and Winston, Inc., 1972), p. 113.

^Ibid. 7Ibid., p. 114.

249which Folkenberg was oriented is more formal. However both men adapted

their language and style to the informal speaking situation.

Clearness

A vital requirement of effective speech style is clarity.

Aristotle observed, "The proof is that language that does not convey a

clear meaning fails to perform the very function of language."1 Broadus,

in reference to perspicuity, affirmed: "Style is excellent when, like 2the atmosphere, it shows the thought, but itself is not seen."

Perspicuity of style is dependent mainly upon three things: the

choice of terms, the construction of sentences and paragraphs and the

proper handling of brevity and diffuseness.8

Word choice

Clarity is secured through the use of nouns, adjectives, and

verbs which are currently in good use. Aristotle observed, "In style,

the allusion is successful, if we take our individual words from the

current stock, and put them together with skill."4

In harmony with these criteria, the speakers of the Plan used

terms that were simple and concrete to secure instantaneous understand­

ing. There were no foreign phrases or words used. Folkenberg employed

no complicated theological terminology. McFarland, having spoken before

¿"Aristotle The Rhetoric, p. 185.9Broadus, On Preparation and Delivery of Sermons, p. 240.

¿Ibid., p. 242.

^Aristotle The Rhetoric, p. 186.

250numerous medical conventions and in many classrooms, maintained sim­

plicity of expression and resorted to concrete words to explain any

necessary medical terms that he used. Some of the simple and concrete

words selected at random from the first lecture by Folkenberg are as

follows: person, food, smoke, money, chain, room, ladies, picture, ship, pipe, pavement, jail, home, puppy, pencil.''' McFarland used the following

simple words in his first lecture: juice, body, board, arm, muscles,

side, brain, pattern, fuel, fruits, cans, liquor, glass, water, fluid,

head, stomach, family, liver, neck.2

George Campbell, in his celebrated canons of usage posited:

"The unjudicious use of technical words and phrases may prove another

'source of darkness' in composition."3 It cannot be said that technical

words were not employed. They were;, however, Folkenberg and McFarland

immediately explain these technical words in simple terms. The following

are examples of how this was done:

a. Folkenberg used the word say, "or map makers."4

Itcartographers," but hastened to

b. McFarland spoke of "the autonomic nervous system," then clarified it by calling it "the automatic nervous system."3

c. The doctor used the word, "ganglia,"® then made the term clear by saying that this is a chain of nerve cells.

d. Again the doctor told of a group who had "paresthesia." "I realize," he said, "that's a big medical word but it

"■Folkenberg and McFarland, Lectures, pp. 1-17.

3Thonssen and Baird, Speech Criticism, p. 413.

4Folkenberg and McFarland, Lectures, p. 34.

2Ibid.

3Ibid., p. 20. 6Ibid.

251means to feel as if ants were crawling around under the skin."1

e. McFarland called "arteriosclerosis and atherosclerosis simply, "hardening of the arteries."2

f. Another place the doctor told of "food containing an excess of saturated fats," or "hard fats," he explained.3

Adjectival choice

The vivid use of adjectives occurred more than sporadically,

however their use was not overdone. The classification of the style

ranks between the plain and middle. There were no examples of the

middle grand style. Several adjective expressions from the Plan will be

shown to demonstrate the style of the lectures.

Lecture No. 1 Lecture No. 2

gripping story vicious habit weakened willpower powerful aid

spinning headparalyzing effect contradictory advertising powerful poison

Lecture No. 3 Lecture No. 4

divine power sincere prayer mysterious reason

defiling habitstronger sense of right doing red-hot poker

Lecture No. 5

bleak philosophy appalling decay black hole run-away appetite unwanted fat

^-Folkenberg and McFarland, Lectures, p. 41.

2Ibid., p. 51.

3Ibid., p. 51.

252There were instances when a series of adjectives were used. In

the fourth lecture Folkenberg described the moral motive as, "the great­

est, the noblest, and most permanent motive of all . . . "¿-

In examining adjectival expressions it was noticeable that

"wonderful" was used to an excess. From the opening lecture to the

closing lecture this adjective was used profusely. A few examples2 3follow: "a wonderful audience," "a wonderful sense of well being,"

"the wonderful body-mind relationship,"4 "it is a wonderful thing,"5

"something that ought to be great and wonderful,"6 "some wonderful by­

product."7

Pronoun choice

The free use of first and second personal pronouns were used to

expedite clearness of communication. This is in harmony with accepted

oral expression. In each of the lecture introductions first and second

personal pronouns were in evidence. Pronouns are replete throughout the

body of the lecture and in the conclusions. In the first lecture there

was a series of personal pronouns. Examples such as this one were used

frequently.

May £ pause now to stress something you must not forget. The way you think, the way you exercise your will, these have an immediate effect upon the rest of your body. Therefore, when the urge to smoke seems almost overpowering, you can actually weaken that physical craving by a proper exercise of the human will.Keep saying, "1^ choose not to smoke," and keep repeating it to yourself.8

¿■Folkenberg and McFarland, Lectures, p. 54. 2Ibid., p. 16.

3Ibid., p. 35. 4Ibid. 5Ibid., p. 39.

®Ibid., p. 44. 7Ibid., p. 67. 8Ibid., p. 7.

253Broadus posits that pronouns should be given careful attention,

"because our pronouns present very imperfect means of distinction as to

gender, number and case."1

Lucidity was achieved by the careful use of pronouns with clearly

marked antecedents, as found in the following quotation from lecture

three.

Let's now take this fact to its conclusion. Here is a person who is low on Vitamin B^. All grumpy, nervous and irritable, he might even go to church to see if he could sweeten up. And what happens? He gets very little good out of the church service, because all the time while there he may be feeling critical about this or that, irritable with the children and gaining virtually nothing.2

Clarity in phrase, sentenceand paragraph structure

One of the cardinal procedures of Folkenberg and McFarland for

securing clarity was simplicity in phrase and sentence construction.

Simple sentences predominated, but a balance between short and long

sentences was maintained.

The following statistics were compiled from randomly selected

paragraphs from all five lectures and representing both Folkenberg's and

McFarland's speeches.

^■Broadus, On Preparation and Delivery of Sermons, p. 246.

2Folkenberg and McFarland, Lectures, p. 43.

254TABLE I

SENTENCE ANALYSIS

ShortestSentence

LongestSentence

AverageLength

Sentences in Paragraph

1. Lecture 5 - Folkenberg 4 23 13 15

2. Lecture 4 - McFarland 4 32 16 10

3. Lecture 1 - Folkenberg 4 24 11 12

4. Lecture 2 - McFarland 3 23 10 10

5. Lecture 3 - Folkenberg 10 28 15 9

6. Lecture 1 - McFarland 2 40 10 20

7. Lecture 2 - Folkenberg 9 27 16 9

8. Lecture 3 - McFarland 7 23 15 7

9. Lecture 4 - Folkenberg 8 40 22 11

10. Lecture 5 McFarland 8 22 13 10

255

TABLE II

-PARAGRAPH LENGTH AND SYLLABLE ANALYSIS*

Lecture ■ Words in Paragraph 1

Number of Syllables 2 3

Per Word4 5 6

1. Lecture No. 2 222 140 63 12 4 3

2. Lecture No. 4 205 139 45 15 3 1 1

3. Lecture No. 1 166 103 51 10 2

4. Lecture No. 5 147 102 32 11 2

5. Lecture No. 3 138 95 36 7

*Paragraphs were chosen from the five lectures to determine the composition of the amount of words andsyllables appearing in them.

256The paragraphs of the Plan were diversified in length. The

entire five lectures were examined. There was a total of 178 paragraphs.

They ranged in length from one sentence paragraphs to the longest one

that had eighteen sentences. Each contained a unit of thought. None

appeared cumbersome or unwieldy.

A typical paragraph beginning and conclusion is as follows:

It's time to begin extending your will power . . . So by all means commence to adopt a long-range view by extending your will power far into the future. Incidentally, these basic will power exercises will prove valuable in combating other wrong habits as well.1

An investigation was made of all five lectures to discover infor­

mation concerning paragraph and sentence construction. The tabulation

of the results can be seen on the following page.

"•Folkenberg and McFarland, Lectures, pp. 55, 56.

257

'TABLE III

‘PARAGRAPH AND SENTENCE ANALYSIS

1 LectureNo.of

Paragraphs

No.of

,Sentences

•Sentences in LongestParagraph

Sentencesin Shortest Paragraph

Sentences in averageParagraph

Words in Words inlongest Shortest

Paragraph Paragraph

Lecture No. 5 38 202 15 1 5.6 191 29

Lecture No. 4 26 228 11 2 8.8 240 22

Lecture No. 3 42 280 14 1 6.7 245 22

Lecture No. 2 31 233 18 1 7.5 268 15

Lecture No. 1 41 323 18 2 7.7 166 32

258The short sentence predominated the Five-Day Plan sentence and

paragraph structure. However, there were also long sentences. These

longer sentences were intelligible, containing phrases and clauses that

embodied units of thought.

Folkenberg's longest periodic sentence appears in the fourth

lecture:

Let's broaden our thinking to realize that whatever physical practice weakens the human body, thus laying the ground work for a later possible disease, a shortened life of usefulness to home and community, constitutes a direct violation of this sacred command.1

¿-Folkenberg and McFarland, Lectures, p. 55.

259

TABLE IV

SENTENCE STRUCTURE ANALYSIS

Lecture Total Sentences Loose Periodic Balance Questionin Passage No. % No. % No. % No. %

Lecture No. 4 - McFarland 20 9 45 9 45 1 .5 1 .5

Lecture No. 5 - Folkenberg 13 11 77 2 22 1 1

Lecture No. 3 - McFarland 15 9 60.3 5 33.8 1 6.7

Lecture No. 2 - Folkenberg 13 5 38 7 54 1 8

2.8 1 2.8

2 11.6

Lecture No. 1 - McFarland 36 19 53.2 15 42 1

Lecture No. 1 - Folkenberg 17 6 34.8 9 52.2

260Another method of examining a composition for readability of

its style was delineated and demonstrated by Dr. Yeager in a class lec­

ture on rhetorical criticism. Yeager explained the Flesch Formula for

readability.1 This formula has been utilized to analyze the entire

lecture series. The results of this examination will appear on the

following table.

"■Class lecture notes from Rhetorical Criticism, by Raymond Yeager, Ph.D., April 15, 1968.

261 TABLE V

READABILITY ACCORDING TO FLESCH FORMULA FOR READABILITY

Lecture Index - Grade Level

Style Magazine Syllables Per 100 Words

AverageSentenceLength

No. 2 McFarland 65 8 & 9 Standard Digests Time 148 15.5

No. 2 Folkenberg 64 8 & 9 Standard Digests Time 148 17.8

No. 1 Folkenberg 68 8 & 9 Standard Digests Time 148.5 12.7

No. 1 McFarland 77 7 Fairly Easy Slick Fiction 133.5 16.5

No. 3 McFarland 55 10-12 Fairly Difficult Harpers Atlantic 149.5 10

No. 3 Folkenberg 60 8 & 9 Standard Digests Time 149 20

No. 4 Folkenberg 75 7 Fairly Easy Slick Fiction 136.5 16

No. 4 McFarland 67 8 & 9 Standard Digests Time 138.5 22

No. 5 McFarland 73 7 Fairly Easy Slick Fiction 137.5 17

No. 5 Folkenberg 59.6 10-12 Fairly Difficult Harpers Atlantic 151 19.5

262Impressiveness

It is incumbent on the initiator of the communication not only

to obtain intelligibility through perspicuity but also to stimulate

and maintain interest.

McFarland postulated that in the work of reforming another's

health habits the advocate of such a program must have their attention."■

Having discussed correctness, clearness, and appropriateness,

attention will now be directed toward how the team acquired interest by

the use of impressiveness. Two facets of impressiveness, vividness and

force,and energy will be considered.

Vividness

Victor Alvin Ketcham, late professor and chairman of the Depart­

ment of Speech, Ohio State University, firmly believed that:

Every person with whom you talk has in his mind a multitude of visual images. If you want him to "see" your point or under­stand you clearly, you must use these images which are fixed in his mind.* 2

A close relationship exists between clarity and vividness.

Clarity is not only secured through using simplicity in thought, through

proper word choice, simple sentences, cohesive paragraphs and correct

choice of nouns and pronouns, but vividness and interest will aid in

clarity of expression. Clarity and vividness are Siamese, for to be

vivid, language must be perspicious. The principal sources of vividness

"•Wayne McFarland, M.D., Lecture, Collegedale, Tennessee,August 21, 1973.

2Willard Hayes Yeager, Effective Speaking for Every Occasion (New York: Prentice Hall, Inc., 1951), p. 266.

263are found in imagery—they reside in the sensory. These images must be

aroused in the mind of the auditor by the communicator.1

Imagery

Folkenberg and McFarland made a generous use of descriptive

language that conjured up images. Evidently they would have agreed with

Macauley, who said, "Logicians reason about abstractions, but the great

mass of men must have images."2

Dr. Ketcham stated that:

Now there are seven ways by which you can make other people "see" your point and by which you can get them to understand and act on your ideas. I call these ways "The Seven Doors to the Mind."3 4

Ketcham lists these seven image doors as the "visual; the

auditory; the motor; the tactile; the olfactory; the gustatory, and the

thermic.1,4

This classification of Ketcham's will be employed to cite

examples of the imagery of the Plan.

Visual.—Dr. McFarland described the initiation to smoking in

vivid language. "Next came the phenomenon of seeing the old red barn

magically change to an off-shade bilious green."5

^-Yeager, Effective Speaking, p. 266.

2William Norwood Brigance, Speech, its Techniques and Discipline (New York: Appleton-Century Crofts, Inc., 1961), p. 175.

3Yeager, Effective Speaking, p. 266.

4Ibid.

5McFarland and Folkenberg, How to Stop Smoking, p. 34.

264Auditory.—"When thousands of years ago the Ten Commandments

were spoken in thundertones . . . "1

Motor.—"Alarmed at the situation, the other man commenced to 2rub him slap him, and hold him upright on his feet." Speaking of the

Hunzas, the image was drawn of muscular activities: "These men and3women run up and down those hills over the Himalaya Mountains."

Tactile.—The group was made cognizant of cutaneous sensations

in vivid language:

They began to have "paresthesia 1." I realize that's a big medical term, but it means to feel as if ants are crawling around underneath your skin.* 4

Olfactory.—In the fifth lecture a participant's experience was

related, telling what happened when she quit smoking.

She opened her front door, stepped inside and suddenly stopped. Sniffing the air with a puzzled expression, she asked herself,"What on earth is that smell?" Then it dawned on her. She was smelling a nineteen-year accumulation of stale tobacco odors . . . Stepping to the phone, she called her dry cleaners.5

Gustatory.—The pastor used a lemon for a demonstration and

commented:

As you see, I hold in my hand a yellow, sour lemon. Right now the salivary glands in your mouth are beginning to flow.Now watch as I take a knife and cut the lemon in two. Watch me take this sour half and begin to suck on it . . . like this.®

¿■Folkenberg and McFarland, Lectures, p. 54.

2Ibid., p. 38. ¿Ibid., p. 55. 4Ibid., p. 41.

5McFarland and Folkenberg, How to Stop Smoking, p. 85.

®Folkenberg and McFarland, Lectures, pp. 27, 28.

265Thermic.—In describing the sensation of heat and cold, Folken­

berg told of two men caught in a blizzard who were in danger of freezing

to death.1 2 McFarland spoke of cigarettes as "a red-hot poker burning

holes in the stomach."

Metaphor

S. I. Hayakawa in his book, Language in Thought and Action,

classified metaphors, similies, and personification as "among the most 3useful communicative devices." He explained his reason for this

classification:

By their quick affective power they often make unnecessary the inventing of new words for new things or new feelings. They are so commonly used for this purpose, indeed, that we resort to them constantly, without realizing that we are doing so.

An effective metaphor was used by Folkenberg to describe the

body and mind relationship. He told his listeners:

Watch a pussy cat calmly walking, tail high, across the front lawn. Calmly, that is, until a strange dog appears. Instantly the pussy's transformed into a ball of fury.®

Other metaphors lace the lectures. Willpower is called the

"golden key."® Coffee is a "genuine booby trap"7 to the person who wantsQ

to quit smoking. Nicotine is a "red-hot poker to the poor stomach."

"■Folkenberg and McFarland, Lectures, p. 38.

2Ibid., p. 52. oS. I. Hayakawa, Language in Thought and Action (New York:

Harcourt, Brace and World, Inc., 1964), p. 124.

4Ibid.

^Folkenberg and McFarland, Lectures, p. 25. 3 4 * *Ibid., p. 37.

7Ibid., p. 23. ®Ibid., p. 52.

266In the last lecture Folkenberg says that the pagans thought of "death

as a long night without a morning.1,1

Simile

Another of the more useful stylistic devices that was abundantly

used was the simile. A few examples will be cited.

McFarland, in speaking about a crash diet, says his program was

superior because, "You avoid looking like a scare crow or a dried prune."2

Another place he said that cholesterol acts like sludge.3 He continued

the discussion and informed his hearers, "It, also, can be the beginning

of a narrowed, hard blood vessel which is like a pipe stem."4 "Some

people think brewer's yeast in milk tastes about like a mouse in a

burlap sack," was another of McFarland's descriptive similes.5

Folkenberg described a scriptural promise as being "as solid as

the eternal hills," and described a cat that sees a dog as having

"muscles tensed like spring steel, ready for fight or flight.

A simile is employed to describe the Five-Day Plan, "This five-

day plan is like a chain of five links; break one of them and what

happens to the rest?"8

Personification

Personification, the imputation of human characteristics to non­

human objects, has been used in several instances in the Plan. Folkenberg

hFolkenberg and McFarland, Lectures, p. 64. 'Ibid., p. 68.

3Ibid., p. 54.

6Ibid., p. 58.

8Control Booklet,

‘Ibid. 5Ibid., p. 46.

?Ibid., p. 25.

P 16.

267used this device in the first lecture, "With weakened will power and

self control steadily undermined, he feels even less capable of

breaking with Lady Nicotine."1 In the second lecture the doctor

talked about what happens when, "Lady Nicotine takes up her habitat

inside."2 Later the doctor personifies both coffee and nicotine by

calling them about "third cousins."8 When the doctor advocated increasing

the water intake, he said that the kidneys "will think that Christmas and

New Year's have arrived on the same day."4

Cigarettes and nicotine are personified in four other places:

(1) "if you see cigarettes dancing;"5 (2) "Lady Nicotine doesn't give up

7without a struggle;' (3) '.'Lady Nicotine . . . carries a dagger;"

(4) "What thinking person wants to be kicked around by a three-inch

cigarette?"8

A group of other less familiar stylistic devices are also evi­

dent in the Plan lectures.

Synecdoche[A more inclusive term is used for a less inclusive term or vice versa]

Several examples of the use of the synecdoche will be cited. In

the beginning of the second day the participants are counseled, "So

decide to get off on the right foot first thing upon wakening."9 When

McFarland delineated the Spartan living of the Hunzas and the salutary

effects of their regime, he said that they had curtailed the use of

¿■Folkenberg and McFarland,

3Ibid., p. 22. 4Ibid,

®Ibid., p. 37. * 7Ibid,

PLectures,

, p. 10.

, p. 50.

3. 2Ibid., p. 18.

5Ibid., p. 48.

8Ibid., p. 57.

9McFarland and Folkenberg, How to Stop Smoking, p. 32.

268refined sugar in all forms. He used the less inclusive term to denote

the more inclusive when he said, "They don’t know what a sugar bowl

is . . .

Metonymy[A trope in which one name is put for another]

One example of this was noted in the Plan: "I well remember one9lady . . . she was a bundle of nerves."

Oxymoron[A figure in which opposite or contradictory terms are combined]

Folkenberg used the oxymoron figure when he told parents that by

"precept and example, you can prevent your children from falling into

the same trap . . . "3

Synchoresis[A figure by which one yields a point in order to make a point]

Dr. McFarland used this device frequently. In the following

example first he yields a point and said: "You'll notice we’ve included

a suggested diet for breakfast. This is for those who feel they just

can't get along on fruit or fruit juice for some reason."4 Then

after yielding his point he came on strong with his point: "However,

you'll come along a lot faster if you can limit yourself to fruit and

juice for the first 24 hours."3

Again the doctor used this device when he called attention to

the instructions in the control booklet: "You will notice your Personal

Control sheet mentions, 'Aids, or medicated gum.' These are available

"■Folkenberg and McFarland, Lectures, p. 55. 2Ibid., p. 23.

¿Ibid., p. 66. 4Ibid., p. 15. 5Ibid.

269at your drug store, and it's quite all right if you wish to use them."1

Thus having yielded his point, he then proceeded to make his poing again

Some folks have tried them and said it didn't do a bit of good. But better still, if you want to let your family physician know, he may wish to prescribe something that would help calm your nerves. He'll know exactly what to do.2

Folkenberg makes use of synchoresis in lecture three:

We will certainly not deny that your cravings can indeed by very strong, for Lady Nicotine doesn't give up without a struggle. But please remember this effective phrase, "You can, if you will."3

Prosopoeia[A figure used to introduce persons silent as speaking]

The figure prosopoeia is employed in the first lecture when he

puts words in the listeners' mouths:

When trying to break the habit, many people make the mistake of saying, "I'm going to stop smoking right now," or "I'm never going to smoke again from this moment on." And what are they doing? They're making a promise. Obviously, promises are good in their proper place. But let's follow the individual who just made the promise. What happens if he should smoke within a day or so.He's broken the promise, and that's not good. With shattered self-confidence, a few cigarettes later he's likely to think,"Oh, what's the use!"4

Imaginary speech

Folkenberg used imaginary speech when he related the following

story:One day the father of a young boy, wanting to teach him a

lesson, handed him a hammer and nail. "Son," he said, "Please drive a nail into this board." Because boys enjoy driving nails, it was readily accomplished. Said the father, "Now, son, plesae pull out the nail," which he promptly did. Then quietly turning

^-Folkenberg and McFarland, Lectures, p. 15.

2Ibid. 3Ibid., p. 37. 4Ibid., p. 6.

270toward his son he said, lad turned and replied,

"Now pull out the hole." Puzzled, the "But I can't pull out the hole, dad!"1

Hypothetical illustration

Folkenberg used a hypothetical illustration as he urged parti­

cipants to take care of their bodies:

Let's suppose you buy a new car. In the glove compartment there's usually a Manual of Operations. In it the manufacturer tells you the exact air pressure needed for tires, correct grade of motor oil to use, frequency of lubrication, plus other vital information. And why did he tell you this? Because the manu­facturer, having built the car, knows far more about it than you do.2

In the same lecture the pastor used this same device: "Suppose

someone gave you an expensive watch. Would you be tempted to pry off its

back and pour sand into its delicate works. Of course, you wouldn't"3

Imaginary dialogue with audience

In the first lecture the following imaginary dialogue takes

place between the doctor and the audience:

"Yes, I said addiction.""I don't like that word, doctor! You mean I'm an addict?""Yes, and you'll soon discover why it's our job during these

five days to get rid of an addictive drug as quickly as possible."4

Listener designation

Folkenberg enhanced his vividness and directness by addressing

the audience. In the first lecture Folkenberg said to his hearers, "Now

let's face it. You started to smoke because of social pressure. That's

a poor motive to begin with, isn't it?"5

¿■Folkenberg and McFarland, Lectures, p. 63. 2Ibid., p. 66.

¿Ibid., p. 67. 4Ibid., p. 9. 5Ibid., p. 3.

271Again in the third lecture he addressed the group and called

them, "Friends, if any of you are having particularly difficult prob­lems and you're a bit worried . . J'1

Unusual expression

On several occasions the listener's ears were touched by vivid­

ness in unique expressions by both speakers.

McFarland explained to his audience that fermented liquor was

taboo in the program. He added: "You are to leave out all liquors

during these five days. Just bid Four Roses, Three Feathers and Two Old9Crows good-by for a few days."

When McFarland discussed weight control, he said, "You are on3the road to expansion if you skip breakfast."

Folkenberg also used unusual expressions. One example is when

he said, "Certainly you're not a mere chip of wood floating at sea,

blown and buffeted here and there by tides and winds."4

In the fourth lecture he encouraged the struggler, "So if you

should happen to break over and smoke, that's certainly no reason to

settle into a deep blue funk of discouragement.

Familiar expressions

Interest and vividness are provided through the prudent use of

well known expressions. Such expressions were infrequently scattered

throughout the five nights. They did add effervescence to the speaking.

A few samples are noted.

"•Folkenberg and McFarland, Lectures, p. 47. 2Ibid., p. 15.

3Ibid., p. 70. 4Ibid., pp. 64, 65. 3Ibid., p. 56.

272

Folkenberg in the first lecture stated that Americans had long

been exposed to alluring tobacco ads. He added, ". . . it's high time

people saw the other side of the coin."1

McFarland spoke of participants in an experiment as having,

". . . feelings of butterflies in the stomach." Again he used the

familiar expression, "a few odds and ends . . . ," and later said that

"The stomach handles whatever is sent down, whether it is good, bad or

indifferent."* 4

Description

Aristotle classifies impressiveness in style under six heads:

(1) describe an object instead of naming it; (2) use metaphors and

epithets for vividness; (3) use the plural for the singular; (4) avoid

linking up two words with one article; (5) use connecting particles; and

(6) describe a thing in terms of what it is not.5

Aristotle's first and sixth methods will be considered under

description. In relating the experience of the pagans, Folkenberg

describes the scene rather than just stating it was a pagan feast. He

described the feast as follows:

We read of feasts which lasted for months. Menus often in­cluded such rare foods as humming bird tongues, or pink baby mice dipped in honey and swallowed alive and the act of regurgi­tation allowing revelers to eat more food.6

^•Folkenberg and McFarland, Lectures, p. 3. 2Ibid., p. 3.

3Ibid., p. 66. 4Ibid., p. 49.

5Aristotle The Rhetoric, p. 196.

6Folkenberg and McFarland, Lectures, p. 65.

273Folkenberg chose to describe the cat-dog confrontation. He

infused vividness in his description:

Pussy cat calmly walking tail high across the front lawn.Calmly, that is, until a strange dog appears. Instantly pussy's transformed into a ball of fury, pupils dilated, hair standing straight on end, muscles tensed like spring steel, ready for fight or flight.1 2

Aristotle's sixth method of gaining vividness is to describe

a thing in terms of what it is not. Examples of this type of descrip­

tion are found in the Plan.

McFarland encourages participants to go on a fruit and fruit

juice diet. He describes his prescription in negatives by saying,

"Here's your chance to go on fruit jag—not fermented, however. No

alcohol or wine or beer this five days . . . "3 4

The hearer is also told that "the bout with the tobacco habit4is not going to be a merry-go-round."

The Plan strongly advocates the deleterious effect of white

refined sugar. A graphic description is made of what sugar is not.

There is a series of four negatives: "... no calcium, no phosphorus,

no iron and no vitamin B^"5

Speaking of Lady Nicotine, Folkenberg states, "It's no wonder

that when you really try to break with her, you suddenly awaken to dis­

cover that she's no lady!"®

¿■Folkenberg and McFarland, Lectures, p. 27.2Aristotle The Rhetoric, p. 196.

¿Folkenberg and McFarland, Lectures, p. 10.

4Ibid., p. 9. 5Ibid. , p. 45.

®McFarland and Folkenberg, How to Stop Smoking in Five Days, p. 11.

274To build self-confidence in his hearers Folkenberg describes

them as follows, "Certainly you're not a mere chip of wood floating at

sea . . .

Striking expressions

Occasionally a striking statement would titillate the auditory.

One example will be given here. In lecture three Folkenberg expressed

his view of man as God's superlative in creation when he said: "For all

its amazing progress, science' stands only on the threshold of under­

standing myriads of unexplored mysteries within the human mind."2 3

Force and energy

The second component of impressiveness is energy or force.

Style should be vivid. Style should conjure up in the minds of the

hearer imagery, but it should also possess the quality of strength.

Broadus posits that energy along with the pathetic quality provides

force to move the will. William Brigance made the following statement

regarding this phase of style. "Truth and force are Siamese twins. A

speaker's task is to overcome mental laziness and find exact words with which to speak the truth about what he thinks."4

Folkenberg and McFarland provided a number of instances where

devices were used to overcome the persuadee's mental lethargy and pre­

occupation.

"■Folkenberg and McFarland, Lectures, p. 65. 2Ibid., p. 31.3John A. Broadus, On the Preparation and Delivery of Sermons,

pp. 50-58.

4William Norwood Brigance, Speech, Its Techniques and Disci-plines (New York: Appleton-Century Crofts, Inc., 1961), p. 175.

275Deceptive surprise

Aristotle says that liveliness is gained through an added

element of surprise (deception).

. . . the hearer who expected something quite different, is all the more aware from the contrast, that he has learned something. His mind seems to say, "True enough," and I never thought of it.1

An example of the use of this element of surprise will be cited

from both Folkenberg and McFarland. In the first night's lecture the

pastor used this device when he said:

Hence the same law of nature applies equally to your will power. Under prolonged disuse the human will becomes weak, leading one victim of the habit to complain, "I can resist everything except temptation."2

In the closing lecture the doctor advocates exercise. After

suggesting a number of good ones, he introduced a deceptive surprise.

In addition, one of the best local exercises I know of for the overweight is pushing away from the table and turning the head back and forth in a firm, "no" when desserts are passed.3

Prolepsis[The anticipation and answering of an objection before it is brought forward]

In the first night's lecture Dr. McFarland uses the device of

prolepsis when he anticipates and answers an objection before it is

proposed. He speaks of nicotine and says that it causes addiction.

Yes, I said, "addiction." But you say, "I don't like that word, doctor! You mean I'm an addict?" Yes, and you'll soon discover why. It's our job during these five days to get rid of an addictive drug as quickly as possible.4

^•Aristotle The Rhetoric, p. 212.

2Folkenberg and McFarland, Lectures, p. 6.

3Ibid., p. 62. 4Ibid., p. 9.

276In the same lecture the doctor explains the necessity of a high

fluid intake to flush out nicotine. He specifies eight to ten glasses

of water daily. Then he answers the objection that he anticipates:

You say, "Oh doctor! I go all day and never drink a glass of water." But do you see what we're trying to do? By flushing out nicotine as rapidly as possible, you'll get around the corner a lot quicker.¿-

In lecture two the doctor is talking about the autonomic nervous

system and interjects the use of prolepsis:

But you say, "Dr. McFarland, What does this have to do with nicotine or tobacco?" Well let me answer it this way. I'll draw on the board something which represents the nerve cell.Medical students are taught that nicotine is a powerful poison which first stimulates and then paralyzes the automatic nervous system.* 2

Again McFarland resorts to this device when he asks participants

to give up coffee:

But someone will say, "But what in the world will I do? It's the only thing that gets me going in the morning. Without a cup of coffee, I am dead on my feet." All right then, we have an answer for that.3

Repetition

The use of repetition was noted in a number of instances. The

most marked use of repetition is the interweaving of the Plan's slogan

throughout all of the lectures. This use of the slogan is discussed at

length in the previous chapter.

In the illustration of the boy who was instructed by his father

to take a nail out of a board, the word "nail" was used four times in four

consecutive sentences. Note the use of the word "nail" for emphasis:

¿•Folkenberg and McFarland, Lectures, p. 10.

2Ibid., p. 20. ¿Ibid., p. 22.

277One day the father of a young boy, wanting to teach him a

lesson, handed him a hammer and nail. "Son," he said, "please drive a nail into this board." Because boys enjoy driving nails, it was readily accomplished. Said the father, "Now son, please pull out the nail," which he promptly did. Then quietly turning toward his son, he said, "now pull out the hole."1

Epanaphora[A figure of speech in which sentences are begun with the same word or words]

Epanaphora is similar to and has affinity with repetition. This

manner of expression was only rarely used in the Plan. The two examples

detected were:

It regulates your heart beat when you are sound asleep. It regulates digestion of your food and keeps blood flowing through your entire system.2

We realize flabby muscles can readily be strengthened by regular exercise. We realize that diligent study produces a keen, active mind.3

Variety of sentence structure

The diversification of sentence structure in the Plan not only

secured perspicuity of expression but it likewise enhanced vitality of

style. Fifty-three sentences were selected at random from lecture one.

Twenty-five were cumulative sentences and twenty-four were periodic

sentences. There was one balanced sentence and two interrogative sen­

tences.

Throughout the five lectures there appeared many rhetorical and

interrogative sentences. There were not as many imperative sentences,

but more than the exclamatory sentences. One example of each of the

""Folkenberg and McFarland, Lectures, p. 63.

¿Ibid., p. 19. ¿Ibid., p. 6.

278various types of sentences used by thè team will be cited.

Cumulative sentence.—Don't be surprised during these first few days if you develop

a headache, feeling as if someone had come along and hit you squarely in the front of the head, while someone else stabbed you in the back of the neck, while your legs ache, too.3-

Periodic sentence.—"On top of that, your kidneys will think 2that Christmas and New Year's have arrived on the same day."

Balanced sentence.—"Properly exercised, it becomes stronger,3and through disuse it becomes weaker."

Interrogative question.—"And how many of you contacted your

buddy sometime today?"4

Rhetorical question.—"Have you ever looked at human bones in

a grave?"5

Exclamatory sentence.—"And what a thrilling experience it is!"6

7Imperative sentence.—"Be certain to call him tomorrow."

Inverted word order.—"But never forget from now on you areprunning the stomach, not your stomach running you."

To achieve energy in style Irmscher postulates that "The sharp

^Folkenberg and McFarland, Lectures, p. 11.

3Ibid., p. 10. 4Ibid., p. 27.

5Ibid., p. 28. 6Ibid., p. 62.

?Ibid., p. 26. ®Ibid., p. 39.

2Ibid.

279contrast of a long and short sentence is one of the most effective

ways of making a point."1

Folkenberg uses this type of contrast in the following example:

Will each of you having a friend in attendance please pair yourselves off and exchange phone numbers so that you can call each other once in the morning and once in the afternoon? This is absolutely imperative!2

Parallelism

Energy was achieved by using parallelism occasionally in the

lectures. An example of this device was used in the first lecture. The

participant is assured that the team is trying to keep him away from

everything that would stimulate a craving for tobacco. The listener is

warned:

Your favorite chair's a booby trap. It's saturated with tobacco. As you sit there, it's in the curtains, in the rugs, in the sofa, in Fido's hair, in the cat's fur and probably even in the goldfish bowl.3

Compactness

Folkenberg gives vitality to his expression through compactness

and conciseness. He compressed a large amount of information into a

few words. An example of this is seen in the third lecture when he is

discussing the human mind.

Science, with all its astounding progress to date, stands only on the threshold of understanding the vast mysteries of the brain. Called the master computer of the body and containing some fifteen billion cells, the 3 1/2 pound rubbery grey substance lying between your ears is the most complex mechanism on earth.Some physiologists estimate that if modern technology were able to build an electric computer capable of duplicating brain functions it would require a structure the size of the Empire

T 2•'"Folkenberg and McFarland, Lectures, p. 17. Ibid., p. 15.

3Ibid., p.,14.

280

State Building to house it, the electrical power of Niagra to run it, and all the water going over Niagra Falls to keep it cool. Certainly the ancient David was right when he declared, "For I am fearfully and wonderfully made."1

Present tense

Folkenberg imbued his expressions with vitality by the use of

the present tense. In nearly every lecture this mode of expression was

used. One example from the end of the fourth lecture will be cited:

We want to congratulate each of you for the excellent progress you are making; and by all means keep that will power very high all day tomorrow. You are now reaching the place where you can deliver the knock-out blow. Don't slacken off an inch. Press the battle right straight home. You have the enemy on the ropes now, and this is no time to waver.2

Active voice

The team infused vitality into their expressions by the use of

the active voice. In the first lecture the participants were described

as persons with decision and action:

Having made that decision, your brain began dispatching orders to various muscles of your body. Going to the closet you took out your coat, found the car keys, walked to the car and drove to the auditorium here. Those actions were only the physical obedience to a previous decision by the will.3

Antithesis

A moderate use of this figure was found in the Plan. Campbell

opined that a moderate use of antithesis made a contribution to force of

expression and that "The antithesis in particular gives a kind of lustre

¿■Folkenberg and McFarland, Lectures, p. 32.

2Ibid., pp. 57, 58.

¿Ibid., p. 5.

281and emphasis to the expression."1 2 Folkenberg used this stylistic device

in the first lecture, when he said, "To many a person it comes as a shock

to discover he's no longer smoking by choice, but is caught in a vicious

habit." The next example of antithesis was used by McFarland, who

said, "But never forget from now on you are running the stomach, not

your stomach running you."3

Paradox

Dr. McFarland used a paradoxical experience of a lady who said,

"I know now, doctor, what's wrong with me. I'm allergic to myself."4

In speaking of VooDoo deaths Folkenberg stated a paradox:

When the simple native mind accepts the fact he is to die, his acceptance of the fact is so deep and complete that it effectively destroys his ba^sic will to live. As a result the body processes simply stop then and there.5

Enantiosis[Things different or contrary aire compared or placed together]

McFarland compared and placed contrary things together, as in

the following example where he compares two kinds of yeast:

At any rate, brewer's yeast happens to be one of the richest known sources of vitamin Bj. Now please don't confuse dried brewer's yeast with the little square packages of Fleischman's yeast which are used to bake bread. That kind of yeast is alive, and it turns around and uses your vitamin B^ in order to live.So by using wet yeast, you're using your reservoirs of Bj. Dried brewer's yeast can be bought either in tablets or powder form.6

^■George Campbell, The Philosophy of Rhetoric (Carbondale, Illinois: Southern Illinois University Press, 1963), pp. 379, 380.

2Folkenberg and McFarland, Lectures, p. 3.

3Ibid., p. 71. 4Ibid., p. 41.

5Ibid., p. 38. 6Ibid., p. 44.

282Hyperbole

In the first lecture Folkenberg quoted Mark Twain in a hyper­

bolic statement, "It's not hard to stop smoking. I’ve done it a thousand times."1 In urging participants to drink water McFarland made

use of hyperbole when he said, "You may have to start with a thimbleful

at first until you get used to it."2

Alliteration

While Campbell did not value alliteration on the same level as

he placed antithesis, he did concede that all figures and tropes could. • 3be used with effect. He posited that alliteration was no exception.

Folkenberg described the smoker "with weakened will power."4 * *

Later he encouraged the smoker by saying, "We won the war.”® He told of

a father who, in order to teach his son a lesson, "handed him a hammer."®

Examples of McFarland's use of alliteration are as follows:7 Q"many medical men," "created a craving for cigarettes,"0 and "finest

program in physical fitness."9

Assonance

Whereas alliteration is a repetition of beginning consonant

sounds, assonance is a repetition of vowel sounds.1® The pastor described

"■Folkenberg and McFarland, Lectures, p. 2. ¿Ibid., p. 10.

¿Campbell, The Philosophy of Rhetoric, p. 379.

4Folkenberg and McFarland, Lectures, p. 3. ®Ibid., p. 56.

®Ibid., p. 63. 7 8Ibid., p. 55.

8Ibid., p. 52. 9Ibid., p. 51.

13William Irmscher, The Holt Guide to English, pp. 604, 605.

283the pussy cat as being "ready for fight or flight."1 I * McFarland felt

that with their weight control program, "The stress on the human body is

less." In the fourth lecture the doctor wrote the word "nicotine" on

the blackboard, then beneath it he put the word "caffeine," and then

added the word "purine."

Erotesis[A figure by which a speaker expresses the emotions of the mind and infuses energy into the discourse by proposing questions]

An example of erotesis is found in the fourth lecture:

Let's broaden our thinking to realize that whatever physical practices weakens the human body, thus laying the groundwork for a later possible disease, constitutes a direct violation of this sacred command. Does it surprise you to learn that the preser­vation of one's life constitutes a moral issue?4

Connotative words

Forcefulness was achieved in the lectures of the team by employ­

ing suggestive expressions. Words and phrases were frequently used that

had affective or suggestive constituents. Some such words from the first

lecture are: shock, quicksand, apologies, motive, villian, battle,

success, failure, warning, promise, craving, cancer, addiction, headache,

drug, money, poisons, Christmas.5 Suggestive words from the second and

third lecture are: cramps, emotions, love, kindness, patience, proof,

artist, church, creator.® Another group of connotative words were

1

2

4

Lectures, p.

., p. 50.

., pp. 3-13.

Folkenberg and McFarland,

Ibid., p. 59. ¿Ibid

Ibid., p. 54. 5 Ibid

27.

®Ibid., pp. 19-49.

284selected at random from the fifth lecture: inflation, grave, death,

regurgitation, suicide, rejuvenation, heart-attack. ¿-

In addition to individual words that were connotative, McFarland

and Folkenberg also utilized suggestive phrases and expressions like

"caught in a vicious habit,” "trapped in quicksand," "a bit squeamish,"

"into the operating room," "self-control steadily undermined," "smoker

drifts helplessly along," "success and failure in your battle."2 Other

suggestive phrases from the second lecture are "our beloved country," o"countless human wrecks," "transformed into a ball of fury." Other

connotative phrases appear in the third lecture: "a hideous fire breath

ing dragon," "acute coronary heart attack," "lost in a blizzard,"

"carries a dagger," "that unwanted fat," "a future life to come."4

Epiphonema[A pertinent and instructive remark at the end of a discourse or narration]

Folkenberg uses this figure in his third lecture:

Two men lost in a blizzard were in danger of freezing to death. One of them kept saying, "Just let me lie down for a few minutes, that's all. I just want to rest." Alarmed at the situation, the other man commenced to rub him, slap him, and hold him upright on his feet. He worked on his friend with such diligence that his own circulation improved and warmth returned to his own body. In the process he also saved his companion. Then just remember that in contacting your buddy each day, you are not only helping him, but yourself as well. Be certain to call him tomorrow.5

Bathos[A figure that is an anticlimax, a ludicrous descent from nobility to the commonplace]

¿■Folkenberg and McFarland, Lectures, pp. 61-73.

¿Ibid., pp. 3-13. ¿Ibid., pp. 18-28.

4Ibid., pp. 31-65. 5Ibid., p. 38.

285McFarland uses bathos1 in lecture three:

Because I am a Christian physician, I believe there is a power greater than man; I couldn’t have gone through medicine and not have believed that. And I firmly believe there is an enemy of souls who knows all about this Vitamin B^ business too. If he can get people to take insufficient amounts of one lone vitamin so they are mean and you can't live with them, he can then spoil something that ought to be great and wonderful. He has accomplished his purpose too many times by mother's not knowing how to prepare food or how to feed her family.

Now if we believe there's a greater power than ourselves and we cooperate with that power by following the laws of life that govern our physical, mental, and emotional health, then we are working in harmony with the laws of the universe and we can expect to have better health. Do you not think I'm correct? I know by personal experience and from patients I have treated that what I have just told you is true and is vital to your success in over­coming smoking. Don't feel embarrassed, while you're taking deep breaths, to use your will to resist the craving and to call upon divine help.2

After considering weighty matters, McFarland now turns to the

lighter side of things to engage in the humorous: "When I told an

editor friend of mine of the scientific experiment wherein students'

learning ability increased 27 percent on receiving extra amounts of

Vitamin B^, he said, 'Man, get me a whole barrel of that!

Summary of Style

This section on the language expression of the Five-Day Plan has

been considered from the standpoint of correctness, appropriateness,

clearness and impressiveness. It is apparent that the team tried to

avoid prosaic expressions and to make the material fresh and vital in

presenting a new subject to most of the attendees. In the main, an

^william Morris, Your Heritage of Words (New York: Dell Publishing Company, Inc., 1970), p. 80.

2Folkenberg and McFarland, Lectures, pp. 42, 43.

3Ibid., p. 43.

286attempt was made to explicate the matter with the choice of simple

nouns and adjectival words. McFarland did use several technical medical

terms, but in order to minimize the obfuscation, he quickly explained

them in the laity's language. In the main there was an avoidance of

foreign terms and effete cliches. The reading style was between the

eighth and ninth grade level.

Sentence and paragraph construction gave evidence of perspicuity.

Although favoring the simple, loose.sentence, the Plan contained also

the periodic, balanced and interrogative sentences. The paragraphs

maintained a unity of thought.

Appropriateness was viewed by the team as important. Their

appropriateness was exhibited in material proportionate with the subject.

The expressions were neither meem nor above the dignity of the subject.

Secondly, the style was appropriate and in proportion to the emotions

expressed. Both Folkenberg and McFarland depict experiences fraught

with emotion. Both spoke a language identified with his profession.

Folkenberg used many expressions oriented to his clerical profession.

McFarland used familiar physician's terms in counseling his hearers.

Finally, appropriate language was used in proportion to the particular

audience addressed.

The components of impressiveness produced vividness and energy.

There was a liberal use of diversified figures. Vividness included

imagery (visual, auditory, motor, tactile, olfactory, gustatory, and

thermic), metaphor, simile, personification, synecdoche, metonymy,

oxymoeon, synchoresis, prosopoeia, imaginary speech, hypothetical

illustration, imaginary dialogue with the audience listener designation,

287unusual expressions, familiar expressions, description, and striking

expressions.

Folkenberg and McFarland's expressions contributed to impress­

iveness by the use of force and energy. They infused force and energy

into the lectures through using deceptive surprise, prolepsis, repeti­

tion, epanaphora, variety of sentence structure, parallelism, compact­

ness, present tense, active voice, antithesis, paradox enantiosis,

hyperbole, alliteration, assonance, erotesis. Three other devices that

activated the lectures were epiphonema, connotative words and bathos.

The style of the Plan lectures may be described as plain to

middle. There appeared no attempt at ornateness. Folkenberg and

McFarland avoided purple passages and pious platitudes. Extremes of

flights of oratorical eloquence were absent. An attempt was made at

Euclidian clearness; viability and interesting attention-getting

material was utilized.

w

:hapter vi

LECTURE DELIVERY

Delivery is the final canon of rhetoric on which all consti­

tuents hang, and upon which their consumation depends. It is examinable

from such points of view as directness, adopting to the audience, audible

expression, and visible expression.1

This was the emphasis placed on delivery by Dr. R. Allen

Anderson, Dean of Homileticians in the Adventist seminary. This colleague

of McFarland and Folkenberg and supporter of the Five-Day Plan, felt it

was incumbent upon speakers to have directness in delivery. He illus­

trated this need with this story. He told of a conversation between a

baseball pitcher and a preacher, during which the latter complained to

the ball player concerning the great difference in their respective

salaries, to which the pitcher replied, "Perhaps it's all in the deliv­

ery." Anderson interpreted this reply to mean that "experience had

taught him [the pitcher] that directness was the important part of his

technique," and he insisted that, "Directness is also vital to the preach-7er's technique."

Aristotle did not give extensive space to delivery. Although

¿■George Sheldon Stevens, "A Study of the Homiletical Theory of Roy Allen Anderson" (unpublished Doctor of Speech dissertation, Michigan State University, 1968) , p. 278.

7Anderson, The Shepherd-Evangelist, p. 338.

289

there was a modicum amount of time spent on it, it was not ignored.

Concerning the final of the quintet of canons, he said:

... it is not enough to know what to say—one must know how to say it. The right way of doing this contributes much to the right impression of the speech . . . for success in delivery is of the utmost importance to the effect of a speech.1

To Broadus this final constituent of rhetorical canons meant the

liberation of one's thoughts and feelings through the process of

speaking.2 *

Charles Brown, who presented the Lyman Beecher Lectures, 1905-31906, carried out Plato's dictum—"define your terms'—and give a

perspicuous definition of delivery:

What do we mean by "delivery"? What does it mean "to deliver" a telegram or an order of groceries? It means to get the thing to be delivered into the possession of the person for whom it was intended . . . Merely getting them out of his hands is not deliv­ering them. Many sermons are never "delivered" at all. The minister gets the words out; he gets the sermon off of his mind and out of his system, but he does not lodge it in the minds and hearts of the people to whom it is addressed. He has not de­livered it in any true sense. In many cases there is only a partial delivery, the delivery of a small percentage of the real contents of the sermon.4

According to Thonssen and Baird, delivery has received various

degrees of emphasis in the works on public speaking.

In some treatises—Aristotle's Rhetoric, for instance—it is dismissed with a few sentences; in others—especially dealing with the elocutionary tradition, such as John Walker's Elements of Elocution and Thomas Sheridan's Lecture on Elocution—

^■Aristotle The Rhetoric, pp. 182-183.7Broadus, On the Preparation and Delivery of Sermons, p. 335.

^Thonssen and Baird, Speech Criticism, p. 55.

4Charles Reynolds Brown, The Art of Preaching (New York: MacMillan Company, 1957), p. 155.

290delivery is the focal point of attention, with the other parts of rhetoric getting little, if any, consideration.1

The elocutionary movement during the eighteenth and nineteenth

centuries gave inordinate significance to this canon. This jeopardized

the balance of the classical rhetoricians and at the same time created9a tension between the elocutionists and the rhetoricians.

Karl Wallace, writing on speech education in America, stated

that there was an awakening among the nineteenth century preachers in

regard to the need for emphasizing delivery because there was a growing

antagonism to the insipid practice of reading sermons. As a result,

during the century attention was placed upon development of a homiletical 3theory in America which has been extended into our present era.

This section on delivery will be studied from the five-fold

components as outlined by Thonssen and Baird: (1) the orator's method

of preparing his speeches, (2) his method of delivery, (3) the physical

factors conducive to his effectiveness as a speaker, (4) his bodily4action in delivery, and (5) his voice as an instrument of persuasion.

Method of Speech Preparation

It may be asserted that if a person achieves recognition as an

orator that the sum total of the associative factors of his biography is

"■Thonssen and Baird, Speech Criticism, pp. 434, 435.

¿Douglas Bennett, "A Rhetorical Study of the Preaching Charac­teristics of Clovis Gillham Chappell" (unpublished Doctoral disserta­tion, Bowling Green State University, 1972), p. 254.

¿Karl R. Wallace, History of Speech Education in America (New York: Appleton-Century-Crofts, Inc., 1954), pp. 146-149.

^Thonssen and Baird, Speech Criticism, p. 435.

1 291connected relevantly to his speaking. This may be; however, in this

study no attempt will be made to detail the biographical background of

the team members.

Thonssen and Baird assert that a speaker's background can have

an effect on preparation for speaking occasions:

Fuller appreciation of a speaker and his speeches results from inquiring insight into the way he went about preparing his talk. This is not a simple matter. The problem has its roots in the orator's early training, his home life, possible influ­ence of church and school, and various clubs, his reading habits and his favorite methods of study.¿-

Folkenberg and McFarland had similar early backgrounds. Growing

up in the Adventist faith they were taught one of the church's cardinal

doctrines, "the body is the temple of God." McFarland related that

his parents were strict disciplinarians in the health doctrine. Not

only was smoking forbidden, but even eating between meals was 4discouraged.

The doctor was faithful to this early training and taught these

principles in the Plan. There is special emphasis on the latter teaching

in his fifth lecture. This fifth night seems to be entirely built around

this phase of his early training and practice. His final lecture was on

weight control. In three different statements his emphasis was, "They

may even nibble and eat a snack between meals, but this is disastrous to

¿■Thonssen and Baird, Speech Criticism, p. 436.

¿Personal interview, Dr. Wayne McFarland, August 22, 1973, Collegedale, Tennessee.

¿1 Corinthians 3:16.

^Personal interview, Dr. Wayne McFarland, August 22, 1973, Collegedale, Tennessee.

292any weight control program."1 2 "'You cannot eat between meals and control

2 oyour weight." "Eat nothing between meals."-3

One characteristic of the team that was quickly discernable was

their retentive memories. That memory played a part in the preparation

of the delivered lectures was evidenced by the number of Bible texts

quoted, lists of statistics and chemical formulas cited. This would be

in keeping with their early training, because the church advocated

memorization of many Bible texts in kindergarten and church school. In

the Academy, secondary level, memorization of doctrinal and soteriology

proof texts were also required, even on examinations.

Memoria, the fourth rhetorical canon in the classical tradition,

involved that training of the memory and the method by which the one

speaking gained the mastery of his invented material before delivery.

In the beginning days of rhetoric, Greek and Roman students placed

emphasis on the last two rhetorical canons. Memory, which due to the

influence of Simonides of Ceos and Hippias of Elias, became one of the

canons of rhetoric, later disappeared from medieval and modern books of

rhetoric and became known as "the lost art of Hippias."4

In keeping with the trend the team does not advocate memorization

of the lectures.5 This is more fully discussed in the next section under

method of delivery. In addition to the speaker's early training, home

^■Folkenberg and McFarland, Lectures, p. 59.

2Ibid. 3Ibid.

4Bromley Smith, "Hippias and a Lost Canon of Rhetoric," QuarterlyJournal of Speech, XII (June, 1926), pp. 129-145.

5Folkenberg and McFarland, Lectures, p. 7.

293life, church and school influence, reading and study habits, Thonssen

and Baird add there are other matters that contribute to speech

preparation:

Furthermore, the critic searches out the facts, the orator's sources of materials. Do they stem directly from his reading, the nature of which is ascertainable? From his public and pri­vate experiences? From his consultation and conferences with others?!

In his address to those in attendance at the North American

Congress of the Five-Day Plan to Stop Smoking held in Chicago, April

13-17, 1969, Dr. McFarland gave insights on how the speeches were pre­

pared. One principal book that stirred the team to activity was the

volume entitled, Temperance written by Ellen G. White. McFarland re­

lates that the author foretells a confrontation of the protagonist and

antagonist on tobacco. These oracular utterances are being fulfilled

in our day.

Another book written by the same author was, Ministry Of Healing

Much of Folkenberg's material on the will, will power, and power of the

mind is contained in this book. Guidelines for much of McFarland's

first four lectures came from this same source:

We read more and more stcitements on this subject. It be­comes evident that no one can do this work in the great centers of civilization without taking the next step. Ministry of Healing says that in every city there should be a place where individuals can come to get rid of these vicious habits—and she is talking about tobacco and alcohol. Then she tells what you have got to teach them—you have to take them off coffee, you have to take them

"■Thonssen and Baird, Speech Criticism, p. 456.

2J. Wayne McFarland, "The Five-Day Plan: Its History and Aim," North American Congress Report (Chicago, April 13-17, 1969), p. 8.

294off tea, you have to take them off of spiced meats. That's how all this got in the Five-Day Plan.1

Another volume that had top priority on the team's reading list

by Mrs. White was Medical Ministry.2 This reading material is

ascertainable.

McFarland and Folkenberg were assiduous students of other

sources outside the church's publications. McFarland and Folkenberg

prepared a five page bibliography in which they cite the volumes and

articles used in preparation of the lectures.

Folkenberg states that the team was amenable to all the compe­

tent information they could accrue. The team had conferences with

others. The pastor states:

He called a panel of psychiatrists, physiologists, dieti­cians and clergy men to get views from a wide spectrum to define the problem and suggest what could be done about it. From the findings of this panel he began to collate the material and put it together in written form.3

Both Folkenberg and McFa.rland were eclectics, gathering material

from many men and women of experience and credibility.

Dr. McFarland stated that he received much information on chemi­

cals in foods, especially meat, from Mervyn Hardinge, who has a Ph.D. in

Pharmacology, and president of the School of Health, Loma Linda

University.4

1J. Wayne McFarland, "Medical and Ministerial Combination,"The Ministry (April, 1963), p. 7.

2Ibid.

3Elman Folkenberg, Private telephone interview with Elmer Malcolm,April 24, 1970.

4J. Wayne McFarland, Personal Interview, August 22, 1973.

295Dr. McFarland said about Dr. Daniel Horn, "He has been helpful

in many ways."1 2 Material was also used from Dr. Harold Shryock, pro­

fessor of anatomy at Loma Linda University School of Medicine in2Los Angeles.

Dr. Paul Dudley White, noted cardiologist and medical consultant

to President Eisenhower, was a willing and competent consultant.3

The team followed much of LaFollelt's methods of lecture prepar­

ation as outlined in Thonssen and Baird as they (1) called upon authori­

tative sources for accurate information, (2) worked through stacks of

materials, and (3) solicited suggestions from trusted friends and

advisors.4

Folkenberg and McFarland took their material, wrote it out, and

reworked it. McFarland said they "hammered away at it." "We kept

honing the program down and sharpening it up."5 6

Irwin relates how the team prepared the material to be used as

the modalities by future minister-doctor teams. "Without fanfare; for£a year and a half the team testecl the plan."0

Method of Delivery

The second constituent to be considered under the canon of

delivery is the speaker's mode of delivering what he has invented.

l-Wayne McFarland, North American Congress, p. 2.

2J. Wayne McFarland, Personal Interview, August 22, 1973.

3Michael Siler, "Film Rated X for Smokers," The Five-Day Plan to Stop Smoking, I (August2-8, 1969), p. 1.

4Thonssen and Baird, Speech Criticism, p. 437.

5J. Wayne McFarland, North American Congress Report, p. 5.

6Theodore Irwin, Pageant (August, 1963), p. 104.

296

Thonssen and Baird observed, "There are probably as many methods of

delivering as there are public speakers."1 Each one delivering a message

has his own natural, learned, or preferred mode of expressing his feel­

ings and thoughts through the process of oral communication. "In

general, the critic should find out whether the speech was delivered

from memory, from manuscript, or extempore; and if the latter, whether

the man spoke with or without notes."2 Thonssen and Baird contend,

"The orator's own reflections on his method when obtainable are of real

service."3 Access to the methods of delivery by the team in the Five-

Day Plan was obtainable through empirical observation, personal inter­

views, and sound motion picture films.

Dr. McFarland stated that he and Folkenberg did not use a

manuscript nor make use of notes. As for memory, the material was

studied, reworked, added to, and deleted so much in the year and a half

of preparation that there was no need for memorization per se.4 Although

the team did not use a manuscript and read, there are several instances

where they read brief material. They would have attendees take their

Personal Control Sheets and then read certain sections which were con­

sidered vital.5 This was practiced each evening at the close of the

last lecture. Also on the closing night the decision card would be

read.6

"■Thonssen and Baird, Speech Criticism, p. 437.

¿Ibid. ¿Ibid.

4Personal interview with Dr. Wayne McFarland, August 22, 1973,Collegedale, Tennessee.

¿Folkenberg and McFarland, Lectures, p. 15. ®Ibid.

297Dr. McFarland was considerate in giving his approval for

beginning team members to use some notes while learning. These notes

should be as inconspicuous as possible.1 2

When it was reported to McFarland that in one recent Plan both

pastor and doctor read directly from the manual and in view of the7audience, he expressed his disappointment and disapprobation.

A noted characteristic of both Folkenberg and McFarland in

their method of delivery was the use of visual aids and drawings on

the blackboard.2Reid commends the use of visual aids to make ideas clear. He

further contends:

The use of charts, graphs and other visual aids may almost be called a twentieth century contribution to speech making. Al­though they have been used for centuries, it is at least true that they are employed in greater numbers and varieties than ever before.4

Visual aids commonly used in the Plan were a human brain, can­

cerous lungs and other cancerous organs affected by tobacco use.

McFarland used his visual aid in the first lecture:

As you know, the brain is a physical organ housing the mind.In my hand I hold a human brain specimen, and you are welcome to examine it after the program. . . . One of the 15 to 16 billion nerve cells in the brain would look something like this as drawn on the board. It is in these cells that the damaging part of this cigarette business goes on. Nicotine, and I'll print it on the board, is quite different from the substance which causes cancer. Nicotine causes addiction in these nerve cells.5

¿■Personal interview with Dr. Wayne McFarland, August 22, 1973, Collegedale, Tennessee.

2Ibid.

¿Loren Reid, First Principles of Public Speaking, pp. 143, 145

4Ibid. 5Folkenberg and McFarland, Lectures, p. 9.

298In the second lecture Folkenberg uses a unique aid to the eye.

In order to enhance his proof that the mind has power over the body, he

produced an unusual object, "As you see I hold in my hand a yellow sourlemon."'1’ The audience was told that everyone's body would react

2immediately.

Potter and Anderson are advocates of the use of the blackboard

in oral presentation and give their reason for this: "Make constant use

of the blackboard. When members see it on the board they are less apt to

lose interest; when members can see as well as hear, attention is much 3easier to maintain."

The team makes constant use of the blackboard. It is used from

the first night to the final one.

Folkenberg was the first to make use of this instrument: "Now

it is time to discuss a little known subject that can mean the differ­

ence between success and failure in your battle against smoking." Turn­

ing to the blackboard, "I am going to draw the picture of a ship's

rudder."4 He goes on to draw an analogy of the rudder and the will.

Although the blackboard was used each night, just a few examples

will be cited.

In the fourth lecture McFarland gave additional information on

foods which the average person eats that can make it difficult for the

smoker to win the victory. Again he turned to the blackboard.

^-Folkenberg and McFarland, Lectures, p. 26. 2 3Ibid.

3David Potter and Martin P. Anderson, Discussion (Belmont, California: Wadsworth Company, Inc., 1966), p. 71.

4Folkenberg and McFarland, Lectures, p. 5.

299Do you remember when I wrote "nicotine" on the blackboard? Then beneath it I put the word "caffeine." Now we are going to add the word "purine." In meat there are substances found which we call "purines" which give meat its flavor. One of these is called uric acid. This substance along with other purine sub­stances act as stimulants.

In the same program, Folkenberg lists on the blackboard the

motives for quitting. He says he will list a number of good ones and

end with the best of all.2 To keep his attendees conscious of the

motives, he lists them one by one beginning with "Better Health" to the

moral issue "Thou shalt not kill."3

The final lecture is the only one in which McFarland does not use

the blackboard. However, Folkenberg begins his speech, "Turning to the

blackboard, let's examine a simple illustration. In large letters I shall

write the word HABIT."4 He then invented a parable erasing first

letters: "habit," "abit," "bit," "it," making comments on each word.

Physical Factors in Delivery

A third inquiry in analyzing a speaker's delivery is to be con­

sidered. Is his effectiveness attributed to his physical appearance and

characteristics? There has been some predilection to conjure up an image

of the ideal speaker as being a large, imposing-appearing individual.

"Presumably it is felt that a man with a majestic mien has a better

chance of success with the fluctuating behavior of audiences than a man

of less attractive bearing."5 Lionel Crocker speaks of certain orators

""Folkenberg and McFarland, Lectures, p. 50.

2Ibid., p. 53. 3Ibid., p. 54. 4Ibid., p. 63.

5Thonssen and Baird, Speech Criticism, p. 441.

300who "looked their part."1 * 3

Robert T. Oliver in his chapter, "The Speaker and his Audience,"

devoted two pages to the importance of physical factors to a speaker's

success. He posited that:

Appearance should be considered in two categories, which may be designated as natural and assumed. In the first are included such factors as height, weight and general comeliness. The latter category covers carriage and the neatness and appropriat- ness of dress.

Oliver observed the advantage of majestic mien in persuasive

situations; however, he was also cognizant that the speaker could be

disadvantaged, if he appeared ill at ease and awkward. The listener

tends to be affected to some degree at least by the appearance of the

speaker.5

One succinct attempt to describe the physical appearance of

Folkenberg and McFarland was made by Theodore Irwin as he wrote up the

Five-Day Plan for Pageant magazine:

This provocative program is the brain child of two tireless citizens of South Lancaster, Massachusetts. Pastor Elman J. Folkenberg, a tall craggy featured, 42 year old minister- psychologist of the Seventh-Day Adventist Church, and Dr. J.Wayne McFarland, 53, a wiry balding specialist in physical medicine and rehabilitation.4

Folkenberg was a man standing six feet tall and weighing about

180 pounds. He parted his thick black wavy hair on the right side. His

¿"Lionel Crocker, Public Speaking for College Students (New York: American Book Company, 1941).

¿Robert T. Oliver, The Psychology of Persuasive Speech (New York: David McKay Company, Inc., 1957), p. 71.

3Ibid., p. 72.

4Theodore Irwin, Pageant, August, 1963, p. 99.

301face was elongated and his kind grey eyes were bespectacled with rim­

less glasses. Although not considered large and imposing, he made a

good public platform appearance. A noticeable characteristic of the

pastor was that his appearance portrayed cleanliness, and his dress was

impeccable. He had a penchant for dressing neatly. He not only prac­

ticed this himself, but made it a requisite for his personnel. He

advocated at the start of the program, "At the door a neatly dressed

usher" can present the attendee with appropriate literature.1

Dr. McFarland was not as tall as his colleague. He stood five

feet nine inches tall and weighed around 150 pounds. His found face was

accentuated by kind smiling eyes. His clear countenance gave evidence

he was practicing the health message he taught others. His hair had

receded. This balding man gave no indication that this concerned him.

In his characteristic humorous way he said, "He didn't have to worry

about which way to part his hair. It had already departed."2 A notice­

able physical characteristic of McFarland was his excellent posture.

This was a requisite with him, and he also taught his participants in

the Plan the importance of this matter.3

Like Folkenberg, the doctor had no objectional features.

McFarland had a magnetic personality. Participants gathered around him

after the night's program terminated.4

^•Folkenberg and McFarland, Lectures, p. 1.9Dr. Wayne McFarland, Lecture to Michigan Ministers, April 25,

1959, Holly, Michigan.

^Folkenberg and McFarland, Lectures.

4The Detroit Five-Day Plan, Detroit, Michigan, April 26, 1966.

302McFarland was also trim in his dress and precise in his grooming.

Neither Folkenberg nor McFarland desired to wear any clerical garments.

These men did not desire to be too different from their congregation, or

in the case of the Five-Day Plan, to be distinguished from the partici­

pants. Both men wore conservative business suits, conservative ties and

other garb that would not call attention to object and away from the

message.

McFarland and Folkenberg knew that the men conducting the Plan

could not change their natural appearance. They "could not add one cubit

to their stature."1 However, they stressed the second category of

Oliver's criteria on appearance, "He should be well dressed in conserva­

tive taste."2

The team members considered seriously what E. G. White, one of

the main sources of guiding principles in the Plan, had said to communi­

cators of the public message.

Carefulness in dress is an important consideration. The minister should be clothed in a manner befitting the dignity of his posi­tion. Some ministers have failed in this respect. In some cases not only has there been a lack of taste and of orderly arrange­ment in dress, but the clothing has been untidy and slovenly.3

This she says is a dishonor to God.4 White further states in her book,

Evangelism, that the speaker's apparel can definitely affect the speaker's

"•Matthew 6:27.9 "How to Conduct the Fiv€>-Day Plan from the Screen," Pamphlet

No. A, 310 (Washington, D.C.: American Temperance Society, 1965), p. 3.

3Ellen G. White, Gospel Workers (Washington, D.C.: Review andHerald Publishing Association, 1941), p. 173.4Ibid.

303effect on his hearers.1 Personal appearance does play an integral part

in the Plan's theory of delivery.

Bodily Communication in Delivery

What of the speaker's movement on the stage, his bodily ac­

tion, and his gestures? How does the speaker control himself while he

is on the platform? These concerns come within the framework of the

fourth constituent of delivery—bodily action.

In De Inventione, Cicero defined delivery as, "The control

of body and voice in a manner suitable to the dignity of the subject

matter and style." Voice will be considered in the closing section on

delivery.

Throughout the five nights Folkenberg and McFarland were cogni­

zant that a person communicates in order to change the relationship

between himself and his environment. Such a person is an agent of

change. He affects other people,, his surroundings and himself. He

seeks "a vote in how things are," and endeavors by communicating to in-

fluence—"to affect with intent.' One factor of this communication

is his bodily communication with the audience.

Bodily communication will be appraised under such body language

constituents as movement, kinetic activities, gestures, eye contact,

¿"Ellen G. White, Evangelism (Washington, D.C.: Review and Herald Publishing Association, 1946), pp. 671, 674.

¿Cicero De Inventione I, trans. H. M. Hubbell (Cambridge, Massachusetts and London: The Loeb Classical Library, 1949), p. 4.

2David K. Berio, The Process of Communication: An Introductionto Theory and Practice (New York: Holt, Rinehart and Winston, Inc.,1960), pp. 11, 12.

304muscular tension, facial expressions and posture.

Movement

Neither Folkenberg nor McFarland stand as if they were glued

in a single spot. They are aware that the eye naturally and instinctly

follows moving objects and focuses upon them and that a speaker can

often awaken a sleepy audience by the simple expedient of moving from

part of the platform to another.Both team members are peripatetic but

not to an excess.

The filmed version of the Plan was used for this analysis of

the movement of the speakers. The film opens with McFarland seated

behind a desk, while Folkenberg is seated on a tall stool and speaking

to the group. He moves from his stool to the blackboard, then walks

part way across the platform and back to the stool again. His movements

never appear to be purposeless. When the pastor completes his address,

the doctor moves to the stage and stands in front of the audience exhi­

biting his specimens of diseased organs that have been removed surgically.

Then he turns to the blackboard to draw for illustrating his message.

There seems to be continual movement by each speaker, but not of a kind

to distract the listeners. There is absent from their platform movement

any aimless pacing back and forth.

Folkenberg and McFarland, in practice, would agree with Brack

and Hance that "movement on the platform has been recommended as a way

of suggestive movement of thought in the speech. The speaker can also

use movement to indicate the relationship he desires with his subject

^Monroe and Ehninger, Principles of Speech Communication, p. 78.

305or his audience. ..1

Kinetic Actions

There are several unique kinetic activities in the Plan that

were "to affect with intent."

In the second lecture, Folkenberg attempted to prove by a

demonstration that the mind has power over the body. The auditors were

informed, "When I conclude this experiment, you'll realize the way you

think does produce an immediate effect upon your body."* 2 3 Folkenberg

predicted his actions would produce an immediate reaction. He held in

his hand a yellow sour lemon. He took a knife and cut the lemon. Then

he instructed his audience:

Watch me take this sour half and begin to suck on it . . . like this (sucked lemon). Why your glands in your mouth are squirting in all directions. And why this sudden activity?It's occuring solely because of what you are thinking.4

McFarland reminds the participants that, "Oxygen has the

ability to calm your nerves . . .. therefore rhymthmic breathing will

definitely lessen your craving to smoke."5 Then the doctor gives them

a deep breathing demonstration:

I want you to stand up and unbutton your coat. Let's all do it together. Get your fingers under there. Now we're going to take a deep breath through the nose . . . then we're going to take in another whiff while at the same time pulling out on our ribs . . . Take in another whiff and pull out on your ribs for that last whiff. . . .3

"•Brack and Hance, Public Speaking and Discussion, pp. 31, 32.

2Berlo, Process of Communication, p. 12.

¿Folkenberg and McFarland, Lectures, p. 28.

4Ibid., pp. 28, 29. 5Ibid., p. 12. ®Ibid.

306Gestures

In addition to movement and kinetic activities, gestures can

be utilized to give emphasis to the speaking. "By gestures we mean

purposeful movements of some part of the body ... to reinforce or demonstrate what you say."1 * Gestures have another salutary function

in augmenting the speaker's attempt to hold the attention of the

listener. Scheflin, after an in depth study of body positioning,

asserted:

There are only twenty-six letters in the English alphabet, with no normally-occuring intermediate forms. Similarly, we estimate that there are no more than about thirty traditional American gestures. There is an even smaller number of cultur- ally-standard postural configurations which are shared communi­cative significance for Americans.3

Folkenberg and McFarland used twenty-six different gestures.

Fifteen of these were with the hands. Five different gestures were

made with the fingers; other gestures involved the head, shoulder and

the eyes.

An unusual gesture was made by Folkenberg in the first lecture

as he tried to imitate a man cutting off a dog's tail. He extended

his left finger and with the right hand he formed a horizontal "V," like

an open pair of scissors and then closed them as he moved toward

the fist..4

¿•Monroe and Ehninger, Principles of Speech Communication, p. 79.

¿Ibid.

3Albert E. Scheflen, "The Significance of Posture in Communi­cation System," Psychiatry, xxvil (1964), p. 316.

^Folkenberg and McFarland, Five-Day Plan on film.

307A characteristic gesture of McFarland was taking off his

glasses. This gesture appeared to be a surrogate for a pause. He would

use his glasses as a pointer, calling attention to something in his

drawing on the board. In the fourth lecture he removed his glasses

four times.1 This action was purposeful, but it seems possible that

some other gesture might have been more appropriate.

There are actions that a.re not gestures. Monroe and Ehninger

posit that:

Fidgeting with coat buttons or aimlessly rearranging books or papers on the speaker's table are not gestures; they are not purposeful, and they do not relate to the ideas you are expressing.2

A gesture that was common to both team members was pointing with

a wide, about one inch square—six inch long—piece of chalk.

Folkenberg's gestures were especially effective, alive, vigorous,

well timed and appropriate to the; thought that he was expressing.

Concerning the use of gestures, Folkenberg and McFarland took

seriously the directive of Ellen G. White when she stated that Christian

speakers should not use histrionics and wild gesticulation:

Ministers have no license to behave in the desk like theatrical performers, assuming attitudes and making expres­sions merely for effect. They are not actors, but teachers of truth. Undignified, boisterous actions lend no force to the truth uttered; on the contrary, they disgust men and women of calm judgment and right views.3

1Scheflen, "The Significance of Posture," Psychiatry, XXVII (1964), p. 316.

2Monroe and Ehninger, Principles of Speech Communication, p. 79.

3Ellen G. White, Gospel Workers (Washington, D.C.: Review and Herald Publishing Association, 1941), p. 172.

308Eye Contact

Minnick theorized:

By looking squarely at his audience and by proper muscular tension, facial expression, and posture, a speaker may present an appearance of intensity that commands attention.1 2

Dr. McFarland advocated knowing the speech material so well

that the speaker could look directly into the participants eyes. This

is what he called "eyeball to eyeball communication." Neither of the

team members was tied to any notes. They did not look down or away,

but straight at the listeners.

Relative to this facet of bodily communication the rhetoricians

have long considered the action of the eyes important in oratory:

Cicero mentioned the eyes, 'by whose intense and languid gaze, as well as by their quick glances and gaiety' orators were able to reveal the working of their mind. Quintilian was of the same opinion, believing, that the mind manifested itself through the eyes.3

Folkenberg and McFarland recognized the language of the coun­

tenance and demeanor, and they concurred with the following statement:

An intention to deceive is what constitutes falsehood. By the glance of the eye, a motion of the hand, an expression of the countenance, a falsehood may be told as effectively as by word.4

The team members are definite that there is to be no credibility

gap because listeners are quick to discern the speaker's inner feelings,

"■Wayne C. Minnick, The Art of Persuasion, p. 61.

2J. Wayne McFarland, Personal Interview, August 22, 1973.

•¿Thonssen and Baird, Speech Criticism, pp. 442-443.

4Ellen G. White, Patriarchs and Prophets (Mountain View, Ca.: Pacific Press Publishing Association, 1913), p. 309.

309even such minor things as muscular tension may betray the inmost

thoughts.

Muscular Tension

The team emphatically stresses the benefits of a positive

manner and a confident attitude in the presentation of the lectures.

The wrong mental attitude is unconsciously conveyed and its detection

could destroy effective communication. They give this counsel to

novitate directors:

Be absolutely certain in your own mind . . . Now let's suppose your attitude is hesitant, conveying an unconscious sense of uncertainty. This could easily be disastrous. Please don't forget that many smokers seated before you are teetering on the brink of desperation, afraid of possible disease, afraid of the struggle ahead to break the habit, fearful of yet another failure to overcome, they must gain confidence and courage from you . . .!

"If you are going to rightfully conduct this program, you must

be relaxed," says Folkenberg.The speakers must not be tense, and they

must be in thorough command of their material because hesitancy on their

part will convey hesitancy and lack of certainty to the people who are

taking the course.8

Folkenberg will occasionally sit on the front of a desk on the

platform, facing the audience with folded arms. He feels even these

bodily actions suggest a relaxed, conversational attitude away from

stilted formality. He avoids the evangelistic lecture set up.* 4

¿■Folkenberg and McFarland, Lectures, p. 2.

9 3Folkenberg interview. Ibid.

4Five-Day Plan on film.

310

Not only does muscular tension, or the lack of it, convey a

message, but the facial expressions speak a language of their own also.

Facial Expression

The bodily communicative factor to be considered in this section

is facial expression. Baird and Knower suggest:

A speaker expresses his feelings about his message by his facial responses. He may frown, show deep concern, etc. He may also show lack of confidence, fear, a pose of indignation, or other reactions which give away his innermost feelings.1 *

The instructions to new team directors instruct them that their

first duty is to let their faces radiate positive confidence and assures

them that this confidence will increase as they accumulate their own7case histories of deliverance through the power of God.

William James pointed out that, "Confidence equals success over

ambition."3 Baird and Knower reduced this to the following formula:

In a situation where one's ambition is indicated by symbol 2 and his success by symbol 1, it follows that his confidence is indicated by the fraction 1/2. It should be apparent that the strength of confidence can be changed by modifying either of the values of the fraction.4

In essence this is what Folkenberg and McFarland are indicating

to the new team directors, that their sincere desire to help smokers

plus their ambition and experience will produce confidence.

Hance, Ralph, and Wiksell suggest it this way:

^-Baird and Knower, Essentials of General Speech, p. 175.7Folkenberg and McFarland, Lectures, pp. 1, 2.3Baird and Knower, General Speech, p. 42.

4Ibid.

311In general the best thing for the speaker to do with facial

expressions is to let them reflect a genuine interest in and responsiveness to the ideas of his message, and reveal his genuine desire to communicate with his listeners.1

A prerequisite for communication in the program, according to

both Folkenberg and McFarland, is a sincere interest in the participants.

Folkenberg states it this way, "I think sincerity really counts. They

can very quickly tell . . . whether you really want to help them and are

interested in them as people."2 McFarland concurs with his teammate's

opinion by saying:

. . . just absolute sincerity and love for them. The man conducting this program must really love people more than he loves himself. If he puts himself out and denies himself . . . because he loves those people and wants to help them, it will come across, but if he's doing it to build up himself, that will come across, too.3

Even the posture that the speaker assumes as he speaks tells

his audience something about the speaker and his message.

Posture

Monroe and Ehninger point out the importance of posture to the

overall effectiveness of the delivery. The one who is speaking should

be erect, comfortable, and alert. The position should seem natural and

should not appear awkward or anomalous.4 Folkenberg and McFarland met the

above criteria. Neither team member gave the appearance of being slouchy,

inflexible, or stiff. They had the appearance of being awake and

¿"Hance, Ralph, and Wiksell, Principles of Speech, p. 53.2Folkenberg and McFarland, Lectures, p. 12.

-¿McFarland Interview.

4Monroe and Ehninger, Principles of Speech Communication, p. 78.

312

"on their toes."1 * Their posture evinces that they are in command of

the situation and of themselves.

Dr. McFarland had a penchant for proper posture. Not only did

he practice maintaining an erect posture, he advocated it to his listen- 9ers. The doctor points out the deleterious effects of poor posture in

his book, Better Living. Incorrect posture produces low back pain he

wrote. He told of a study by students of Stanford University on correct

posture. They found a relationship between poor posture and the disease—

angina pectoris. This malady is a painful and disabling heart condition,3he said.

Summary

The student of speech communication is cognizant that speaking

is a "multisymbolic social process."4 A speaker's visual presence and

visible behavior cannot be ignored in the total representation of his

message. Baird and Knower contend that the speaker's physical presence

active or inactive carries a message.3 The bodily communication of such

factors as movement, kinetic activities, gestures, eye contact, muscular

tention, facial expressions and posture, all have a bearing on the

success or failure of the delivery of the speaker's message. Albert

"■Monroe and Ehninger, Principles of Speech Communication, p. 78.9Five-Day Plan on film.

3J. Wayne McFarland, Better Living (Washington, D.C.: Review and Herald Publishing Association, 1956), p. 19.

4Baird and Knower, General Speech, p. 175.

3Ibid.

313Scheflen's corroborative statement posits, "In the first place, human

behavior can be communicative whether or not it is intended to

communicate."1 *

Vocal Communication in Delivery

Finally, the vocal skills of Folkenberg and McFarland will be

assessed as a determinant in effective delivery.

Benjamin Disraeli, the British statesman was not a novitiate

at public speaking. After years of public experience hs purported that,7"There is no index of character so sure as the voice."

It is incumbent that a communicator should put his best voice

forward because it colors the listener's attitude toward what he is say­

ing.3 Oliver posits that the audience's attitude toward the speaker and

his proposition will be affected largely through the voice, physical

bearing and manners of phrasing.4

Delivery concerns itself largely with the voice, with the

right management of it to express every emotion.5 Ellen White in her

counsels to the Adventist ministry gave instruction as to the use of

the voice:

No man should regard himself qualified to enter the min­istry until by persevering effort he has overcome every defect in his utterance. If he attempts to speak to the people without knowing how to use the talent of speech, half his influence

^Scheflen, "The Significance of Posture in Communication System," p. 316.

7 3Monroe and Ehninger, Speech Communication, p. 92. ^Ibxd.

4Robert T. Oliver, The Psychology of Persuasive Speech, p. 79.

5Aristotle The Rhetoric, p. 183.

314is lost, for he has little power to hold the attention of the congregation.¿-

White further states, "We may have knowledge, but unless we7

know how to use the voice correctly, our work will be a failure."

As the writings of Ellen G. White on temperance were the matrix

for the emergence and structure of the Plan so concomitantly her counsel 3was followed as a guide to the team in their persuasive speech. This

church counselor had much to say on delivery and especially the use of

the voice. She was an excellent practicing model to follow in lexical

persuasion. Rene Noorbergen, a free lance writer, in his recent book,

Ellen G. White - Prophet of Destiny, stated that she was much in demand

as a speaker and drew some of the largest crowds ever recorded in the

1860's and 1870's.* 4 Noorbergen quoted from the Michigan Volume of the

American Biographical History as follows:

As a speaker, Mrs. White is one of the most successful of the few ladies who have become noteworthy as lecturers in this country, during the last twenty years. Constant use has so strengthened her vocal organs as to give her voice rare depth and power. Her clearness and strength of articulation are so great that, when speaking in the open air, she has frequently been distinctly heard at a distance of a mile.Her language, though simple is always forcible and elegant.When inspired with her subject, she is often marvelously eloquent, holding the largest audiences spellbound for hours without a sign of impatience or weariness.5

¿■Ellen G. White, Testimonies to the Church VI (Mountain View, California, Pacific Press, 1882), p. 381.

2Ibid. ¿McFarland interview.

4Rene Noorbergen, Ellen G. White, Prophet of Destiny (NewCanaan, Connecticut: Keats Publishing Inc., 1972), pp. 39, 40.

5Ibid.

315A doctoral dissertation, "A Rhetorical Analysis of the Speaking

of Mrs. Ellen G. White, a Pioneer Leader and Spokes-woman for the

Seventh-day Adventist Church," was written in 1959, by Horace J. Shaw

at Michigan State under the guidance of Kenneth Hance.

This study of the speaking abilities of Ellen White was received

by the speech department with enthusiasm and established a good rapport

between the department and future Seventh-day Adventist graduate

students. "■

In appraising the audible expression of McFarland and Folkenberg,

the writer was advantaged in personally attending the team's presenta­

tion of the Plan in Detroit, in 1966; in having access to tapes of the

Plan; in listening to long-playing recorded albums of the clinics, and

in viewing audio-visual films of the program. The films were reviewed

again during the preparation of this section on the delivery of the Plan.

In analyzing the delivery of the Plan attention will be given

to such vocal components as volume, quality, pitch, rate, and articula­

tion (pronunciation and enunciation).

Volume

While both men adopted the conversational posture in their

delivery it appeared that both of the team members utilized ample vol­

ume in speaking and they could easily be heard by the group to which

they addressed themselves. There was no indication from any listener

that the intonation was not adequate. At the same time there was no

"■Interview with Norval Pease, Ph.D., Cedar Falls, California, August 27, 1974.

316reason to believe that they had reached their "sound pressure level."

In no case did the volume border on shouting. The tone level

remained reasonably stable. They did not begin a sentence speaking

loudly and then suddenly lose volume toward the end of the sentence.

McFarland and Folkenberg would agree with the postulate of Baird and

Knower:

You need not shout to achieve force in speaking. But your voice must be firm, vigorous, and well-controlled. Obviously you will need more force to be heard by a large group of lis­teners than to be heard by a small group; speaking outdoors or in the presence of competing noises and other distractions requires more force than speaking indoors and in places where there are no distractions.

Being students of the Bible, the pastor and the doctor would

agree with two scriptural texts in regard to volume in speaking.

Isaiah stated the speaker should, "Lift up thy voice with strength; lift

it up and be not afraid."3 Those who listened to Jesus in Capernaum

testified that, "his word was with power."4

Quality

The constituent of the tonal process which distinguishes one

voice from another is quality. Monroe and Ehninger succinctly defined

this component to be "the overall impression which the voice makes upon

the listener.3 Quality is the resultant factor of the physical condi­

tions of the communicator, his emotions, and physical structure of

"■Baird and Knower, Essentials of General Speech, p. 151.

2 3 AIbid. JIsaiah 40:9. ^Luke 4:32.

5Alan H. Monroe and Douglas Ehninger, Principles of Speech Communication (Glenview, Illinois: Scott, Foreman and Company, 1969, p. 96.

317the speaking organs.1

McFarland’s voice is not nasal, throaty or husky, but it does

have a tendency toward sameness tangential to monotony, but this is

relieved by his unique and frequent humor.

Folkenberg has a much more resonant voice-full tone, impinging

on musical cadence. His voice is pleasant and persuasive, and listened

to easily. He was advantaged in being trained as a public speaker and

had considerable experience in convincing people to make a decision,

while McFarland was educated in the field of medicine and in the

techniques of classroom teaching.

By their use of the conversational tone Folkenberg and McFarland

avoid what Anderson terms, "preacher's throat," "a ministerial tone,"

or a "pious tone."2 3

Pitch

According to Baird and Knower, "the pitch of your voice is an

important signal of your intentions. It communicates to the listener

as much as rate and loudness do. Pitch is expected to contain a

variety of inflexions.

Your pitch should not be too high or too low. A pitch that is habitually too high produces a piercing, metallic quality suggesting strain and discomfort? a pitch that is too

1Hance, Ralph and Wiksell, Principles of Speech, p. 266.7Stevens, "Study ... of Anderson," p. 280.

3Baird and Knower, Essentials of General Speech, p. 153.

^Robert T. Oliver, Rupert L. Cortright, and Cyril F. Hager,The New Training for Effective Speech (New York: The Dryden Press,1947), pp. 226, 227.

318low produces hollow hoarse tones that are often inappropriate and unpleasant.1

McFarland1 *s general conversational speaking voice was between

the second "A" below middle "C" to middle "C." His baritone voice had2strength but was limited in range and tended to a sameness of pitch.

Folkenberg's tonal quality for speaking ranged between the first

"C" below the middle "C" to the first "D" above middle "C." His second

tenor voice often suggested the emotional and symbolic meaning of his-5words.

Both the doctor's and the minister's communication had the

"ring" of earnestness and sincerity.

Rate

The fourth of the quintet of speech constituents is rate or

tempo of speaking. Two speech authorities enjoin this directive:

Direct your study of rate control in speaking slow enough to be easily understood and fast enough to sustain the audience's interest and avoid the appearance of hesitant or drawling speech.4

Another authority with expertise in the field of speech suggests

that a variation in tempo evokes the following salutary functions:

(1) to assist in clarifying the speaker's meaning, (2) to mark off

sentences, (3) to distinguish transitions between ideas, (4) to

¿■Baird and Knower, General Speech, p. 153.

2This analysis of the pitch of the voice was made by Leonard Venden, M.A. in Music, August 12, 1974.

¿Ibid.

4Baird and Knower, General Speech, p. 131.

319underscore significant points, and (5) to aid in getting the attention.

Rate should be flexible and adopted to the subject matter, mood,

purpose and situation. This adcLptation of the rate of speaking is

analogous to the adaptation of the volume.

Ernest Fossum suggests the "ordinary" speaking rate is 130-150

words per minute. There is a disparity among authorities as to the 2normal tempo of speaking. Blackwood suggests that the rate averages

3150 words per minute; while Monroe and Ehninger propose the range as

being from 120 to 180 spoken words in a minute;4 and Hance, Ralph and

Wiksell suggest a narrower margin and state that the rate of normal

speaking is between 125-150 words a minute.5

Folkenberg and McFarland's rate is much below the rate given

by the above mentioned authorities. The reason appears to be that the

Team is in a teaching situation and have adapted a more deliberate

tempo. They also do much illustrating on the blackboard which slows

their average rate down.

The rate of speaking was much higher during the introductions

or conclusions of the lectures when the men were just talking. The

rate dropped during their presentation of data or statistics and was

^Cortright and Hager, The New Training for Effective Speech,p. 226.

2Ernest Fossum, "An Analysis of the Dynamic Vocabulary of Junior College Students," Speech Monographs, II (1944), pp. 88-96.

^Andrew W. Blackwood, The Preparation of Sermons (Nashville: Abington-Cokesbury Press, 1948), p. 212.

4Monroe and Ehninger, Principles of Speech Communication, p. 106

5Hance, Ralph and Wiksell, Principles of Speaking, p. 267.

320

especially low when they were writing or drawing on the board to

illustrate the lecture. Time is also used to point out the various

parts of their illustrations. McFarland makes an especially helpful

use of illustrations on the board to illuminate his scientific

material.

A surprising factor of the analysis of the rate of speaking of

the two men was that they averaged about the same rate of speech in

the overall analysis; while you are listening to them speak McFarland

would appear to be much more deliberate in his speaking.

Baird and Knower pointed out that, "absence of variation in

rate produces monotony.”1 The deliberateness with which McFarland

presented his lectures, with little variance in rate, no doubt accounts

for his somewhat monotonous presentation. Folkenberg on the other hand

appears to be a master at varying, "the duration of interphrasal and

intersentence pauses."2 These pauses add to the overall beauty of his

effective and beautiful expression.

The following table attempts to portray an analysis of their

tempo in the various lectures. Because of the variance of rate as they

present different types of material, a high and low rate of speaking

is shown for each lecture.

"•Baird and Knower, Essentials of General Speech, p. 152.

2Ibid.

321

TABLE VI

RATE OF DELIVERY

Number of Words Per Minute

Night I Night II Night III Night IV Night V Average

Low High Low High Low High Low High Low High

FOLKENBERG RATE 86 139 76 86 92 104 95 141 127 159 110.0

MCFARLAND RATE 86 111 64 80 65 88 126 156 130 180 108.6

322Articulation

The fifth and last component of vocal communication to be

discussed is articulation—a duality of enunciation and pronunciation.

In one volume three speech authorities defined this dichotomy, pro­

nunciation is the "process by which consonant sounds are formed and

differentiated in speech,"1 * in contrast, enunciation is used to repre-

2sent the process by which pure vowel sounds are produced.

Folkenberg and McFarland manifested evidence of carrying out

the injunction of Ellen G. White in regard to good articulation:

Ministers and teachers should discipline themselves to articulate clearly and distinctly, allowing the full sound of every word.3

Dr. McFarland and Folkenberg would agree that clarity is not

only gained in style but also in delivery. Their colleague, Steven

Vitrano wrote an article in The Ministry, entitled "Overcoming Poor

Articulation," where he quoted Bernard P. McCabe, Jr.:

Articulation is the way to clarity in speaking. The key to articulation is accurate production and correct use of consonants.

Without consonants speech would probably resemble a howl with meaning dependent upon variations in quality of sound. Fortunately, such a situation need not exist. With consonants there is articulation and speech becomes more efficient.4

Vitrano contends there are many faults in articulation but

three of the most common have to do with:

¿■Cortright and Hager, The New Training for Effective Speech,p. 233.

2Ibid. ¿White, Gospel Workers, p. 91.

4Steven P. Vitrano, "Overcoming Poor Articulation," The Ministry, (January, 1974), p. 15.

323(1) The final t as in wen t. The t is made silent (not articu­

lated) and the result is 'wen.' Or as in can't the word becomes 'can' (which could be a costly error).

(2) The final ng as in goi ng and the word becomes 'goin.' Or as in thinking, and the word becomes 'thinkin.'

(3) The initial th as in them. The th becomes a d and the word becomes 'dem' or in the case of those it becomes 'dose.'1

No instance can be cited where either speaker was prone to

delete a consonant. It was also evident that care was taken to enun­

ciate vowels in words. There is no attempt to give the impression that

the articulation was flawless, for several imperfections were detected

with careful scrutiny. For example, Folkenberg pronounced battle as

"battul," with the emphasis on the "tuli."2

McFarland halted on several words—pronouncing the first part

of a word then going back and articulating the full word. In the

second lecture McFarland uttered, "nichoph-", then repeated himself and

correctly pronounced "nicotine."3 In the fourth lecture the doctor

stammered on much, uttering "mu-much."4 In the last lecture, McFarland

used two expressions, "You uh,"5 and "we uh."®

As a whole, their articulation was deliberate and carefully

implemented and delivery was better than average.

"•Vitrano, "Overcoming Poor Articulation," p. 15.

^Folkenberg and McFarland, "How to Stop Smoking," Sound film, Second lecture.

3Ibid.

4Ibid., Fourth Lecture.

5Ibid., Fifth Lecture.

®Ibid.

324Summary of Delivery

The fifth and last rhetorical canon is delivery, the freeing

of the communicator's thoughts and emotional feelings through the

process of verbal expression. Although the ancient rhetoricians did

not dwell extensively upon delivery, they were cognizant of its impor­

tance. Memory, the fourth canon, was later infused into delivery, and

at present does not receive separate recognition.

Through the centuries there appears to be a disparity of

emphasis on the rhetorical canons. In the sixteenth and seventeenth

centuries style was considered of prime importance. Public speaking

gravitated to a fettish for words and stylistic devices. Then the

pendulum swung the other way. In the eighteenth and nineteenth centur­

ies the elocutionists placed an injudicious emphasis upon delivery. The

nineteenth century found the homileticians taking a more moderate view,

but still cognizant that delivery was an important facet of differen­

tiating between an ineffective and effective discourse.

Folkenberg and McFarland spent considerable time in preparation

of the material to be delivered. Neither man used notes or read his

manuscript, but once before their audience they spoke extemporaneously.

Both speakers seemed to be aware that physical fitness impinged

on the ability to speak effectively. Consequently they carried on a

spartan regimen of diet and exercise.

Folkenberg had a penchant for impeccable grooming. McFarland

was careful about his dress and general appearance, but did not have the

well turned out look that Folkenberg achieved.

The team members were cognizant of bodily communication and

325the language of action. Neither Folkenberg nor McFarland stood behind

a desk or podium. They were both peripatetic, but not to an excess.

They made frequent use of object lessons and drawings on the blackboard

and other visual-audio communications.

There was a grace of movement and a facility of gesticulation.

Neither speaker was histrionic, but used a modicum amount of gestures.

Their body language appeared meaningful as well as graceful. Both

men maintained excellent eye contact with the audience.

While Folkenberg and McFarland adopted the conversational

posture in their delivery, both men used ample volume in speaking and

could be heard easily by the group. Folkenberg's voice was resonant—

impinging on musical cadences. His voice had a greater amount of

inflexions and wider range than did McFarland's. McFarland's delivery

would tend to be monotonous except for his unique and unusual relief

of humor in his lectures.

The rate of the speaking of both team members fell well below

the usual rate for public speaking, no doubt due to their teaching

situation and the technical nature of much of their material and the

pauses necessitated as they stopped to illustrate their points on the

board or to exhibit specimens and point out features of these visual aids

The articulation, including pronunciation and enunciation, of

both men appeared to be nearly flawless.

As a whole the delivery of the team gave the impression of a

low-key approach—calmness with concern. The demeanor was friendly

and pleasant and the voice characterized by a conversational tone and

the lectures presented without histrionics or oratory.

3

CHAPTER VII

SUMMARY AND CONCLUSIONS

Summary

The purpose of this study was to describe, analyze and evaluate

the theory and practice in the ten lectures of the Five-Day Plan to

Stop Smoking as developed and presented by Elman J. Folkenberg, a

minister-psychologist and J. Wayne McFarland, a doctor. The Plan is a

group therapy program which is conducted for five consecutive ninety-

minute sessions with lectures, discussions, visual aids, and films to

help the participants overcome the tobacco habit.

During the two decades of the 1950's and the 1960's there

developed a greater interest in the dangers of smoking than in any

other period in history. This awakening really began in 1954, with the

release of the now famous study by Drs. Hammond and Horn, linking the

occurence of lung cancer, then so rapidly on the rise, almost exclu­

sively to cigarette smoking.1

The national campaign against the tobacco habit began by the

American Cancer Society in the mid 1950's, and moved into high gear

with the report on "Smoking and Health," which was released by the

1E. Cuyler Hammond and Daniel Horn, "Smoking and Death Rates," The Journal of American Medical Association, 166: 1159-1172, 1294-1308, March 8, 15, 1958.

327Advisory Committee to the Surgeon General of the United States Public

Health Service in 1964. 1

Such recognized voices as Senator Robert Kennedy, Dr. Ravenholt,

formerly of Washington State University, Dr. Brian McMahon, of Harvard,

Dr. Alton Ochsner, one of America's foremost thoracic surgeons, joined

their voices unanimously indicting cigarette smoking as a killer more

deadly than automobile accidents, or even war.

The risk of dying is so much greater among cigarette users at

all age levels than among non-smokers that this situation is viewed by

many health leaders as, "The major preventable disease problem facing

the nation today."2

Thousands responded to the steadily mounting and increasingly

successful anti-smoking campaign, but no campaign can succeed unless

the addicted cigarette user can obtain help in breaking the habit.

One survey in the Reader's Digest revealed that 86 per cent of

smokers would be willing to quit if help were available.3 It was to

help meet this need for a program to aid the would-be-non-smoker that

Folkenberg and McFarland combined their talents and worked for more than

three years to develop a workable Plan. The program was quickly recog­

nized by such eminent authorities as Dr. Richard Overholt, who called

the Plan the "pioneer" program approaching the problem by education,

"•"Smoking and Health," Advisory Committee to the Surgeon General of the United States Public Health Service, 1964.

2Alton Ochsner, Smoking and Your Life, p. 55.

3Patricia and Ron Deutsch, "Do You Really Want to Stop Smoking?" Reader's Digest, November, 1967, p. 97.

328motivation, and example;1 2 * and Luther Terry who praised the Plan and

2claimed that its major strength was its use of scientific evidence.

In ten years the Plan grew from its small beginning in 1960,

with only six participants in the first group, to where as many as

3000 have enrolled at one time for the therapy sessions.5 it has been

instrumental in helping more than ten million people around the world,

in more than 100 countries, to quit smoking.4 In 1973 Adventists

conducted an average of ninety-four stop smoking Plans each week.5

Chapter II of this study presents the emergence and structure

of the Plan as it was developed. In 1959 two men, Elman Folkenberg

and J. Wayne McFarland were brought together by circumstances, in

Massachusetts, as employees of the Atlantic Union Conference of Seventh-

day Adventists. For many years Folkenberg, a minister, and McFarland,

a physician, were possessed with the desire to help free people who

were bound by the tobacco habit.

Both men were educated in Adventist schools and had been taught

the philosophy of Ellen G. White and Dr. Harvey Kellogg, that the pre­

servation of the physical, the mental, and the spiritual powers was of

prime importance. McFarland graduated from the Adventist medical school,

¿■Overholt, "Smoking Picture Today," Lecture, April 14, 1969.

2Terry, "Smoking and Health—Where Are We Today?" Lecture,April 15, 1969.

•¿"You Beautiful People," Better Living (March & April, 1974), n.p

4Steed, "A Look at the Temperance Program," Review and Herald (April 6, 1972), p. 18.

5"You Beautiful People," Better Living (March & April, 1974),n.p.

329Loma Linda University and was then asked to join the medical faculty as

a teacher. He was given a fellowship at Mayo Clinic, where he studied

in the field of physical medicine and rehabilitation. While there he

became interested in peripheral vascular disease and the related prob­

lems caused by smoking. He returned as a full time teacher at the Loma

Linda University and spent much of his time working in vascular disease

and he began a program, largely on a patient to patient basis, for the

tobacco users in the clinic.

The General Conference of Seventh-day Adventists invited

McFarland ,to become editor of Life and Health magazine; and from that

time on the field of preventive medicine absorbed more and more of his

time. In 1958 he was invited to go to Battle Creek, Michigan, and help

in the health education activities of the famous Battle Creek Sanitarium.

There he started a series of lectures in physical fitness. One of the

first stages in his physical fitness program was to help smokers break

the smoking habit. From Battle Creek McFarland went to New York City

for graduate work in the field of physical medicine and rehabilitation.

Here he experimented with a smoking clinic and developed a series of ten

lectures to help the smoker break the habit.

During the years that McFarland was developing his anti-smoking

clinics in Battle Creek and New York, Elman Folkenberg, a Seventh-day

Adventist evangelist, was conducting evangelistic meetings in London,

England. While conducting meetings he augmented his lectures with the

anti-smoking film, "One in Twenty Thousand," the first major film of

its kind to portray the relationship of smoking to lung cancer. After

seeing thousands of the smokers go out from the showing of the film,

330

worried, afraid, and sick, Folkenberg determined that when he returned

to the States he would formulate some kind of program to help such a

person break the habit. When he returned to the States he began to

collate materials about smoking and put them in written form. He was

invited to become the evangelist of the Southern New England Conference.

At this time McFarland was located in New England heading up the medical

work for the Adventists. Folkenberg's move to the same locality was

the fortuitous circumstance that brought the two men together. Discov­

ering that they shared a mutual burden to develop a plan to help the

smoker quit, they determined to combine their efforts.

Folkenberg and McFarland prepared their lectures and some

mimeographed materials, which revised became the daily control booklet

used in the Plan. In 1961, they chose Taunton, Massachusetts,for

implementing their first Plan.

Their idea was to develop a set of modalities that could be

used as guides by other doctor-minister teams who wished to conduct

Plans.

During the first year of the development of the Five-Day Plan

pilot programs were held, but the number of enrollees was very small.

A break-through in newspaper coverage opened the way for the Plan to

be promoted by the major news media and the news soon spread about the

successful Plan.

The methodology and the results of the Plan were presented to

the General Conference of Seventh-day Adventists in July, 1962. Soon

thereafter, the denomination sponsored a series of pilot training

programs which were conducted in every major part of the United States

331and Canada to train minister-doctor teams to carry on the Plan in their

local area. The pilot training programs drew large crowds and sparked

more than adequate coverage from newspapers, magazines, radio, and

television.

The tremendous impacts made by the Plan resulted in the

Adventists officially adopting the Plan as a public service program

of the church. The modalities were copy-righted and the Plans were

to be conducted under the supervision of the Temperance Secretaries

in each locality.

In 1962, the time was ripe for such a Plan to help those who

wished to stop smoking. The controversy over the use of tobacco, which

had raged nearly since its first introduction, had reached its climax.

The Plan spread rapidly across the U.S. being held in most of the major

cities. In 1964, it reached overseas and in ten years the Plan has been

held in more than 100 countries. It is estimated by the Adventists that

more than ten million have stopped smoking as a result of the Plan. By

1973, the Adventists were averaging ninety-four Plans a week inter­

nationally.

The structure of the Plan that evolved contained many com­

municative adjuncts to the lectures. The team recognized and utilized

a full roster of techniques to support the Plan. Their theory called

for a teamwork by a minister and physician presenting factual lectures

on the wholistic nature of man and approached the problem from both

the psychological and physiological aspects of breaking the habit.

The modalities are specific on how to advertise the Plan, how to choose

the best location and assure an atmosphere that is conducive to

332and goal statements appeared at different places in the lecture and

did not always occur at the beginning. One characteristic of this

set of lectures was that all ten are unified as one whole. Each hinges

on the other; nevertheless each lecture appeared to have some inter­

lecture unity in itself.

The organizational outline of the lectures was not always

clear, in fact it might be easier to outline the lectures as a whole

than follow the outline for each lecture in itself. Each lecture was

interdependent on those before it and those that follow.

The distributive method of organization was generally followed.

Folkenberg used the "motivational sequence" plan once; twice he follwed

the distributive mode; and twice the psychological-logical plan.

McFarland's first four lectures were distributive, and his last was a

time-order arrangement based on a twenty-four hour period.

There was not much variety in conclusions. The recapitulations

were not strong. The control booklet, literature and films were used

for reiteration of the night's instruction.

The final constituent in the arrangement of the Plan is

progress. The Plan is predicated on strong progressive decisions night

by night and the group member is led steadily forward to a final

decision to never smoke again.

Chapter V examined the language expression in the Plan by

considering it from the standpoint of correctness, appropriateness,

clearness and the impressiveness of their style of speaking. Clarity

in the presentation was achieved by the choice of simple nouns and

adjectives. When it was necessary for the doctor to use technical

333he could receive. The good will was further heightened as they

proceeded with candor and straightforwardness. Folkenberg never set

forth incredible results or hopes, but was realistic and candid about

the problems that they would face as they sought to overcome tobacco.

The team manifested a personal interest in and identified with the

hearers and their problems, which heightened the good will established

The pathetic (emotional) proof was manifested in the motiva­

tional aspects of the Plan, which were directed toward the achievement

of health and happiness, sensate pleasure, youthfulness and virility,

self-preservation, spiritual riches, personal pride, physical attrac­

tiveness, and benevolence toward God and their neighbor.

The logical support for the ideas in the Plan was buttressed

by a full reach of reasoning methods. The causual reasoning was

mainly cause to effect. Both team members used the method of contrast

and analogy. While Folkenberg did not use humor, the addresses of

McFarland are often lightened by the unexpected and skillful relief

of the humorous aside.

Non-artistic elements of invention that were used included

various laws: such as the law of nature, physical law, mental law,

law of life—universal life and divine law—moral law. McFarland

quoted from scientific authorities frequently. Other non-artistic

elements were documents in the form of films, maps, control booklet,

and various allusions to events and materials from literature and

books. The chief forms of non-artistic proofs used were human

experience and Biblical references.

Chapter IV analyzed the lectures for arrangement. The theme

334relaxation. Effective use is made of printed literature, visual aids,

powerful persuasive films, and a daily control booklet. A buddy

system is organized; an attention getting slogan is utilized; group

therapy sessions activated; and reliance on divine power is advocated.

A manual for planning the follow-up meetings has been prepared. If the

rhetorical theory prescribed by Folkenberg and McFarland had been

practiced by the team, statistics compiled over a number of years

indicated that 70-90 per cent would have given up the habit of smoking

by the end of the five day session.

Chapter III examined the rhetorical practice of Folkenberg

and McFarland as it pertained to invention, considering both artistic

and non-artistic elements. The character appeal of Folkenberg and

McFarland was manifested in associating themselves and their message

with what is virtuous and elevated. Both speakers created the im­

pression of being completely sincere. They were professionally ethical,

modest, trustworthy, compassionate, patriotic, and punctual. They

evinced a "family man image," and were prayer oriented men.

The competence of Folkenberg and McFarland was demonstrated

by their use of common sense, their acting with tact and moderation,

their familiarity with the interests and issues of the day. Some of

these issues of current interest were weight control, nutrition, heart

disease, physical fitness and exercise.

The team developed a successful rapport with the audience

through good-will. They offered their rebukes with tact and consider­

ation and balanced this criticism by praising the group for well

doing. McFarland felt the participant needed every sincere encouragement

335or scientific words, he quickly explained them in the language of

the laity.

The style of expression was appropriate to the emotions

expressed. Both Folkenberg and McFarland spoke a language identified

with his profession. The language was adapted and made appropriate to

the audience addressed.

The components of impressiveness produced vividness and energy

There was a liberal use of diversified figures. Vividness was height­

ened by the use of imagery, metaphors, similies, personification and

many other devices. They infused force and energy into the lectures

through deceptive surprise, prolepsis, repetition, variety of sentence

structure, parallelism, antithesis, hyperbole, alliteration, assonance

and erotesis.

The reading level was between the eighth and ninth grade level

The style of the lectures may be described as plain to middle.

In Chapter VI consideration was given to the delivery of the

lectures by Folkenberg and McFarland. The lectures were prepared,

rewritten and refined over a three year period. Experimental Plans

were held and revisions made. The lectures are periodically edited

and updated, to keep pace with the latest facts and statistics. Pre­

ceded by much careful preparation both men spoke without notes or

manuscripts. They stood before their audiences without pulpit or

podium and gave the appearance of speaking extemporaneously while they

maintained direct eye contact with the listeners.

There was a grace of movement and facility of gesticulation.

They made frequent use of object lessons, drawing easily on the board

336to illustrate their points.

They spoke conversationally and informally with their audience

yet maintained enough volume to be heard by everyone in the room.

Folkenberg had a fluency of delivery, characterized by a wide range

of inflexions. McFarland's voice tended to be monotonous, but he was

gifted with a pleasant unexpected relief of easy humor that increased

the enjoyment of listening to his very informative lectures. Both men

spoke deliberately and their rate of speaking fell well below the

average rate for speakers. They made every effort to be easily under­

stood. The pronunciation and enunciation of both men appeared to be

nearly flawless.

Both men, being physically fit and carefully groomed made a

striking appearance as they stood before their audiences. Folkenberg

was impeccable in his dress.

More powerful than the words that they spoke was the ability

that Folkenberg and McFarland possessed to make each participant

feel that he was a friend, and they were concerned with his well

being, and that they were there to help him individually.

Conclusions

Conclusions on Emergence and Structure

The success of Folkenberg's and McFarland's Five-Day Plan

appears to be due largely to the application of sound rhetorical

principles in the preparation and the delivery of the lectures, which

form the matrix for the development of a whole roster of communicative

techniques which buttress the Plan. The modalities give careful

337attention to every detail of the speech situation: the correct approach

to the mass media, in order to secure maximum coverage and good adver­

tising, assuring a maximum audience, meticulous attention to the

proxemics of place and space, the setting and atmosphere of the speech

situation, and the comfort of the listeners; recognition of the psycho­

logical mood of the participant; the presentation of appropriate liter­

ature on the subject; the reinforcement of hard-hitting, colorful,

factual films; the organization of a buddy system for mutual encourage­

ment; the providing of a control booklet which serves as a recapitulation

and reiteration of the lecture in capsule form; the attention alerting

and will power boosting of a catchy slogan; and the "togetherness" of

strong group therapy and group dynamics sessions, which served as a

feedback for the lectures.

This multipronged communicative thrust has resulted in a Plan

that is both powerful and effective. Experience over more than a

ten year period has demonstrated that 70-90 per cent of those enrolling

in the Plan will have quit tobacco by the end of the five day period.

Those teams that win the confidence of their audience by demonstrating

that they are knowledgeable, skillful in handling the lectures, honest,

sincere and friendly, and possessed by a deep desire to help the

participants will be successful in using the Plan as a tool to help

individuals. The results of the foregoing investigation in regard to

the persuasive techniques of the Five-Day Plan point to certain con­

clusions pertinent to public address in general:

338Conclusions on Lecture Invention

The strongest appeal in the Plan appears to be the ethical

appeal. Here are two men, dedicated, selfless, devoting their pro­

fessional skills and knowledge to serving mankind by helping to release

him from an enslaving habit. For this service they ask nothing in

return. The Plan is a public service and the men receive no remuneration

for their services. Both men are honest, sincere, and friendly. Both

have been trained to meet the public, one as a teacher and the other as

an evangelist. The central theme of the Plan is the need for self

control and temperance, achieved by relying on divine aid to be victor­

ious and gain good health and long life. The theme is both virtuous

and elevated. The character of the men and their cause is both elevated

and noble.

There can be little question that much of the success of the

Plan was due to uniting the complementing talents of two highly compe­

tent men—both esteemed as leaders in their field—who had extensive

experience in helping people to overcome the habit of tobacco. The

major principles of the Plan were formulated from an extensive investi­

gation among well-informed individuals and these principles were

extensively field tested for several years with unusual success. Every

detail of arrangement, conduct, presentation, and appeals was charac­

terized by good taste.

Good health, which was the goal of the Plan, was thought of

as the best of all good things and produced two results which generally

men most value, life and pleasure. The team held out benefits and

dividends to those who would follow the program. The ethical appeal

339of holding out to the audience benefits from what the team called

the "finest and best known general health program,"1 is probably one

of the strongest appeals of the Plan.

While the ethical appeal of the Plan appears to be the strongest,

a most effective use is made of the pathetic (emotional) proof. The

main purpose of the Plan is to move to action. The majority in atten­

dance were already convinced of the need to quit, but they needed that

extra motivation to stop. Folkenberg called motives another "key" to

achieving lasting decisions. Ernest Davis in assessing the strength

of the Plan said, the Plan "appeals to every type of motivation that

we have and gives the tools with which to fight back."2

The modalities appeal to a wide spectrum of motivational

appeals: health and happiness, youthfulness and virility, and self

preservation; avoiding pain, ruin and discomfiture; material and

spiritual riches; captaincy of soul and victorious achievement; personal

pride and physical attractiveness; love of children, family and God.

Broadus said, the mightiest motive of all is love of God and

asserts that to this above all other motives we should appeal. This

thesis, one's love for God as being the supreme motive for the best

treatment of the body, was presented on the fourth and fifth nights.

This theme, coming as it did in the final and climatic position should

be remembered the longest and produce the greatest results. The love

^-Folkenberg and McFarland, Lectures, p. 10.

2Ernest Davis, Interview recorded on the Five-Day Plan Album.

3Broadus, Preparation and Delivery, pp. 216, 217.

340of God was used as a strong motivating appeal in the Plan. Folkenberg

called the preservation of health, which he regarded as a moral issue

that demonstrates our love for God, "a far more valuable motive, the

greatest, the noblest, and the most permanent motive of all for breaking

this defiling habit of smoking. "¿-

The third constituent of artistic invention known as logos—

logical arguments—was not the most prominent element in the Plan.

Most participants were already persuaded of the harmfulness of the use

of tobacco and had a desire to quit or they would not have been in

attendance at the Plan. Although logos was not the strongest element

in the discussions, a full range of reasoning methods are employed.

The argument most often used was cause to effect. Both contrast and

analogy were often used. There appeared to be a balance between the

deductive and inductive methods of argument.

Non-artistic elements played a part in the presentations.

Various laws of nature, physical and mental health and laws of life

were cited as well as the testimony of witnesses. Quotations from

authorities and scientific evidence were used to buttress the arguments.

Biblical allusions and literary quotations were employed to support the

arguments. The citing of the laws of God were used the most often and

were the most convincing arguments employed.

Conclusions on Lecture Arrangement

In analyzing the speeches in order to discover the arrangement

of the materials, an over all goal purpose for the entire Plan emerged,

¿■Folkenberg and McFarland, Lectures, p. 58.

341

and the program was found to be compacted in a continuous ten lecture-

five night series. Each lecture was within itself unified and at the

same time became part of the over all unity of the lectures as a whole.

While each was independent in itself, yet each was intradependent on

the other lectures.

There were three main links that interlocked the lectures

together as a whole. They were projection—looking ahead—review and

reiteration and threads of unification. The threads of unification

ran through all five night lectures and served to tie the whole

together. There were continuing themes that appeared in each night's

lecture and were the strands of the cable that linked together the

lectures. The minister and doctor linked their lectures together by

transitional sentences which sometimes summarized what the other one

had said, or by using the same drawing on the board to illustrate their

lectures. The last speaker of the evening sometimes unified the two

lectures by reviewing what the other speaker had told them. There

appeared to be a conscious effort by both speakers to tie the two

separate lectures each night into one unified whole.

The unity of the over all Plan was summarily stated in the

control booklet, "This Five-Day Plan is like a chain of five links; break one of them and what happens to the rest?"1

The introduction to the first lecture of the series introduced

the central theme of the Plan and made a strong bid for their attention

by saying, "Ladies and gentlemen, you are poised on the verge of one

"■Personal Control Booklet, p. 16.

342of the most fascinating and rewarding experiences of your life."1

Each lecture had a central theme statement. This theme state­

ment emerges at different places in different lectures. The statement

when it did appear was tersely and emphatically stated.

The outline of the speeches was not always clear and it would

seem to be easier to outline the series as a whole rather than outline

each speech separately.

The recapitulations at the end of each speech were not strong,

but references appeared in each lecture to facts presented in past

lectures. At the conclusion of the fourth speech the speaker made a

forceful reiteration of the seven points learned in the first four

talks. The Plan seemed to rely mainly’on the films, literature, and

the control booklet for a reiteration of their arguments and instruc­

tions .

The peroration of the concluding lecture of the series utilized

all the elements of a good conclusion. Here Folkenberg made his final

and strongest appeal. Carefully he set the emotional climate for his

appeal, which was personal and direct and called for a "decision made

by yourself." The Plan was predicated on a night by night decision to

stop smoking and ultimately to a final decision never to smoke again.

Conclusions on Lecture Style

McFarland and Folkenberg appeared to have followed the golden

mean in style, finding proportion and balance in the use of language,

examples, imagery, clarity, figures of speech, and sentence structure.

J-Folkenberg and McFarland, Lectures, p. 2. Ibid., p. 67

343The style may be described as plain to middle, and the reading level

was between eighth and ninth grade level.

The most important characteristic of the style of the lectures

was their clarity. They chose simple and concrete words from the

current stock and put them together with skill in order to secure

instanteous understanding. They favored the simple, loose sentence

construction and spoke in cohesive paragraphs.

The use of visual aids, specimens, and blackboard sketches

added materially to the outstanding clarity of the presentations.

While both men spoke in language appropriate to their professions,

they adopted their language and style to the informal speaking situation.

Medical terminology was immediately explained in the language of the

laymen. The language was found to be appropriate to the emotions that

the team skillfully described.

The lectures were characterized by correct grammatical form.

There was a choice of simple nouns and adjectival words. The correct

form of the pronoun was employed.

While there appeared to be no attempt at ornateness and no

extreme flights of oratorical eloquence were found, the style was

vivid, forceful and energetic. The principle source of vividness was

the use of imagery, which also added to the clearness of the presenta­

tions. There was a diversified use of figures. Force and energy were

infused into the discourses by the strength quality of the words and

images that the team chose to express the truths that they believed.

An attempt was made at Euclidian clearness ; and viable and

interesting attention-getting imagery and figures were utilized.

344Conclusions on Lecture Delivery

The Five-Day Plan lectures were meticulously prepared and

edited. Folkenberg and McFarland spent three years preparing, and

testing the lectures for the Plan. The lectures grew out of their

convictions in regard to temperance gained from their early home

training, and their education in Adventist schools. Both men were

avid readers of the writings of Ellen G. White and Dr. Harvey Kellogg,

who wrote abundantly on healthful living.

They were aided in their research by a panel of psychiatrists,

physiologists, dieticians and clergymen, who they called upon for

suggestions as to what could be done to help the smoker who wanted to

quit. Both men drew from their own educational backgrounds—Folkenberg

from his training as a minister and psychologist, and McFarland from

his education in physical medicine and rehabilitation.

They checked authoritative sources for statistics and accurate

information.

When the lectures were delivered the speakers radiated a

positive confidence, while they spoke informally and conversationally with the group, maintaining "eyeball to eyeball communication."1 They

were in thorough command of the material, and spoke without manuscript

or notes. Neither of the speakers stood behind a desk or podium, but

moved freely about the stage in a relaxed manner. There was a grace

of movement and a facility of gesticulation.

Both men were advantaged by being physically fit and attractive

"■J. Wayne McFarland, Personal interview, August 22, 1973.

345in appearance. Folkenberg was a tall craggy featured gentleman, who

was always impeccably groomed. McFarland, who was a wiry balding doc­

tor, was marked by his excellent erect posture.

They used their voices effectively in delivery. Folkenberg

spoke in a full toned, resonant tenor voice. His speaking was pleasant

and persuasive and characterized by a wide range of inflexions and a

musical cadence. McFarland's baritone voice tended to be monotonous,

but this was relieved by a delightful and unexpected sense of humor

that endeared him to his audience.

Both men spoke deliberately and with great clarity and had an

unmistakable ring of earnestness and sincerity. Their articulation was

nearly flawless.

As a whole the delivery of the team gave the impression of a

low-key approach—calmness with concern. The demeanor was friendly

and pleasant and the voice characterized by a conversational tone.

The lectures were presented without histrionics or oratory.

General Conclusions

The strength and the continued success of the Plan, after more

than ten years of continual presentation, cannot be attributed to

any one of the many constituents of the Plan, but to the over all

persuasive impact of a strong, multipronged rhetorical communicative

program.

Recommendations for Further Study

While preparing this descriptive study of the persuasive factors

of the Five-Day Plan a number of questions have suggested themselves,

346and press for an answer. Many other areas for research have been

opened up and challenge one to further study. So many questions remain

unanswered. Further investigation could profitably be pursued in any

of the following areas:

1. A comparative study could be made between the lectures as

presented in the original modalities by the minister-psychologist,

and the lectures prepared by Oris J. Mills, Director of the Better

Living Center in Philadelphia. Mills has rewritten the minister's

lectures, using his own materials and appeals. Dr. McFarland feels

these new lectures are well done and has urged Mills to put them in

printed form and make them available. How effective are these new

lectures as-compared with the original ones? What rhetorical changes

has Mills instigated? Were these changes merited? A study suggests

itself to ascertain the results of Plans where Mills employed the

original lectures and those in which he presented those lectures that

he has developed.

2. A comparative study could be made of three or four out­

standing Plans as conducted in such centers as the Hinsdale Sanitarium

and Hospital (Chicago area), where they have graduated more than 6000

from the Plan; the Washington Sanitarium and Hospital, which during

the past ten years has conducted about 300 Plans and graduated about

20,000; Better Living Center in Philadelphia, or in the Detroit area,

where Dr. Arthur W. Weaver, of Wayne State Medical School, is known

affectionately as, "Doctor Stop Smoking." How closely do the directors

of these programs follow the original modalities? What changes have

347been made to meet the varying needs of audiences in these different

sections of the United States?

3. A dissertation could be prepared analyzing the rhetorical

factors and the communicative effectiveness of the other adjuncts of

the Plan, in addition to the lectures. What is the contribution to the

Plan of the films, the literature, the control booklet, the group

therapy and group dynamics sessions, the slogan, the proxemics, time,

behavioral modification, and the buddy system?

4. There appears to be a great need for an anti-smoking

education program that can be presented at all grade levels in the

schools. The Children's Bureau, Department of Health, estimates "that

every day of the year another 4,500 youngsters between 12-17 take up the

smoking habit."1 Elder Edgar Keslake, Parkview Hospital, in Maine has

prepared a three day program for use in the schools. Such innovations

call for evaluation. Do they have sufficient impact on children and

teachers during three days so they will make the decision not to smoke?

Could the Plan be adapted as a preventive approach rather than a cure

for the addict? A study of the advisability of developing separate

sets of modalities for use in elementary, junior high schools and senior

high schools could be investigated. Could the Health and Temperance

Clubs, as organized in Adventist schools be expanded to conduct pre­

ventive programs in the schools?

"■Paul Harvey News, "'No Smoking' Signs Obscured—by Smoke,"ABC News, March 26, 1966.

3485. Five-Day Plans have been conducted via radio; via television,

"live" with studio audiences; via newspapers. Some follow the Plan,

using three long playing records, cassettes, or the book of instructions,

in their own homes. A comparative study of the effectiveness of these

methods as compared with the group session could prove valuable. Do any

of these other methods of conducting the Plan prove to be as effective

as the group sessions?

6. The demand for Plans to be offered became so heavy that

Adventists did not have enough teams to meet the requests. It was

therefore decided to film the entire Plan in color, so that people who

wish to break the habit could gather and participate in the program

from the screen. In the film, McFarland and Folkenberg speak directly

to smokers in the audience, as though the speakers were standing in

the room. The Plan consists of five color films of twenty-seven minutes

each. Many pastors have used the films with both small and large groups

and found them effective. They claim to see little difference in the

end results between a live program or a filmed Plan. Is this conclusion

valid? A comparison study of the effectiveness of the Plan from the

screen as compared with the live directed Plans could provide insights

as to the direction the program should take in the future.

7. An experiment could be conducted where only the films and

group dynamics sessions were held without a formal lecture. How

successful would such a Plan be?

8. A comparative study of the Plans as sponsored by Adventist

349hospitals and those conducted by Seventh-day Adventist churches. Is

the ethical appeal of the Plans sponsored by the hospitals, usually

at the hospital, stronger than those sponsored by the churches? What

part does the reputation of the hospital play in the over all attrac­

tiveness of the Plan?

9. Some Plans, such as those at Porter Sanitarium and Hospital,

in Denver, have different doctors present the lecture each night, with

the same chaplain directing and speaking at each session. What is

gained or lost in effectiveness by using such an arrangement over the

same doctor speaking all five nights?

10. In 1965, the United States Public Health Service found

that "half of the persons who complete courses in 'stop-smoking clinics'

go back to smoking within six months."1 This points up the need for a

strong follow-up program to strengthen the decision of the one who has

decided to quit. A "Five-Day Plan Follow-up Guide," has been prepared

for use in conjunction with the Plan, however, it appears that the

majority of the Plans conducted do not carry out an adequate follow-up.

Such follow-up programs as, "Trim-Way," cooking schools, health classes,

physical fitness programs, and alumni meetings, have been tried. A

study needs to be made of which programs prove most effective. What

could be done to encourage sponsors of Plans to provide also a follow-up

program? Should directors of Plans be required to implement such a

follow-up program, if they are to be permitted to conduct Five-Day Plans?

¿■Paul Harvey News, ABC News, March 26, 1966.

350Could the follow-up plans be copy-righted and added to the standard

manual for conducting Plans?

11. Another apparent weakness of the Plan is that many

directors do not make the maximum use of a careful and thorough adver­

tising campaign to assure a maximum size group. What could be done

to encourage the directors to achieve better advertising coverage?

Could training sessions be held demonstrating effective methods of

advertising?

12

such as: a

b

c

d

e

fgThese need

these have

couraged.

. Many innovations have crept in the Plan over the years,

"Smoking Sam," and "Smoking Susie,"—smoking manikin dolls,

"Smoker's Dial,"

mechanical lungs,

power-pak—a pack of cards resembling a pack of cigarettes, with will power boosting slogans written on each card,

physical fitness tests

pulmonary function screening tests

Slim Line Kits.

to be collated, studied and evaluated to determine which of

merit and should be recommended and which should be dis-

13. A study could be made to determine the effectiveness of

various times for conducting the Plan. Some have held Plans in the

morning for housewives and mothers, some at noon hour for factory

workers or executives, and some even on commuter trains. What are the

351differences in the characteristics of the different groups reached with

each time for holding the Plan? What groups might be helped at the

unusual times that might not be reached at other hours?

14. Some have experimented with programs that begin on a

Wednesday night and continue over the week-end rather than the original

way of beginning on Sunday night and running through Thursday night.

The first week-end appears to be a time of extreme pressure for the new

non-smoker. Is a change in the days of the week for conducting the Plan

justified?

15. An experiment could be made of conducting a group session

using only the lectures. How effective would the Plan be without the

other supporting constituents?

16. An experiment could be conducted where only the films and

group dynamics sessions were held without the formal lectures. How

successful would such a Plan be?

17. An experiment could be made comparing the effectiveness

of a Ph.D. and a medical doctor as compared with a minister and a

doctor. Would this combination be effective? Would there be any

appreciable difference in the ethical appeal with such a Plan?

18. A study could be conducted to determine how closely the

Plans overseas adhere to the original modalities. What changes must be

made to adapt the lectures to people of different ethnic backgrounds?

35219. "The Stop-smoking clinics tended to be of greater interest

to high school graduates, those with middle and upper incomes, and

those aged under fifty than to other population segments," the New

York Times reported on May 21, 1974.1 In view of these findings what

success would Five-Day Plans have in the inner city? Would a program

of education in regard to the harmful effects of tobacco have to be

presented prior to offering a stop smoking clinic?

20. A study of Plans at those hospitals that are offering

very unique approaches to the Five day Plan. A comparitive study could

be attempted to evaluate the results from such attempts. For a basis

for such a study the writer would suggest:

a. Washington Sanitarium and Hospital, which sponsors a "Live-

In," Plan conducted at Berkley Springs, West Virginia. Participants

live-in at the camp and take part in exercises, recreation, and crafts.

The regular Plan sessions are held each evening. Some of the directors

of the Plan stay at the camp with the group and others drive in during

the evening to present some of the lectures.

b. Kettering Hospital in Dayton, Ohio, conducts one Plan each

month and combine the regular Plan modalities with a physical fitness

program in the gymnasium.

c. St. Helena Hospital and Health Center, in Napa Valley,

north of San Francisco offers Five-Day Stop Smoking Clinics, where the

participants enter the hospital on an in-patient basis for five days.

¿■Letter from Tom Neslund, Southern California Temperance Secre­tary, July 23, 1974.

353

His living during these days is structured and the hospital provides

a physical fitness program, masseurs, sauna baths, swimming pool and

physical therapy treatment rooms. This Five-Day Plan was featured in

an Ann Landers' column early in 1973 and such a response resulted

that reservations are made for Plans for more than a year in advance.

21. A rhetorical study of the persuasive factors present in

the Five-Day Plan films could be made. The Adventist Temperance Depart­

ment has prepared a large number of films especially for use with the

Plan. Some of these films are: "One in Twenty-Thousand," "Count Down,"

"Time Pulls the Trigger," "I'm Sorry Baby." How strong is the persuasive

impact of these films? How important is it that these films be included

in the evening's program?

22. A comparitive study of the "No Ash," stop smoking plan

held for two hours, once a week for seven weeks, by Dr. Saul R. Kelson,

Toledo, Ohio, with the Five-Day Plan. Dr. Kelson's program is a

medical doctor lecturing without a minister or psychologist.

BIBLIOGRAPHY

¿SH

355

BIBLIOGRAPHY

Published Volumes

Abelson, Herbert I. Persuasion. New York: Spring Publishing Company, Inc., 1959.

Anderson, Roy Allen. The Shepherd-Evangelist: His Life, Ministry, and Reward. Washington: Review and Herald, 1950.

__________ . Preachers of Righteousness. Nashville: Southern Pub­lishing Association, 1963.

Anderson, Virgil A. Training the Speaking Voice. New York: Oxford University Press, 1961.

Angell, James Rowland. An Introduction to Psychology. New York: Henry Holt and Company, 1920.

Aristotle. The Rhetoric of Aristotle. Translated by Lane Cooper.New York: Appleton-Century-Crofts, Inc., 1932.

Augustine, Saint. On Christian Doctrine. Translated by D. W.Robertson. New York: Liberal Arts Press, 1958.

Baird, A. Craig. Argumentation, Discussion and Debate. New York: McGraw-Hill Books Company, Inc., 1950.

__________ . Discussion, Principles and Types. New York and London:McGraw-Hill Book Company, Inc., 1943.

__________ . Rhetoric: A Philosophical Inquiry. New York: The RonaldPress, 1965.

Baird, A. Craig and Knower, Franklin H. Essentials of General Speech. New York: McGraw-Hill Book Company, Inc., 1952, 1960.

Baldwin, Charles Sears. Ancient Rhetoric and Poetric. New York:(N. P.) 1924.

__________ . Ancient Rhetoric and Poetric. Glouchester, Massachusetts:Peter Smith, 1959.

__________ . trans. Medieval Rhetoric and Poetic (to 1400) Interpretedfrom Representative Works. Gloucester, Massachusetts: Peter Smith, 1959.

3,56Bates, Joseph. The Autobiography of Elder Joseph Bates. Battle Creek

Michigan: Steam Press of the Seventh-day Adventist Publishing Association, 1868.

Bietz, Arthur L. Pulling Life Together. Mountain View, California: Pacific Press Publishing Assocation, 1952.

Blackwood, Andrew W. The Preparation of Sermons. Nashville: Abingdon- Cokesbury Press, 1948.

Brack, Harold A. and Hance, Kenneth G. Public Speaking and Discussionfor Religious Leaders. Englewood Cliffs, New Jersey: Prentice- Hall, Inc., 1961.

Brembeck, Winston, Lamont and Howell, William Smiley. Persuasion, a Means of Social Control. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1952.

Brigance, William Norwood. Speech Composition. Second Edition.New York: Appleton-Century-Crofts, 1953.

__________ . Speech, Its Techniques and Discipline in a Free Society.New York: Appleton-Century-Crofts, Inc., 1961.

Broadus, John A.Edition.

On the Preparation and Delivery of Sermons. Rev. New York: Harper and Row, 1944.

Brown, Charles Reynolds. The Art of Preaching. New York: MacMillan Company, 1957.

Butler, H. E., trans. The Institutio Oratorio. Boston, Massachusetts: Harvard University Press, 1920.

Campbell, George. The Philosophy of Rhetoric. Carbondale, Illinois: Southern Illinois University Press, 1963.

Chappell, Clovis. Anointed to Preach. Nashville: Abingdon Cokesbury Press, 1951.

__________ . Meet These Men. New York: Abington Press, 1956.

Cicero, Marcus Tullius. Orator. Translated by H. M. Hubbell.Cambridge, Massachusetts: Harvard University Press, 1962.

__________ . De Inventione. Translated by H. M. Hubbell. Cambridge,Massachusetts: The Loeb Classical Library, 1949.

__________ . De Oratore. Translated by E. W. Sutton. Books I and II.Cambridge, Massachusetts: Harvard University Press, 1942.

357__________ . De Oratore. Translated by H. Rackhorn. Book III.

Cambridge, Massachusetts: Harvard University Press, 1960.

Cleveland, E. E. Come Unto Me. Washington, D. C.: Review and Herald, 1970.

Cooper, Lane. The Rhetoric of Aristotle. New York: Appleton-Century- Crof ts, Inc., 1932.

Crocker, Lionel. Public Speaking for College Students. New York: American Book Company, 1967.

Diebl, Harold. Tobacco and Your Health. New York: McGraw-Hill, 1969.

Drakeford, John. The Awesome Power of the Listening Ear. Waco, Texas: Word Books, 1967.

Eisenson, Jon, Aver, Jeffery J. and Irwin, John V. The Psychology of Communication. New York: Appleton-Century-Crofts, 1963.

Elwood, Catharyn. Feel Like A Million. New York: Pocketbooks - A Division of Simon and Schuster, Inc., 1965.

Emmerton, Bill, and Sehested, Oveh. Running For Your Life. New York:The World Publishing Company, 1970.

Engelkemier, Joe. Prepare the Way. Washington: Review and Herald, 1971

Fast, Julius. Body Language. New York: M. Evans & Co., 1970.

Fox, J. DeWitt. Why Not Smoke? Washington, D. C.: Review and Herald Publishing Association, 1968.

Garn, Roy. The Magic Power of Emotional Appeal. New Jersey: Prentice Hall Inc., 1960.

Gill, Mabel K. Mind, Body and Religion. Nashville, Tennessee:Southern Publishing Association, 1965.

Gilman, Wilbur E., Ally, Bower, and Reid, Loren D. The Fundamentals of Speaking. New York: The Macmillan Company, 1951.

Goffman, Erving. Behavior in Public Places. The Free Press, 1969.

Goodman, David. Living From Within. Kansas City, Missouri: Hallmark Cards, Inc., 1968.

Gulley, Halbert E. Discussion, Conference and Group Process. Atlanta: Holt, Rinehart, and Winston, Inc., 1968.

Hall, Edward T. The Silent Language. New York: Doubleday & Company, 1959.

358Hance, Kenneth G. and McBurney, James H. Discussion in Human Affairs.

New York: Harper & Bro., 1950.

Hance, Kenneth G., Ralph, David C. and Wittsell, Milton J. Principles of Speaking. Belmont, California: Wadsworth Publishing Co., Inc., 1969.

Hare, Eric B. Make God First. Washington D. C.: Review and Herald Publishing Association, 1964.

Hayakawa, S. I.- Language in Thought and Action. Second Edition.New York: Harcourt, Brace and World, Inc., 1939 and 1964.

Hillock, Mabel. More Precious Than Gold. Washington, D. C.: Review and Herald, 1971.

How to Quit Smoking By Really Trying. An adaptation of the control booklet by Michigan Cancer Foundation, Detroit, Michigan.

Irmscher, William F. The Holt Guide to English. New York: Holt, Rinehart and Winston, Inc., 1972.

King James VI and I. A Royal Rhetorician: A Treatise on Scottis Poesis A Counterblaste to Tobacco; etc, etc. Edited, with an Intro­duction by Robert S. Rait, Fellow of New College, Oxford.New York: Brentanos, 1900.

Jones, E. Stanley. Abundant Living. New York and Nashville: Abingdon- Cokesbury Press.

Kellogg, John Harvey, M.D. Tobaccoism. Battle Creek, Michigan: The Battle Creek Printing Company, 1937.

Krabill, Willard, M.D., and Lind, Loren. Tobacco and Your Life. Scottdale, Pennsylvania: Herald Press, 1964.

Landis, Paul H. Sociology. Chicago: Ginn and Company, 1964.

Larson, P. S. and Silvette, H. Tobacco-Experimental and ClinicalStudies. Supplement I. Baltimore, Maryland: The Williams and Wilkins Company, 1968.

Lindsey, Gardner, ed. Handbook of Social Psychology. Cambridge, Massachusetts: Addison-Wesley Publishing Company, 1954.

McBurney, James H. and Hance, Kenneth G. The Principles and Methods of Discussion. New York: Harper and Brothers Publishers, 1939.

McCabe, Bernard P., Jr. Communicative Voice and Articulation. Boston: Holbrook Press, 1970.

359McFarland, J. Wayne. Better Living. Washington, D. C.: Review and

Herald Publishing Association, 1956.

McFarland, J. Wayne and Folkenberg, Elman J. How to Stop Smoking in Five Days. Englewood Cliffs, New Jersey: Prentice-Hall,Inc., 1962, 1964.

McFarland, J. Wayne and Folkenberg, Elman J. Your Five Day Plan Control booklet. General Conference of Seventh-day Adventists, 6840 Eastern Avenue, N.W., Washington, D. C. 20012. Copyright 1962.

McLoughlin, William G., Jr. Billy Sunday Was His Real Name. Chicago: The University of Chicago Press, 1955.

McMillen, S. I. Cancer By the Carton. Westwood, New Jersey: Fleming H. Revell Company, 1963.

Maxwell, Arthur S. Your Bible and You. Washington, D. C.: Review and Herald Publishing Association, 1959.

Minnick, Wayne C. The Art of Persuasion. Boston: Houghton Mifflin Company, 1968.

Monroe, Alan H. Principles and Types of Speech. New York: Scott Foresman and Company, 1949. Third edition.

Monroe, Alan H. and Ehninger, Douglas. Principles of Speech Communica­tion. Glenview, Illinois: Scott, Foresman and Company, 1969.

Morris', William. Your Heritage of Words. New York: Dell Publishing Company, Inc., 1970.

Noorbergen, Rene. Ellen G. White, Prophet of Destiny. New Canaan, Connecticut: Keats Publishers, Inc., 1972.

Ochsner, Alton. Smoking and Your Life. New York: Julinn Messner, 1966

Oliver, Robert T. The Psychology of Persuasive Speech. New York:David McKay Company, Inc., 1963.

Osmunson, Robert L. With God You Win. Washington, D. C.: Review and Herald, 1968.

Paddock, C. L. Bring a Bigger Basket. Pacific Press Publishing Association, 1962.

Peale, Norman Vincent. Enthusiasm Makes the Difference. Englewood Cliffs, New York: Prentice-Hall, Inc., 1967.

__________ . A Guide to Confident Living. New York: Prentice-Hall,Inc., 1948.

360Potter, David and Andersen, Martin P. Discussion, A Guide to Effective

Practice. Belmont, California: Wadsworth Publishing Company, Inc., 1966.

Platz, Mabel. The History of Public Speaking. New York: Noble and Noble, Inc., 1935.

Reid, Loren. First Principles of Public Speaking. Columbia, Missouri: Artcraft Press, 1960.

Richards, H. M. S., Sr. One World. Washington, D. C.: Review and Herald, 1972.

Sarett, Lew and Foster, William R. Basic Principles of Speech, rev. ed. New York: Houghton Mifflin Company, 1946.

Schwarz, Richard W. John Harvey Kellogg. Nashville, Tennessee: Southern Publishing Association, 1970.

Shepherd, Clovis R. Small Groups, Some Sociological Perspectives. San Francisco, California: Chandler Publishing Company, 1964.

Shryock, Harold. Mind If I Smoke? Mountain View, California: Pacific Press, 1959.

Sidis, Boris. The Psychology of Suggestion. New York: D. Appleton,1898.

Smith, Alfred G., ed. Communication and Culture. New York: Holt, Rinehart and Winston, 1966.

Spaulding, Arthur Whitefield. Origin and History of Seventh-dayAdventists. Four volumes. Washington, D. C.: Review and Herald, 1962.

Swanberg, W. A. Citizen Hearst. A biography of William Randolph Hearst. New York: Charles Scribner's Sons, 1961.

Tippett, Harry M. Radiant Horizons. Washington, D. C.: Review and Herald Publishing Association, 1956.

Thonssen, Lester and Baird, A. Craig. Speech Criticism. New York:The Ronald Press Company, 1948.

Vandeman, George. Touch and Live. Washington: Review and Herald,1958.

__________ . Papa, Are You Going to Die? Mountain View, California:Pacific Press, 1970

361Wallace, Karl R., ed. History of Speech Education in America. New

York: Appleton-Century-Crofts, Inc., 1954.

Winans, James Albert. Public Speaking. New York: The Century Company, 1925.

White, Ellen G. Christ's Object Lessons. Washington, D. C.: Review and Herald, 1923.

__________ . Education. Mountain View, California: Pacific Press,1903.

__________ . Evangelism. Washington, D. C.: Review and Herald, 1946.

__________ . Gospel Workers. Washington, D. C.: Review and Herald,1941.

__________ . Life at Its Best. Mountain View, California: PacificPress, 1949.

__________ . Ministry of Healing. Mountain View, California: PacificPress, 1909.

__________ . Temperance. Mountain View, California: Pacific Press,1949.

__________ . Testimonies to Ministers. Washington, D. C.: Review andHerald, 1923.

Yeager, Raymond and Banniga, Jerald L. A Speaker's Guide to Syllogistic Reasoning. Dubuque, Iowa: William C. Brown Book Company, 1967.

Yeager, Willard Hayes, Effective Speaking for Every Occasion. New York: Prentice Hall, Inc., 1951.

Reference Works

Deutsch, Morton, ed. International Encyclopedia of the Social Sciences, VI. The MaMill Company, 1968.

Jahn, Raymond, ed. Tobacco Dictionary. New York: Philosophical Library, 1954.

Morris, William. The American Heritage Dictionary of the English Language, 1971.

Seventh-day Adventist Encyclopedia. Commentary Reference Series, X.Washington: Review and Herald, 1966.

Webster's Collegiate Dictionary.

362Articles, Periodicals, Journals

"Action by Hinsdale's Ex-Smokers Club Brings Large 5-Day Plan Turnout," Tell, December, 1967, p. 5.

"Alcohol is No. 1 Drug in US," Listen, August, 1973, p. 21.

"Battle Creek San Welcomes Three New Staff Members," Lake Union Herald, June 18, 1968, p. 10.

"Chicago Area Smoker's Dial Active," Lake Union Herald, March 30, 1965,p. 3.

"Chicago Telecast Features Five-Day Plan," Lake Union Herald, August 20, 1968, p. 6.

"Denver Five-Day Plan Draws Record Crowd," Tell, A Journal of Seventh- day Adventist Public Relations, Washington, D.C.: Washington College Press, March, 1963, p. 1.

"Discontinuance of Cigarette Smoking: Natural and with Therapy,"Journal of the American Medical Association, CLXXXXVI, pp. 96-100

"Divorcing Lady Nicotine," Newsweek, November 26, 1962, p. 87.

"Ex-Smokers Don't Always Just Fade Away," Lake Union Herald, February 4, 1964, p. 1.

"Five-Day Plan Draws National Interest," Lake Union Herald, February 27,1968, pp. 5, 6.

"Five-Day Plan for Smokers Rouses Washington Media," Tell, April, 1963,p. 3.

"Five-Day Plan Has Excellent Turn-Out," Lake Union Herald, June 11, 1968,p. 5.

"Five-Day Plan Interest," Lake Union Herald, March 10; 1964, p. 4.

"Five-Day Plan Top Story of Year '69," Tell, February 3, 1970, p. 3.

"Five-Day Plan Congress Held in Chicago," Lake Union Herald, May 13,1969, pp. 3, 4.

"Good-neighbor Pastor," Tell, April, 1972, p. 8.

"Hinsdale Five-Day Plan Team Aids in State's Experimental Cigarette Ban," Lake Union Herald, September 1, 1964, p. 1.

"Hinsdale San's Five-Day Team Helps Launch Stop-Smoking Clinics inWisconsin," Lake Union Herald, April 2, 1968, p. 16.

363"How to Care for Your Heart," Listen, February, 1973, p. 29.

"How to Stop Smoking," These Times Supplement, n.d.

"How to Stop Smoking Without Gaining Weight," These Times, Supplement, n.d., pp. 10, 11.

"Is the Sanitarium Obsolete?" The Ministry, March, 1971, pp. 31, 32.

"Kicking the Habit," Newsweek, March 2, 1970, p. 83.

"Network News Carries Report on Five-Day Plan," Tell, February, 1964,p. 1.

"No Smoking Clinic Tells How It's Done," Lake Union Herald, July 16,1963, p. 1.

"One Way to Stop Smoking," Time, March 16, 1963, p. 72.

"PVH Plans Series of Five-Day Plans," Pacific Union Recorder, July 1, 1974, p. 5.

"Smoking and Cancer," How to Stop Smoking - These Times Supplement, p. 5.

"The Latest Teen Drug: Alcohol," Newsweek, March 5, 1973, p. 63.

"The Trim Way ... to Weight Right," Five-Day Plan News, February,1972, p. 2.

"The Uses of Adversity," Newsweek, July 19, 1971, pp. 66, 67.

"This Is Our Reward," Lake Union Herald, January 7, 1969, p. 3.

"Tips on How to Stay Young," Newsweek, April 16, 1973, p. 63.

"U. S. Navy Joins Fight Against Tobacco," Action, VIII, No. 2, p. 2.

Arthur, Dan. "Capital Hill Witness," Youth's Instructor, July 22, 1969, pp. 9-12.

Becraft, James. "The Captain Quit," These Times, December, 1972, p. 27.

Biggs, George M. "To the Dogs," Today's Food, Summer, 1973, p. 5.

Bitzer, Lloyd F. "Aristotle's Enthymeme Revisited," Quarterly Journal of Speech, December, 1959, pp. 399-408.

Brozio, O. "First Five-Day Plan in Central Europe,"July 28, 1966, p. 14.

Review and Herald

364Dennison, A. D., Jr. "Physician to Pastor; Golf Isn't Enough,"

Ministry, September, 1973, p. 32.

Cooper, Courtney, "I Quit Smoking," Reader's Digest, April, 1950.

Deutsch, M. and Gerard, H. S. "A Study of the Normative and Informa­tional Social Influences Upon Individual Judgment," Journal of Abnormal and Social Psychology, 1957, pp. 98-102.

Deutsch, Patricia and Ron. "Do You Really Want to Stop Smoking?"Reader's Digest, November, 1970, pp. 97-101. Reprinted and condensed from Ladies' Home Journal, March, 1967.

Ehrensberger, R. "An Experimental Study of the Relative Effectiveness of Certain Forms of Emphasis in Public Speaking," Speech Mono- graphs, XII, 1945, p. 111.

Festinger, L. and Carlsmith, J. M. "Cognitive Consequences of ForcedCompliance," J. Abnormal and Social Psychology, 1957, pp. 203-210.

Fischbacher, "Austria Breaks Open Media with Five-Day Plan," Tell,April, 1971, p. 8.

Folkenberg, E. J. "New Frontiers in Medical Evangelism," Ministry,June, 1962, p. 28.

Folkenberg, E. J. "Getting the Five-Day Plan Over in Detroit," Ministry, August, 1966, p. 23.

Folkenberg, Elman J. "The Adventists Show Me How to Break the Tobacco Habit," Review and Herald, October 18, 1962, p. 8.

French, Wes. "His Hands Tremble, But He Stops Fuming," Ministry,April, 1963, p. 11.

Galton, Lawrence. "High Blood Pressure: New Light on a Hidden Killer," Reader's Digest, June, 1971, pp. 65-68.

Gibson, Jesse 0. "Central Europe Launches the Five-Day Plan," Review and Herald, March 3, 1966, p. 32.

Goldsmith, Grace A. "Malnutrition, the Expanding World Population, and the Food Supply," Life and Health, November, 1972, pp. 18, 19.

Hampton, Jim. "Papa, Are You Going to Die from Smoking?" These Times April, 1970, p. 29.

Hegstad, Roland R. "I Hate to Smoke," Review and Herald, April 13, 1972, p. 13.

Hetzell, M. Carol. "Are You Hooked?" These Times, March, 1963, p. 9.

365Higgins, Mrs. Henry. "I Couldn't Quit - But I Did!" Smoke Signals,

August, 1969, p. 2.

Hovland, C. and Weiss, W. "The Influence of Source Credibility on Communication Effectiveness," Public Opinion Quarterly, XV,1952, p. 650.

Irwin, Theodore. "The New Five-Day Plan to Stop Smoking," Pageant, August, 1963, pp. 98-104.

Issleib, Nancy. "For the Sake of Her Babies, A Mother Quits Smoking," Smoke Signals, February, 1971, p. 4.

Juberg, Morten. "A Chaplain's Private War Against Smoking," Columbia Union Visitor, November 26, 1970, p. 12.

Krieger, Ron. "Stop-Smoking Zealots Describe Symptoms, Praise Course," Ministry, April Supplement, 1963, p. 16.

McBurney, James. "The Place of the Enthymeme in Rhetorical Theory," Speech Monographs, 1936.

McFarland, J. Wayne. "Medical and Ministerial Combination," Ministry, Special Report, April Supplement, April 1963, p. 7.

__________ . "News Notes from ASDAN," Ministry, February, 1973, p. 29.

Lamp, Herschel C. "Thoughts After 50'," Ministry, July, 1973, p. 37.

Leggett, H. V. "Johnny Cash in Greensboro," Southern Tidings, February 2, 1972, pp. 16, 17.

Mayer, Jean, "How to Eat Better for Less Money," Report, August 27, 1973, p. 23.

U. S. News and World

Mooney, Hugh J.Digest,

"What the Cigarette Commercials January, 1968, Reprint.

Don't Show," Reader's

Murdock, Patsy.p. 16.

"Learn to Take," Review and Herald, February 1, 1973,

Ochsner, Alton.

Oliphant, C. A.p. 23.

Randolph, C. E.p. 8.

"Smoking and Lung Cancer," These Times, March, 1969, p.

"Want to Quit Smoking?" These Times, January, 1970,

"A Doctor's Counsel," Ministry, April Supplement, 1963,

Raven, B. H. "Social Influence on Opinions and the Communication of Related Content," J. Abnormal and Social Psychology, 1957, pp. 203-210.

9

366Register, V. D. "Exceeding the Feed Limit," Ministry, January, 1973,

p. 34.

Sawyer, T. M., Jr. "Shift of Attitude Following Persuasion as Related to Estimate of Majority Attitude," Speech Monographs, 1955, pp. 68-78.

Schwantes, Dave, "A Look at WWG's Five-Day Plan," Gleaner, July 17,1972, pp. 6, 7.

Smith, Bromley. "Hippias and a Lost Canon of Rhetoric," Quarterly Journal of Speech Education, XII, June, 1926, p. 138.

Soper, Francis. "Tobacco Topics," Smoke Signals, August, 1968, p. 4.

Spangler, J. R. "Five Days of Enlightenment," Ministry, April Supple­ment, 1963, p. 4.

__________ . "Introducing Our New Magazine," Ministry, January, 1973,p. 4.

__________ . "Organization of Five-Day Plan Program," Ministry, June,1963, p. 7.

Thrash, Agatha M. "Caffeine, Alcohol, and Tobacco," Life and Health, September, 1965, pp. 10, 11, 23.

"Teen-agers and Cigarets: For a new generation, it's now or never." Changing Times, March, 1962, Reprint.

Wiley, Earl W. "Aristotle's Topoi: Patterns of Persuasion," The Ohio Speech Journal, XI, 1962, p. 20.

Wynne, Harold. "Unusual Advertising Helps Enroll 440 in Five-Day Plan," Tell, March, 1968, p. 1.

Zachary, Lois Bruce, "The Five-Day Plan Reaps Results," San Scripts, November, 1969, pp. 6, 7.

Pamphlets

Christen, Arden G., D.D.S., M.S.B., Lt. Colonel, USAF, DC. "Smokingand Your Mouth," A dentist's view of what smoking may do to the oral cavity. Brochure is a supplement to Listen, Vol. 25, No. 2. Available from Narcotics Education, Inc., P.0. Box 4390, Washington, D.C. 20012, n.d.

Dale, C. L., M.D., pathologist. "If You Smoke - Here's What Your Doctor May See," Available from Narcotics Education, Inc., n.d.

367Mooney, Hugh J. "What the Cigarette Commercials Don’t Show," Reprinted

from the January, 1968, issue of the Reader's Digest.

Schwarz, Robert R. as told to Gordon Hewlett. "When I Finally QuitSmoking I Decided I won't Go Back," Smoke Signals, June, 1972.

"Cigarette Smoking - The Facts," National Tuberculosis and Respiratory Disease Association, 1969.

"Enjoy the Pleasures of Not Smoking!" The American Heart Association, 1967.

Harvey, Paul. '"No Smoking' Signs Obscured - By Smoke," Parts I and II, March 26, 1966.

"How to Conduct the Five-Day Plan from the Screen," Pamphlet No. A-310. Washington, D. C.: American Temperance Society, 1965.

"The Five-Day Plan to Stop Smoking," Catalog of materials and supplies. Five-Day Plan, Box 4390, Washington, D. C., 20012.

"The Great Imitators—or, does your example matter?" American Cancer Society, n.d.

"Q & A of Smoking and Health," National Tuberculosis and Respiratory Disease Association, 1968.

"Smoking Verboten," The Michigan Cancer Foundation, n.d.

"What Seven Major Studies on Male Smokers Show," Michigan Cancer Foun­dation, n.d.

"What Everyone Should Know About Smoking and Heart Disease," American Heart Association, 1964.

"What to Tell Your Parents About Smoking," American Heart Association, 1966.

"Your Heart, What Smoking May Do," Supplement to Listen, Voi. 24, No. 2.

Public Addresses

Adams, John Quincy. "Disposition," Lectures on Rhetoric and Oratory,XVIII. Delivered to the classes of Junior and Senior sophisters in Harvard University, 1810. (on microfilm)

Akers, G. H., Ph.D. Commencement Address, Southern Missionary College, May 16, 1972.

Beach, W. R. "Health and Temperance," Lecture for World Temperance Sabbath, October 24, 1970.

368Crawford, James, M.D. "The Five-Day Plan, Nutrition and Physical

Fitness," Lecture given at Southern Missionary College, College- dale, Tennessee, May 24, 1973.

Dalrymple, Gordon. "Communication of Evangelism," Lecture, Chattanooga, Tennessee, October 19, 1972.

Hardinge, Mervyn, M.D., Dean of Loma Linda University, School of Health. Lecture series given at Atoka Springs, Georgia, July 31- August 3, 1973.

Knower, Franklin, Ph.D. Lecture, "Communicology," Ohio State University, April 22, 1963.

McFarland, J. Wayne, M.D. Lecture to ministers at Michigan Conference, Battle Creek, Michigan, May 27, 1957.

__________ . Lecture, Collegedale, Tennessee, August 21, 1973.

__________ . Lecture to Michigan Ministers, Holly, Michigan, April 25,1959.

Rees, Melvin. Lecture, July 12, 1962.

Thrash, Agatha, M.D. Lecture, Seventh-day Adventist Church, Standifer Gap, Tennessee, March 3, 1973.

Yeager, Raymond, Ph.D. "Rhetorical Criticism," Class lecture, Bowling Green State University, March 9, 1968, April 15, 1968.

Newspapers

Robert Glass. "Reporter's Fight to Kick the Habit," Chicago American, A series, January 20-25, 1970.

A letter to the editor, "Plan for Smoking Study Review Hailed," Toledo (Ohio) Blade, May 17, 1970.

Cynthia McKee. "Five Days to Freedom," Claremont (New Hampshire)Daily Eagle, March 4-10, 1962.

John Cuhane. "Lung Cancer Film Bolsters New Nonsmoker's Resolve," Chicago Daily News, January 22, 1964; Arthur J. Snider, "Quitting Smoking? First Five Days Tough," January 22, 1964.

"Women Smokers Overtaking Men in Heart Death," Dayton (Ohio) Daily News, November 19, 1972.

369Nancy Dunn. "'Hooked' Reporter Braves Anti-Smoking Clinic," Detroit

Daily Sentinel, January 15, 1970;...... . ' - . "Nicotine'addicts' Weather First Day with Gum, Tranquilizers and Tears," January 16, 1970; "Reporter Clucks, Queries 'HowMany Pack Years?"' January 17, 1970;........ "Five DayAgony—Smoking Clinic Ends," January 19, 1970.

Samuel Stafford. "Sam Springs Back When Pressed (Like a Good Fish Should)," Washington (D.C.) Daily News, February 6, 1963.

"Non-Smoking Palmer Takes Lead in Lucky," Columbus (Ohio) Dispatch January 25, 1964.

Nancy Swartz. "The Five-Day Plan Report," Battle Creek (Michigan) Enquirer and News, May 25, 1970.

David Braaten. "More Water, Fewer Friends," Washington (D.C.) EveningStar, February 27, 1963; _____ . "Ex-Smokers Go It Alone,"March 1, 1963.

"Suzy; A Doll But a Heavy Smoker," Detroit Free Press, December 28,1969.

"Heavy Drinking Tied to Mouth, Throat Cancer," Long Beach (California) Independent Free Press, July 11, 1974.

"War Against Cigarettes," Informer, April 5, 1964.

"Little Cigar Ads Barred for TV," Chattanooga (Tennessee) News FreePress, September 24, 1973; Ann Landers Column, August 13, 1973; "Non Smokers Praise Articles on Rights," July 10, 1973.

"Ask Them Yourself," Chattanooga (Tennessee) News Free Press, Family Weekly, February 11, 1973, p. 2.

E. A. Batchelor, Jr. "But It's No Bed of Roses, Stop Smoking Works for 78%," Detroit News, January 20, 1970.

Doc Greene Columns. "Tuesday's the Day to Quit," "Smoking Can Be a Drag," "Fun for the Smokers," At Last, the Smoke Has Cleared," "Falling Off the Wagon," Detroit News, January 9-20, 1970.

W. Howard Erickson. "They Choose Not to Smoke," Detroit News,January 14, 1970.

"The Detroit News Five Day Stop Smoking Plan with Dr. Arthur Weaver,"March 2-6, 1970.

"He'd Rather Fight Tobacco Than Smoke," Northville (Michigan) Record, January 21-22, 1970.

370John Laycock. "Group Therapy, Shock Treatment to Halt the Weed,"

Windsor (Ontario) Star, March 11, 1968.

Unpublished Materials

Bohannon, Jack Bruce. "Two-Way Telephone Evangelism: An Adaptationof Electronic Answering Services," Unpublished Ph.D. disserta­tion, Michigan State, 1969.

Bennett, Douglas, "A Rhetorical Study of the Preaching Characteristics of Clovis Gillham Chappell," Unpublished Ph.D. dissertation, Bowling Green State University, 1972.

Battle Creek Public Relations Material. (Fact Sheet).

Five-Day Plan on Long Playing Record.

Five-Day Plan to Stop Smoking, North American Congress Report. Chicago, Illinois, April 13-17, 1969. (mimeographed).

Folkenberg, E. J. and McFarland, J. Wayne. Five-Day Plan Lectures,4th edition, copyright 1962, revised 1969.

Folkenberg, E. J. Five-Day Plan Advertising Brochure. (mimeographed).

'_______ . Five-Day Plan, Public Relations Kit, p. 2. (mimeographed).

_______• "How to Set Up the Five-Day Plan." (mimeographed), n.d.

____ _____ . "The Claremont Five-Day Story." (mimeographed).

'_______ . "The Colonial Press Story." (mimeographed).

___ _______ . "The Stoneham High School Story." (mimeographed).

Gertner, W. S. "Paul E. Scherer: Preacher and Homletician," Unpublished Ph.D. dissertation, Wayne State University, 1967.

Gill, Mabel K., R.N., M.A. Christian Psychology, Table of Contents, n.d., (a bound volume of 236 pages).

__________ . "Modem Concepts of Mind and Body in the Light of theTeaching of the Bible and the Writings of Ellen G. White: A Comparative Study," Unpublished Masters of Arts thesis,Department of Education, Potomac University, 1959.

Guilford, Joan S., Ph.D. "Factors Related to Successful Abstinence fromSmoking," Final Report. A study supported in whole by the U.S.Public Health Service. Research Grant No. CD 00149 from theDivision of Chronic Diseases Bureau of State Services.

371Hackett, Willis J. "Recharging Man's Vital Force," Table of Contents,

n.d., p. 84. (mimeographed).

Harvey, Paul. "Why Quit Smoking?" Reprint of a nationwide broadcast by ABC network commentator.

Heissey, David Ray. "A Rhetorical Study of Charles Grandison Finney," Unpublished M.A. Thesis, Ohio State University, 1955.

Hinsdale Five-Day Plan Materials.

Hinsdale Survey - October 1965, "Smoking Withdrawal Achieved by Natural Means," C. L. Dale, W. C. Graves, H. B. Beck, H. S. Law.

"How to Conduct the Five-Day Plan from the Screen," American Temperance Society, Pamphlet No. a-310.

Kagels, Lawrence F. "A Rhetorical Study of Horace Bushnell," Unpublished M.A. Thesis, Ohio State University, 1965.

Lamp, H. C., M.D. "Five-Day Plan Check List for Equipment and Supplies," North American Congress Report, Chicago, Illinois, 1969. (mimeographed).

"Library of Better Living Films - Catalog," 1968.

Malcom, Elmer Lyle. "A Rhetorical Analysis of the Folkenberg-McFarland'Five-Day Plan to Stop Smoking,'" Unpublished Ph.D. dissertation, Michigan State University, 1970.

McFarland, J. Wayne. Five-Day Plan to Stop Smoking, Its History and Aim, Chicago, Illinois: North American Congress, April 13-17, 1969,n.p.

"Narcotics Education Inc. Catalog."

Research Team—Bonnie Hamblin, Mary Dondanville, Gregg Barber, Ralph DeBell, Ron Stickler, Steve Jennings, Steve Henneman. "The Five-Day Plan to Stop Smoking - An Analysis of Persuasive Elements," For Dr. James Gardiner, Colorado State University,1970.

Schwarz, Richard W. "John Harvey Kellogg: American Health Reformer," Unpublished Ph.D. dissertation, University of Michigan, 1964.

Shaw, Horace J. "A Rhetorical Analysis of the Speaking of Mrs. Ellen G. White, a Pioneer Leader and Spokes-Woman of the Seventh- day Adventist Church," Unpublished Ph.D. dissertation, Michigan State University, 1959.

372Smith, Dunbar, M.D., D.P.Hh. Five-Day Plan Smoker Withdrawal Clinic

Fact Sheet as presented in Five-Day Plan to Stop Smoking, North American Congress Report.

"Smokers Dial Kit," Narcotics Education Inc., Box 4390, Washington, D.C. 20012, n.d. (mimeographed).

Steen and McFarland. "It Really Works!" a long playing record of the Plan.

Stevens, George Sheldon. "A Study of the Homiletical Theory of Roy Allen Anderson," Unpublished Ph.D. dissertation, Michigan State, 1968.

"The Five-Day Plan Follow-up Guide." American Temperance Society, Pamphlet No. A-305.

"Timely Films on the World's No. 1 Health Problems - Alcohol, Tobacco, and Narcotics."

Films

"A Breath of Air." American Cancer Society, National Headquarters:219 East 42nd Street, New York 10017. Written and Directed by Myron Solin, 1966.

"A Crutch for All Seasons." Narcotic Education, Inc., Box 4390,6830 Laurel Street, N.W., Washington, D.C. 20012, n.d.

"Beyond Reasonable Doubt." American Temperance Society, 6840 Eastern Avenue, N.W., Washington, D.C. 20012, 1964.

"Cancer by the Carton." American Temperance Society, 6840 Eastern Avenue, N.W., Washington, D.C. 20012, 1958.

"Count Down." American Temperance Society, 1968.

"Dying for a Smoke." Narcotics Education, Inc., n.d.

"I'm Sorry, Baby." American Temperance Society, 1974.

"Nature's Filter." A filmstrip. Lecture by Dr. Richard Overholt. Narcotics Education Inc., n.d.

"No Smoking." Better Living Films, P.0. Box 7584, Riverside, California 92503, n.d.

"One in 20,000." Narcotics Education, Inc., 1954. "New Trailer for 'One in 20,000,'" 1964.

373"Smoking and Health - A report to Youth." Narcotics Education, Inc.

"Smoking and You." Better Living Films.

"Smoking: Past and Present." Produced by Wexler Film Productions,Los Angeles, California for American Cancer Society, 1968.

"The Arrow of Prophecy." Seventh-day Adventists Radio, Television,Film Center, 1972.

"Time Pulls the Trigger." Narcotics Education, Inc., 1961.

"Up in Smoke." Narcotics Education, Inc., n.d.

"What's Under the Hood?" Better Living Films, n.d.

"Who Me?" American Cancer Society, 1965.

Telecasts

Vandeman, George. "How to Stop Smoking," It Is Written, October 21, 1971.

Interviews

Interview with Melvin Adams, Nashville, Tennessee, by telephone,October 9, 1973.

Interview with Euel Atchley, Associate Secretary of General Conference Temperance Department, Washington, D.C., May 15, 1970.

Interview with Winton Beaven, Ph.D., Academic Dean, Kettering Medical College, May 10, 1971.

Interview with Irwin Boatwright, Chattanooga Plan, September 26, 1973.

Interview with Manaritto Bravo, Health Food Store, Chicago, Illinois, October 5, 1972.

Interview with Pastor Roy Caughhorn, Chattanooga, Tennessee, June 10,1973.

Interview with L. C. Caviness, M.D., Psychiatrists, Battle Creek Sanitar­ium Hospital, Battle Creek, Michigan, June 19, 1971.

Interview with James Cheatham, M.D., Chattanooga, Tennessee, April 10, 1972.

Interview with Gordon Dalrymple, Evangelist, Chattanooga, Tennessee,April 15, 1973.

374Interview with Gordon Creighton, Chaplain, Washington Sanitarium and

Hospital, Washington, D.C., May 15, 1970.

Interview with Ernest Davis recorded on the Five-Day Plan Album, n.d.

Interview with Albert Dittes, B.D., March 15, 1971.

Interview with Robert Dunham, B.D., March 6, 1972.

Interview with Elman Folkenberg by Elmer Malcom by telephone, April 24, 1970, May 24, 1970.

Interview with Pastor Mark Finley, Director of Wildwood Five-Day Plans, Chattanooga, Tennessee, March 27, 1973.

Interview with Pastor Harold Flynt, Chaplain Battle Creek Sanitarium Hospital, October 15, 1972.

Interview with Willis Graves, Chaplain Hinsdale Sanitarium and Hospital, Hinsdale, Illinois, August 17, 1972, October 6, 1972.

Interview with Kenneth Hance, Ph.D., Olivett College, Olivett, Michigan, November 8, 1971.

Interview with Richard Hanson, M.D., Wildwood Five-Day Plans, Wildwood, Tennessee, March 27, 1973, October 15, 1973.

Interview with William Hawthorne, M.D., East Ridge, Tennessee, May 7, 1973.

Interview with Harold Hebard, M.D., Coordinator Five-Day Plans, Long Beach, California, June 15, 18, 1974.

Interview with Gordon Hewlett, Assistant Chaplain Hinsdale Sanitarium and Hospital, October 6, 1972.

Interview with Paul Harvey, News Commentator, Chicago, Illinois, October 5, 1972.

Interview with Frank Hudgins, March 16, 1963.

Interview with Gordon Hyde, Ph.D., Collegedale, Tennessee, June 26, 1970.

Interview with Joy Johnson, participant, Chattanooga, Tennessee Plan,May 16, 17, 1973.

Interview with Mark Jones, D.D.S., Hermiston, Oregon, July 10, 1972.

Interview with Dr. Saul Kelson, Director, Northwestern Ohio Action on Smoking and Health (No Ash), January 20, 1972.

375Interview with Mr. and Mrs. Robert Kenline, Director of Plans, Hermiston,

Oregon, July 12, 1972.

Interview with Victor Kostenko, Collegedale, Tennessee, May 2, 1970.

Interview with Doris Irish-Lacks, wife of the late E. F. Irish, developer of Smoker's Dial, August 13, 1972.

Interview with Walter Lacks, Collegedale, Tennessee, August 13, 1972.

Interview with Professor Evelyn Lindberg, Professor of English, Southern Missionary College, November 16, 1973.

Interview with Elmer Malcom, Ph.D., Berrien Springs, Michigan, June 15,1971.

Interview with A. G. Marple, Director of Five-Day Plans for Washington Sanitarium and Hospital, Washington, D.C., May 15, 1970.

Interview with Daniel Matthews, Health and Temperance Director, OregonConference of Seventh-day Adventists, Portland, Oregon, July 15,1972.

Interview with Robert Matthues, Ph.D., Education Director of Flint, Michigan, Public Schools, November 8, 1971.

Interview with Orris Mills, Director Better Living Center, Philadelphia, Pennsylvania, December 8, 1970; June 10, 1971.

Interview with Pastor Gary Patterson, Collegedale, Tennessee, December 10, 1971.

Interview with Leslie Pitton, Public Relations Director, Washington Sanitarium and Hospital, Washington, D.C., May 15, 1970.

Interview with Elizabeth Reed, Associate Editor McCalls, New York, by telephone, October 25, 1973.

Interview with Pastor Ronald Rogers, Director of Collegedale, Tennessee, December 10, 1971.

Interview with Kenneth Saunders, M.D., Hermiston, Oregon, July 10, 1972.

Interview with Richard Schwarz, Ph.D., Andrew's University, Berrien Springs, Michigan, August 17, 1973.

Interview with Elgin Smith, Chattanooga, Tennessee, January 11, 1973.

Interview with Elmer Smith, Sales Manager, Detroit, Michigan, April 12, 1972.

376Letter from Madeleine Edmondson, Secretary for Newsweek, July 19, 1971.

Letter from Muriel Fogg, Secretary to Dr. Wayne McFarland, February 22, 1972.

Letters from Harold L. Flynt, Chaplain, Battle Creek Sanitarium Hospital, Battle Creek, Michigan, November 10, 1972; November 21, 1973.

Letter from Mabel Gill, Teacher of Psychology, September 30, 1973;October 28, 1973.

Letter from Kenneth G. Hance, Ph.D., Olivet College, November 27, 1972.

Letter from Willis J. Hackett, General Conference of Seventh-day Adventists, October 4, 1973.

Letter from Paul Harvey News, American Broadcasting News, December 14, 1972.

Letter from G. T. Hewlett, Chaplain Hinsdale Sanitarium and Hospital, October 26, 1972.

Letter from Franklin Hudgins, Coordinator for Five-Day Plans for Ohio, June 1, 1963.

Letter from Kiplinger Editors and Changing Times by secretary, n.d.

Letter from Doris Lack, Upper New York Plains, September 12, 1972.

Letter from Frank R. Lemon, M.D., College of Medicine, University of Kentucky, January 22, 1970.

Letter from Evelyn Lindberg, Instructor in English, Southern Missionary College, n.d.

Letter from J. Wayne McFarland, M.D., Originator of Five-Day Plan,Associate Secretary Department of Health, General Conference of Seventh-day Adventists, October 16, 1972.

Letter from Elmer Malcom, Ph.D., Pastor, April 3, 1970.

Letter from Orris J. Mills, Better Living Center, Philadelphia, Pennsyl­vania, August 1, 1973.

Letter from Thomas Neslund, Director of Southern California Conference Temperance Department, Glendale, California, April 15, 1974

Letter from Gwen Platt, Secretary to John M. Strickland, Temperance Department of Georgia Cumberland Conference of Seventh-day Adventists, October 16, 1972.

377Interview with Ernest H. J. Steed, General Conference Temperance

Secretary, Washington, D.C., May 15, 1970.

Interview with Charles Von Henner, M.D., Collegedale, Tennessee,December 8, 1972.

Interview with Charles Watson, Associate General Temperance Department, Washington, D.C., May 15, 1970.

Interview with Arthur W. Weaver, M.D., F.A.C.S., Chief of SurgicalInstruction Wayne State University, Director of Detroit, Michigan, Five-Day Plans, April 2, 1972.

Interview with Roy Whiteman, Assistant Administrator for Health Education, Hinsdale, Illinois, October 4, 1973.

Interview with Thomas Williams, M.D., Physical Rehabilitation Director at Battle Creek Sanitarium Hospital, Battle Creek, Michigan, June 15, 1971; October 12, 1972.

Interview with Walter Williams, Chattanooga Graphic Arts, Chattanooga, Tennessee, August 24, 1973.

Interview with Pastor Donald Winders, Director of Five-Day Plans, Worthington, Ohio, January 12, 1970.

Interview with Paul Witt, Fletcher Sanitarium, Hendersonville, North Carolina, October 20, 1973.

Interview with Harold Wynne, Director of Public Relations for Healthful Living, Portland Adventist Hospital, Portland, Oregon, July 14, 1972.

Letters

Letters from Winton H. Beaven, Ph.D., President Columbia Union College, June 18, 1969; May 8, 1970; October 11, 1973.

Letter from Else-Lill Berglund, Researcher in the Psychological Aspects of smoking, Department of Preventive Medicine, Thomas Jefferson University, Philadelphia, Pennsylvania, March 26, 1970.

Letter from Doreen Brown, Secretary for Narcotics Education, Inc., September 13, 1972.

Letter from Donald Bruers, M.D., Associates, Stop Smoking by Smoking Method, October 26, 1972.

Letters from E. E. Christian, Chaplain Porter Memorial Hospital,June 1, 1970; July 10, 1970.

378Letter

Letter

Letter

Letter

Letter

from Luella A. Scharffenberg, wife of the late W. A. Scharffenberg, November 15, 1973.

from Ray Smart, Administrative Manager, Michigan Cancer Founda­tion, June 7, 1972.

from Francis A. Soper, Editor, "Listen," A Journal of Better Living, May 11, 1970.

from George Stevens, Ph.D., Pastor, October 18, 1972.

from Leo R. Van Dolson, Ph.D., Executive Editor, The Ministry, August 27, 1973.

Letter from Jere Wallack, Director of Communications for Georgia Cumber­land Conference of Seventh-day Adventists, January 25, 1974.

APPENDIX

APPENDIX A

381?"AY PLAN TO STOP SMOKING

REGISTRATION AND STATISTICAL SHEET

Place HeldPeteu1. Number of years you have smoked2. Do you smoke cigarettes?^ Cigar?____Pipe?_____ Chew? _____Use snuff?3. How much tobacco are ycu using, on the average. (Check answerand/or write in amount that applies within each category), a. CIGARETTES: Number smoked per average day: (Write in)________ Smoke less than one cigarette per day.(Write in) number smoked _____ per (circle one) week/month________Do not smoke cigarettes at all.CIGARS: Number smoked per average day: (Write in) ___________________________Smoke iess then one cigar per day.(Write in) number smoked ____ per (circle one) week/month________ Do not smoke cigars at all.PIPES: Number of pipefuls per average day: (Write in)_________________________ Smoke less than one pipeful per day.(Write in) number smoked _____ per (circle one) week/month________ Do not smoke a pipe at all.CHEWING TOBACCO: (Wrice in) amount day/ week/ month________ Do not use chewing tobacco at all.per (circle one)

SNUFF: (Write in) amountDo not use at all per (circle one) day/week/monthHave you ever seriously tried to stop before? Yes ____ No ><Stopped abruptly: Yes_____ NoTapered off: ______________

5.

6.7.8.

How did you learn of this program?^ L f'P VWhy do you want to stop? vjVlLzx..ft-iu>,yz Occupât io G?,Name 1 phtme IS'fcz9. Address Ûcj£

CityUStreet State C?/*■, A.-Zip Code

382STATISTICAL INFORMATION SHEET

5-Day Plan

1. Check each meeting attended: 1 XL 2_ X 3 '< 4 * 5 XL

2. What is the longest time you have been off tobacco previously?None JX Weeks_____ Months_____ Years_____

3. Have you stopped completely now? Yes *xt No_____(Check answer and/or write in amount that now applies within each tobacco category)

a. CIGARETTES: Number NOW smoked per average day: (Write in) _______________ Now smoke less than one cigarette per day.

(Write in) number smoked _______ per week/month (circle one).yk Do not NOW smoke cigarettes at all.

b. CIGARS: Number NOW smoked per average day: (Write in) _______(Write in) number smoked • per week/month (circle one).Dn nor now smoke cleans at all.------o - -

c. PIPES: Number pipefuls NOW smoked per average day: (Write in) ______Do not NOW smoke a pipe at all.

'_____ Now smoke less than one pipeful per day.

d. CHEWING TOBACCO: (Write in) amount _______ per day/week/month.Do not NOW chew tobacco at all.

e. SNUFF: (Write in) amount _______ per day/week/month. (circle one)Do not NOW use snuff at all.

4. What benefits have you noticed during this course: Cough lessCough gone ______ Taste improved ______ Smell improved _______ Sense of well"being______ Other _____________________________________________________________ _____

5. i ° dComments about the program (Two or Three sentences) : V.U'I.t'k.______________

¿I-Name Iß VG? -0^ • Oil Phone

Addressn yVr

ü 6 V-i

O , A QCit>VvinV’.;-KWii Zip ‘

•V

X6.

APPENDIX B

384

THE NEXT5-DAY PLAN TO BE HELD IN THIS AREA

OCT. 18 THROUGH 22 Toledo Zoo Science Bldg

7:15 P. M.

$1.00 Registration Fee Only Cost

(faefoi, thARTHUR WEAVER, M. D. - Detroit

FACULTY WAYNE STATE U MEDICAL SCHOOL

BURGESS BILLS, M. D. - Toledo

SAM SANTA RITA, M. D. Toledo

LARRY KAGELS, M. A., Toledo Speaker.- "Your Friends The Adventists"

Sundays 6:35 P. M. - W. C. W. A.

Did YOU know that most people can stop smoking far easier than they ever thought possible?

479-9332

T-V-9 OFFSET IN U.S.A.

385WÜÄTT IS THÈ BW1-©ÄY

IT IS A SUCCESSFUL INTERNATIONAL PROGRAM OF

1. Five group therapy sessions.

2. Films, lectures, demonstrations.

3. The buddy system.

4. Your own personal control book to follow each day.

You will discover it to be far taster under a controlled program directed by experts. Thousands have already quit smoking who never thought they could.

Very easily. Aauuiiy the plan was designed for busy people who work under pressure.

• • •

The pian is designed to reduce dis­comfort to a minimum. While there may be some discomfort, many heavy smokers have quickly stopped and while doing so have experienced genuine satisfaction at every step of the plan.

It’s a community service ottered by your friends, the Seventh-day Adventists. Sometimes there is a small registration fee.

As reported in the Nation s Press...

“The main thing is that this pian works.”—The Washington Daily News.

“The Five-Day Plan has the added advantage of not only helping you to stop smoking, but can straighten out some bad health habits most of us slip into without realizing it.”—Rocky Mountain News.

“500 Battle Creek Smokers Join Crash Program to Quit Tobacco.” “A few indicated they had weakened and smoked after the first session but the rest said they were holding firm.”—The Detroit News.

“The ‘Five-Day Plan’ to help smokers give up tobacco seems to be doing just that.”—The Denver Post.

IP YOU WISH TO BftEABC THE SMOKIHO HABIT... JUST TURN THE PAGE

N-E-W-S-P- A-P-E-R xm-^-T-S — FIVE-DAY PLAN

(A) Mat for 1-Column Ad

These Newspaper mats are now available to assist in adver­tising the Five-Day Plan.

Order from:American Temperance Society

6840 Eastern Ave., N.W. Washington, D.C. 20012

Kindly send me the following:

_______ (A) 1-Column Mats fe' SI.00 each________(B) 2-Column Mats & SI .00 each

Name & Title

Street or Box

1 Ì ? 1 ï JH

> ? I Ir i

H

> * f 3i s

NN

N f iF 2

«»«¡attiìiu^MWVMÌd •

‘PttAattitiQ.. due fafiidevz ¿¡xC&icdt,

■ « *** aV°°U>ca

(B) Mat for 2-Column Ad

217Conference

_'* iCity and State

•A h 1H ¡1 :I •)t i

u

f 1 ì 1

'(■- JÌ •>

; i1i

J