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2. In the brief each sentence reads as a reason for the sentence of next higher rank.

Suppose that some one has decided to write an argument in favor of the proposition, "Interscholastic football promotes the best interests of high schools." His reading and thinking on the proposition will result in an accumulation of notes, having no order or arrangement, and showing no clear relationship to each other. The following is such a collection:

1. Football as proper a game for high schools as colleges. 2. Students need exercise. 3. The team promotes a healthy spirit of loyalty to the high school. 4. The team an object of pride. 5. Those who look at the games are benefited too, - kept in open air. 6. Benefits to players. 7. You can't have football without interscholastic games. 8. Football players as good students as the average. 9. Keeps some boys in school longer. 10. Nobody would try for the team if there were no important games coming on. 11. Learn about other high schools. 12. Not so dangerous as represented. 13. Revise the rules to correct evils; don't abolish the game.

Now, if he is wise, the writer of these notes will have accumulated them on separate small sheets of paper or cards, one note to a sheet or card, so that rearrangement can be easily made. He tries several arrangements, putting those together that belong together, and discovering some that include others as subordinate. He also makes for each group of notes a heading to which the set is subordinate. Then he turns this heading and each of his notes into sentences, indicating their respective rank by numbers and letters and by the

system of indention shown below. The result is the brief.

Proposition: Interscholastic football promotes the best interests of high schools.

Because

A. Football (interscholastic and otherwise) is a bene-
ficial form of athletics. For

1. It promotes the health of the players. For
a. The players must observe the rules
against smoking and excesses of all
kinds.

b. They are kept much in the open air at

vigorous play.

2. It promotes the health of the onlookers.

For

a. It brings many into the air who are in

clined to stay indoors too much.

3. Objection answered. The dangers of the game are exaggerated. For

a. The injuries to players are few and not usually serious.

b. They can be diminished by stricter

rules.

4. Interest in the game keeps some boys in school longer.

5. Objection answered. Football players are as good students as the average.

6. It promotes self-control, courage, and obedience in the players.

7. It is beneficial to colleges; why not to high schools?

B. Interscholastic games are advantageous. For
1. They enable visiting students to learn more
about other schools.

2. There would be no football without the interscholastic games.

3. They promote loyalty to the high school.

nor

The brief does not show the reasons for the arguments of the lowest rank, those marked a, b, c, etc., in some cases for the arguments marked 1, 2, 3, etc. Yet it is upon these reasons that all the arguments of higher rank must stand or fall. It is evident that facts, circumstances, particulars, illustrations, statistics, authorities, must be ready by which to prove the unsupported arguments of the lowest rank. 1 a, for example, demands that the rules be mentioned, whereas 3 b requires a statement of the stricter rules proposed; 4 and 6 need explanation and examples to support them; 5 calls for local examples; B 1, 2, 3, need to be explained by telling how visiting students learn about other schools, and why there would be no football without the interscholastic feature. It is usually true of a brief that the real items of fact or theory on which all of the arguments rest do not appear in it. When the writing of the argument is begun, therefore, these final facts must not be forgotten.

153.

Miscellaneous Assignments.

A. Criticise one of your own briefs for logic and mechanical form.

B. Examine the ideal picture of Esop on p. 407 (Figure 12). Does Esop as he is there represented look like the sort of person who could compose the well-known fables? Endeavor to convince a classmate that the artist has (or has not) imagined a suitable face and figure.

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C. The picture entitled the Martyr's Daughter, on p. 409 (Figure 13), may be interpreted in several different ways. After careful study of it, interpret it in your own way, and then attempt to prove that your interpretation is correct.

D. Suppose that some question has arisen regarding the relationship of the three characters in the picture on p. 410 (Figure 14). Give your view and defend it by the strongest arguments you can think of.

II. Formal Debate.

Argumentation and Debate.

.

154. Debate is argumentation in which the affirmative and the negative of a proposition are both represented on one occasion, each by at least one advocate. Sometimes a written debate is conducted in a magazine or in an English class; but usually debate is oral and requires the bodily presence of the debaters. Debate is formal or informal.

It is formal when conducted strictly according to rules previously adopted. Specimen rules are as follows:

1. In the month of October, 1912, and in alternate years thereafter, school A shall offer a proposition. School B shall have the right to demand definitions of the proposition or of any of its terms, and within three weeks shall choose and announce the side which it will support. The definitions shall be printed on the programmes immediately following the proposition. In October, 1913, and in alternate years thereafter, school B. shall offer a proposition and school A shall have the rights and duties assigned above to school B.

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