o conviction, the process of reasoning should begin. First of all, it is the duty of the arguer to see that th

different proposition from the one that confronts him; if the audience fails to understand just what is being proved, they remain uninfluenced. The amount o

INI

arguer has to exercise considerable judgment both in determining what words to define and in choosing a definition that is accurate and clear. Synonyms are almost always untrustworthy or as incomprehen

egal terms; the scientist, scientific terms; the theologian, the meaning of religious phraseology. To present these definitions accurately, and to be sure of the author's meaning, one should take the quotations directly from the author's work itself. If, however, this source is not at hand, or if time fo

e definition is so exhaustive that it covers several pages or even chapters of a book. In such a case the arguer may well condense the defini

Nevertheless, I may say I believe, after a perusal of the more important works on the subject, that during the forescore years of its existence two principles have steadily underlain it: (1) that Europe shall acquire no more territory for permanent occupation upon this continent; (2) that Europe shall affect the destinies of, that is exert

hatever is being expounded works in actual practice. For example, if he is advocating the superiority of the large college over the small college, he should define each term by giving specific examples of large colleges and of small colleges. The advantage of this method lies in its simplicity and clearness, qualities which enable the audience to understand the discussion without much conscious effort on their part. Inve

used. The Hon. Charles Emory Smi

and grow no coffee. She needs the fabrics of our forges and factories, and we need the fruit of her tropical so

inition of free silver

r Director o

lver of any kind at a mint of the United States, and have every 371.25 grains of pure silver (now worth in its uncoined state about 52 cents) stamped, free of charge, "

esentatives have the right to make the rules governing parliamentary procedu

cision, and mean one thing to one man and a different thing to another. Words are also used with one meaning and quoted with another. When men speak of t

rom him without his consent and without compensation. In both cases the man has rights, but the rights are entirely different, and the difference arises from the nature of things. It is good for the community, or at least it has been so thought, that a man should have unrestricted right over his land. On it he can build as hi

ily be taken from him; for if it be more convenient for the whole community that nobody should walk over that lan

oundation for the assertion that the rights, so called, of any

ANAT

ty to give a proposition careful thought and study, the disputant himself must make clear the matter in dispute, and show exactly where the difference in opinion between the affirmative and the negative lies. This process is of

cy" in the proposition, "Resolved, That the present tendency of labor unions is detrimental to the prosperity of the United States." The negative side admitted everything that the affirmative established, namely, that unions are detrimental; and won by showing that their tendency is beneficial. In another college

sition, fully understand what constitutes the clash in opinion between the affirmative and the negative sides. To understand the debate, the audience must possess this same information. A history of the idea contained in the proposit

e army is now. If the proposition is, "The right of suffrage should be further limited by an educational test," the arguer must state what limits now exist, and he must also tell what is meant by "an educational test." In a debate the work of the affirmative and of the negative differ slightly at this point. Since the proposition reads an educational test, the advocate for the affirmative has the privilege of upholding any sort of educational test that he wishes to defend, provided only that it comes wit

good illustrations of how a p

lassifying crimes according to the degree of guilt they imply, and assigning to each of them the penalty which it deserves. Thus, to these prisons are sent men sentenced to confinement for two, five, ten, fourteen, or thirty years, or for life, according to the name which the law attaches to the crime proved upon them; and each man, when he has served the prescribed term, is turned loose upon society. The other class of institutions includes what are known as "reformatories." The fundamental principle here is that an offender is sent to them not for a term, but for a specified work. It is assumed that his character and habits unfit him for social life. For reasons to be found in his own nature, he cannot y

ls under sentence for grave offenses. Each of them has sent out thousands of inmates into the world of human society, with whatever impress the life, teachings, and associations o

vocates of the lock-canal plan aim to build a gigantic dam in the valley of the Chagres River; the enormous artificial lake thus formed being used as part of the passageway for the vessels. They say that this lake will be at an elevation of about eighty-five feet above mean sea-level; the passage to and fr

oughout its entire length. Owing to the fact that the Atlantic and the Pacific have a difference in extreme level of twenty feet, an aut

onfronts us is, "Which

SU

esent in his mind. For instance, if he considers the purchase of a certain piece of real estate, he says to himself: "Is the price fair?" "Have I the money to invest?" "Can I sell or use the property to good advantage?" "How much pleasure shall I derive from it?" If he answers these questions in one way, the purchase is likely to be made; if in another, it is not. Again, a board of college trustees may be considering the abolishment of football. In ar

udience, if there be one, it must be perfectly evident that these questions cover the entire field of controversy; that if these questions are satisfactorily answered in one way or the other, the discussion is settled and nothing remains to be said. The second requirement is that the issues consider only disputed matter. A question that give

vide a proposition in exactly the same manner and thus state the issues in precisely the same language. If, however, the work of both has been fair and complete, their issues will not

t to take the roads without th

nt financially abl

nt system contain

ove these defects without bring

ght state

oposed plan

benefit t

s questions one and two of the first list are equivalent to one of

is not a subdivision of the proposition at all, but is the entire proposition itself, framed in slightly different language. Such would be the err

tinct subjects for argument. Such subjects are to be avoided as much as possible, but when they must be met, it is usually necessary to have t

using this method of analysis, one must be careful to consider the proposition in all its phases and details, and from both the affirmative and the negative sides. Neglect to give the subject thorough consideration often results in one's being suddenly confronted with an issue that he has n

s. He may, however, find the issues of many propositions by carefully questioning them from certain important and comprehensive points of view. The list of standpoints indicated here is not exhaustive; only the more important an

f policy will be taken up; secondly,

TIONS O

drances as enormous expense, inadequate facilities for building and repairing battleships, and the increased demand for officers and sailors render questionable the expediency of such a measure. This issue, however, is not found in connection with all propositions; it does not concern propositions that merely approve or condemn existing conditions or assert the occurrence of an event. For example, practicability does not enter into such subjects as these: "Strikes are justifiable"; "The present powers of t

than at first appears. It takes into consideration justice, duty, honesty, faithfulness, religion, everything that pertains to what is right or wrong. Under the proposition, "The treatment of the American Indians by the United States should be condemned," appears the moral issue, "What is our duty toward the people of this race?" The proposition, "Public libraries, museums,

sents the issue, "Will such a course add to the glory, the prestige, or the wealth of the nation?" When a boy considers going to college, he desires to know whether a college education is a valuable asset in business, social, or professional life. An issue which puts to the touch the matter of personal gain is sure to involve a substantial portion of the controversy. The arguer who can decisively settle the question of dollars and cents always has a strong argument. Usually the issue involving the que

munity, or of a nation, can afford to neglect questioning its influence for mental advancement or retrogression. Propositions relating to schools, colleges, and similar institutions, and propositions dealing with social and industrial conditions present this issue. Modern theories of government, both municipal a

ment on government ownership of railroads would have to answer the question, "Under which system will fewer accidents occur?" All such propositions as, "Eight hours ought legally to constitute a work

town, state, or nation, then its merits usually depend to some extent upon its political significance. The issue may take some such form as, "How will the system

an issue in connection with all sorts of propositions. Its importance and significance a

questions that have been suggested, but a comprehensive issue like this is sometimes preferable from the standpoint both of the arguer and of the audience. It removes from the arguer the necessity of classifying each evil under

ctive, is the question as to whether the proposed system will remove these defects, without, of course, introducing equally great disadvantages. These two issues almost i

. If the argument takes this turn, the advocates of a certain system must show that their plan is the only one suitable for adoption, or, at least, is the best plan, while the negative must introduce and uphold a totally different scheme. For instance, under th

TIONS O

n the negative the discussion is ended. Legal proceedings invariably center around some form of a proposition of fact. In the criminal court a man to prove his innocence has only to establish an alibi or prove physical inability to commit the crime with which he is charged. Not always, of course, does

r an event-its possibility being admitted-can be affirmed or denied by reliable witnesses who testify from their own personal knowledge of the matter, the most that any arguer can do is to establish a balance of probability. Those who believe that Bacon wrote the plays attributed to S

that a statement is true or false, while direct evidence asserts that it is true or false. Direct evidence on the question, "Country roads in New England are inferior to those of the Middle West," would not be a description of the topographical and geograp

is easily seen that not all evidence is equally reliable. Both the man and what he says must be tested: the man for such qualities as truthfulness

FOR

of issues, he should test his work by

e really bear upo

proposition, or is it the proposition

ue comprise only

ollectively, consider all

ust what issues are and how they are used in c

BE TAUGHT IN

dies in training the mind? Second, does the study of Greek acquaint us with the best that has been known and said in the world, and, therefore

LONIZAT

l; and whether control gives to the mother-country a larger share of their market than she would have without that control; (2) the supplies the colonies are able to furnish for use in the mother- country; and whether the purchase of these supplies from the colonie

ece of land has not become a public highway, is a good illustration of an introduction on what was virtually a proposition of fact

w is a public highway, it must have become so in one of three way

ighway by having been regularly lai

the power to dedicate it, and acceptance

hout the existence of proof of any

he consideration of the other two questions: namely. Was there ever a formal and regular laying out of a street here? or was there ever a re

TIT

issue is to be answered. These statements constitute what is known as the partition. When a partition is made, each statement becomes a main

over, we have only to consider the effect such a rule would have upon the students, individually and collectively. Would the system raise or lower the standard of scholarship? Would

ship both of those who are exempted fro

foster dishonesty, j

d from examinations of valuable discipline in prepa

s are to be answered; it may consist of the issues themselves turned into declarative sentences so that they read in favor of the

That football is an u

su

l benefit or in

nefit or injure the

on (neg

t me

the argument by proving that in

nd m

l benefits

nefits the col

d me

nefits the pla

enefits the p

enefits the p

e students who do not p

football games ad

he must so arrange his argument that it will, with a minimum amount of effort on the part of the listener, be clear to every one. To one reading an argument, a partition, unless of the simplest kind, will probably seem superfluous; to one listening to a speech in which he is

l words the meaning of which is not generally comprehended; secondly, by explaining, in the light of these definitions, the meaning of the proposition taken as a whole; thirdly, by discovering the issues thr

VESTIGATE

t is likely to prove tedious. For this reason a few words of advice concerning the proper way in which to use a library may be of great help to a beginner. Nothing, however, can be given here that will even approximate the value of a few hours' instruction by the librar

c of the day- political, economic, scientific, social, educational. The writers, too, are often of national and even of international reputation, and the opinions and ideas given here are frequently as weighty and progressive as can be found. In searching through an index for articles upon a certain sub

t, as a rule, discuss subjects that are of mere local or present-day interest, yet the thorough searcher after evidence will usually do well to consult at least several. A f

ng statistics, the opinions of experts, and suggestions for economic and political changes. Some of the most valuable of these documents for the purposes of the arguer are Census, Immigration,

ly get little assistance from this source unless he knows beforehand what particular books or authors to search for. If, on the other hand, the books are also c

RCI

tem of instruction, industrial education, classical education, German university method of study, vivisection,

that are given for the

ted States naturalization la

b. Have the results of the laws been s

the reformatory system of imprisonment

reform the criminal? c. What has been its success thu

the United States should be c

ll compulsory education benefit the child? c.

universities should admit w

ducation as imp

ion a benefit

ion a benefit

ystem of separate edu

it c

ted States there should be a

be excluded from the polls? c. Would the test be unfair to any class

vivisection shou

n of great assis

visectio

us as human beings

and excessive cr

sect

defining all words that require definition, explaining the meaning

eshmen from participation in in

under the national agreement should not r

dopt the honor system

ges should a

of our countr

ife was the ca

the United States will accomp

itions are a bene