The Theory and Practice of Argumentation and Debate

Argumentation is the art of persuading others to think or act in a definite way. It includes all writing and speaking which is persuasive in form. The salesman persuading a prospective customer to buy goods, the student inducing his fellow-student to contribute to the funds of the athletic association, the business or professional man seeking to enlarge his business and usefulness, and the great orator or writer whose aim is to control the destiny of nations, all make use of the art of argumentation to attain their various objects. These illustrations serve but to indicate the wide field of thought and action which this subject includes. Each instance in this broad field, which demands the use of the art of argumentation, is subject to the same general laws that govern the construction and presentation of formal arguments. Formal arguments may be either written or oral, but by far the greater benefit to the student of argumentation results from the delivery of oral arguments, for it is in this form that he will be most frequently railed upon to use his skill.

4Debating is the oral presentation of arguments under such conditions that each speaker may reply directly to the arguments of the opposing speaker. The debate is opened by the first speaker for the affirmative. He is then followed by the first speaker for the negative, each side speaking alternately until each man has presented his main speech. After all the main speeches have been delivered the negative opens the rebuttal. The speakers in rebuttal alternate negative and affirmative. This order gives the closing speech to the affirmative. Practice in this kind of formal debate should go hand in hand with the study of the text after the first five chapters have been mastered. The first arguments, however, should be individual arguments written out for the purpose of enabling the student to apply the rules regarding their form and development.

A proposition in argumentation is the formal statement of a subject for debate. It begins with the word “Resolved,”—followed by the statement of the subject matter of the controversy, and worded in accordance with the rules laid down in the next chapter. In formal debate it is always expressed; as for example, “Resolved, that the Federal Government should levy a progressive income tax.” In other forms of argumentation it may be only implied, as in the case of the salesman selling goods, the student soliciting subscriptions, the business man arguing for consolidation, or the politician pleading for reform. Nevertheless, it is always advisable for the speaker or writer to have clearly in mind a definite proposition as a basis upon which to build his argument. The proposition for the salesman might be, “Resolved, that James Fox ought to buy a piano;” for the student solicitor, “Resolved, that George Clark ought to give ten dollars to the athletic fund;” for the business man, “Resolved, that all firms engaged in the manufacture of matches should consolidate;” and for the politician, “Resolved, that the tariff 5schedule on necessaries should be lowered.” This framing of a definite, clear-cut proposition will prevent wandering from the subject and give to the argument the qualities of clearness, unity, and relevancy.

Referring to the definition with which this chapter opened the student should note that it defines argumentation as an art. While it is true that argumentation must be directed in accordance with scientific principles, and while it is also true that it has an intimate relation with the science of logic, yet it is primarily an art in which skill, tact, diplomacy, and the finer sensibilities must be utilized to their fullest extent. In this respect argumentation is an art as truly as music, sculpture, poetry, or painting. The successful debater must be a master of this art if he hopes to convince and persuade real men to his way of thinking and thus to direct their action.

The object of argumentation is not only to induce others to accept our opinions and beliefs in regard to any disputed matter, but to induce them to act in accordance with our opinions and beliefs. The end of argumentation is action. The form which this action is to take depends upon the nature of the disputed matter. It may be only an action of the mind resulting in a definite belief which will exert an influence in the world for good or evil. It may be the desire of the one who argues to persuade his hearers to advocate his opinions and beliefs and thus spread his doctrines to many other individuals. It may be that some more decided physical action is desired, such as the casting of a vote, or the purchase of a certain article or commodity. It may be the taking up of arms against a state, race, or nation, or the pursuit of a definite line of conduct throughout the remainder of the life of the individual addressed. These and many other phases of action may be the objects of the debater.

From the standpoint of mental discipline no study offers more practical training than does argumentation. It cultivates that command of feeling and concentration of thought which keeps the mind healthily active. The value of this kind of mental exercise cannot be overestimated. Especially is it valuable when the arguments are presented in the form of a debate, in which the speaker is assigned to defend a definite position and must reply to attacks made on that position. Such work brings forth the best powers of mind possessed by the student. It cultivates quickness of thought, and the ability to meet men on their own ground and conduct a successful encounter on the battlefield of ideas.

Another faculty of mind which debating develops is tact in the selection and presentation of material. Since the object of debate is action, it is not enough that the speaker show his position to be the correct one. He must do more than this; he must make the hearer desire to act in accordance with that position. Otherwise the speaker will be in the same position as the savage who induces his fellows to conform to his ideas by the use of a club,—the moment the influence of the club is removed the subject immediately reverts to his former habits of thought and action. If you convince a man that he is wrong by the mere force of argument, he may be unable to answer your argument but he will feel like a man who has been whipped in a physical encounter—though technically defeated he still holds to his former opinions. There is much truth in the old saying that, “He who is convinced against his will is of the same opinion still.” Therefore, the debater must do more than merely convince his hearer; he must persuade him. He must appeal to the reason, it is true, but he must also appeal to the emotions in such a way as to persuade his hearer to take some definite action in regard to the subject of dispute. Thus there are two things 7which the debater must attempt—conviction and persuasion. If he convinces his hearer without persuading him, no action is likely to follow. If he persuades his hearer by appealing to his emotions, the effect of his efforts will be short lived. Therefore, the debater must train himself to persuade his hearer to act in accordance with his wishes as well as to find reasons for such action and give them.

Finally, debating cultivates the ability to use clear and forcible language. Practice of this kind gives the student a wealth of expression and a command of language which is not otherwise possible. The obligation to reply directly to one’s opponents makes it necessary for the student to have such command of his material that he can make it apply directly to the arguments he has just heard.

The educational value of debating is greater than that of any other form of oral or written composition because it cultivates: (1) The command of feeling and concentration of thought which keep the mind healthily active, (2) The ability to state a clear-cut proposition, and to analyze it keenly by sifting the essential from the trivial, thus revealing the real point at issue, (3) The ability to find reasons and give them, (4) The power to state facts and conditions with that tact and diplomacy which success demands, (5) The power to persuade as well as convince, (6) The power of clear and forcible expression. Certainly any subject which tends to develop these qualities ought to receive the most careful attention of the student.

From the practical standpoint no study offers better preparation for the everyday affairs of life than does argumentation and debate. Success in life is largely a matter of reducing every situation to a definite, clear-cut proposition, analyzing that proposition or picking out the main points 8at issue, and then directing one’s efforts to the solution of the problem thus revealed. To be more concrete: One young man accepts the first situation which is brought to his notice when he graduates, and stays in a mediocre position for years; another young man thinks carefully over the matter, picks out a place where he is most likely to succeed, and secures rapid promotion. Instances might be multiplied indefinitely to show the practical value of argumentative training. The man who is an expert in the use of argument holds the master key to success in all lines. It is an invaluable asset to every one who has to deal with practical affairs. It matters not whether you are to address one individual or a thousand—whether you wish to persuade to a certain course of action, your employer, a committee, a board of directors, a town council, the senate of the United States, or an auditorium full of people, knowledge of the use and application of the rules of argumentation, and good training in the art of debate is a most valuable asset. The business world, the professional world, and the political world eagerly welcome the man who can think and who can effectively present his thoughts. In every business, in every profession, and in every department of government the skilled debater becomes the leader of men.

Argumentation demands a definite concrete subject. This subject must be one about which there is a dispute; as for example, the liquor question. There is a great controversy as to what ought to be done in this matter. Many people contend that Prohibition, or the absolute forbidding of the making or selling of all intoxicating liquors, is the best method of procedure. On the other hand many people contend that High License, or the regulating of the sale of such liquor, is the best method of procedure. This is a proper subject for a written argument or an oral debate, because the writer or speaker may take either Prohibition or High License and show why, and in what way, it would benefit the community. If he defends Prohibition he must prove that it will benefit the community more than High License. If he defends High License he must prove that it will benefit the community more than Prohibition. This example illustrates what is meant by a definite, concrete subject about which there is a dispute.

In selecting a subject for debate the following requirements should be carefully observed:

1. The subject must be interesting.

The subject must be one in which both speaker and audience have a real interest. If the argument is written the subject must be one in which the readers are interested. 10With this object in view, the question selected should be practical rather than theoretical. That is, it should be a question the final determination of which will affect the welfare of the individual, the community, or the nation. No longer can interest be aroused in a discussion of whether the pen is mightier than the sword, or whether fire is more destructive than water. Objectionable in like manner are the following questions taken from a book on debating published in 1869: “Who is the most useful to society: the farmer or the mechanic?”, “From which do we derive the greatest amount of pleasure: hope or memory?”, “Are lawyers a benefit or a curse to society?”, “Is there more pleasure in the pursuit than in the possession of a desired object?”, “Who most deserves the esteem of mankind: the poet, the statesman, or the warrior?”, and “Whether there is more pleasure derived from the eye or the ear?” These and all similar subjects should be avoided chiefly because they lack interest, since no practical result can follow their determination. As well might one try to interest a modern audience in the discussions of the ancient schoolmen, who grew eloquent over a dispute as to how many angels could dance on the point of a needle, whether there could be two hills without an intervening valley, and whether God could make a yardstick with only one end. If men are to be interested the speaker or writer must get close to the questions which affect their everyday life at home and at work. If he does this and his ideas are worth defending he will always find willing hearers and readers.

Among interesting subjects for debate, questions of a local character hold an important place. The advisability of building a town hall, an athletic field, or a new bridge is very often more productive of genuine interest than some weighty problem of national politics. Such questions come close to the tax-payers and residents of any community, and at the 11same time appeal to their pride, prejudice, and ambition. If the student will but look about him he will find an abundance of controverted local matter which will furnish excellent subjects for oral or written arguments.

After the student has exhausted local subjects he may turn his attention to the broader controversies of state and nation. Here the questions of taxation, tariff, commerce, and international affairs afford ample scope for the full development of the debater’s powers. The list of subjects in the appendix may be found helpful in making a proper selection, but preference should always be given to questions in which the people at large are showing an active interest at the time of the debate. What this interest is may be determined by consulting the current numbers of the most widely circulating magazines and newspapers, such as the “Independent,” “Nation,” “Harper’s Weekly,” and the various city newspapers.

2. Subjects for first practice should be those of which the debater has a general knowledge:

Since the object of the first few debates is to make the student familiar with rules and forms, the subjects chosen should be within the range of his information and experience. For this purpose subjects of a local character are best adapted. The student should have had some actual practice in debating before he attempts to take up questions which require extended investigation. Such propositions as those relating to the tariff, taxation, municipal problems, and Federal control of industrial and commercial activities should be reserved for more mature efforts.

The following subjects are fair examples of desirable questions for first practice: (1) Should students who attain a rank of ninety per cent, or higher, in their daily work be excused from examinations?, (2) Should gymnasium work 12be made compulsory?, (3) Should first year students at —— be allowed to engage in intercollegiate athletics?, (4) Should the class rushes at the beginning of the college year be discontinued?, (5) Should the game of football be abolished?

3. The subject must be debatable.

If the first two requirements in regard to the choosing of a subject are observed it is not probable that the question will be undebatable. However, since it is always advisable to keep as far as may be from one-sided questions, it is well to give this requirement some consideration.

In the first place, the question must not be obviously true or obviously false. The clearest examples of subjects objectionable because obviously true are found in geometry. It is plain that an intelligent debate cannot be held on the proposition, “Resolved, that the sum of the three angles of a triangle is always equal to two right angles.” Equally useless from the standpoint of argumentation is it to dispute that “All men are mortal,” that “Huxley was a great scientist,” or that “Health is more desirable than sickness.” Nevertheless questions just as obvious as these are sometimes debated because their real character is concealed under cover of confused language. The following question is a good example of this, “Resolved, that breach of trust in high office is reprehensible.” A moment’s thought will convince the reader that such a proposition is not debatable because obviously true. On the other hand propositions which are obviously false are sometimes worded so as to have an appearance of validity. Such is the following, “Resolved, that the only way to benefit humanity is to destroy the trusts.” To prove this proposition it is necessary to show that education, religion, and commerce cannot be made to benefit humanity. The proposition is not debatable because it is obviously false.

In the second place, the question must be one which is 13capable of approximate proof. It is not debatable if it cannot be proved approximately true or false. The debater must be able, by means of reasoning based upon the facts of the case, to arrive at a conclusion either for or against the proposition. To make this possible, there must be a common standard of comparison. This common standard does not exist in the proposition “Resolved, that the lawyer is of more use to society than the doctor,” because their work is entirely unlike and both are necessary to the well-being of modern society. On the other hand it does exist in the proposition “Resolved, that Federal control of life insurance companies is preferable to State control.” This question hinges on the comparative efficiency of the two means of control, namely,—Federal and State, both of which are governmental in character. Therefore a common standard of comparison exists which enables the debater to show why one or the other method should be adopted.

Thus far we have dealt with the subject-matter of the proposition and have seen that it must meet the three foregoing requirements. We must now turn our attention to the phrasing of this subject in such a way that it will form a suitable proposition for debate.

1. The subject must be interesting.

2. Subjects for first practice should be those of which the debater has a general knowledge.

3. The subject must be debatable.

To those unfamiliar with the art of debate it often seems that when the subject is chosen but a moment’s time is required to whip it into the form of an acceptable proposition for a debate. This, however, is not the case; the work is only 14half done. After an interesting, suitable, and debatable subject has been chosen there still remains the important task of expressing that subject in proper form.

The subject for debate should be stated in the form of a resolution. One form of such resolution would be, “Resolved, that the Federal government should levy a progressive income tax.” A mere statement of the subject is not enough. One may write a description of “The Panama Canal,” or a narrative on “The Adventures of a Civil Engineer in Panama,” or an exposition on “The Cost of Building the Panama Canal,” but for an argument one must take one side or the other of a resolution, as for example, “Resolved, that the United States should fortify the Panama Canal.” This resolution is usually termed the Proposition, and corresponds to the motion, resolution, or bill presented in deliberative assemblies such as state legislatures or the branches of Congress. The proposition must contain one definite issue. In it there must be no ambiguous words or phrases. Otherwise the debate is liable to degenerate into a mere quibble over words or a dispute as to the meaning of the proposition. Hence no issues will be squarely joined and after the debate is over, neither the debaters, the judges, nor the audience will feel satisfied or have reason to believe that any progress has been made toward a right solution of the question.

The proposition for debate should be worded in accordance with the following rules:

1. The proposition should be so narrowed as to embody only one central idea.

In the beginning there is always a tendency to make the proposition cover too broad a field. This is rather a defect of wording than of subject-matter. Let us take a proposition which is too broad, and narrow it so that it will contain but 15a single idea. For this purpose we may select the proposition, “Resolved, that freshmen should not be permitted to take part in athletics.” As it stands, this proposition includes all freshmen everywhere and prohibits them from taking part in athletics of every kind. In other words the field which it covers is too broad. The proposition treats of two things, freshmen and athletics. Let us first make the provision in regard to freshmen definite, that is, narrow it down to a field with definite limits. We can do this by making it apply only to the freshmen of Columbia University or of any other specified institution. Thus the collecting of material as well as the determination of the issues involved becomes a much simpler matter. In the second place let us make the provision in regard to athletics more definite. As the proposition stands it excludes freshmen from all athletics whatsoever, including inter-class and inter-society as well as intercollegiate. Here again the field is too wide and some restriction must be placed upon the subject-matter. Therefore we insert the word “intercollegiate” before the word “athletics” in order that the field for discussion may be narrowed down to a single, definite issue. With these modifications the proposition now stands, “Resolved, that freshmen at Columbia University should not be permitted to take part in intercollegiate athletics,” which is an entirely satisfactory proposition because it narrows the field of discussion to one definite, central idea.

Though this difficulty will doubtless present itself in a variety of forms, the principles stated above as well as the illustration, if kept in mind by the student, will enable him to keep clear of this fault.

2. The proposition should be stated in the affirmative.

The first argument is always presented by the affirmative. Upon the affirmative rests the burden of proof and if the affirmative 16proves nothing the decision goes to the negative. “He who affirms must prove.” The affirmative has the burden of proving the proposition to be true, the negative that of proving it false. Therefore the proposition must be worded in the affirmative. This insures that some progress will have been made at the end of the first speech.

The burden of proof rests upon the party who has the risk of non-persuasion. The risk of non-persuasion rests upon the party who would fail if no evidence were introduced. We have seen that the affirmative would fail if no evidence were introduced, because he who alleges must prove. Therefore the risk of non-persuasion rests on the affirmative. To be more concrete, if you are attempting to prove to a friend that he ought to do (or ought not to do) a certain thing, you take the risk of not persuading him to do the thing that you ask, i. e. the risk of non-persuasion is on you. Likewise the salesman who approaches a customer with the purpose of selling him a bill of goods incurs this same risk of non-persuasion, because he may not be able to induce the customer to buy. Since, as in the above cases, the affirmative must be given a chance to prove something before the negative can reply, the proposition should always be worded in the affirmative.

3. The proposition should contain no ambiguous words.

After the proposition has been narrowed down to a single idea and has then been stated in the affirmative, it should be carefully scrutinized in order to determine whether it contains any ambiguous words. Ambiguous words have a meaning so broad that they may be taken in more than one sense. Such a word is “Anarchist.” This word may refer to a lawless individual bent on assassination, or to a peaceable individual who has merely the beliefs of an anarchist with no intention of putting them into practice. Almost all general 17terms such as “Anarchist,” “Monroe Doctrine,” “Civilization,” “Policy,” and “Trusts,” should be avoided because they tend to make the proposition ambiguous. When such terms are used they should be almost invariably accompanied by explanatory words. The words selected for use in the proposition should have but one meaning and should be so plain that there can be no reasonable dispute as to their significance. If this rule is not complied with the discussion will become a foolish quibble over the meaning of the proposition rather than an intelligent debate upon the merits of the question.

In the question, “Resolved, that trusts should be suppressed by law,” there are three ambiguous words, (1) trusts, (2) suppressed, and (3) law. While these words may not be ambiguous in ordinary speaking or writing, they are not sufficiently definite to be used in a proposition. The word “Trust” has several meanings and several shades of meaning. Among these is the meaning which has recently been given to it, indicating a combination of firms engaged in some special line of business, as for example, “The Sugar Trust”, “The Oil Trust”, “The Steel Trust”, etc. Even this one meaning has different variations. The term “trust” as used in this sense may refer to a mere combination of manufacturers, to a monopoly, or to a monopoly in restraint of trade. In order to make the meaning of the proposition clear we may strike out the ambiguous term “trusts” and insert “monopolies in restraint of trade.”

The word “suppressed” in this connection may have two well defined meanings. It may mean either destruction or regulation. If the intent is that the question shall hinge on whether or not monopolies in restraint of trade should be destroyed or wiped out altogether, the word “dissolved” or “destroyed” should be used. If, on the other hand, it is intended that the issue shall be whether such organizations 18be allowed to exist in their present form, but subject to governmental regulation which will suppress their evil effects on trade, the word “regulated” should be used. For the purpose in hand let us choose the latter meaning.

The term “law” is also somewhat ambiguous, because there is more than one legal agency which could deal with such organizations. Therefore we will make plain which agency is intended by modifying the word “law” by the word “Federal.” This makes the proposition, as corrected, read, “Resolved, that monopolies in restraint of trade should be regulated by Federal law.” The proposition as thus worded is fairly free from ambiguity and leaves little opportunity for quibbling over the meaning of the words in which it is stated.

The proposition must be so worded as to have the same meaning for both the affirmative and the negative, and this meaning must be absolutely clear and unambiguous.

4. The proposition should be worded as briefly and simply as is consistent with the foregoing requirements.

After the proposition has been worded in accordance with the foregoing rules it should be carefully scrutinized to determine whether or not there is a simpler form in which it may be cast without sacrificing any of its excellencies. The simpler the wording of the proposition the easier will be the work of determining the main issues and the subsequent work of preparing the argument.

In dealing with broad general problems such as questions of finance, commerce, and taxation, it sometimes happens that some issue is brought in which is aside from the real merits of the controversy and yet so vitally connected with it as to be logically inseparable. Either side may present such material, with disastrous results if their opponents have dealt solely with the real merits of the controversy. An instance 19of this difficulty appeared in the debates of one of the Inter-State leagues. For three or four successive years the questions chosen for the annual debates were of the character indicated above. In many of the debates one or the other side of the controversy would bring up the constitutionality of the proposed measures. The charge would be made that the proposition could not be decided in the affirmative because the proposed measure was contrary to the constitution of the United States. In almost every case this question vitally affected the final adoption of the resolution, although it could well be excluded from a discussion on the merits of the problem. The question was especially exasperating, inasmuch as the judges for the debates were almost always selected from the bench of the Supreme Court of the states composing the league and from the Federal Courts. It was finally determined by the official board of the league to append the phrase “Constitutionality conceded,” to all propositions in which there was any likelihood that the question of constitutionality could be made an issue. Thus in one instance the proposition adopted was, “Resolved, that the Federal Government should levy a progressive inheritance tax. Constitutionality conceded.”

This did not in any way interfere with the simple wording of the proposition, and it did effectually prevent the debate from hinging on an issue which would have prevented a full discussion of the merits of the question. This method of excluding undesirable matter is preferable to an attempt to include any restriction in the body of the proposition. The latter method is quite likely to lead to difficulties, in the form of ambiguities and their attendant evils, almost impossible to foresee when the proposition is framed.

In conclusion, the debater must not forget that time spent in selecting a proper subject and wording it in accordance with the foregoing rules is time well spent. It will make the 20great task which lies before him much easier, and it will enable him to arrive at definite conclusions.

1. The proposition should be so narrowed as to embody only one central idea.

2. The proposition should be stated in the affirmative.

3. The proposition should contain no ambiguous words.

4. The proposition should be worded as briefly and simply as is consistent with the foregoing rules.

1. Write out three propositions in accordance with the rules stated in this chapter. The subject-matter of these propositions should be purely local in character as suggested in the first and second sections.

2. Phrase, in proper form, one proposition on each of the following subjects.

A. Sunday baseball.

B. Interstate commerce.

C. Labor unions.

D. United States Senators.

E. Prohibition.

F. Reciprocity.

3. Apply the appropriate rules to each of the following propositions and point out where each is defective.

Resolved, that—

A. We derive more pleasure from hope than from memory.

B. Wit and humor are the same.

C. Education ought to be compulsory.

D. The law is a better profession than medicine.

E. The Federal Government should levy a tax on large incomes and limit the amount of wealth which one man may possess.

F. It is expedient for the United States to build a larger navy.

The subject for argument has been determined and it has been reduced to a satisfactory proposition. The next step is to analyze this proposition. It is well to consider first the importance of this analysis in order that its true value may be appreciated, and this preliminary step be not passed over hurriedly. Upon the success of the analysis depends in large measure the success of the argument. This is true because the analysis shows just what must be proved in order to sustain or overthrow the proposition. If the work has been done carefully the student will have confidence in the solidity of his argument. He cannot feel secure if he suspects that his analysis is defective.

The question of analysis is not only of supreme importance in relation to a particular proposition for discussion, but it is also of the greatest importance in all the practical affairs of life. No mental quality is so necessary as the analytical habit of mind. Practically all the men whom history calls great have possessed in a large degree the habit of analyzing everything. Lincoln was in the habit of applying this analytical process not only to great affairs of state but to anything and everything which came beneath his notice. He analyzed the actions of his fellow men, the workings of a machine, the nature of moral principles, and the significance of political movements. He was continually penetrating to the point of things, visible and invisible, and laying it bare.

22Everything which comes up for personal action should be analyzed and the vital point at issue determined. Nothing should be done blindly or in a spirit of trusting to luck or chance. Instead of voting as the majority seem to be voting in a class meeting, analyze the issue and vote according to the light revealed by that analysis. Instead of entering some business or profession blindly and in the hope that something will turn up, analyze the situation and determine rationally what ought to be done. For the right determination of these practical affairs no better preparation can be made than the careful analysis of propositions for debate.

1. A broad view of the subject.

In the first place the student must know something about the subject-matter of the proposition. If the question is of a local character and one with which he is familiar, the work of analysis may be begun at once. The proposition can be scrutinized, its exact meaning determined, and the proof for its establishment or overthrow decided upon. If the question be one with which the student is not familiar, his first duty is to become acquainted in a general way with the subject-matter. He should carefully examine the proposition to see just what subject-matter is included and then consult someone familiar with its substance, or read some material which appears to treat the subject in a general way. Here confusion is likely to result if an attempt is made to substitute reading for thinking. The mind of the investigator should be kept open, free, and independent. He should not allow the opinions of men, either oral or written, to cause him to depart from the precise wording of the proposition. His present object is to determine its limits, meaning and significance.

When a general knowledge of the subject has been acquired, sufficient to enable the student to reason about the 23question, he should next consider the origin and history of the question.

2. The origin and history of the question.

The meaning of a question must be determined in the light of the conditions which gave rise to its discussion. For this reason it is well to find out just how this question came to be a subject of debate. For example, the people of this country a few years ago were debating the proposition, “Resolved, that the Federal Government should control all life insurance companies operating within the United States.” To one unacquainted with the facts of the case at that time the proposition appears at first glance to lack point. Why should anyone want Federal control of insurance companies? What difference does it make as to who controls them or whether they are controlled at all? These questions are answered directly when we come to study the origin of the proposition. Until within a few months of the discussions no one had thought of debating this proposition. The insurance companies had always been under the control of the states in which they operated. Then suddenly it came to light that these companies were grossly mismanaged. Dishonesty had characterized the administration of their affairs. This served to cast grave doubt on the efficiency of state control. Therefore the stronger arm of the Federal government was suggested as a remedy for the evils which the states had been unable to prevent. The real heart of the controversy, which a study of the origin of the question revealed was “Will the control of insurance companies by the Federal government be more efficient than that exercised by the state governments?” Thus the real point at issue was made clear through the origin of the question.

In the search for the main issues, the history of the question is often important. However, the tendency of the inexperienced 24debater is to dwell too long upon this part of the argument. Actual practice often reveals the fact that such a history causes the audience or reader to lose interest. This is especially true if its bearing on the argument is not immediately shown.

The history of the question should, however, receive serious consideration, and any facts which bear directly upon its solution should be stated in brief and concise form. When the question has undergone a change because of shifting conditions, its history becomes especially important. Very often the original significance of a controversy becomes entirely changed by subsequent happenings. In such a case the history of the question should be resorted to for the purpose of finding out the changes through which the original dispute has passed and determining the exact issues involved at the present time.

3. Definition of terms.

Before proceeding farther it is well to examine each word in the proposition. Now that a general idea of the significance of the proposition has been obtained, and the main point of the controversy reached through the study of the origin and history of the question, the task of defining terms may be undertaken in an intelligent manner.

Let it be understood at the outset that a dictionary definition is not satisfactory. A dictionary gives every meaning which can be attached to a given word and thus covers a broad, general field. But when a word is used in a proposition for debate it is used in a special and restricted sense. The meaning depends largely on the context of the proposition. The origin and history of the question, the meaning which expert writers on this particular subject have attached to the words, and the present conditions must be considered in determining the precise meaning of the terms.

25The words of a proposition which need definition are very often so grouped that the meaning of a phrase or combination of words taken as a whole must be determined. Here it is plain that dictionary definitions, even if satisfactory in other respects, would be entirely inadequate. In the question in the last chapter, “Resolved, that monopolies in restraint of trade should be regulated by Federal law,” we find a necessity for the definition of both a term and a phrase. The term “regulate” may not in this instance be given the broad meaning which a dictionary definition attaches to it. We must first look at the context of the proposition in order to find out to what field of authority we should go for a proper definition.

The proposition specified regulation by Federal law; therefore we must go to the law for our definition of the term which indicates the action the law is to take. But even here we need not be satisfied with the broad legal definition of the term “regulate.” The field included by the question is obviously a commercial field. The agencies which would come under this regulation are for the most part engaged in interstate commerce. Therefore the power to regulate would be placed under that clause of the United States constitution which expressly gives Congress the power to regulate commerce. We may then rely upon the definition which the courts have placed upon the term “regulate” when used in this connection. By consulting Black’s Constitutional Law,^[1] an eminent authority on this subject, we find that the power to “regulate” has never been held to include the power to destroy. This eliminates a possible meaning. By consulting some of the decisions of the United States courts in which this term has been defined, we are given to understand that to “regulate” commerce implies that “an intention to promote and facilitate it, and not to hamper or destroy it, is naturally 26to be attributed to Congress.” (Texas & P. R. Co. v. Interstate Commerce Commission, 162 U. S., 197; Interstate Commerce Commission v. Alabama Midland Ry. Co., 74 Fed., 715). Therefore we are warranted in concluding that to “regulate” in this proposition means such control by the Federal law as will promote the best commercial interests of the country at large.

It is thus seen that both the definition of the term and the source from which it is taken are determined by the context of the proposition. If the context of the proposition shows that legal definitions are required, legal authorities must be consulted. If the context of the proposition shows that an economic definition is required, economic authorities should be consulted. In whatever field of knowledge the context of the proposition lies, the authoritative definitions generally accepted in these branches of learning should be consulted.

In defining the phrase “monopolies in restraint of trade” the student should consult the same class of authorities utilized in defining the term “regulate.” The generally accepted definitions used by prominent writers may be relied upon with safety, since they are usually taken directly from authoritative reports and decisions.

One of the most important requisites of a definition is that it be reasonable. It must appear, in the light of all the circumstances of the case, to be the most obvious and natural definition which can possibly be produced. In no case must it appear that the speaker or writer has laboriously searched for a definition which will conform to his view of the proposition. Equally fatal is a highly technical definition which ignores its evident meaning. No trickery based upon a technicality should be tolerated. The definition presented must be so reasonable that everyone concerned (with the possible exception of one’s opponents) will willingly admit its validity.

The next step in the analysis of the question is to narrow it down to the points which must be proved. Now that the meaning of the question is well understood this task ought not to be difficult. Nevertheless it demands the most earnest efforts of the student. There are two steps in this process, (a) Excluding irrelevant matter, (b) Admitting matters not vital to the argument.

(a) Excluding irrelevant matter.

The first task is to cut away all surplusage. The proposition as it now stands, should be closely examined in order to determine just what must be proved. Neither the affirmative nor the negative should undertake the burden of proving more than is necessary. In the discussion of the proposition “Resolved, that Prohibition is preferable to High License,” it is not necessary for the affirmative to prove that temperance is a virtue. The task before these debaters is to show only that prohibition is preferable to high license as a method of dealing with the liquor traffic. It is not necessary for the negative to attempt to prove that temperance is not a virtue; their task is to show only that high license is preferable to prohibition. It is true that temperance as an abstract virtue is very closely related to the subject-matter of the proposition, but it is not one of the real points at issue. When the question has been narrowed down to the method of dealing with the liquor traffic, each side may prove this point in the way which appears most effective. Each may assert that its method of control is preferable because theory and practice show it to be better for (a) social, (b) political, and (c) economic reasons. Any other division of the subject which seems effective may be adopted.

It is evident from the above illustration that certain matters which are relevant to the general subject should be 28eliminated in order that the audience may understand just what must be proved. Everything that is not relevant to the proposition as stated should be excluded.

(b) Admitting matters not vital to the argument.

Since the debater should not attempt to prove more than is necessary he should admit, in the beginning, such matters as may be admitted without detriment. Great care should be exercised at this point; nothing should be admitted the full bearing and significance of which the debater does not understand. Only matters which may be admitted with safety should be included. Otherwise an opponent may seize upon the admitted matter and turn it to his own advantage. Furthermore, the language used in making an admission should be carefully guarded lest an opponent ingeniously attach to it a meaning which was not intended.

With these cautions in mind it is well to continue the process of narrowing the question by admitting matters not vital to the argument. These admissions should be made in the beginning in order that they may appear in their true light as free admissions. For example, in the last question discussed both sides may safely admit that neither plan will wholly eliminate intemperance. The object is to adopt the plan which will minimize the effect of this evil. In the question, “Resolved, that physical valuation of the property of a corporation is the best basis for fixing taxation values,” the affirmative may safely admit that no basis for fixing taxation values will work absolute justice to all tax-payers. This places the affirmative speakers in position to make plain to their hearers that the method advocated will come nearer to the goal of absolute justice than any other plan. In advocating any reform it is usually best to admit that it is not a cure-all for existent evils, but that it will remedy such evils to a greater extent than any other measure.

29In conclusion, it is well to remember that these admissions and exclusions should be made plain rather than elaborate. They should be stated in the introduction of the argument with such brevity and clearness that the audience will realize that it is being led directly to the vital issues.

5. Contrasting the affirmative arguments with those of the negative.

Thus far we have been concerned with finding out the vital point at issue. It is here that the term question is most aptly applied to the proposition for debate, because when this vital point is revealed it is always found to appear in the form of a question. To be more specific, we found that in analyzing the proposition, “Resolved, that the Federal Government should control all life insurance companies operating within the United States,” the vital point at issue as revealed by a study of the origin of the question was “Will the control of insurance companies by the Federal Government be more efficient than that exercised by the State Governments?” This treatment reveals the main point at issue in the form of a question. It shows that the issue is between State control on one side as compared with Federal control on the other. The affirmative must advocate Federal control and the negative must defend State control. The burden of proof is on the affirmative, for it must show that a change should be made in existing conditions. The risk of non-persuasion is upon the affirmative, because, if the position advocated cannot be maintained, existing conditions will continue.

It is well to remember that the burden of proof remains with the affirmative throughout the debate. It is frequently said that the burden of proof “shifts,” that is, that when the affirmative has produced enough evidence to make out a prima facie case, and has shown reason why the plan ought to be adopted, then the burden of proof shifts to the negative 30and it becomes the duty of the negative to show why the plan should not be adopted. This is not the correct view of the situation, for the affirmative is bound to prove the proposition in the face of all opposition. Therefore the burden of proof never “shifts;” it is the duty of producing evidence which “shifts.” When the affirmative shows reason why the proposition should be maintained, it puts upon the negative the duty of producing evidence to show that the affirmative reasoning is unsound or that there are more weighty arguments in favor of the negative. Thus it is that the duty of producing evidence shifts from one side to the other, but the burden of proof remains on the same party throughout the discussion.

The question upon which the debate hinges must be answered in one way by one side and in just the opposite way by the opponents of that side. In the question above referred to, “Will the control of insurance companies by the Federal Government be more efficient than that exercised by the State Governments?”, the affirmative must answer “Yes” and the negative must answer “No.”

At this point the next task of the analyst begins. He must determine the main reasons why the affirmative should answer “Yes” and the negative should answer “No.” These main reasons when discovered and contrasted, those on the affirmative with those on the negative, will reveal the main issues of the proposition. When these are found the process of analysis is completed.

In undertaking the task of contrasting the affirmative contentions with those of the negative, the student must assume an absolutely unbiased attitude toward the proposition. The importance of this impartial viewpoint cannot be too strongly emphasized. To be able to view any subject with a mind free from prejudice is a most valuable asset.

With this proper mental attitude toward the proposition 31the analyst must take up both sides of the question and find the main arguments in support of each. He should not be deluded into thinking that it is only necessary to study one side of the question. A lawyer in preparing his case always takes into consideration the position of his opponent. In fact, so important is this task that many lawyers develop their antagonist’s case before beginning work on their own, and it frequently happens that more time is devoted to the arguments of the opposition than to the case upon which the lawyer is engaged. This careful study of an opponent’s arguments must always be included in the work of the debater, not only in the analysis of the question but throughout the entire argumentative process.

The way in which this part of the analytical process should be carried out is best made plain by a concrete example. We will take the proposition “Resolved, that immigration into the United States should be further restricted by law.” The origin of the question is found in the alarm shown by some people over the large number of undesirable foreigners coming to our shores. The question is “Should any of the immigrants now coming to our shores be prohibited from coming?” The affirmative say “Yes,” and the negative, “No.” Now to take the impartial viewpoint, why should there be any further restriction of immigration; why should the affirmative say “Yes” and the negative “No”? One of the chief affirmative arguments is that some of these immigrants are having a bad effect upon our country. Some of them are anarchists; some are members of criminal societies such as the Black Hand; some group by themselves in certain portions of large cities and form what are known as “Little Germanys”, “Little Spains”, “Little Italys”, etc.; some have contagious diseases; some have a very low standard of living and thus tend to drag down the standard of living of the American workman; some are illiterate and do not make 32good citizens; some are easily made the dupes of city bosses and ward “heelers” and thus exert a harmful influence in our political affairs. These and various other reasons may be brought to support the affirmative argument that immigration is having a bad effect upon our country.

In considering the matter carefully we come to the conclusion that these are the chief reasons why immigration should be further restricted. Now, the unskilled debater would probably be content with framing these reasons into an argument and would proceed with a feeling that his position was impregnable. The skilled debater, however, does not feel content until he has viewed the whole subject impartially. Why do we not have more stringent immigration laws? It must be that the present laws are thought to be satisfactory. Why are they satisfactory? It must be because they now exclude the worst class of immigrants. Upon investigation we find this to be true. Let us look at the problem from a slightly different point of view. Why do we allow all of these immigrants to come in? They must be necessary to our welfare. They are necessary to develop the natural resources of our country; they add to the national power of production, they possess a money value as laborers; they ultimately become American citizens, and their children, educated in our public schools, become the most ardent of young Americans.

The above reflections from the standpoint of the negative lead us to ask a few questions which must be answered before we can answer the main question upon which the proposition hinges, namely: “Should any of the immigrants now coming into the United States be prohibited from coming?” These questions are, so far as we have been able to determine: “Are the present immigration laws satisfactory?”, “Do we need all the immigrants now coming to us?”, “Do the immigrants now coming to us have a bad effect upon our country?” These 33questions if answered “Yes” will establish the affirmative, and likewise if answered “No” will establish the negative. We may therefore conclude that these three questions contain the main issues of the proposition. The issues may be stated in different forms, but, if resolved to their essential elements, they will ultimately be found in these three questions.

The next step in contrasting the arguments is to write them down in such form that corresponding arguments can be set over against each other. For convenience we adopt the following form:

Proposition:—Immigration should be further restricted by law.
Affirmative argument			Negative argument
Immigration should be further restricted, because			Immigration should not be further restricted, because
I.	It is a detriment to the country, for		I.	It is a benefit to the country, for
	1.	We now admit extreme socialists and anarchists.		1.	The worst elements are now excluded.
	2.	They form undesirable groups of foreigners in the congested parts of cities.		2.	They are soon assimilated.
	3.	They lower the standard of living of the American workman.		3.	They furnish examples of thrift to American workmen.
	4.	Many of the immigrants now admitted do not make good citizens.		4.	They ultimately become good citizens.
II.	The present laws are not satisfactory, for		II.	The present laws are satisfactory, for
	1.	Black Hand societies show that undesirable persons are admitted.		1.	No law would exclude all undesirable immigrants.
34	2.	Diseased persons are admitted.		2.	All persons having contagious diseases are excluded.
	3.	Steamship lines help to evade the immigrant laws.		3.	Custom house officials are diligent in enforcing the laws.
	4.	Paupers are admitted.		4.	Paupers are not admitted.
III.	We do not need all the immigrants now coming to us, for		III.	We need all the immigrants now coming to us, for
	1.	The great necessity for laborers to develop our natural resources has passed.		1.	We need them to develop our natural resources.

By contrasting the arguments thus tabulated we derive the following main issues.

I. Is immigration under existing conditions a detriment or a benefit to the country?

(The answer depends upon the answers to these subordinate questions.)

1. Is the undesirable element excluded?

2. Have the immigrants assimilated readily?

3. Do they exert a detrimental influence upon the standard of living of the American workman?

4. Do they make good citizens?

II. Are the present laws satisfactory?

1. Are they the most effective in excluding undesirable immigrants that it is possible to enact?

2. Do they exclude diseased persons?

3. Do the present laws exclude paupers?

4. Are the present laws enforced?

III. Do we need all the immigrants now coming to us?

1. Do we still need all the immigrants we can get to develop our natural resources?

This arrangement of the affirmative and negative arguments places the whole matter, so far as it has been worked 35out, before the student in tangible form. It also affords a basis for the formal statement of the main issues. The plan of analysis thus set forth should now be examined with a critical eye. Here arise some of the most difficult problems of argumentation. In the first place, is the analysis presented an exhaustive one? Does it include the entire field of argument? It includes the proposed immigration laws and their probable effects. It includes the present laws and their effects. From these two facts it is evident that the analysis covers the entire field of the proposed change in the immigration laws.

Before passing final judgment upon the thoroughness of the analysis, there are at least two other plans which may be applied to the question to see whether either of them will afford a better method of treatment than the foregoing. The first of these plans includes the division of the question into three parts; viz. (1) political, (2) social, and (3) economic. An examination of the question just discussed will show that all the material suggested in the formal analysis could be grouped under one or the other of these heads. For example, the anarchists, Black Hand societies, etc. would come under “political;” the question of assimilation would come under “social;” while the effect upon the American workman and the question of the development of our natural resources would come under “economic.”

This division may be applied to many questions, but it is well suited to only a limited number. In fact, some eminent authorities are of the opinion that it is almost never to be recommended. It is not as well adapted to the immigration question as the division already made, for the reason that it would be necessary to include some of the subject-matter under two separate heads. For example, the Little Spains, Little Italys, etc., mentioned above, might require treatment under the social and political divisions and even under the 36heading of economics. This is objectionable, because it requires a duplication of the statement of facts under each head, and also because it is not conducive to the clean, clear-cut thinking which is the result of a sharp division of the subject into parts which do not overlap.

The second plan of analysis, which forms a good working basis for many propositions, is that of dividing the subject into three parts, namely, (1) Necessity, (2) Practicability, and (3) Justice. This division of the subject is often applicable to propositions which advocate the adoption of some new plan of action, as, “Resolved, that the Federal Government should levy a progressive inheritance tax,” or “Resolved, that cities of the United States, having a population of over 5,000, should adopt the commission form of government.”

These and similar questions may be analyzed by one of the two plans stated above, but it is well to beware adopting one or the other of these methods merely because it affords an easy way out of the task of analyzing the proposition. That analysis of a question should be adopted which reveals the main issues of the proposition in the clearest and most direct manner.

1. A broad view of the subject.

2. The origin and history of the question.

3. Definition of terms.

4. Narrowing the question.

(1) Excluding irrelevant matter.

(2) Admitting matters not vital to the argument.

5. Contrasting the affirmative arguments with those of the negative.

The process of analysis with which we are dealing has revealed the main issues of the proposition. It now becomes the duty of the debater to arrange the issues in logical and 37climactic order. The most forcible array of argument should come at the end. For example, in the question just analyzed the logical as well as the climactic order of arrangement for the main issues on the affirmative would be as follows:

I. The present laws are not satisfactory.

II. We do not need all the immigrants now coming to us.

III. Immigration (under the present system) is a detriment to the country.

This analysis should be the result of a thorough study of both sides of the whole proposition. If the task has been well done no change in the essential elements of the analysis will become necessary. However, as the investigation of the subject progresses, and the work of collecting evidence leads the student into a more intimate acquaintance with the proposition, it may be found advisable to make some alterations in the analysis first written out. Such alterations should be made only after careful deliberation, for it often happens that, in investigating a subject at close range, one loses the broad general view which is necessary to an intelligent analysis. It may even become necessary for a beginner to change his entire plan after he has made a more thorough investigation of the subject. In such an event the work originally spent in analysis should not be regarded as lost, because it is absolutely necessary that the student have some definite plan as a basis for his investigation. If it does no more than show him that he is wrong, the time spent on it cannot be said to be wasted. In any event, the student should keep his mind open for the reception of ideas which will make his analysis clearer, briefer, and more forcible.

1. Write out a complete analysis of one of the local questions phrased for Exercise 1, Chapter II.

382. Show the importance of the origin and history of the question in the analysis of each of the following propositions:

(1) Three-fourths of a jury should be competent to render a verdict in all criminal cases.

(2) Public libraries should be open on Sundays.

(3) The growth of large fortunes should be checked by a graduated income tax.

(4) United States senators should be elected by direct vote of the people.

(5) National party lines should be discarded in municipal elections.

(6) The membership of the national House of Representatives should be considerably reduced.

3. Define the terms which need defining in the above propositions. From what source or sources should these definitions be taken?

4. Write out a complete analysis of one of the questions given under Exercise 2.

The analysis of the question has revealed the main issues. The next step in the argumentative process is to prove the truth of these main issues by producing evidence. Evidence consists of the material by which the truth or falsity of a proposition is proved. It is an error to use the terms “proof” and “evidence” as synonymous. Proof is the result or effect of evidence; evidence is the material of proof. A thing is not proved until sufficient evidence has been produced to establish it. The most accurate logicians make this distinction and it is well to observe it in the study of argumentation. A given fact is not proof of the truth of a statement unless it alone is sufficient to establish such truth; otherwise it is merely evidence tending to show that the statement is true. This distinction should be kept clearly in mind, and no fact should be offered as complete proof when it is only evidence tending to support a given proposition.

The student is now confronted with the necessity of establishing his proposition by presenting evidence in support of the main issues. The first problem which naturally comes to him is: “Where shall I go to find this evidence?” In answering this question the student should consult carefully, one by one, each of the following:

1. Personal knowledge.

Before turning to outside sources the student should carefully examine the contents of his own mind to determine 40just how much he really knows about the subject. He should, however, distinguish between exact knowledge and mere conjecture. His exact knowledge, gained from whatever source, is perfectly valid from the standpoint of evidence providing it can be proved. The line between exact knowledge and mere conjecture is determined by the ability of the student to lay his hands upon sufficient evidence to prove the thing that he believes to be true.

2. Personal interviews.

If the question is a local one personal interviews are both practicable and valuable. Interviews with persons who are connected in some way with the subject of dispute, or who are in a position to have exact knowledge of the subject-matter, or who are taking an active part in the local discussion of the subject, are a most important source of evidence. Interviews with such persons not only give the student facts, reasons, and opinions, but they usually reveal other sources to which he can go directly. For example, in a local debate on the question of whether the city, or the street railway company should bear the expenses of building a bridge which they used in common, the debaters obtained personal interviews with all the city officials having anything to do with the bridge, and with the officials of the street railway company. Prominent citizens and business men of the city were also interviewed. These interviews were productive of a large amount of material in the form of facts, reasons, illustrations, opinions, and references to other sources of material. In the discussion of any local question the debater will usually find the parties concerned willing, and even eager to give him “ammunition” for the debate.

In collecting evidence on questions which deal with the problems of commerce, taxation, economics, politics, and education, the student will usually find some men whose 41opinions are entitled to careful consideration and with whom interviews may be arranged. Whether these men are quoted as authority will, of course, depend upon their known reputation in the branch of knowledge upon which their opinion is asked. Even if the debater does not think it best to quote the person interviewed, he may gain from him much valuable help. Arguments reasoned out from the facts of a case depend for their worth upon the validity of the reasoning process and not upon their source. Therefore the arguments of any well-informed, intelligent person, if based upon facts and logically sound, can be utilized. Moreover, such persons are often able to give information regarding sources of evidence which may have escaped notice. The college student would do well to consult the members of the faculty whose work would make them familiar with the subject-matter of the argument. The student should by no means pass lightly over this source of material. In fact, such sources should be exhausted before a more extended search for evidence is entered upon. Furthermore, a discussion of the subject with these well-informed people will beget new ideas and give a breadth of view regarding the subject which will be helpful in subsequent investigation.

3. Personal letters.

After the student has gained some knowledge regarding the most eminent authorities on the subject under discussion, he may feel at liberty to address some of them with a personal letter. This letter should be brief and to the point, stating just what is wanted. If questions are asked they should be brief and plain. The use to which the reply is to be put should be stated.

If the question is one with which national, state, or municipal officials are concerned personal letters may be written to them. If this is carefully done in accordance with the 42foregoing suggestions, a prompt reply is almost always assured. An opinion expressed in a personal letter from a national or state official, or any information given by him, is usually looked upon with considerable respect.

Still another class of men to whom personal letters may be written with profit consists of the well known officials of large sectional and national associations such as the American Bar Association, the American Federation of Labor, and the National Manufacturers Association. The officials of these and other similar associations are usually well pleased to be consulted upon the questions in which their opinions are regarded with respect. Although the debater should not carry on a correspondence campaign for material, yet he should not hesitate to write for facts and opinions which are of vital importance.

4. Current literature.

Current literature offers the most prolific field of information on subjects of general interest. This source of material is always available to the debater. His first efforts should be directed to finding out what this field contains that bears directly on the subject. With this object in view he should consult The Reader’s Guide, Poole’s Index and the Annual Library Index. Here he will find all the important magazine articles that have been written on any subject. The title of the article, the name of the writer, the magazine in which it is found, together with the date, volume, and page, are given exactly. This opens a great storehouse of information. In consulting these guides to periodic literature the investigator should exercise his ingenuity as well as his imagination in determining under what topics he will find his material listed. In investigating the proposition “Resolved, that Congress should immediately provide for an increase in the navy,” the student must not be content with merely looking up the 43articles found listed in the guide under the topic “Navy.” He should also look under “Battleships”, “Warships”, “Dreadnoughts”, “International Peace”, “Foreign Affairs”, etc. At the end of these lists cross-references to related subjects will be found and these should also be consulted.

The student should go over the list of articles carefully and make out a bibliography^[2] of magazine references. Titles of all articles which appear to have a bearing on the subject should be taken down in full. This process of going over the lists in search of pertinent articles should be repeated from time to time throughout the investigation, because as the student’s knowledge of the subject broadens he will get more clearly in mind the exact nature of the information which he requires. The bibliography will save much time in getting at the most valuable material in current literature.

The student can now select from the great number of articles before him those which appear to be most valuable. The most valuable articles are those which (a) bear directly upon some main issue of the question and (b) are written by recognized authorities on the subject. If the writer of any particular article is unknown to the student he should consult “Who’s Who in America.” Here are arranged in alphabetical order the names of all the men in America who have attained distinction in any line of endeavor. In connection with each name there is given a brief biography which sets forth the positions that individual has held, honors which have been bestowed upon him, important work in which he has been engaged, and any other facts which might tend to give weight to his utterances. Foreign authorities should be investigated by consulting the encyclopedias, the Who’s 44Who volume (if available) of the particular country to which the writer belongs, or by referring to other prominent writers. Throughout the entire investigation “Who’s Who in America” should be consulted as an authority on the standing of men to whose work the debater wishes to refer. This method of using “Who’s Who” and the bibliography brings the student directly to the best sources of material which can be found in current literature.

As indicated above, the real criterion of the value of an article in a magazine is the standing of the man who wrote it. However, certain periodicals have come to be looked upon with such respect by students and scholars that all articles appearing in them are given considerable weight. This reputation which is sustained by certain publications results from the care with which the editors have selected the material put into the magazine. They have been careful to allow only capable writers to contribute to their periodicals in the past, and, we may assume (although this is sometimes a violent assumption) that this careful supervision will continue in the future. Moreover, the editorials of these magazines are looked upon as good authority. For the convenience of the student the following list of magazines is suggested as reliable sources of evidence.

(1) The North American Review.

(2) The Literary Digest.

(3) The Independent.

(4) World’s Work.

(5) Review of Reviews.

(6) The Annals of the American Academy of Political and Social Science.

(7) Columbia University Studies in History, Economics, and Public Law.

The last two publications are somewhat different from the 45others mentioned in the list, but they are included because they are important and are usually available in libraries having the other publications enumerated. This list is not intended as a complete and exhaustive list but merely as a suggestion to the student in search of material. It is not intended to depreciate the value of any publication not included in the list. However, the student should beware of relying upon material found in any magazine merely because the publication poses as a magazine instead of as a newspaper or story book. Some of the popular magazines which appear to be manufactured for the sole purpose of being sold, make an attempt at sensationalism rather than truth. Such periodicals should never be relied upon as authority.

Another source of evidence found in current literature is the technical and professional magazine. Almost every trade and profession has one or more reliable magazines. In the fields of medicine, law, banking, contracting, engineering, etc., are many periodicals. Each offers articles by reliable writers on almost all phases of the particular branch of learning to which the magazine is devoted. Prominent among the technical magazines that may be quoted as authority is the Engineering News. This periodical offers much valuable material on all the important engineering problems of the day.

Magazine articles, outside of the technical and professional magazine, are usually written for the layman; hence the subjects are usually presented in a manner easy to understand. This is especially important to the student at the beginning of his investigation when his knowledge of the subject is limited. Simplicity of treatment and accuracy of statement combined with an almost boundless range of subject-matter make current literature a most valuable source of evidence.

5. Standard literature.

Under this head are included all the reliable encyclopedias, 46reference works, text-books, and books on special subjects written by experts and authorities. For brief, accurate, and authoritative articles of a general character, the encyclopedias are most valuable. The best works of this class are Britannica, Chambers’, Nelson’s, Johnson’s, Appleton’s, Appleton’s Annual Cyclopedia, and Bliss’ Encyclopedia of Social Reform. Text-books and special works by authorities on all subjects are very numerous. For this source of material it is best to consult the catalogue of a library. Here will be found under the author’s name all of his works that are in the library. After the student has found out by personal interviews, reading current literature, etc., who are the most reliable writers on the subject in hand, he should always consult this index of authors to determine whether any of their books are available. The catalogue of the library usually classifies the books also according to subject-matter. Therefore by consulting this catalogue all the books on this particular subject contained in the library may be made accessible. Here again, as in the case of the index to periodic literature, the investigator must use his ingenuity in determining under what heads he may find his most valuable material.

6. Special documents.

(1) Reports and pamphlets issued by organizations.

In order to gain access to this sort of material it is usually necessary to write to the headquarters of the organizations. In most cases their reports and other printed matter may be had for the asking, although in some cases a charge is made. The student, however, can usually obtain sufficient material of this character without any cost to himself other than the small outlay necessary for postage. In the larger schools and colleges it is now becoming customary for the debating teams to have letter heads printed. These state the name of the institution or of the debating league to which the institution 47belongs, the names of the members of the team, and the question for debate. While this procedure is unnecessary for class debates or written arguments, or even for society or college debates, it is at least desirable in the preparation for an intercollegiate debate such as is held between members of large debating leagues. By this use of letter heads in writing to the officials of organizations, as well as to private individuals, a full and more careful response is almost always secured. However, in most cases a request for reports or other material, with a statement of the use to which they are to be put, is all that is necessary to bring a prompt reply. Almost all the important trades and professions have national organizations which are ready to aid in the distribution of knowledge in their several spheres. Among organizations of a professional character may be mentioned the American Bar Association, the American Chemical Society, and the National Education Association. Among industrial organizations, the American Federation of Labor, and the National Manufacturers Association are probably the most important.

Organizations having for their object the bringing about of certain reforms in our social or political life are always willing to send material for use in the discussion of questions in which they are interested. Among these may be mentioned the International Reform Bureau, the Anti-Saloon League, the Lake Mohonk Conference on International Arbitration, the American Peace Society, and the New York Reform Club. It is well worth while for the student who is investigating any of the questions in which these associations are interested to write them for material.

In special branches of learning there are various organizations which publish both reports of their meetings and special reports on subjects connected with their work. The American Historical Association, and the American Economic Association belong to this class. Other organizations of this character 48will be brought to the attention of the student before he has advanced far in the study of any proposition.

(2) Reports and documents issued by the government.

Government documents and reports, especially those issued by the Federal government, are among the most valuable sources of evidence. The authors or compilers of these reports are men whose official positions enable them to obtain accurate information. Furthermore, these men have usually passed a civil service, or other examination, and thus demonstrated their ability to perform the tasks assigned; or on account of favorable reputation have been elected or appointed to fill the positions for which they are well qualified. Their action is taken purely as governmental agents and, from the nature of their office and the requirements of public opinion, that action and all information gathered conform approximately to the facts. For these reasons governmental reports and documents are looked upon as the highest authority on the subjects with which they deal, and anyone who argues can offer no better evidence than a basis of fact backed up by definite references to official government documents.

One of the most useful documents of this class is the United States Census Report. This report contains not only the population statistics but also other funds of information even more valuable to the student. In it there are vital statistics, statistics on labor, manufacturing, commerce, and a multitude of other subjects which the student dealing with any economic or commercial proposition cannot overlook. If accurate information is required regarding any phase of our national growth or present activity the census report should be consulted before any other source of evidence.

Another most important source of evidence is the Report of the United States Industrial Commission. This report comprises nineteen volumes, the last of which (Vol. 19) contains 49valuable material, together with the recommendations of the commission, in regard to almost all the leading industrial and economic questions which are now being discussed. The report as a whole covers the entire industrial field in this country and offers a reliable and exhaustive fund of information.

In the Congressional Record can be found discussions, both affirmative and negative, of all the public questions which have come before either branch of Congress. This source of material is very suggestive but it is not always trustworthy. It should not be quoted in itself as an authority. The mere fact that one may refer to a certain volume and page of the Congressional Record on which a certain statement appears is no proof of the truth of that statement. The material which it contains is mainly the reports of speeches. The record is official and authoritative so far as concerns what was said in those speeches. However, the value of the thing said depends upon the man who said it. Therefore, the debater should quote Representative Douglas, or Senator Burton as saying so-and-so which is found in such a volume and on such a page of the Congressional Record. With this caution in mind, viz., that it is the man who is quoted and not the mere fact of its appearance in the Congressional Record that gives weight to a statement, the student should utilize this source of evidence. The index of these records is decidedly awkward for a beginner, but the material contained therein is so important that some little time may well be spent in making the acquaintance of the indexing system. The Congressional Record is indexed under three heads, (1) names, (2) subjects, and (3) bills by their official numbers. A great mass of material will be found under subjects, but after the student has accustomed himself to using the index he can readily find the material which he desires to read. The Congressional Documents which contain reports from 50the executive departments and the legislative committees are divided for each session of Congress into six groups: (1) Senate Executive Documents, (2) Senate Miscellaneous, (3) Senate Reports (of committees), (4) House Executive Documents, (5) House Miscellaneous, (6) House Reports (of committees). A Document Index for each session of Congress will be found in connection with these volumes.

Any school or library, or in fact any individual, may obtain valuable lists of government publications by writing to the Library of Congress or to the Superintendent of Documents. From time to time the Library of Congress publishes special books and articles on such subjects as Taxation of Inheritance, Tariffs of Foreign Nations, Capital and Labor, and many other questions of national importance.

In addition to the publications of the national government, reports issued by the various states and municipalities should be investigated. For example, in discussing a question of taxation the amount of tax derived by each state from a certain source may become important. If this information cannot be found already compiled, it may be obtained by writing to the secretary, treasurer, or auditor of each state and asking for the report in which such information is published. If it be a source of taxation used only in a part of the states, the student should compile a list of the states in which it is used and write to the officials in those states only.

In the discussion of municipal problems, such as municipal ownership of public utilities, the commission form of city government, etc., it is well to write to the cities in which these plans have been tried and get such reports as will show the results.

A careful investigation of all the sources here set forth will yield information sufficiently broad and varied for the argumentative discussion of any subject. However, the student may well consult other text-books on Argumentation 51and Debate for the purpose of getting suggestions regarding the sources of material which will be useful to him. Books of briefs for debates and reports of debates are published, which give helpful suggestions regarding material or evidence on many of the most important questions. As advancement is made in the practical work of investigating subjects for argumentative treatment, facility in utilizing the sources of evidence will be acquired. At first the time spent in the investigation of some sources, especially standard literature and government documents, may not appear to yield the practical results which time well expended ought to yield. Here a word of caution is necessary, for time spent in this manner should never be regarded as wasted. It is not wasted, because the student is acquiring the power to investigate subjects on his own responsibility, and the ability to skim rapidly over large masses of material and select only the things that are really useful. It is only after long periods of such diligent work that the student can feel himself master of the resources of great libraries, and an expert in the use of the sources of evidence.

1. Personal knowledge.

2. Personal interviews.

3. Personal letters.

4. Current literature.

5. Standard literature.

6. Special documents.

(1) Reports and pamphlets issued by organizations.

(2) Reports and documents issued by the government.

After an acquaintance with the sources of evidence is gained the necessity for some orderly method or system of taking notes becomes apparent. This is the next important step in argumentation. The investigator should not rely upon his 52memory. Notes should be taken on every source of evidence discussed in the preceding section. An idea rarely becomes our own until it has been expressed in our own words. As ideas on the subject for discussion occur to the debater’s mind they should be recorded in order that they may be at hand when required. Opinions expressed and information acquired in personal interviews should be recorded either during the interview or immediately after. It is preferable to devote one’s attention exclusively to an interview, and then record the results as soon as possible after its termination. Even the ideas expressed in personal letters and extracts from them should be written down by the student in order that he may have them in convenient form for reference. The futility of reading without taking notes is apparent at first thought. Notes should be taken at the time the reading is done. All important matters of fact and all quotable matters should be recorded during the reading. Even if a particular fact does not appear to bear directly on the phase of the subject under discussion, it should, nevertheless, be recorded. It may later prove to be valuable evidence.

The notes taken should be full and complete. This requirement applies to the substance of the material and not to its form. In most cases the reader should be able to condense the contents of a page into a few words. The point or points which the writer regarded as vital should be grasped by the reader and put down in a brief note. Statistics found in different places should be assembled and reduced to tabular form. The student must not only read, but he must think as well. New ideas, new combinations of circumstances, new relations made evident by grouping facts should all be carefully investigated and noted. Reading should be an intelligent process, not mere drudgery. The reader should assimilate, not merely store up, the knowledge gained from books.

53In the recording of evidence the following rules should be strictly observed:

1. Use small cards or sheets of paper of uniform size.

A note-book or large sheets of paper should never be used. To do so is to invite confusion. With several points on one sheet of paper or in a note-book and recorded in the order in which they were found in the reading, the student is not left free to group the ideas or points to form his argument; no classification is possible, and the notes taken become mere masses of material. The best form in which to record material is by the use of the ordinary filing cards which may be obtained at almost any book store. These cards should be about three by five inches in size and of fairly heavy stock. Ruled cards with a red line at the top are the kind most frequently used. If these cards cannot be obtained, small pieces of paper of this same convenient size should be used.

2. Place only one fact or point on each card.

Never put more than one fact or point on the same card. Even though the facts to be recorded are intimately related in their present position, the reader should use a separate card for each. When the investigator is ready to use these facts the relation may be unimportant or may be entirely changed by the manner in which he wishes to use them. One statement may be used to support one argument, while another may be used to support an entirely separate argument. Furthermore, when this material is utilized in constructing the brief, the student must be left free to arrange his material in the most logical manner. To put more than one point on a card greatly hampers this work.

3. Write on only one side of the card.

The handling of these cards becomes a very awkward process if writing is placed on both sides. Otherwise the 54process is simplicity itself. To depart from this rule in a single instance may involve the loss of an important point of evidence. This point may remain forgotten on the back of a card used frequently.

4. Express the idea to be put on the card in the simplest and most direct terms.

In the reading, an idea should be considered only in its relation to the reader’s present purpose. When this view is taken the condensation of lengthy articles into a few terse expressions becomes an easy matter. Moreover, it trains the reader to grasp the point, and to express that point in the simplest and most direct manner. This training enables the reader to cover a much wider field than would otherwise be possible.

5. Each card should be complete in itself.

By a strict application of Rule 4 the student ought soon to acquire such facility in condensation that each card will be complete in itself. It is very awkward to have one idea or point written on several cards. When such an arrangement cannot be avoided the cards should, of course, be lettered or numbered to indicate their proper order. These cards should be placed by themselves in company with other like series and kept separate from the single cards. Some manner of distinguishing such series of cards should be devised. The first series which it is necessary to make in order to record a complete point, or idea, or argument may be marked A1, A2, A3, etc. The second series may be marked B1, B2, B3, etc. While this method may be adopted in unusual cases, the general rule should seldom be departed from. By diligent efforts at intelligent condensation, almost every point, idea, fact, or argument may be put upon a single card. The observance of this rule will insure a good command of 55the material on the part of the investigator and will reduce the evidence to convenient form.

The same rule should apply to the use of quotations. Seldom if ever should a lengthy quotation be used. If some passages are especially clear and forcible they should be quoted exactly and put in quotation marks. Omissions should be indicated by the use of dots, thus: ... Condensations by the student, included in the quotation, or any comments or explanations, should be enclosed in brackets, [thus].

6. Material for refutation should be preceded (at the top of the card) by an exact statement of the argument to be refuted.

In some cases a single word or phrase may be sufficient to indicate the argument to which the refutation is intended to apply, but in most cases this argument should be indicated fully by means of a complete statement. This condensing of the arguments of the opposition into brief, intelligible statements will also be of great use when the material is put into either the main argument or the rebuttal.

7. The main issue or subject to which the evidence relates should be stated at the top of the card.

The subject stated at the top of the card should represent exactly the subject-matter on the card. If this subject-matter comes clearly under one of the main issues which the analysis has revealed this main issue may be stated at the top of the card as its subject. If, however, the student is unable to determine exactly under what main issue the fact recorded on the card will come, he should state a subject at the top of the card which will indicate precisely the material found upon it. The classification of the card can then be left to a later part of the process. In investigating a subject in which the main issues have been determined to be (1) Necessity, (2) Practicability, and (3) Justice, a card which states one of the evils which the proposed plan is designed to remedy 56should not be marked “Justice;” it should be marked “Necessity,” because it is this particular evil and like evils which make the adoption of the proposed measure necessary.

If the card relates to some special topic that the main issue is too broad to identify, then that special topic and not the broad main issue should be stated at the top of the card. For example, a card coming under Necessity may still more appropriately be classed under Political Influence, because that title more nearly indicates the evidence stated on the card. Therefore the subject should be Political Influence. Later, when the cards are being used in the construction of the brief, this card may be placed with others under the title Political Influence and then all the cards under this topic placed with those covering other topics under the head of Necessity.

8. The source from which the evidence is taken should be definitely stated at the bottom of the card.

This should be done at the time the cards are written out. Otherwise the reference when wanted, either cannot be found or can be found only with great loss of time. The exact reference is important not only to show definitely the source of authority from which the evidence is taken, but also to enable the student to return to the same source for further details in case they become necessary. In the case of a letter or a personal interview the name of the authority consulted should be given together with the date of the letter or the time and place of the interview. A magazine article should be referred to by the name of the magazine, with the volume and page. The name of the writer should also be given unless the article is an editorial, in which case that fact should be stated. A report or document in several volumes should be quoted by volume and page. Books should be referred to by their author, title, and page.

57The following diagram shows the form in which evidence should be recorded:

Subject		Authority
Evidence
Source of Evidence.

For example, a student in preparing for a class debate on the tariff question handed in a number of cards on the necessity for protection, of which the following is a sample:

Subject:	Authority:
Protection not needed.	Richard T. Ely.
“Our quondam infant industries have for the most part, attained a very vigorous maturity, and in some instances have become belligerent and prone to monopolistic bullying.”
Source: Outlines of Economics, p. 312.

1. Use small cards or sheets of paper of a uniform size.

2. Place only one fact or point on each card.

3. Write only on one side of the card.

4. Express the idea to be put on the card in the simplest and most direct terms.

5. Each card should be complete in itself.

586. Material for refutation should be preceded at the top of the card by an exact statement of the argument to be refuted.

7. The main issues or subjects to which the evidence relates should be stated at the top of the card.

8. The source from which the evidence is taken should be definitely stated at the bottom of the card.

All the reliable evidence obtainable should be collected before the selection of the exact evidence which is to go into the argument is begun. If the student has confined his collecting to the sources of evidence suggested in the first section of this chapter, the presumption will be in favor of its reliability. This presumption may be strengthened and in some instances turned into certainty by a selection made in accordance with the rules which it is the object of this section to present.

It is of the utmost importance that a large amount of evidence from which to construct the brief and argument be available. It is only in this way that the strongest evidence obtainable can be brought to the support of the argument. All the evidence used must be relevant but not all the evidence that is relevant need be used. The following rules should be observed in the selection of evidence:

1. The evidence must come from the most reliable source to which it can be traced.

All the evidence collected must have back of it some reliable source, as indicated in the discussion of Sources of Authority. The more trustworthy this source the more valuable is the evidence and the greater the weight given to it. Therefore “the evidence must come from the most reliable source to which it can be traced.” Every fact offered in evidence comes from some definite source. If this source cannot be found the fact should be discarded as worthless. 59To illustrate, in the investigation of a subject, a fellow-student may know some fact which is a most important piece of evidence in your favor. He may tell you about this fact, but you would not think of going into the debate and quoting one of your fellow-students as authority. Therefore you will at once ask the student from what source he obtained knowledge of the fact. He may reply that he has seen it in a newspaper article. But since a newspaper is usually of little value as an authority, you cannot rely upon its statement. Therefore you inquire from what source the newspaper obtained it. By consulting the newspaper it is found that the statement is made in an editorial which comments upon an article found in the North American Review. You must then consult the number of the North American Review to which reference is made. This is fairly reliable, and anyone would feel justified in quoting it as the source of his evidence, although he would not feel justified in quoting the statement of a fellow-student or the statement of a newspaper.

If the statement is one which is an opinion of the editor of the North American Review, or if for any other reason it cannot be traced back of this source, North American Review, volume and page, should be quoted as the source of the evidence. But suppose that the statement can be traced to its original source. To be more concrete, let us assume that the statement is to the effect that there is a surplus of over one million dollars in the United States treasury. For such a statement the North American Review is not the most reliable source. In this case the most reliable source is the Report of the Treasurer of the United States, which can be found in almost any library. When this fact is located the student should make an exact statement of the amount of the surplus and refer to the Report of the United States Treasurer.

Thus the fact to be used is traced through the statement 60of a fellow-student, through the editorial in the newspaper, through the article in the North American Review, back to its original and trustworthy source—the Report of the Treasurer of the United States. In this manner every fact presented must be traced to its most trustworthy source. In quoting the opinions of individuals the same principle should be applied. The greater the learning, ability, and reputation of the person quoted, the greater is the weight attached to his opinions.

In almost every branch of human endeavor and in every field of knowledge there are a few men who possess especial ability. By common consensus of opinion these men are regarded as authorities and their statements of fact or judgment are accepted as the most trustworthy. For example, the statements of Ely, Seligman, and Seager in the field of economics, and the statements of J. P. Morgan, and Andrew Carnegie in the field of industry and finance, are regarded as good authority. In chemistry the statements of Dr. Ira Remsen would be considered good, while in regard to psychology one could do no better than to quote the opinions of Hugo Münsterberg. Regarding the wireless telegraph, Marconi would be the most reliable source, while in the field of aërial navigation the opinion of the Wright brothers could be quoted as the most reliable. Instances of reputable sources of evidence could be cited sufficient in number to cover many pages, but the few here suggested will serve to illustrate the class of authority to which all points of evidence should be traced.

2. A person quoted as authority must be unprejudiced, in full possession of the facts, and capable of giving expert testimony on the point at issue.

In the preceding section reliable sources of evidence have been indicated in a general way. It is, however, by no means 61possible in the treatment of all subjects to cite authorities so universally accepted. The opinions of persons who are not known to the general public may be given weight by means of their official position, their special work or investigation in any line, or by the favorable statements of recognized authorities regarding them or their work. As previously suggested, Who’s Who in America, is a storehouse of information regarding such people.

An opinion or even a statement of fact is not likely to be looked upon with favor unless it comes from an unprejudiced source. It is not so much the question of actual prejudice existing in the mind of the person quoted as it is the surrounding circumstances which would naturally tend to cause prejudice. For example, the statement of John D. Rockefeller, in regard to the beneficent effect of monopolies on trade and commerce, might be perfectly sincere, but since John D. Rockefeller has a financial interest in the maintaining of a monopoly, it would not be advisable to quote his statements in their favor. Such statements are not only easily refuted but they lack weight because they do not appear to come from an unprejudiced source. In like manner the President of the Brewers’ Association would not be accepted as authority on any matter connected with the prohibition of the liquor traffic. From the very circumstance of his position he is presumed to be prejudiced against such prohibition. The person cited as authority should have no financial interest in the subject on which he is quoted. He should be in a position to be unprejudiced.

The person quoted as authority must be in full possession of all the necessary facts. Very often this knowledge of facts may be presumed from the position which the authority occupies. The Secretary of the Navy is presumed to be in full possession of all the general facts concerning his department. The captain of a battleship would be presumed to 62know all the essential facts in regard to his ship. An engineer on the Panama Canal would be presumed to be in a position to know, and actually to know, facts connected with the duties of his position. The authority quoted must be in full possession of the facts which he is quoted to prove, or upon which his opinion is based.

Regarding the capability of an authority to give expert evidence much has been said. It is well to remember, however, that the opinion of fact or judgment must be in the field of the authority’s professional knowledge. The most eminent chemist in the United States would not be considered proper authority on an economic question; much less would the most eminent economist be considered good authority on some problem in chemistry. The President of the United States might be quoted as the highest authority on the political situation, while his opinion on some technical problem of engineering would fall before a counter opinion by an eminent engineer. In quoting an authority to establish an important point in evidence it is often advisable to show directly that he is unprejudiced, in full possession of the facts, and capable of giving expert testimony.

3. Evidence should be examined to determine whether there are attendant circumstances which will add to its weight.

It often happens that evidence which is good in itself is given still greater weight by some special circumstances. The law recognizes and gives much weight to “Declarations against Interest,” and such declarations are as valuable in argumentation as in law. A declaration against interest is a statement of fact or opinion made by a party before the subject became a matter of controversy, which statement is now against the interest of the person making it. To illustrate, let us suppose that John D. Rockefeller had made a statement opposing the formation of monopolies. At present he wishes 63to argue in favor of monopolies. The statement which he previously made and which was an expression against monopolies now becomes a “declaration against interest.” Likewise any statement made in regard to a subject before the party making it becomes interested therein financially may be used against him when the matter becomes one of controversy and he wishes to take a different position.

Of equal value is the opinion frankly expressed, by one whose personal interests are opposed to the statement made. Such statements are sometimes made by public spirited men in the interests of right and justice. An illustration in point is that of the banker who admitted that the postal savings bank would be a benefit to the people at large, although he recognized the fact that it would injure the business of the private banker, a class to which he himself belonged. Such statements are of the utmost importance when they come from leading members of the class against which they constitute admissions. Statements made by persons who express their views in accordance with what appears to them to be right and without the knowledge that they are talking against their own interests may likewise be used as admissions. Such were the statements of a citizen who favored the building of an elevated railroad in his city. He believed that such a highway would relieve the congested condition of the streets and thus benefit the public. When the route for the proposed road was definitely located he found that it would result in irreparable damage to his private business. Although he at once changed his view on the subject, his previous admissions were used against him with such effect that his new arguments had no weight in the final determination of the matter.

It very often happens that a well known authority frequently used by the opponents of a proposition has changed his opinions or expressed himself more definitely in such a 64way as to favor the speaker’s contentions. Advantage should always be taken of such a state of affairs. It is a most strategic move to be able to quote an opponent’s authority against him. One should be sure, however, that the authority quoted is such as will be accepted. Otherwise it is better to attack the validity of this authority.

The above suggestions and illustrations are offered purely by way of inducing the student to keep a sharp lookout for points in his favor. There are many ways in which the attendant circumstances may be used to give greater weight to the evidence offered.

4. The selection of evidence must be fair and reasonable.

An advocate of any cause, public or private, must have as a basis for his argument a genuine regard for right and justice. Therefore he is bound to exercise due care in making sure that the selection of evidence is fair and reasonable. No one who argues can gain any permanent advantage from the use of unfair methods. In using quotations from authority be sure that the words used indicate exactly the position of that authority. By skillful omissions a reputable authority may be made to defend almost any position. In the use of statistics the temptation to juggle is sometimes strong. Statistics, by skillful combinations and omissions, can be made to prove an absolute lie. In discussing the income from a kind of state tax which is utilized in all the most important states in the Union, the student who selected the states of Nevada, South Dakota, and Rhode Island to show that the income derived from the tax was a substantial source of revenue, must have succeeded only in proving to his audience that he had had great difficulty in finding states in which the tax had proved to be a success. Had he been able to produce statistics to show that Massachusetts, New York, Pennsylvania, Ohio, Illinois and other large and populous 65states were using his form of taxation with success, his chance of persuading his hearers would have been incalculably increased.

Not only must evidence be fairly selected but it must be reasonable as well. No statement which is contrary to the usual experience of the individuals addressed should be made unless it is based upon indisputable authority. Facts outside the pale of usual human experience are always regarded with distrust. Abnormal conditions, such as the existence of unusual misery or vice among certain classes, oppression, glaring social, industrial, or political evils, must always be kept within the bounds of possibility and based upon reliable authority. The temptation is often strong to cite instances on account of their sensational character and the probable striking effect upon the audience or readers. Such material is sometimes very important, but if it even approaches the border of impossibility it should be fortified by the strongest evidence.

The value of certain evidence may be greatly increased if it can be shown to be reasonable. If surrounding circumstances can be introduced to show that the evidence is either cause or effect and therefore something naturally to be expected under the conditions stated, it will be accepted almost without question. All evidence should be carefully considered from the two standpoints of fairness and reasonableness. To offer unfair evidence is dishonorable. It is the method of the swindler and the trickster. It is especially reprehensible in the student of argumentation, whose first duty is to uphold the truth.

5. The position and arguments of the opposition should be taken into consideration.

Argument implies opposition. It may not be active opposition, it may be only passive. Arguments advanced for 66the purpose of inducing a change meet conservatism, prejudice, and the natural feeling of distrust with which any change is contemplated. These obstacles to success must be met squarely. It is by this means alone that they can be overcome. In the analysis of the question the necessity of finding the main contentions on both sides was made plain. We have now reached a point at which these contentions become of great importance. The arguments of the opposition must never be disregarded. Many important advantages besides the economy of time and material, come from the selection of such evidence as will uphold the constructive argument and at the same time overthrow the opposition. The selection and rejection of evidence must be determined from this standpoint.

6. That evidence should be selected which will appeal most strongly to those to whom the argument is to be addressed.

In presenting an argument the writer or speaker must not always rely upon his own judgment as the criterion of the value of evidence. He must take the standpoint of those who are to hear or read. This attitude presupposes that the evidence offered is reliable. If a speaker or writer knows that evidence presented is unreliable but will nevertheless be accepted by his auditors or readers, he is perpetrating a fraud if he offers it. That reliable evidence which is most likely to appeal to those before whom it is to be placed should be selected. The arguer should put himself in the position of the persons to be persuaded, and ask himself the question, “What evidence would most strongly appeal to me and induce me to believe and act in the manner desired if I were the person to be persuaded?” The accuracy with which the advocate can perform this feat often measures his success. It requires the highest order of constructive imagination. He must view his position with all the prejudices and preconceived 67ideas, as well as the personal interests, of the persons to be persuaded. He must, for the time being, lose his character as an advocate and assume that of the reader or hearer.

In quoting opinions of authority this attitude of mind becomes most important. If the argument is to be addressed to an individual, the opinion or action should be cited of some person in whom that individual reposes confidence. If you wish to persuade John Jones to follow a certain course of action, and you are aware that his most intimate friend and the one to whom he looks as a model of discretion and good judgment is Smith, you can do no better than to quote the opinion of Smith, if Smith has expressed himself as favoring your contentions or if he has followed the course of action which you desire Jones to follow.

In addressing an organization of workmen it is effective to quote the opinions of their high officials in whom they repose trust and confidence. Likewise in addressing the members of any trade, profession, business, religious faith, or political party, the opinions of persons high in their particular field of endeavor may always be quoted. Sources of authority with which the audience is likely to be in sympathy should be especially emphasized.

In selecting evidence with which to prove the truth or falsity of a proposition too much care cannot be exercised. The foregoing rules should be adhered to strictly. They should assert themselves automatically. It is not enough for the student to have these rules of argumentation so well in mind that he can recite them in class and give them when asked for in an examination; he should have them so well in mind that they become a part of the argumentative process. If these rules can be remembered only with difficulty they will not be used, because it would involve too much trouble to stop and apply each rule to every fact and opinion offered 68in evidence. After the rules are thoroughly mastered, a half-hour’s practice in their application will serve to fix the habit of judicious selection of evidence so well in mind that the process will become automatic.

These suggestions in regard to the rules for selecting evidence apply with equal aptness to all other rules in this book. The person who wishes to become a master of argumentation must be able to command the rules of the art.

1. The evidence must come from the most reliable source to which it can be traced.

2. A person quoted as authority must be unprejudiced, in full possession of the facts, and capable of giving expert testimony on the point at issue.

3. The evidence should be examined to determine whether there are any attendant circumstances which will add to its weight.

4. The selection of evidence must be fair and reasonable.

5. The position and arguments of the opposition should be taken into consideration.

6. That evidence which will appeal most strongly to those to whom the argument is to be addressed should be selected.

The investigator must not stop collecting evidence until he has amassed a sufficient amount to prove his proposition. Naturally the question is at once asked, “What is the amount of evidence required to prove a proposition?” To answer this question in a satisfactory manner some careful thought is required. Since we are regarding argumentation as a practical art, and since when we consider it in this way we must conclude that its end is action, we are forced to admit that the amount of evidence is not sufficient unless it actually produces the result aimed at,—namely, the action of the person or persons addressed in a manner which conforms to 69the wishes of the arguer. It is therefore plain that the amount of evidence required varies with individual cases. The arguer must consider the importance of the question to those to whom the argument is addressed, as well as their prejudices and personal interests. He must consider these things in their relation to the present situation and then determine the amount of evidence in accordance with what his judgment tells him is required. If the argument is to be passed upon by judges whose duty it is to reach a conclusion but who are not personally interested in the result, the following rule may be applied: Sufficient evidence must be produced to satisfy an unprejudiced mind beyond a reasonable doubt.

In relying upon the above rule we must eliminate prejudice, personal interest, and results terminating in active or prolonged action. Therefore if prejudice or personal interest exists in any particular case, the first duty is to remove this prejudice or nullify the personal interest. If active or prolonged action is desired evidence sufficient in amount to induce this action must be produced. With these two limitations the rule stated above may be accepted as the measure of the amount of evidence required. There are, of course, some facts which may be presented without relying upon any special evidence or authority for their truth. All facts which are matters of common knowledge come within this class. Geographical facts, such as the fact that Boston, New York, and Savannah are seaports; historical facts, such as the fact that Alaska was purchased from Russia; political facts, such as the fact that the Southern States are largely adherents of the Democratic Party; and things which must have happened in the ordinary course of nature, such as the presumed death of a person born two hundred years ago, all may be stated without evidence to support them.

In determining the amount of evidence to be offered it is sometimes necessary to consider the different sources from 70which it is derived. Care should be taken not to place too great reliance upon one source. For example, in a debate on the prohibition question one speaker quoted statistics from a bulletin issued by the Anti-Saloon League, he relied for proof of his facts upon a committee report of the Anti-Saloon League, he offered the opinion of the President of the Anti-Saloon League, and finally quoted from the argument of a lawyer who is employed by the Anti-Saloon League. Aside from the charge of prejudice which might be made against this evidence, it is readily seen that too much reliance is placed in one authority. It might well be termed “an Anti-Saloon League argument.” No person is willing to accept some other person’s opinion or evidence in preference to his own, but if a number of authorities have arrived at substantially the same conclusion, or can offer evidence which points to the same conclusion, and there has been no collusion between them, any reasonable person will give such conclusions his most serious consideration. Furthermore, if the speaker or writer indicates that his evidence comes from various sources, it inspires confidence in his words, since the variety of the evidence offered indicates that the investigation has been broad and thorough.

The process of collecting evidence set forth in this chapter may be used in other fields besides that of argumentation. Every individual has frequent occasion to collect evidence regarding certain subjects connected with his business or occupation. Whatever the occasion for investigation the method of collecting evidence herein presented can be used to great advantage.

The student of argumentation is cautioned to follow explicitly the directions contained in this chapter. All the available sources of evidence should be consulted. The rules regarding the recording of evidence should be adhered to strictly. The recorded evidence should be carefully 71studied, with the view of determining its relative importance, according to the rules laid down for the selection of evidence. The student should feel satisfied in his own mind that he has secured an amount of evidence sufficient to establish each main issue. Then after these tasks are completed he can turn his attention to the next great step in argumentation,—the Construction of the Brief.

1. Make out a list of topics under which you would look for material on the following propositions:

a. The United States should impose a tariff for revenue only.

b. The United States should provide for an immediate increase in the navy.

c. Intercollegiate football should be abolished.

d. Children under fourteen years of age should be prohibited by law from working in factories.

e. Marriage and divorce should be controlled by Federal law.

2. What sources of evidence would you consult in regard to each of the above propositions? State one or more items (books, magazine articles, persons, or documents) under each source.

3. Write out and hand in for inspection ten cards on one of the above propositions. These cards should show the application of all the rules given for recording evidence.

4. Apply to these cards the rules to be observed in selecting evidence. Does any one of these cards or any combination of the cards show evidence sufficient in amount to prove any one contention?

The construction of a brief is a most interesting task, for the bringing of order out of chaos always gives a thrill of satisfaction to the active thinker. It indicates the mastery of the human mind over material facts and conditions. In this as in all other spheres of endeavor the joy of victory possesses him who overcomes.

The work of constructing a brief is usually looked upon by the uninitiated with considerable apprehension. It is regarded as a most difficult task, and so it is. But the difficulty of the task is greatly overshadowed by the pleasure which may be derived from it, providing the preliminary work has been done thoroughly. Every step in the argumentative process up to this point must have been taken with diligence. If this work has been well done the student finds himself in the possession of a large amount of evidence. The analysis of the proposition and the collecting of the evidence have given the student a broad outlook over the field to be covered by the brief. Now, to get the most comprehensive view of this field, he must look at it from the standpoint of the Purpose of the Brief.

The purpose of the brief is to furnish a solid framework for the argument. It indicates definitely the path which the argument is to follow. It maps out a continuous course of procedure ending at the conclusion which it is the purpose of the argument to establish. To develop one of the above 73figures of speech still further, we may regard the brief as the framework of the vehicle which carries the argument along the straight road which leads to persuasion.

The brief enables the writer or speaker to present his arguments in logical order, to indicate the relation which the evidence bears to the arguments, and to give unity and coherence to the finished product. Without a well constructed brief an argument will inevitably be more or less rambling and incoherent; with a well constructed brief each piece of evidence can be utilized in the place where it will do the most good. The facts of evidence can be arranged in climactic order and the proper proportion given to the completed structure. By keeping these objects in mind the work of building a brief out of the evidence collected may be intelligently begun.

The work of constructing the brief should be begun with all the evidence, which has been collected and recorded on cards or slips of paper, ready at hand. By this time the investigator has probably determined whether he wishes to make any alteration in his original analysis. If any alterations seem advisable they should be made before proceeding.

The analysis of the question reveals the main issues. In order to make the work of construction as simple as possible let us suppose that the evidence has been collected on the affirmative of the following proposition: “Resolved, that all cities in the United States having a population of over 5000 should adopt the commission form of city government.” The analysis of the question has shown that in order to establish the truth of this proposition it is necessary to prove these three main issues: (1) That the proposed plan is necessary, (2) That the proposed plan is good in theory, and (3) 74That the proposed plan works well in practice. Each of these three main issues should be written on a separate piece of paper, an extra slip of paper should be marked “Introduction,” and still another “Refutation.” These five slips of paper should be spread out on a table and the work of classifying the cards begun. All cards containing facts or opinions which show the necessity for the plan should be placed on the paper marked “The proposed plan is necessary,” those dealing with theory should be placed on the paper marked “The proposed plan is good in theory,” and those dealing with the practical side of the question should be placed on the paper marked “The proposed plan works well in practice.” To be more concrete, suppose we have one card which contains a statement from the mayor of Galveston, Texas, in which he says that the commission form of city government has worked successfully in that city; another card on which are statistics showing that the practical operation of the commission plan in Des Moines, Iowa, has resulted in reducing the governmental expenses of that city; and still another card which shows that Grand Rapids, Michigan, has successfully used the commission form of city government for ten years. All of these cards would, of course, be placed under the heading “The proposed plan works well in practice.” Cards treating the origin, history, and other matters discussed in the analysis of the question should be placed under “Introduction,” while cards containing material for refutation should be placed under “Refutation.”

Sometimes there will arise a question as to which of two heads most properly includes the material on a particular card. In such a case the student must use his best judgment. If the point is very important and the doubt great, a duplicate card may be made out and one card placed under each heading. Then when the brief is being written out a more 75intelligent decision can be made. Such difficulties as this, however, are infrequent, providing proper care has been taken in making the analysis of the question. The main issues should be distinct from each other and the line of demarcation between them should be clear cut. If this requirement is complied with, the classification of the cards in the manner above described is a comparatively simple matter.

Now that the cards have been divided, each pile can be more easily studied than could the large original pile. A half-hour spent in arranging and rearranging the cards and in reading them over in various connections will yield more information regarding the way in which the argument should be put together than a whole day spent in unaided pondering.

The cards should be examined with the object in view of making a subdivision of the material under each main issue. To illustrate, an examination of the cards under the first main issue above discussed, viz. “That the proposed plan of city government is necessary,” reveals the fact that this main issue “necessity” may be discussed under three heads: (1) Political necessity, (2) Social necessity, (3) Financial necessity. Now we proceed to divide the pack of cards on necessity into three parts, corresponding to the above division. This is done in the same manner in which the original pack was divided into five packs. Each of these smaller packs should then be carefully examined in order to determine whether a further subdivision is advisable. The process should be continued until all the recorded evidence is classified. Then each pack of cards should be carefully labelled with the name of the subdivision to which it belongs, and kept, with its fellows of the same subdivision, under the division to which they belong, and all the members of each division should be kept under the main issue to which they belong. 76The student must in the same way make himself familiar with, and classify, the cards under the headings of “Introduction” and “Refutation.” Next comes the task of arranging these groups of cards in their proper order. In making this arrangement two principles should be kept constantly in mind. In the first place the order of arrangement must be logical; in the second place the divisions should be arranged in climactic order wherever possible. The strongest argument should be put last unless there is an important logical objection to putting it in that position. In arranging the order of the main issues above discussed, “necessity” should be placed first, because the necessity for a thing paves the way for its adoption. It is the logical beginning. Theory should be placed second, and last of all the argument “practice,” because nothing can constitute a stronger argument in favor of the adoption of a plan than to show that it has already worked well in many instances. This arrangement is not only the climactic order, but from the psychological standpoint it makes the strongest impression. The process of arranging groups in their logical order should be carried on until the cards comprising the smallest group are placed in what appears to be the order dictated by logical sequence and climactic effect.

After the evidence has been duly arranged in accordance with the method just explained, the task of writing out the brief formally may be commenced.

1. A brief should be composed of three parts: Introduction, Proof, and Conclusion.

The three parts of the brief, Introduction, Proof, and Conclusion, should bear a well regulated proportion to each other. The tendency of the beginner is to make the introduction too long: a two page introduction to a three page 77brief is absurd. The proof should occupy by far the greater part of the brief, the introduction should be as compact as is consistent with its purpose, and the conclusion should be shorter than the introduction.

2. Each statement in a brief should be a single complete sentence.

The sentences of the brief must be grammatically correct. Each idea should be carefully thought out and presented in a short, simple, direct, and comprehensive sentence, for long and complicated sentences lead to ambiguity. Moreover, the sentence must contain but one central idea, which must be stated completely. Mere topics are not sufficient. The word “Practicable” should not be made to represent the entire statement that “The commission form of city government is practicable,” but the complete statement should be written out.

3. The relation which the different statements in a brief bear to each other should be indicated by symbols and indentations.

Every statement in the brief must stand either directly or indirectly as a reason for the truth of the proposition. If a statement stands as direct proof of the proposition, this fact must be indicated; if as indirect, this fact must also be indicated. The statements which stand as direct proof should be marked with the same kind of symbols and indented in the same way. This enables the reader to glance over the brief and see the main issues standing out distinctly from the subordinate statements.

The system of symbols used is immaterial, providing they serve the purpose above indicated. For the sake of uniformity, however, it is suggested that the student adhere to the following plan:

The above symbols with their appropriate indentations are sufficient in variety for almost any brief. To make this plan more concrete let us suppose that the proposition is held to be true for two reasons. These reasons then are the main issues, and are coördinate so far as subject-matter is concerned; therefore they are placed with the symbols I and II, which are next to the left hand margin of the paper. There are two main reasons for I, and these are marked A and B, with a greater indentation from the left hand margin than I. There is one reason for A and it is marked 1 with a slightly greater indentation from the margin than A. If there were two reasons the second one would be marked 2 with the same indentation as 1. That is, the same arrangement applies throughout the entire system that applies to I and II, and A and B. There is one reason for 1 and it is marked a with a slightly greater indentation; the reason for a is marked (1), and the reason for (1) is marked (a). There 79are two facts which prove the truth of (a) and they are marked (x) and (y). In this way the entire brief, whether long or short, is worked out and the relation existing between all its parts clearly shown.

4. The introduction should contain the main issues, together with a brief statement of the process of analysis by which they were found.

As previously stated, in making the analysis of a proposition an unprejudiced standpoint must be taken. This is true because the object is to find the statements which if proved will establish the truth of the proposition. Since it is the object of the introduction to set forth the main issues it must contain nothing but the process of analysis by which these issues were derived. There must be no statements which require proof and none which indicate a prejudice in favor of one side or the other.

A long introduction must be avoided, because it is almost sure to contain irrelevant matter. Furthermore, a reader or hearer is not going to keep in mind all the history, conditions, definitions, and limitations which a long introduction may properly include, unless they are briefly expressed and lead straight to the heart of the controversy. Again, a long introduction is tiresome. The writer once heard a prominent United States Senator say, after acting as judge of a college debate: “Boil down your introduction. The men who pass on what you have to say, whether in business, politics, or education, want to know what you believe and why you believe it. Get at the ‘because’ part of your speech without delay.”

The process of analysis may have been long and laborious, but once the main issues have been found it is easy to point out the way to them. In the Lincoln-Douglas Debates, which are masterpieces of this kind of work, the introductions 80are exceedingly short as compared with the length of the speeches. No time is wasted in getting to the points at issue. A carefully worked out analysis may be presented briefly for it is seldom necessary to an understanding of the question to discuss its origin, its history, the admitted matter and the contentions of both sides. Seldom is it important to discuss more than two of these topics. Those phases of analysis which afford the shortest route to the main issues should be chosen. While some brief writers prefer to give the whole process of analysis, this makes the brief unnecessarily long. Suppose that you went into the forest for the purpose of finding a certain tree. You began a systematic search in which you traveled back and forth through the forest for three days. At last you found the tree. It is but a half-hour’s walk from the edge of the forest. Would you take those to whom you wish to show the tree over the path which you traveled in the three days’ search, or would you lead them directly to it? The answer is obvious. Why, then, should we weary the reader or hearer with a long introduction in which all the steps taken in search of the main issues are set forth, when we can state one or two of these steps and arrive at the main issues without delay?

Lincoln, in his first inaugural address, shows the virtue of a brief introduction. He might have dwelt long upon the origin of the question which he feared would sever the Union; he might have given extensively the history of slavery and the controversies resulting from it; he might have compounded definitions based upon the highest authorities; and all of this would have been relevant matter for the introduction of his speech. Moreover, there is no doubt that all of these matters had been considered by him in his analysis of the question. But when he wished to lead his hearers to the main issues which his analysis revealed, he chose the simplest and most direct route. After a brief introductory sentence 81he employed the process of elimination to cut away all extraneous matter by saying:

“I do not consider it necessary at present for me to discuss those matters of administration about which there is no special anxiety or excitement.”

Then he at once took up the subjects of slavery and secession, to which his elimination of extraneous material had narrowed the question.

The same brevity and directness characterizes Lincoln’s introduction to his Cooper Institute speech. Here a statement of admitted matter forms the means by which the point at issue is reached. This offers an introduction which is impartial, since both sides indorsed it, and the main issues arose out of the different interpretation which the Lincoln-Republicans and the Douglas-Democrats placed upon it. The crucial part of the introduction is as follows:

“In his speech last autumn at Columbus, Ohio, as reported in the New York ‘Times’ Senator Douglas said: ‘Our fathers, when they framed the government under which we live, understood this question just as well, and even better, than we do now.’ I fully indorse this, and I adopt it as a text for this discourse. I so adopt it because it furnishes a precise and an agreed starting-point for a discussion between Republicans and that wing of the Democracy headed by Senator Douglas. It simply leaves the inquiry: What was the understanding those fathers had of the question mentioned?”

It is seen that these statements bring us directly to the point at issue through the statement of admitted matter. The adoption of this admitted matter makes necessary some definitions. Lincoln gives these with clearness and exactness. “The frame of government under which we live,” is the Constitution of the United States. “The fathers” that framed this constitution were the thirty-nine men who signed 82the original instrument. The “question” which these fathers understood, “just as well, and even better, than we do now,” was: “Does the proper division of local from Federal authority, or anything in the constitution, forbid our Federal Government to control as to slavery in our Federal Territories?” Then Lincoln continues: “Upon this, Senator Douglas holds the affirmative, and the Republicans the negative. This affirmation and denial form an issue; and this issue—this question—is precisely what the text declares our fathers understood “better than we.” Let us now inquire whether the “thirty-nine,” or any of them, ever acted upon this question; and if they did, how they acted upon it—how they expressed that better understanding.” Thus Lincoln brings his hearers to the proof of his argument—to the point where it introduces evidence to show that the great majority of these men answered the question by voting for the prohibition of slavery.

Now let us write out a formal brief of this introduction and thus determine just what matters it really includes.

Proposition: Resolved, that the proper division of local from Federal authority or the Constitution, forbids our Federal Government to control as to slavery in our Federal territories.

I. Statement of admitted matter.

A. The framers of the Constitution understood this question better than we do.

II. Definition of terms.

A. “The frame of government under which we live” is the Constitution of the United States.

1. The original Constitution.

2. The amendments.

B. “The fathers” were the thirty-nine men who signed the original document.

83C. The “question” which these fathers understood “just as well, and even better, than we do now,” is: “Does the proper division of local from Federal authority, or anything in the Constitution, forbid our Federal Government to control as to slavery in our Federal Territories?

III. The question is, therefore, “Did the framers of the constitution understand that the Federal Government is prohibited from controlling slavery in the territories?”

	The affirmative answers Yes, for:		The negative answers No, for:
1.	their words and actions prove that the Federal Government is prohibited from controlling slavery in the territories.	1.	their words and actions prove that the Federal Government is given power to control slavery in the territories.
2.	The first Congress framed annulments which deny this power.	2.	The first Congress which contained sixteen of the “thirty-nine” exercised this power.

IV. The special issues resulting from this clash of opinion are:

1. Did the words and actions of the framers of the Constitution show that the Federal Government is prohibited from controlling slavery in the territories?

2. Did the First Congress, which contained a part of these framers and which understood their intentions, show that it believed the Federal Government to be prohibited from controlling slavery in the territories?

The foregoing introduction shows well the brevity and directness which should characterize the first division of a brief. The subject-matter indicates the impartial manner in which the subject is discussed throughout the introduction. Nothing is stated which requires proof. The speaker selects common ground upon which both parties to the controversy have agreed to stand. From this position he leads his opponents by logical steps to the arguments which he advances. 84When the student has once found the main issues he should eliminate all useless steps in the analysis and present with clearness and force the necessary parts of the process which lead directly to the proof.

5. The main statements in the proof should correspond to the main issues set forth in the introduction, and should read as reasons for the truth of the proposition.

The object of the introduction to the brief is to set forth the main issues. In like manner the object of the proof is to set forth the evidence which supports these main issues. Therefore the main issues constitute the main headings of the second division of the brief. Moreover, these main issues must all read directly as reasons for the truth of the proposition. To illustrate this rule, let us consider the following example.

III. The clash of opinion reveals the following issues:

A. Is protection sound in theory?

B. Is protection sound in practice?

I. Protection is unsound in theory, for

A. ...

B. ..., etc.

II. Protection is unsound in practice, for

A. ...

B. ..., etc.

The above example sets forth the form in which these main issues appear in the proof of the brief. The validity of the reasoning which connects the main issues with the 85proposition may be tested by putting the word “because” or “for” after the proposition and reading it in connection with each main issue; thus:

A. The policy of protection should be abandoned by the United States because (or for) protection is unsound in theory.

B. The policy of protection should be abandoned by the United States because (or for) protection is unsound in practice.

Each main issue should be tested in the manner suggested above. This will show whether the proper logical relation exists between the main issues and the proposition. A further test may be applied by inverting the order of the main issues and the proposition and joining the two by the word “therefore,” as follows: A. Protection is unsound in theory; therefore the policy of protection should be abandoned by the United States. B. Protection is unsound in practice; therefore the policy of protection should be abandoned by the United States. But the words “hence” or “therefore,” should never be used in a brief, because they reverse the natural order and make the main statements subordinate.

After making sure that each main issue is stated so that it reads as a reason for the truth of the proposition, the arguer must next amass the evidence, which has been classified, in support of each of the main issues.

6. Every statement in the proof must read as a reason for the statement to which it is subordinate.

In the same way in which the main issues must read as reasons for the truth of the proposition, every statement in the proof, down to the smallest subdivision, must read as a reason for the statement of the next higher order. There must be no break in this firm logical structure. A chain is only as strong as its weakest link. If any break or weakness 86shows in the chain of argument, reaching from the detailed facts up to the proposition itself, the whole argument must be discarded and a new one built in its place. To illustrate this rule clearly, let us take a section from the proof of the following proposition:

Resolved, that all combinations of capital intended to monopolize industries should be prohibited by the Federal Government.

I. Combinations of capital are unnecessary, for

A. The concentration of capital is possible without them, for

1. Many individuals and partnerships have enough capital to produce commodities in the most economical units.

2. Trades are sufficiently large to admit many great competitors.

B. Combinations of capital are not necessary to resist labor organizations, for

1. Labor unions do not have a complete monopoly of labor, for

a. Strikes are often a failure, for

(1) (Here cite specific instances from your personal knowledge in which strikes have failed.)

2. Associations for the purpose of resisting labor unions are possible without combinations of capital.

II. Combinations of capital are a social evil, for

A. They encourage gambling and speculation, for

1. They practice “watering stock,” for

a. (Cite a number of specific instances.)

2. They inflate or depress the value of stocks at will.

B. They concentrate wealth in the hands of a few men, for

1. John D. Rockefeller gained his immense wealth from the Standard Oil monopoly.

2. (Cite several other specific examples like the above.)

C. They discourage individual enterprise, for

1. Independent producers are driven out of business.

2. An individual cannot build up a business for himself.

87III. Combinations of capital are an economic evil, for

A. They limit natural production.

B. They destroy competition, for

1. They absorb large producers.

2. They crush small producers.

C. They raise prices, for

1. They gain control of the market for this purpose.

IV. The prohibition of combinations of capital by the Federal Government is practicable, for

A. The power is given to the Federal Government by the Constitution, for

1. Congress is given power to regulate interstate commerce, for

a. Art. 1, Sec. 8 grants this power.

2. The United States courts have jurisdiction over these matters, for

a. Art. 1, Sec. 8 confers this power upon them.

In the above section taken from a completed brief enough evidence is introduced to show clearly the relation which must exist between each statement. Numbers I, II, III, and IV indicate the main issues. Under I, A and B read as reasons for the truth of I. Under A, 1 and 2 read as reasons for the truth of A and so on throughout the brief. Each statement is connected with the preceding statement, to which it is subordinate, by means of the conjunction “for.” These statements must make complete sense and show their logical relation when connected by this conjunction: as in II. Combinations of capital are a social evil, for

A. They encourage gambling and speculation.

The rule stated at the beginning of this section is one of the most important guides to correct brief making and every part of the proof should be thoroughly tested by reference to it.

7. Statements introducing refutation must show clearly the argument to he refuted.

Refutation may be introduced at any point in the brief 88where objections arise in connection with the constructive argument. It should always be placed in its logical position, which is under the argument to which the objection is made. Only the strong objections which appear to be obvious hindrances to logical progress should be considered. Any stubborn objections which need to be cleared away before the argument can proceed with safety should be introduced. The argument to be refuted should be clearly stated, and the refutation should be set forth in the same way and subject to the same rules as the other parts of the brief.

An example of the proper introduction of refutation in a constructive argument is shown in the speech of Roscoe Conkling delivered at the Republican Convention in Chicago in 1880, in which he nominated Ulysses S. Grant for President of the United States. The chief objection to Grant’s candidacy was that he had already served two terms as President. The precedent, set by Washington, that no man should serve more than two terms as President, had always been followed and had become one of the well established political customs of the country. Here was certainly a strong objection to the constructive argument of the speaker. Therefore the refutation is introduced where the speaker attempts to show that Grant’s character as a man and his great services to his country entitle him to the presidency. In brief form a statement of the refutation would be as follows:

A. Refutation. The argument that Grant should not be nominated because he has already served two terms as President is unsound, for

1. It is absurd to say that because we have tried Grant twice and found him faithful we ought not to trust him again.

Refutation should always be introduced in the manner which the above illustration indicates. First the series of symbols under which it should come should be determined; 89then the word Refutation should be placed opposite that symbol, followed by the formal statement that “The argument that ... is unsound, for.” For a further illustration of the manner in which refutation ought to appear the student should consult the completed brief at the end of this chapter.

8. The conclusion should be a summary of the main arguments just as they stand in the proof of the brief, and should close with an affirmation or denial of the proposition in the exact words in which it is phrased.

A conclusion must be forcible and to the point. It should review the main issues and show at a glance their relation to the proposition. The conclusion to the brief given at the end of this chapter is a good example of the form in which a conclusion should be stated.

1. A brief should be constructed in three parts: Introduction, Proof, and Conclusion.

2. Each statement in a brief should be a single complete sentence.

3. The relation which the different statements in a brief bear to each other should be indicated by symbols and indentations.

4. The introduction should contain the main issues together with a brief statement of the process of analysis by which they were found.

5. The main statements of the proof should correspond to the main issues set forth in the introduction and should read as reasons for the truth of the proposition.

6. Every statement in the proof must read as a reason for the statement to which it is subordinate.

7. Statements introducing refutation must show clearly the argument to be refuted.

8. The conclusion should be a summary of the main arguments just as they stand in the proof of the brief, and should 90close with an affirmation or denial of the proposition in the exact words in which it is phrased.

The following brief written by a student taking his first course in argumentation shows clearly the application of all the above rules. It is not given as an example of a perfect brief on the proposition stated but it furnishes proper suggestions to the person whose experience in drawing briefs is not extensive. In studying this brief the student should observe the relation between the statements under each main topic, the method of building up the structure of the brief so that the relation of the various parts to the proposition is clear, and the fact that in each case every statement rests upon a sound foundation. The citation of good authority and the reliable source from which it was obtained are given wherever an authority is required. The brief may be criticised on the ground that too much reliance is placed upon one source of evidence. As suggested in the chapter on Evidence the exact reference to authority should always be given in order that its value may lend weight to the argument. Furthermore, the student is thus enabled to refer again to his source of evidence for further information in case it becomes necessary.

In conclusion, the student must not forget that these rules should be thoroughly mastered and that a conscious application of them must be made in the actual practice of brief-drawing. It is only by this means that they can be made a part of the argumentative equipment. After the brief is drawn it should be carefully examined and tested by the above rules. If certain parts evince weakness, these should be strengthened by rearrangement, or by supplying more and stronger evidence. The student may be compelled to return again and again to his source of evidence in order to find material of which he has need. If the steps preceding the 91construction of the brief have been carefully attended to, he will find himself so familiar with the subject-matter of the proposition that such work will be undertaken with the delight and interest which the keen investigator feels when he is close on the trail of matter which will prove his conclusions.

I. Recently the question of an income tax has aroused great interest.

A. An amendment to the constitution has been proposed recently which will provide for this tax.

B. The proposed amendment has caused the matter to be considered carefully by the public.

C. Many eminent men have given opinions regarding the advisability of adopting the proposed tax.

II. The following definition is adopted,

The progressive income tax is simply a tax levied upon the income of an individual, the rate of tax increasing as the amount of the income of the individual increases.

III. The contentions of the affirmative and the negative are as follows:

Those who advocate the adoption of this income tax support the following contentions:		Those who oppose the adoption of this income tax support the following contentions:
	A. The income tax is necessary.		A. The income tax is not necessary.
	B. The income tax is practicable.		B. The income tax is impracticable.
	C. The income tax is just.		C. The income tax is unjust.

IV. Through this clash of opinions we reach the following issues:

A. Is the income tax necessary?

B. Is the income tax practicable?

C. Is the income tax just?

I. The progressive income tax is necessary, for

A. It is necessary in meeting national exigencies, for

1. In case of war the customs duties would cease or be impaired and the government would be without another source from which to draw revenue were not the income tax available. (Norris Brown, U. S. Senator from Neb. in Outlook, 94: 217.)

2. Governor Hughes of New York believes this power (that of levying the income tax) should be held by the Federal Government so as to equip it with the means of meeting national exigencies. (Outlook, 94: 110.)

3. Refutation. The argument that the income tax is not necessary on the grounds that other taxes can be made to cover all necessities is unsound, for

a. In case of war with a great commercial nation when the country would be in the greatest need of revenues, the collection of imposts would cease or be materially diminished. (Justice Harlan of the U. S. Supreme Court in his dissenting opinion in the Pollock Case. Outlook, 94:217.)

II. The progressive income tax is practicable, for

A. Experience shows it to be practicable, for

1. During the great Civil War millions of dollars were collected from this source when the government was in need. (Norris Brown in Outlook, 94:216.)

2. It has proved practicable in England and Italy. “Income taxation gains in economy and productiveness and wins increasing approbation as the years go by.” (Professor Ely, Professor of Economics in the University of Wisconsin, in Outlines of Economics, p. 635.)

III. The progressive income tax is just, for

A. The tax bears upon the individual according to his ability to pay, for

1. It tends to relieve the poor from taxation and place it upon the rich who are able to bear it. (Philip S. Post in Outlook, 85:504.)

B. It makes each individual bear his share of taxation, for

1. Income is as good, and perhaps better than any other single measure of ability to pay and the tax is in accordance 93with this idea. (Professor Ely in Outlines of Economics, p. 635.)

2. The income tax reaches certain members of the professional class who under existing laws largely escape taxation through lack of tangible property. (Philip S. Post in Outlook, 85:594.)

I. Since the income tax is necessary in meeting national exigencies where other revenues fail;

II. Since experience shows that the income tax is practicable;

III. Since the progressive income tax is just because it bears upon the individual according to his ability to pay;

Therefore, the Federal Government should levy a progressive income tax.

1. Let each student select some subject in which he is interested and follow the argumentative process up to and including, the construction of the brief.

2. Write out a full and complete brief of one of the arguments given in the appendix.

3. After the briefs have been written out the instructor should have the students exchange, and give them an opportunity in class to point out the defects in each other’s work.

4. Without regard to order or form, let the instructor dictate all the statements in a short brief, and let the student reconstruct a correct brief out of these statements.

The last step has left us with the completed brief,—sound, logical, and comprehensive. In some cases the task ends here, the brief being constructed for its own sake and left to stand as a cold, formal, logical framework upholding the truth of the proposition. In this form it may be laid by for those who are to pass upon its validity, or the advisability of adopting or rejecting the proposition which it supports; or the author may explain its structure in an extemporaneous speech. More often, however, the brief is but the framework of the argument which is to be built upon it, giving the whole structure grace and strength.

In this final process great care must be taken to make sure that the naked framework is entirely covered. No rough edges or angular corners should be left protruding from the finished product. The whole structure must be made attractive, and impressive, just as the steel framework of a great building is enveloped in solid walls of stone and marble made elegant by the sculptor’s art.

The distinction between conviction and persuasion, which was pointed out in a previous chapter, again enters into the argumentative process. For purposes of discussion we may assume that the brief itself produces conviction because it shows clearly that the proposition is right. But the naked brief is as cold and formal as a proposition in geometry. Hence it is the task of the written or spoken argument, based upon that brief, to arouse the emotions so that it may move the will and thus end in persuasion. Now, if every individual 95were a perfectly rational being the brief would be all that would be necessary to arouse to action, because by itself it shows what is right and what ought to be done. But real men in everyday life are not perfectly rational beings. Their reasoning processes are influenced by environment, education, prejudices, and acquired habits of thought. The emotions of men, too, play a large part in shaping their conduct. Therefore, a process must be instituted in their minds which reaches persuasion through their combined thoughts and feelings.

From the psychological standpoint we may divide this process into three stages, I., Attention; II., Interest; and III., Desire. From the argumentative standpoint we may divide the process into three parts corresponding to the three parts of the brief, viz., I., Introduction; II., Proof; and III., Conclusion. Now it will be seen that the psychological process bears a logical relation to the argumentative process, and that this relation is one of cause and effect. The end of all argument is action. If the argument is successful it creates in their order the mental and emotional conditions of attention, interest, and desire. That is, the introduction, proof, and conclusion of the argument result in the attention, interest, and desire of the individual mind. These processes begin at the same point, since the introduction secures the attention of the reader or hearer; they proceed along the argumentative road together, since the proof must maintain the active interest of the reader or hearer; and they end at the same point, because the conclusion, if successful, leaves the mind with a desire for action. Briefly stated, the introduction arouses the attention; the proof maintains the interest; and the conclusion creates the desire.

The first duty of a written argument is to get itself read; 96the first duty of an oral argument is to get itself heard; therefore the argument must attract the attention of the reader or listener in the beginning or introduction and must hold his attention throughout the proof. If attention is not secured at the beginning of the argument it is seldom secured at all, for the reader will throw the uninteresting argument aside in disgust, while the listener will allow his thoughts to wander to other subjects. Thus it is evident that the necessity for arousing the attention by means of the introduction is very great.

In order that we may clearly apprehend the relation which should exist between the introduction and attention let us consider, 1. The kinds of attention, and 2. The methods of securing proper attention by means of the introduction.

1. Kinds of attention.

A. Natural attention.

Natural attention requires no effort of the will to bring the mind to bear upon the subject in hand. The human mind, when not engaged on some definite object, attends in an effortless way to practically every marked change in the circumstances with which it is surrounded. To things that meet our approval we give our attention willingly, but if we are displeased or bored by any happening we give our attention unwillingly. Therefore the object of the introduction is to please in order that attention may be given willingly.

When a speaker walks out on a platform and faces the audience he at once attracts the spontaneous attention of practically everybody in that audience. This much is easy. The problem that now confronts the speaker is to begin his speech by saying something which will turn this spontaneous attention into fixed attention. By fixed attention is meant such attention as willingly follows the train of thought which the speaker has to present. If the introduction is properly 97prepared this fixed attention will be the result, but if the introduction is not properly prepared the natural attention of the audience quickly degenerates into what we may term Assumed Attention.

B. Assumed attention.

This kind of attention is not given willingly, but is assumed by the audience merely because it happens that the speaker has placed himself on the platform and there is nothing left for the audience to do but to listen to him. Now this assumed attention on the part of the listeners may pass through several degrees of intensity, depending upon the kind of audience and the degree of the lack of skill with which the speaker proceeds. At first the speaker is treated to the ordinary manner of any audience not especially interested in what is being said. This attitude quickly degenerates into indifference, a point at which the audience does not care what the speaker says or whether he says anything. Such a condition as this often continues throughout an entire speech, and the sooner the speaker realizes that fact and brings his argument to an end the better. The next stage of assumed attention is that of abstraction. At this stage the speaker does not even receive the indifferent attention of the listeners. The mind of each individual before him wanders off to some subject in which he is interested personally and the speaker might just as well be talking to empty seats. Usually this is the least desirable stage of assumed attention. Under some conditions, however, it is possible to reach a still less desirable stage, which we may call, for the purpose of making an exhaustive division of this subject, incivility. At this stage the individuals of the audience manifest their displeasure by talking among themselves, and making uncomplimentary remarks about the speaker.

The above discussion will serve to make clear the kind of attention the speaker must attempt to create by 98means of his introduction. We shall now consider some of the methods by which the proper kind of attention may be secured.

2. Methods of securing proper attention.

A. Immediate statement of purpose.

One of the most effective methods of securing the natural attention of the audience is by an immediate statement of the purpose of the discourse. It will be remembered that in the preparation of the brief the student was cautioned against the evils of a long introduction. He will also recall that the introduction was to contain only the main issues and the essential steps in the analysis by which they were reached. This same brevity should characterize the introduction to the argument. The audience is naturally interested in what the speaker believes and the reasons for his arguing in favor of or against the proposition. Therefore he may gain the fixed attention by stating at once just what he purposes to do. An extreme form of this kind of introduction would be as follows:

“There are two reasons why we maintain that the Federal Government should levy a progressive inheritance tax; first, because the national government needs it as a source of revenue; and second, because it will remedy the evils resulting from ‘swollen’ fortunes.

“The Federal Government needs this tax as a source of revenue because, etc.”

This introduction is an immediate statement of the purpose of the argument and will secure the attention of either reader or hearer.

In addressing an audience there are some cases in which just such an introduction should be used; for example, when previous speakers have dwelt upon the analysis of the question, or have given full dissertations on the origin or history 99of the subject, or lengthy definitions of terms and explanations of processes of reasoning. Again, such an introduction may be used when the time limit is very short or where the audience is presumed to be thoroughly familiar with the subject under discussion. Lincoln uses this method in introducing his discussion on the necessity of a settlement of the slavery struggle, as the following introduction to his Springfield speech will show:

“If we could first know where we are, and whither we are tending, we could better judge what to do and how to do it. We are now far in the fifth year since a policy was initiated with the avowed object and confident promise of putting an end to the slavery agitation. Under the operation of that policy, that agitation has not only not ceased, but has constantly been augmented. In my opinion it will not cease until a crisis shall have been reached and passed. ‘A house divided against itself cannot stand.’ I believe this government cannot endure permanently half slave and half free. I do not expect the Union to be dissolved; I do not expect the house to fall; but I do expect it will cease to be divided. It will become all one thing or all the other. Either the opponents of slavery will arrest the further spread of it, and place it where the public mind shall rest in the belief that it is in the course of ultimate extinction, or its advocates will push it forward till it shall become alike lawful in all the states, old as well as new, North as well as South.”

In this introduction it is seen that Lincoln comes at once to the point: “I believe this government cannot endure permanently half slave and half free.” He makes his introduction complete by repeating this idea so that no one can fail to understand the point he is making. The two sentences which precede his statement and the three sentences which follow it state the same idea in different forms. In an introduction the speaker must not only make his position 100so plain that it can be understood, but he must make it so plain that it cannot be misunderstood. This is what Lincoln does in the introduction to his Springfield speech and it is what must be done in every effective speech of this character.

The introduction quoted above touches lightly upon the origin and history of the question with the simple statement: “We are now far into the fifth year since a policy was initiated with the avowed object and confident promise of putting an end to slavery agitation. Under the operation of that policy, that agitation has not only not ceased, but has been constantly augmented.” More extended statements of the history here alluded to are given further on in the argument at such places as they are needed. Here in the Introduction merely the significant results of origin and history are stated in the briefest possible form. This method of stating the introduction well illustrates the application of the general principle that extensive treatment of facts of origin and history should not be allowed to interfere with the immediate statement of the purpose of the argument.

B. Illustrative story.

Sometimes the fixed attention of the audience or reader may be gained by the use of an illustrative story. No speaker or writer should attempt to use this method of introduction unless he is absolutely confident of his ability to carry it through successfully. A story must conform to the following rules before it can, with safety, be adopted for the purpose of an introduction:

(1) The story must be interesting.

(2) The story must be well told.

(3) The story must be obviously connected with the point which the arguer wishes to bring out.

If the story be of the comic variety, and is to be told orally, the speaker must make sure that the audience will laugh 101with him and not at him. Nothing is more fatal to natural attention than a story which “falls flat.” Regarding the aptness of the story as illustrating the point which the speaker wishes to make, it need only be suggested that the connection must be obvious. If any explanation is required after the story is told it usually serves to kill attention rather than to create it. The connection must be so obvious that the speaker is able to lead his auditors skillfully from the story directly to the point at issue.

C. Quotations.

A third method of introducing an argument is by the giving of a familiar quotation, or a quotation of the opposing speaker or someone concerned in the controversy. Such a quotation must be very plainly connected with the subject, and its bearing on the point which the speaker wishes to make must be evident. In this respect the requirements of an introductory story and an introductory quotation are identical. An example of an introduction in which a quotation is used is that of the speech of Roscoe Conkling in which he urges the nomination of Ulysses S. Grant for President. This introduction begins as follows:

Likewise a speech advocating the adoption of free silver in our monetary system began with

In some cases the quotation may be used merely to secure the immediate attention of the audience. In such a case it must bear directly on the circumstances of the occasion, as when the third speaker in a college contest took advantage 102of the two preceding speakers, who had both forgotten their speeches and had been compelled to retire from the platform, by beginning his speech with the quotation,

The effort was a decided success, if success were to be judged by the amusement of the audience, but it only prolonged the time required to get the attention of the audience fixed on the serious subject which the speaker wished to present. Such a quotation may attract attention, and if that is all that is required, well and good; but the usual requirement is to attract attention in such a way that it will be fixed on the subject in hand. Therefore the temptation to attempt comedy should be carefully guarded against, and quotations should be used which will procure more substantial results.

Of the three methods for securing proper attention herein given the first is by far the most important and the most useful. The second and third methods should be attempted only when the circumstances are most favorable as measured by the principles stated in this discussion. The student must keep constantly in mind the object to be gained by the introduction, namely,—the natural fixed attention of the audience.

1. Necessity.

The necessity of maintaining the attention of the reader or hearer throughout the proof is obvious. No permanent results can follow an argument which is not fully comprehended. Even though the closing paragraphs arouse the emotions, and a strong persuasive appeal is made in the conclusion, they only result in persuasion, and we have learned that in an effective argument conviction and persuasion must exist together.

A. Appropriate treatment.

The task of maintaining the interest of auditors or readers is made much easier if the writer will pause in his preparation and consider the appropriateness of his treatment of the subject. In order to make this treatment appropriate three factors must be considered: (1) The speaker or writer, (2) The audience or reader, (3) The time or occasion. The argument in order to be effective must be especially adapted to all of these factors.

a. Adaptation to speaker or writer.

The writer of an argument, whether the argument is to be written out for the purpose of being read or whether it is to be delivered in the form of a speech, must take into consideration his own power and ability. With these clearly in mind he must present his subject in a way which seems natural and spontaneous. Never should an attempt be made to imitate the manner of any particular speaker or writer. Such attempts always appear unnatural, strained, and artificial, as in truth they are. The keynote of adapting a speech to the speaker is sincerity. Sincerity begets naturalness. To be sincere and know that he is in the right leads the speaker to treat his subject in a manner which will show forth the best qualities of his character.

The argument should manifest the utmost fairness. It should be clear that the speaker or writer desires truth and justice to prevail. When stating an opponent’s position for purposes of refutation the speaker or writer should be sure that his statements are fair and reasonable and will bear the inspection of unprejudiced judges. If genuine sincerity and absolute fairness are put into an argument they will go far toward adapting it to the personality of the author.

b. Adaptation to audience or reader.

As a basis for this sort of adaptation a real sympathy with 104those to whom the argument is to be addressed is essential. In fact the arguer must be able to take their view of the subject. He must realize that an argument which is to be presented to a working-man must be, in a way, different from one which is to be presented to a banker. To be sure, the essence of the argument may be the same, but when the task of developing the brief into a finished product is undertaken, these different standpoints must be considered.

Not only must this adaptation be considered from the standpoint of those engaged in different occupations in life, but the predominating political, social, religious, and scholastic temperament must also be considered. Especially is this true if the beliefs of the audience or readers differ from those of the speaker or writer. Usually the speaker realizes the importance of the latter situation but very often does not know just how to meet it. Here again sympathy is the keynote. Nothing should be said which will give offense. The speaker must prepare carefully each step in his argument so as to lead the audience with him. In the beginning a common basis must be found, then the true attitude of the arguer may be made apparent as he proceeds.

An instance of this gradual leading on of the audience is found in “Julius Caesar,” where Mark Antony addresses the citizens after the murder of Caesar. The statements of “a plain blunt man” attach a much different significance to the “honorable men” at the close of the argument from that which was given in its beginning. Had Antony reversed the order of his speech he would have been deliberately killed instead of being hailed as a leader. He adapted his argument to his audience. He led them along step by step until in the end they arrived at the inference which he wished to establish and then with a fiery conclusion he aroused in them the desire for action. Not once did he lose their interest, because his treatment of the subject-matter took into account their 105personal, financial, social, and political welfare. This classical example illustrates well the maintaining of interest by that method of appropriate treatment which adapts the argument to the audience.

An example of a speaker addressing an audience of an entirely different class from that to which he himself belongs is that of Booker T. Washington on the occasion of the opening of the Atlanta Exposition. Mr. Washington had great difficulty in determining how he should take up his subject. But he was wise enough to apply the principle of sympathy with his audience, and the result was an address which stands as a monument to his wisdom. He, himself, says that: “No two audiences are exactly alike. It is my aim to reach and talk to the heart of each individual audience, taking it into my confidence much as I would a person. When I am speaking to an audience I care little for how what I am saying is going to sound in the newspapers, or to another audience, or to an individual. At the time, the audience before me absorbs all my sympathy, thought, and energy.” Again he says, referring to the occasion above mentioned, “I was determined to say nothing that I did not feel from the bottom of my heart to be true and right.”

Lincoln had some very strong misgivings about the reception of his Cooper Institute speech. It is said that he felt “miseries of embarrassment from his sense of the unaccustomed conditions, the critical and refined audience, his own ungainliness, and his ill-fitting and wrinkled clothes.” But after he began to speak his embarrassment disappeared. It was merged into sympathy with his audience, the people of New York City, for whom he had especially prepared the address. How well he succeeded in his adaptation we all know, and Nicolay and Hay say in their account:

“Yet, such was the apt choice of words, the easy precision of sentences, the simple strength of propositions, the fairness 106of every point he assumed, and the force of every conclusion he drew that his listeners followed him with the interest and delight a child feels in its easy mastery of a plain sum in arithmetic.”

Every speech must be so adapted to the audience that it will maintain just this kind of interest from the beginning to the close.

c. Adaptation to time or occasion.

The final requirement of appropriate treatment is that the argument be suited to the time or occasion. Every kind of occasion has an individuality born of its environment. The political argument of a candidate for office will have a somewhat different setting from the same argument delivered in the halls of congress. A brief for an argument might well serve for both occasions, but when that argument is written out the time or occasion of its presentation must be considered. The arguer can almost always foresee the circumstances of the particular occasion or time of presentation and thus adapt his argument to them. Formal college or intercollegiate debates before competent judges and with a definite limit as to the length of the speech would demand that the brief be developed in the most terse and direct manner possible; whereas the same argument to be delivered before a Political Science Club, with no judges and no time limit, might be developed much more fully and adapted to the occasion in a widely different manner. In conclusion, we must not forget that an argument intended to be read must be adapted to the writer, the reader and the time; whereas, an argument written for oral delivery must be adapted to the speaker, the audience, and the occasion.

B. Logical structure.

The very fact that a discourse is to take the form of an argument causes those to whom it is addressed to look for logical structure and clear reasoning. This expectation must 107not be ignored. The argument must not only be logical, but it must appear logical. This logical structure can be clearly set forth when the argument is written out, by means of frequent statements of the divisions of the argument and their relation to each other, summaries, and transition sentences and paragraphs. The arguer should first tell what he has to prove, then show all along that he is proving it, and finally call attention to the fact that he has proved it. If this is well done the logical structure of the argument is made obvious.

The argument must also show logical progress. We have already seen the necessity of making the introduction as brief as is consistent with the other requirements. This requirement regarding brevity must be observed throughout the development of the brief. Every statement must be developed to such an extent as to bring out clearly the central thought, but when this has been done the writer must pass at once to the next point, thus showing that some real progress is being made. An argument which moves slowly tires the reader or hearer. Therefore the temptation to elaborate a point in the brief upon which the writer has a large amount of information should be carefully guarded against. Each argument must be stated clearly, with supporting evidence to the point, and the proof furnished by the evidence plainly shown. This logical progress will aid greatly in maintaining interest in the proof of the argument.

C. Style.

Style is the manner of selecting and arranging words, sentences, and paragraphs in such a way that they will produce an intended effect upon the reader or hearer. From this definition it will be seen at once that style is a very important factor in argumentation. The argument is constructed with the express purpose of producing an intended effect upon the reader or hearer, and style is a necessary aid. The outward 108appearance of things enhances their usefulness. Manufacturers are on the constant lookout for designs which are really artistic and pleasing to the eye. It is even claimed that the appearance of food affects its digestion. Certainly, therefore, an argument ought to possess such style that it will appear in the most favorable light.

Style, however, must not be considered an external thing. It is not a trick by which an argument may be decorated for parade. Style is the thought and the man behind that thought. It is the thought presented in all its native force and completeness; it is the man with all his earnestness and sincerity put into his words. No writer or speaker can obtain good style by imitating that of another person. It must be the natural expression of his own personality.

a. Elements of style.

(1). Vocabulary.

The selection of the words in which the argument is expressed is highly important. The manuscript should be repeatedly revised with the object of securing a clear and forcible diction. A general term should not be used where a concrete term can be employed. All unusual words should be eliminated and replaced with words which are familiar.

Connotation may enter into the diction of an argument as well as into other forms of prose. There is a fitness possessed by certain words to express certain shades of meaning which must be utilized by the arguer. This regard for the connotative significance of words should guide in their selection throughout the argument.

Significant expressions and combinations of words should also be brought in for the purpose of heightening the effect of the argument. These combinations may be such as are used for political campaign watchwords. Greater force may be given to them by repetition, as in the case of the sturdy Roman orator who always closed his speech with the 109words “Carthage must be destroyed.” Alliteration may also be employed with good effect, as in the case of the college debater who, when opposing a further increase in our navy, designated a battleship as “A devilish device designed to murder men.” Such suggestions bring ideas to the mind with so much vividness that the impression which they make is not easily effaced.

(2). Sentences.

In framing the sentences of an argument the writer must consider whether it is designed for oral delivery or merely for the purpose of being read. If the latter, the rules of ordinary composition furnish a sufficient guide, but, if the former purpose is to be considered special attention must be given to sentence-structure. The writer should test each sentence as it is written by actually reading it aloud or by building a mental concept of the way in which it will sound when stated orally. The meaning must be plain, since if the hearer does not grasp it as the sentence is spoken he cannot grasp it at all. To aid in this clearness, long and involved sentence-structure should be avoided. Short, terse sentences should predominate. Both balanced and periodic sentences may be made to contribute to the oratorical quality which an argument should possess, but they must not interfere with that brevity which makes for clearness. The following extract from the argument of Daniel Webster in the White murder trial well illustrates the clearness which results from the use of terse sentences.

“The criminal law is not founded in a principle of vengeance. It does not punish that it may inflict suffering. The humanity of the law feels and regrets every pain it causes, every hour of restraint it imposes, and more deeply still every life it forfeits. But it uses evil as a means of preventing greater evil. It seeks to deter from crime by the example of punishment. This is its true, and only true main object. 110It restrains the liberty of the few offenders, that the many who do not offend may enjoy their liberty. It takes the life of a murderer that other murders may not be committed.”

(3). Paragraphs.

A paragraph should be devoted to each subdivision of the argument. Each paragraph must be a complete unit. Its length should vary with the importance of the subdivision to which it is confined. The sentence in the brief which it is designed to elaborate should stand as the key sentence of the paragraph.

b. Qualities of style.

(1). Clearness.

The most important quality of style is clearness. Clearness is a valuable aid to interest, for the human mind delights in lucidity. The audience or reader will seldom take the trouble to figure out exactly what idea is intended to be conveyed. Most audiences are lazy and must be assisted to think. The way in which a conclusion is to be reached must be pointed out to them. Hence the necessity of making plain an argument which is to be delivered orally is especially great.

Error can easily be smuggled into an argument under cover of confused language, but clearness shows forth the argument in such a light that any mistake must be apparent. This satisfies the minds of those addressed, because they can see and judge for themselves. Moreover, there is a quality of elegance coming from perfect clearness which carries conviction with it. If clearness is lacking, grave errors may be lurking in the obscure phrasing of the discourse and the reader or hearer cannot feel satisfied in his own mind. Therefore, for the sake of the writer and for the sake of those to whom the argument is addressed, clearness should be the predominating quality of style.

It is not amiss at this point to quote in full the famous description of eloquence from Webster’s oration on Adams 111and Jefferson. It is not only a description but it is a great example of the thing described. The student will do well to ponder over it and try to realize the full significance of every statement.

“Clearness, force, and earnestness are the qualities which produce conviction. True eloquence, indeed, does not consist in speech. It cannot be brought from far. Labor and learning may toil for it, but they will toil in vain. Words and phrases may be marshalled in every way, but they cannot compass it. It must exist in the man, in the subject, and in the occasion. Affected passion, intense expression, and pomp of declamation, all may aspire to it; they cannot reach it. It comes, if it comes at all, like the outbreaking of a fountain from the earth, or the bursting forth of volcanic fires, with spontaneous, original, native force. The graces taught in the schools, the costly ornaments and studied contrivances of speech, shock and disgust men, when their own lives, and the fate of their wives, their children, and their country, hang on the decision of the hour. Then words have lost their power, rhetoric is vain, and all elaborate oratory contemptible. Even genius itself then feels rebuked and subdued, as in the presence of higher qualities. Then patriotism is eloquent; then self-devotion is eloquent. The clear conception outrunning the deductions of logic, the high purpose, the firm resolve, the dauntless spirit, speaking on the tongue, beaming from the eye, informing every feature, and urging the whole man onward, right onward to his object,—this, this is eloquence; or rather it is something greater and higher than all eloquence,—it is action, noble, sublime, godlike action.”

Simplicity of expression is an important aid to clearness. No speaker should strive for effect alone. The simplest words and the simplest sentences should be chosen. Fine writing or high sounding language should be avoided. The writer 112should make use of that directness which characterizes his conversation when he is in earnest.

Concreteness is a most important aid to clearness, for general statements make little impression upon the average mind. To secure the best effect concrete particulars must be used to amplify and illustrate all general statements. This not only makes the meaning of the speaker more clear but it also gives a force and vigor to the idea presented. In fact, some writers have named concreteness as the most important aid to force. In Alden’s Art of Debate a speaker during the time of the Chicago strike is quoted as having moved his hearers to enthusiasm by declaring: “If necessary, every regiment in the United States army must be called out, that the letter dropped by the girl Jennie, at some country post-office back in Maine, may go on its way to her lover in San Francisco, without a finger being raised to stop its passage.” This is concreteness as distinguished from generality. How much less clear and less forcible would be the general abstract statement that “If necessary, the whole force of the United States army will be called into action for the purpose of preventing interference with the mails.”

Instead of making the general statement “There has been a constant improvement in the methods devised by man for killing his fellow men in war,” the idea would be more concrete if expressed in the following terms: “Ever since Shamgar slew the opposing army of the Philistines with an oxgoad man has been improving the instruments of war until to-day we have the modern dreadnought weighing thousands of tons and costing millions of dollars.” Or, the idea can be presented in a still more concrete manner by stating the following facts: “Ever since David, the shepherd boy, picked a pebble from the brook; placed it in his sling; threw it and killed Goliath, man has been improving the method of throwing things at his fellow men, in order to kill them, until to-day 113we have the thirteen inch gun, which throws a projectile weighing one thousand pounds a distance of thirteen miles.” These concrete instances when elaborated become illustrations or illustrative instances. In fact, the last statement given above might be dignified with the name illustration. Lincoln in his Cooper Institute speech aptly illustrated the attitude of the South toward secession when he said: “But you will not abide the election of a Republican President! In that supposed event you say you will destroy the Union! and then, you say, the crime of having destroyed it will be upon us! That is cool. A highwayman holds a pistol to my ear and mutters through his teeth ‘Stand and deliver or I shall kill you, and then you will be a murderer.’” Again Lincoln uses a most clear and forcible illustration in his Springfield speech when he presents the following argument from analogy:

“We cannot absolutely know that all these adaptations are the result of preconcert. But when we see a lot of framed timbers, different portions of which we know have been gotten out at different times and places and by different workmen,—Stephen, Franklin, Roger, and James, for instance,—and when we see these timbers joined together, and see they exactly make the frame of a house or a mill, all the tenons and mortices exactly fitting, and all the lengths and proportions of the different pieces exactly adapted to their respective places, and not a piece too many or too few,—not omitting even scaffolding,—or, if a single piece be lacking, we see the place in the frame exactly fitted and prepared yet to bring the piece in—in such a case, we find it impossible not to believe that Stephen and Franklin and Roger and James all understood one another from the beginning, and all worked upon a common plan or draft drawn up before the first blow was struck.”

Such concrete illustrations as are contained in the above 114quotation should abound in every argument. The homelier the illustration, the more pronounced the effect. It requires no especial insight into human nature to see that such incidents as those quoted above will hold the interest of the audience or reader much more effectively than cold, formal, generalized statements. Therefore, the student should make use of concreteness, and, in fact of all rhetorical devices, for the purpose of making his argument clear and interesting. Even narratives of some extended length may be introduced when they are especially pertinent to the point at issue.

Clearness is aided by making plain in the argument that unity which exists in the brief. All matter which does not tend to explain or prove the main proposition should be excluded. It is dangerous for the arguer to enter into lengthy explanations, for they may be but digressions from the main argument. It is of course assumed that the brief possesses unity. The temptation to include matter merely because of its interest is always strong, but the student must apply the test of immediate relevancy and be guided by it. The final acceptance of the argument by the reader or hearer is aided or hindered by his impression of the unity or solidity of its construction. The brief should be strictly followed in order that unity may be apparent.

Coherence is also an important aid to clearness. The coherence which exists in the brief must be expressed in the argument. The connective “for,” which is used in the brief to show the relation subordinate statements bear to the main statements, must be expanded in rhetorical style so as to bring out plainly the force of the relation which it expresses. In the effort to secure coherence the arguer should not hesitate to repeat the main issues or even to show how they stand as proof of the proposition. Every fact of evidence must be made to stand out distinctly as proof for some statement in the argument. Otherwise the evidence will be mere dead 115weight, loading down instead of supporting the contentions of the arguer.

Connective words, such as “for,” “because,” “hence,” “therefore” should abound throughout the proof for the purpose of showing precisely what relation exists between a fact and a statement, or a statement and a main issue, or a main issue and the proposition. Every fact of evidence must be clearly connected with the statement which it proves; every statement supported by evidence must be connected directly with the main issue which it proves; and every main issue must be connected directly with the proposition which it proves. This must be done not by inference, but by an expressed connection. The connection may appear so obvious that it seems foolish to put it in words, but experience shows that the connective must be expressed or it will not be comprehended. If the connections are not expressed the argument will appear incoherent. Therefore, transitional sentences must be used frequently. When two or more facts of evidence are offered in support of one statement the words “First”, “Second”, and “Third”, or “Moreover”, “Again”, “Furthermore” should be used. At the end of the enumeration what all these facts tend to show regarding the proposition should be stated.

Coherence is not obtained by chance. To obtain it requires the greatest care in the original writing out of the argument. A careful process of revision must then be instituted to make sure that no fact of evidence is left standing without its appropriate relation to the proposition being clearly stated. Any break in coherence may mean the loss of part or all of the evidence offered in support of a main issue.

One of the classical examples of argument noteworthy for its coherence, and the one most often recommended for study in connection with the subject of coherence, is Burke’s Speech on Conciliation. In that part of the argument 116which treats of the American love of freedom, the skill displayed in making transition from part to part, and the general effect of coherence which results from this treatment are most conspicuous.

The following extracts taken from a portion of the argument will illustrate Burke’s method of making his discourse coherent. The dots indicate omissions.^[3]

“In the character of the Americans, a love of freedom is the predominating feature which marks and distinguishes the whole ... this (results) from a great variety of powerful causes.... First, the people of the colonies are descendants of Englishmen.... Their governments are popular in a high degree.... If anything were wanting to this necessary operation of the form of government, religion would have given it complete effect.... The people are Protestants; and of the kind which is most adverse to all implicit submission of mind and opinion.... (The Church of England tends to offset this influence in the Southern colonies). There is, however, a circumstance attending these colonies, which in my opinion, fully counterbalances this difference.... It is, that in Virginia they have a vast multitude of slaves. Where this is the case in any part of the world, those who are free are by far the more proud and jealous of their freedom.... Permit me, Sir, to add another circumstance in our colonies, which contributes no mean part towards the growth and effect of this untractable 117spirit. I mean their education. In no country perhaps in the world is the law so general a study.... The last cause of this disobedient spirit in the colonies is hardly less powerful than the rest, as it is not merely moral, but laid deep in the natural constitution of things. Three thousand miles of ocean lie between you and them.... Then, Sir, from these six capital sources: of descent; of form of government; of religion in the northern provinces; of manners in the southern; of education; of the remoteness of the situation from the first mover of government; from all these causes a fierce spirit of liberty has grown up....”

These transition sentences seem to imply a strong coherent argument, and, when taken in connection with the context, they form an almost perfect example of argumentative coherence.

Usually the first sentence of a paragraph developing a new argument is the transition sentence. Sometimes a more extended transition becomes necessary, in which case more than one sentence, or even an entire paragraph, may be devoted to the transition from one part to another. All of the methods suggested above may be properly employed in giving the argument coherence.

In this discussion of clearness many things have been considered which must be taken into account when reading the discussions of Force and Elegance. No division of style can be absolute nor can a complete exposition of its qualities be attempted without much repetition. The student must therefore treat this division of subject-matter as helpful only in emphasizing the qualities which his argumentative writing and speaking should possess.

(2). Force.

We speak of a “forcible argument” with respect because it indicates something substantial. Force must pervade any 118writing or speaking which aims to arouse to action. The material must be presented in an impressive manner. By so doing we create a keener interest and bring to the minds of our readers or hearers a more vivid realization of the significance of our argument. Therefore after all the devices heretofore considered have been employed to make the argument interesting, the finished product should be considered with a view to determining whether it is the most forcible piece of work that can be produced. Perhaps some slight change in the way in which these devices have been employed will give a better effect. If so, the modification should be carefully attended to in order that the argument may possess in its highest degree the quality of force.

The force of an argument depends in large measure upon the proper use of emphasis. Emphasis is the means by which attention is called to the importance or special significance of any portion of the argument. One of the ways in which any part of the subject-matter may be emphasized is by expanding or dwelling upon that part. This must always be done with due consideration for the other parts of the argument. Hence it happens that proportion is used as a means to secure emphasis. The writer must determine the really vital parts of his argument and aim to give emphasis to them alone, because every point cannot be emphasized. An attempt to emphasize everything results in no emphasis whatever. Everything must not be on the same dead level, because if it is the audience or reader will soon lose interest. We sometimes speak of the important points as the “high places” in the argument. These “high places” must exist, because it is impossible for the reader or hearer to remember all the details of a lengthy argument. He will, however, remember the important points, providing they have been properly emphasized.

We now turn to the methods by which the best use can 119be made of the space devoted to the emphasizing of any particular point. The use of metaphors, similes, and epigrams is an effective mode of emphasis. An apt metaphor or simile will remain in the minds of readers or hearers long after the trend of the argument is forgotten.

Another method frequently employed for the purpose of securing emphasis is that of the rhetorical question. Since such a question implies an answer favorable to the party asking it, it must appear plainly that the answer is bound to be as he desires. In the Lincoln-Douglas debates both speakers made frequent use of this method, and Webster, in emphasizing the necessity of finding the murderer of Captain John White asks, “Should not all the peaceable and well disposed naturally feel concerned, and naturally exert themselves to bring to punishment the authors of the secret assassination? Was it a thing to be slept upon or forgotten? Did you, gentlemen, sleep quite as quietly in your beds after this murder as you did before? Was it not a case for rewards, for meetings, for committees, for the united efforts of all the good, to find out a band of murderous conspirators, of midnight ruffians, and to bring them to the bar of justice and law?”

The use of repetition for the purpose of emphasis is most important. In employing this method care should be taken not to overdo it, as such a process is always fatal to interest. The central idea should be repeated, but the phrasing should be skillfully varied so as to prevent the repetition from becoming monotonous. Furthermore, the point of view should be changed. This not only serves to change the manner in which the idea is presented but will help to hold the interest. Perhaps one point of view will appeal more strongly to some people than to others. Hence by changing the point of view the greatest number of people are influenced. It must be kept in mind, however, that it is not the point of view of the 120writer which changes but merely the point of view from which he presents the part of the argument to be emphasized.

(3). Elegance.

As has already been suggested, the appearance of an argument has a great deal to do with the manner in which it is received. By appearance is meant the way in which it appears to the mind of the person addressed. If it appears to be a stiff, formal, arrogant piece of work it may only excite intellectual curiosity instead of arousing interest and creating desire. The argument must appeal with freshness and vivacity to the person addressed. It is no small task to form an elegant forensic from a solid, rigid brief.

From the student’s study of ease, grace, elegance, and rhythm as found in books of rhetoric, he will have obtained a fair idea of the quality of elegance and can make an intelligent effort to secure it in his own work. But the most effective way in which to acquire a sense of elegance is by the study of those masterpieces of argument which possess this quality to a high degree. Rules cannot be formulated nor practicable principles laid down for obtaining this quality. Just as the musician acquires a sense of what is proper and what is not proper in his art, so, must the writer of an argument acquire a sense of what is proper and what is not proper by a study of the works of those who have been masters in the art of argumentation. The simple elegance of Lincoln’s style, the impressive elegance of the style of Webster, and the fiery elegance of which Patrick Henry was master, must be studied earnestly by the student. The orations of Webster, the speeches of Burke, and the arguments of Lincoln should be read over and over again. Favorite passages should be committed to memory and all the speeches should be read for the purpose of being enjoyed. This will impart a wealth 121of expression and an elegance of style which can be obtained in no other way.

In considering the subject of “Interest—Maintained by the Proof” let the student remember that all the methods herein suggested stand ready to aid him in his supreme desire to be heard if he will but master them and make them his servants.

Attention has been previously called to the fact that the practical application of introduction, proof, and conclusion to the creating of attention, interest, and desire is approximate rather than absolute. The main part of the argument which is contained in the proof carries forward the work of persuasion. It creates a desire to understand the whole truth about the proposition discussed. When we say that the desire is created by the conclusion we mean that all the good effect produced by the proof is summed up and presented in such a forcible manner that it awakens the desire for action.

The proof has maintained the interest of those to whom the argument is addressed. It has established a firm basis in rational desire. The object of the conclusion is to arouse emotions sufficient to move the will. In order that it may do this it should be in the form of an appeal for the adoption or defeat of the resolution. To understand the way in which this plea or appeal should be made it is necessary to understand the forces which influence the individual to act. These forces are known as the qualities of want. The desire to act results from one or more of the following seven causes.

1. Necessity.

If the proof which has been presented for or against the proposition shows that the proposed measure is necessary the conclusion should make necessity the basis of the plea. 122Necessity is a strong basis for an argument. If a thing is a necessity, all reasonable persons will agree that it should be adopted, providing there is no predominating circumstance which makes its adoption inadvisable. Lincoln urged upon his hearers the necessity of settling the slavery question, Patrick Henry urged the necessity of resistance to the tyranny of England, and Daniel Webster urged the necessity of holding the Union inviolate. By showing that a thing is necessary, that disaster will follow inaction, orators have aroused the energies of men in order that great reforms might prevail. The speaker who can show that the cause of action which he advocates is necessary to the state, to the community, or to the individual has made a strong plea for its adoption.

2. Interest.

By an appeal to interest we do not mean anything unworthy of either speaker or hearer. Legitimate self-interest is perhaps the strongest motive which incites men to action. This trait of the human character should not be lost sight of by the student of argumentation. In one way or another almost every proposition may be made to appeal to the self-interest of the individual. For the purpose of being systematic we may consider this self-interest under the three heads, Convenience, Pleasure, and Profit.

A. Convenience.

If it can be shown that the adoption of a definite course of action will be for the convenience of the individual a strong point in its favor has been established. If emphasis can be placed upon the fact that it will be for the convenience of the community as a whole the argument will be still stronger, for some people love to flatter themselves that they are considering the interests of their fellow men as well as of themselves, and many people are honest in this impulse. Moreover, this public spirit is an actual factor in determining the 123actions of men. Such an argument is especially valuable in discussing local questions. In advocating the building of a new bridge, the granting of concessions to a proposed railroad or street car line the appeal to the convenience of the people of the community is very strong. By the application of a little ingenuity in connecting the points of the argument with the everyday life of the people to whom it is addressed, the effectiveness of the conclusion may be greatly increased.

B. Pleasure.

The average person is inclined to accept that which is pleasing to him and reject that which is displeasing. In the construction of the proof we have been trying to keep interest alive by presenting our subject in an interesting manner. In the conclusion we must sum up this matter in such a way as to conform to the pleasure of those addressed. The building of a new theatre, a town hall, or a park may be made to appeal to many interests of the community, but after all is said the fact remains that the main justification for such buildings rests upon the pleasure which they give to individual members of the community. As in the case of convenience, this element of pleasure may be utilized with practical results in the closing plea.

C. Profit.

The strongest appeal to self-interest can be made by showing that the action advocated will result in profit to the individual. By showing that a proposed plan of taxation will result in lowering the yearly amount of tax which John Jones will have to pay, you will probably secure the vote of John Jones in favor of your proposition. By showing that the purchase of a potato digger will increase the amount of money which a farmer can make raising potatoes, you have gone far toward convincing that farmer that he should buy a potato digger. By showing that consolidation will yield greater profit to the business man you have done much to 124persuade him to join the combination. By showing that the lowering of the tariff schedule will reduce the cost of living you may induce many persons to advocate a lower tariff. In every argument self-interest plays an important part. The conclusion should therefore leave firmly fixed in the mind of the reader or hearer the fact that the action advocated will be for his best interests.

3. Jealousy, vanity, and hatred.

An appeal to the baser passions of mankind is not to be commended. Nevertheless, we are here treating of real arguments in a real world. Since the end of argumentation is action, and since jealousy, vanity, and hatred are motives which stir men to action, we must consider them. Personal motives may furnish subsidiary inducements to action. The jealousy which one business man feels toward his competitor may induce him to adopt new methods of doing business in order that he may outdo his rival. The vanity which a manufacturer feels in the superiority of his goods may be the determining factor in the adoption of improved machinery. The hatred which the honest citizen entertains for boss rule may be the determining factor in deciding the way he will vote. The ingenuity of the student must be employed in trying to fathom the unseen causes which guide the activities of his fellows.

4. Ambition.

The ambition of an individual to excel in his business, trade, or profession; the ambition of a community to have the best social and educational advantages; and the ambition of a nation to outreach the world in trade and commerce, may all form the substantial basis for action. By appealing to this praiseworthy ambition the emotional element is added to the element of intellectual conviction.

Every human being is moved at times by generous impulses which may arise from a variety of causes. The arguer should study these causes and attempt to stimulate the impulses. Dignify the position of those to whom the appeal is made by showing them that they can well afford to be generous.

6. Love of right and justice.

The arguer should never fail to leave his hearers with the conviction that he champions a just cause. This appeal can always be made, because under no circumstances should anyone champion a cause which is unjust. In this age people as a whole are willing to do the right thing, despite the actions of particular individuals or groups of individuals to the contrary. Abstract justice in its application to the particular proposition should form the basis of the final plea.

7. Love of country, home, and kindred.

The hearts of men have always been stirred by the appeal to patriotism. Action in its most intense form will follow the right appeal to love of country. The protection of home and kindred has from the dawn of history been the prime motive in all great world movements. Other causes may appear on the surface, but underlying these, in one form or another is this primal cause. Wars are waged and nations built up or overthrown because of the use or abuse of this power. Therefore the speaker must make a broad application of his particular argument in the closing paragraph.

With these fundamental suggestions in mind regarding the attitude which the conclusion should take, we will now turn to the form in which it is to be presented.

The conclusion must conform to the brief by summing up the main arguments and putting them clearly before the 126audience. This summary is necessary in order to make the proof clear and forcible. It should contain the main issues, and, whenever practicable, the subordinate reasons supporting them, in order that the chief points in the proof of the proposition may be recalled by the audience.

An example of the simple summary which is often quoted as a model, is the conclusion of the argument made by Daniel Webster in the case of Ogden v. Saunders:—

“To recapitulate what has been said, we maintain, first, that the Constitution, by its grants to Congress and its prohibitions to the states, has sought to establish one uniform standard of value, or medium of payment. Second, that, by like means, it has endeavored to provide for one uniform mode of discharging debts, when they are to be discharged without payment. Third, that these objects are connected, and that the first loses much of its importance, if the last, also, be not accomplished. Fourth, that, reading the grant to Congress and the prohibition on the states together, the inference is strong that the Constitution intended to confer an exclusive power to pass bankrupt laws on Congress. Fifth, that the prohibition in the tenth section reaches to all contracts, existing or in the future, in the same way that the other prohibition, in the same section, extends to all debts, existing or in the future. Sixthly, that, upon any other construction, one great political object of the Constitution will fail of its accomplishment.”

Again in the argument on the Presidential Protest he summarizes with effect and concludes:—

“—We have not sought this controversy; it has met us and been forced upon us. In my judgment, the law has been disregarded, and the Constitution transgressed; the fortress of liberty has been assaulted, and circumstances have placed the Senate in the breach; and, although we may perish in it, I know we shall not fly from it. But I am fearless of consequences. 127We shall hold on, Sir, and hold out, till the people themselves come to its defense. We shall raise the alarm, and maintain the post, till they whose right it is shall decide whether the Senate be a faction, wantonly resisting lawful power, or whether it be opposing, with firmness and patriotism, violations of liberty, and inroads upon the Constitution.”

In concluding this chapter on constructing the argument, let us again revert to the fact that the conclusion must be presented in such a way as to create a desire for action. The conclusion must “clinch” the argument. The time has come for the reader or hearer to act, or determine upon action. All the labor spent upon the introduction in arousing and fixing the attention, and all the labor spent upon the proof in maintaining the interest and building a firm basis for persuasion in rational conviction, is now lost unless the conclusion rises supreme above these and presents a culmination forcible and commanding. The conclusion should reap the harvest of persuasion sown throughout the argument. The emotions must be aroused as they have not been aroused in the presentation of the proof; they must be stimulated to the highest pitch. The conclusion must command the best powers of the speaker or writer. It must unite the audience, the subject, and the personality of him who presents the argument into one mighty current of thought and emotion which leads onward to action.

Rebuttal consists of defending the constructive argument and weakening or destroying opposing arguments. Rebuttal is both defense and attack. Refutation is attack alone. In formal debate rebuttal refers to the final speech made by each debater after he has presented his constructive argument and his opponents have had a chance to reply. The main speech in a formal debate is usually of ten minutes’ duration while the rebuttal speech is of five minutes’ duration. Furthermore, after the first affirmative speaker has opened the debate it is customary for each succeeding speaker to introduce his main argument with a short rebuttal speech of one or two minutes, or he may introduce rebuttal at any point in his main speech.

The rebuttal speech must introduce no new argument, but is limited to a discussion of the validity of the arguments already presented. After the salesman has presented his goods and the reasons why the prospective customer should buy, he must answer the questions regarding those reasons and the objections which are made to them. Furthermore, he must overthrow any reasons for not buying which may be advanced by the customer. In arguing with a single individual regarding the advisability of any course of action the arguer must defend his own position as well as overthrow that of his opponent. In organizations and deliberative bodies the speaker who proposes any plan or measure must be prepared to answer any objections which may be made to it; and must also be prepared to weaken or destroy the 129arguments which may be advanced in support of other plans or measures which conflict with his own. It is thus seen that a knowledge of the preparation and presentation of rebuttal is almost indispensable to the student who would make practical application of the theory and practice of argumentation. Since our work is to take the form of debating, we shall consider the subject largely from this standpoint. Nevertheless, the student should constantly keep in mind the broader application of the principles which are used in formal debating.

Rebuttal should never be considered lightly from the standpoint of preparation. The speaker who relies on the “spur” of the moment is quite sure to find that when the moment arrives it has no “spur.” The rebuttal should be prepared as carefully as the constructive argument. It demands exact and far-reaching knowledge. Furthermore, it demands absolute command of that knowledge in order that it may be used effectively. In this preparation the student should consider the sources from which he may derive the appropriate material, and the proper arrangement of that material after it has been collected.

1. Sources of material for rebuttal.

A. Material acquired in constructing the argument.

The investigation which preceded and accompanied the construction of the brief and argument should have yielded a wide knowledge of the subject. Much of the material gathered could not be used because of limitations of time or space, because of its not being adapted to use in the argument as it was to be presented, or because of the abundance of better material. The student will therefore have in his possession a large number of facts which were not used. These 130should be carefully reviewed in order that the “stock in trade” of rebuttal material may be invoiced. The student should then revert to his original analysis and examine his opponents’ position with a critical eye. He should measure carefully the strength of that position and compare it with his own. All the sources which were consulted in the beginning should again be made to yield information. This can now be done with ease, because the preparation of the constructive argument has given the student a firm grasp upon the subject-matter.

Every possible point of attack which the constructive argument presents must be fortified by full and complete rebuttal material. The debater should begin at his argument as a starting point and work back along the line of evidence supporting each general assertion. Since it was impracticable to put into the argument all the evidence supporting any one contention, the student must now have this evidence at hand in order to support his argument at the point where the attack can be made. It is almost impossible to construct an argument which cannot be attacked in a plausible manner, but it is entirely possible to construct an argument which can be defended successfully.

After the constructive argument has been fortified, the main contentions of the opposition, which the analysis of the question has revealed, must receive careful attention. Every possible line of attack which the opposition may advance should be considered. The student cannot hope to determine beforehand the form in which these arguments will be presented. Nevertheless, if his analysis of the proposition has been made in a thorough manner, and if his preparation has been thorough, he cannot fail to have grasped the underlying arguments of his opponents’ position. These should now be refuted with the best material which the debater can find. He must be as diligent in ferreting out evidence 131which will overthrow his opponents’ position as he was in searching for evidence with which to support his own. No available source of evidence should be neglected. Every weak point in the opposing argument should be exposed and “ammunition” with which to attack these weak places should be collected. This material should be tabulated on cards in the same form that was used in tabulating material for the constructive argument. The following specimens of rebuttal cards, prepared by students for an inter-class debate, may prove suggestive.

Injustice.	D. A. Wells.
“Taxation in aid of private enterprises is to load the tables of the few with bounty, that the many may partake of the crumbs that fall therefrom.”
The Theory and Practice of Taxation, p. 292.
Test of Ability.	Philip S. Post.
“By successive stages more equitable standards of taxation have been reached, until now there is a general acceptance of the maxim that income is the best test by which to measure a man’s ability.”
Outlook, Vol. 85, p. 503 (1907).
Equality of Sacrifice.	R. T. Ely.
“An income tax honestly assessed and honestly collected answers the canon of Equality of Sacrifice.”
Taxation in American States, p. 89.

B. Books, papers, and documents.

It often happens that the question has been debated previously. In such cases books, papers, and documents may 132be found which contain “ready-made” rebuttal arguments. The debater should never rely on these alone. The preparation suggested in the last section is an absolute prerequisite to successful work in rebuttal. However, these ready-made arguments should be searched out carefully and made to form a part of the material for rebuttal. Such evidence is of course subject to the same requirement regarding its worth and validity as the sources of material consulted in constructing the main argument.

The student should now go over his cards carefully and consider the various books, papers, or documents from which his information was derived. Any of these books, papers, or documents which stand as authority for vital facts, or for facts about which there is likely to be a dispute, should be taken out and placed with the other material which is to be used in rebuttal. Especially should this be done in cases where the debater feels that he has authority which is probably better than that which his opponents will be able to quote. For example, a government document makes a very effective showing when it is quoted as contradicting the statement of some unknown magazine writer. In like manner statistics from the United States Census Reports will prevail over statistics found in an address delivered by some partisan leader. Since such conflicts of authority are likely to arise it is important that the debater have at hand the original sources of the information which forms the basis of his argument or rebuttal. Moreover, a recognized authority sometimes changes his opinion. In this case the debater should be careful to provide himself with the book, paper, or document which contains his latest views on the subject discussed. These become especially valuable when the opposition relies upon the old views of the authority quoted. In this, as in all other cases of authority, the usual tests of sufficiency apply.

The skillful asking of questions is a most important matter in debating. These are often asked in the main argument, but it is in the rebuttal that the answers are usually threshed out. If the questions are not asked originally in the rebuttal they should at least be reverted to during this part of the debate. No debater can consider himself thoroughly prepared who has not framed some effective questions and who is not ready to answer questions which may be asked by his opponents. The interrogatories which are intended to be discussed in the rebuttal are not rhetorical questions, but questions calling for definite answers.

There are two well defined uses to which these questions may be put. First, they may be used to compel an opponent to take a definite position on some issue which he appears to be attempting to evade. Second, they may be used to force an opponent into a dilemma, in which position he will be at a disadvantage without regard to the answer which he gives. Very often an opponent is more skillful in evading the real point at issue than he is in debating it. In such cases a question or series of questions may be necessary in order to compel him to discuss the subject of dispute. Sometimes an opponent intentionally evades the real point at issue because he knows his position is weak and seeks to cover up the real defect under a plausible show of language. In both of these situations the use of direct questions is effective. The wording of these questions should receive the same careful consideration which is bestowed upon the wording of a proposition. The questions must be clear and unambiguous and must call for definite and direct answers. No opportunity for evasion should be allowed. Furthermore, these questions must be worded forcibly and emphasized in such a way that an opponent will not dare to leave them unanswered.

134On the other hand, if an opponent propounds certain questions to which answers are demanded, the debater must either answer these questions satisfactorily or show good reason why they should remain unanswered. In the famous Lincoln-Douglas debates, which began August, 1858, questions were frequently asked by both parties. In the first debate, which was held at Ottawa, Illinois, Douglas asked Lincoln seven distinct questions. In the second debate which was held at Freeport, Lincoln restated these questions and answered them briefly and to the point in the following manner:

“In the course of that opening argument Judge Douglas proposed to me seven distinct interrogatories. In my speech of an hour and a half, I attended to some other parts of his speech, and incidentally, as I thought, answered one of the interrogatories then. I then distinctly intimated to him that I would answer the rest of his interrogatories on condition only that he would agree to answer as many for me. He made no intimation at the time of the proposition, nor did he in his reply allude at all to that suggestion of mine. I do him no injustice in saying that he occupied at least half of his reply in dealing with me as though I had refused to answer his interrogatories. I now propose that I will answer any of the interrogatories, upon condition that he will answer questions from me not exceeding the same number. I give him an opportunity to respond. The Judge remains silent. I now say that I will answer his interrogatories, whether he answers mine or not; and that after I have done so I shall propound mine to him.

“I have supposed myself, since the organization of the Republican party at Bloomington, in May, 1856, bound as a party man by the platforms of the party, then and since. If in any interrogatories which I shall answer I go beyond the scope of what is within these platforms, it will be perceived that no one is responsible but myself.

135“Having said this much, I will take up the Judge’s interrogatories as I find them printed in the Chicago Times, and answer them seriatim. In order that there may be no mistake about it, I have copied the interrogatories in writing, and also my answers to them. The first one of these interrogatories is in these words:

Question 1—‘I desire to know whether Lincoln to-day stands, as he did in 1854, in favor of the unconditional repeal of the Fugitive Slave law?’

Answer—I do not now, nor ever did, stand in favor of the unconditional repeal of the Fugitive Slave law.

Question 2—‘I desire him to answer whether he stands pledged to-day, as he did in 1854, against the admission of any more Slave States into the Union even if the people want them?’

Answer—I do not now, nor ever did, stand pledged against the admission of any more Slave States into the Union.

Question 3—‘I want to know whether he stands pledged against the admission of a new State into the Union with such a Constitution as the people of that state may see fit to make?’

Answer—I do not stand pledged against the admission of a new State into the Union, with such a Constitution as the people of that State may see fit to make.

Question 4—‘I want to know whether he stands to-day pledged to the abolition of slavery in the District of Columbia?’

Answer—I do not stand to-day pledged to the abolition of slavery in the District of Columbia.

Question 5—‘I desire him to answer whether he stands pledged to the prohibition of the slave trade between the different states?’

Answer—I do not stand pledged to the prohibition of the slave trade between the different states.

Question 6—‘I desire to know whether he stands pledged 136to prohibit slavery in all the Territories of the United States, north as well as south of the Missouri Compromise line?’

Answer—I am impliedly, if not expressly, pledged to a belief in the right and duty of Congress to prohibit slavery in all the United States Territories.

Question 7—‘I desire him to answer whether he is opposed to the acquisition of any new territory unless slavery is first prohibited therein?’

Answer-I am not generally opposed to honest acquisition of territory; and, in any given case, I would or would not oppose such acquisition, according as I might think such acquisition would or would not aggravate the slavery question among ourselves.

“Now, my friends, it will be perceived upon an examination of these questions and answers, that so far I have only answered that I was not pledged to this, that, or the other. The Judge has not framed his interrogatories to ask me anything more than this, and I have answered in strict accordance with the interrogatories, and have answered truly, that I am not pledged at all upon any of the points to which I have answered. But I am not disposed to hang upon the exact form of his interrogatory. I am rather disposed to take up at least some of these questions, and state what I really think of them.”

In the above example of the use of questions and answers it will be noted that Lincoln emphasizes his fairness by offering to answer his opponent’s questions provided that opponent will do the same with questions which he propounds. When Judge Douglas does not accept this proposition, Lincoln follows up his just course of conduct by declaring that he will answer his opponent’s questions whether that opponent will answer his or not. He then makes an introductory statement in which he limits the responsibility of his answers strictly to himself. He next takes up each question 137and answers it briefly and directly. He concludes these answers with a paragraph in which he shows that he has answered the questions strictly in accordance with the form in which they were asked. Then he again shows his fairness and even liberality toward his opponent by taking up the more important questions and giving a full and complete discussion of each one. After this fair and comprehensive treatment Lincoln proceeds to propound his questions to Judge Douglas in the following manner.

“I now proceed to propound to the Judge the interrogatories so far as I have framed them. I will bring forward a new installment when I get them ready. I will bring them forward now only reaching to number four.

The first one is:—

Question 1—If the people of Kansas shall, by means entirely unobjectionable in all other respects, adopt a State constitution, and ask admission into the Union under it, before they have the requisite number of inhabitants according to the English bill,—some ninety-three thousand,—will you vote to admit them?

Question 2—Can the people of a United States Territory, in any lawful way, against the wish of any citizen of the United States, exclude slavery from its limits prior to the formation of a State constitution?

Question 3—If the Supreme Court of the United States shall decide that States cannot exclude slavery from their limits, are you in favor of acquiescing in, adopting, and following such a decision as a rule of political action?

Question 4—Are you in favor of acquiring additional territory, in disregard of how such acquisition may affect the nation on the slavery question?”

The foregoing examples of questions and answers will give an idea of the way in which they may be used in a formal debate. The third interrogatory propounded by Lincoln 138illustrates well the type of question which is designed to force an opponent into a dilemma. This inquiry is an example of the great analytical ability of Lincoln, as the following circumstances will show.

The Dred Scott decision by the United States Supreme Court had held that Congress did not have the power to exclude slavery from any of the territories. Lincoln regarded this decision as wrong and said so. Douglas denounced Lincoln for his attitude in the matter and declared that it was unpatriotic, disloyal, and revolutionary for any man to criticize a decision of the United States Supreme Court. On the other hand Lincoln denounced Douglas on the ground that he, acting in conjunction with other Democrats, was engaged in a conspiracy to nationalize slavery. In support of this charge he offered reasonable evidence, and showed that the conspirators’ efforts would be complete providing they could get a decision of the Supreme Court which would declare that a state could not exclude slavery from its borders. Lincoln charged Douglas with active attempts to secure this decision. It was under these circumstances that Lincoln asked the third question, viz.:—“If the Supreme Court of the United States shall decide that the States cannot exclude slavery from their limits, are you in favor of acquiescing in, adopting, and following such decision as a rule of political action?”

If Douglas answered this question in the affirmative it would put him in the position of substantiating Lincoln’s charge of conspiracy. This would be very embarrassing for Douglas and give Lincoln a decided advantage. On the other hand, Douglas’s position would be just as embarrassing and his opponent would reap as great an advantage, if he answered in the negative, for then he would be opposing a decision of the Supreme Court,—the very thing for which he had so bitterly denounced Lincoln. The question was so 139worded that an affirmative or a negative answer would be equally disastrous.

By a judicious use of such questions the debater may direct the discussion along the narrow channel which it should take, and bring out in a forcible way any defects in his opponents’ position. No debater should consider himself thoroughly prepared for rebuttal until he has worked out carefully a list of questions framed in accordance with the principles here suggested.

Another form of attack which properly belongs under this heading is that of demanding a definite plan. If the speaker is upholding the negative in a debate on the question of the inheritance tax, he should demand that the next affirmative speaker show a definite plan of taxation. If the opponent refuses to present a definite plan he may be charged with impracticability, vagueness, and a fear that no plan which he might present could be defended safely. On the other hand if he presents a definite plan it may be easy to point out glaring defects in its construction. In either case the demanding of a definite plan may be made to work to the advantage of the debater. If a definite plan is demanded it is usually best to reply that the discussion is on principles not plans. In this way attention may be called to the underlying principles of the controversy and it can be shown that, after the difficulties which they present have been solved, a discussion of a definite plan will be in order and its construction will then be a simple matter. This method of procedure, both as regards the demanding of a definite plan and the answering of that demand, affords ample scope for the argumentative mind to display its breadth of perception and its keenness in analysis.

2. Arrangement of rebuttal material.

After a satisfactory amount of rebuttal material has been 140collected the debater must arrange this material in such a way that any particular part of it will be readily accessible. Since the amount of evidence must necessarily be so large, that all of it cannot be kept in mind at one time, some easy method of classification is necessary which will include everything that may be of use when the rebuttal is to be presented. The importance of this systematic classification becomes apparent when the debater stops to reflect that he has enough rebuttal material for a one or two hour speech, while the actual time which is allowed for its presentation in a formal debate is usually five or six minutes. Even if there is no time limit the debater must not weary the audience by long delays while he searches for material. The debater must know exactly where each piece of evidence may be found. It is not sufficient that he have a vague recollection that somewhere in his notes is an authoritative fact which will refute the argument his opponent has just advanced. He must know just where to find that fact. If his opponent has misquoted statistics from the Report of the United States Industrial Commission it is not sufficient for him to know that somewhere within the nineteen volumes of that report is a small table of statistics which will prove his opponent to be wrong. He must be able to turn to the exact volume and page. He may be confident that an authority, which he has quoted as favoring his position, is really on his side of the case; but if he cannot give an exact reference to the place where such authority is to be found, his opponent may dispute the assertion with impunity. These and many similar situations which are bound to arise in actual debating make it plain that the task of arranging material is a very important part of the preparation for rebuttal.

A. Classification of cards.

The rebuttal cards should all be classified under a sufficient number of headings to cover the entire field of the evidence 141collected. The exact number of headings will, of course, vary with different questions. There must be, however, a sufficient number of divisions to separate the cards into groups small enough to be handled easily. On the other hand the number of divisions must not be so great as to become confusing in themselves. In actual practice from four to eight divisions are sufficient for practical purposes. In a debate on the proposition, “Resolved, that the United States should make no discrimination between the immigrants from China and those from other countries,” the rebuttal cards were divided into the following groups; (1) Economic influence, (2) Social influence, (3) Political influence.

If the number of cards in any one group is too large to be handled easily, that group may be divided under two or more sub-heads. For example, in the division above made the topic “Social influences” was found to include a much larger number of cards than either of the other subdivisions; hence it was divided into two sub-heads, (a) assimilation, (b) morality and crime. This careful division of the material will make the debater so familiar with all his rebuttal evidence that he can without hesitation lay his hands upon just what is wanted. The work of locating particular points of evidence must be done with dispatch. Time is valuable, for the debater will soon be called upon to answer the argument that is being presented. Moreover, if he spends too much time looking over his cards and if the process requires all his attention, he may lose some very important statement which is being made by his opponent.

In a formal debating contest it is sometimes advisable to have the alternate take charge of the entire mass of rebuttal material. In this case the cards should be typewritten so that each member of the team can read any card as well as any other member of the team can read it. The alternate sits at the table with the team and has all the rebuttal cards 142in a filing box before him. Then as each argument is brought up he quickly finds the most effective rebuttal material on that point and hands it over to the speaker who is to answer that argument. This system of working allows the regular members of the team to give all their attention to what their opponents are saying. The alternate performs the mechanical work of finding the particular evidence required. With a team whose members have worked out the question together in a thorough manner, this method is very effective.

B. Arranging books, papers, and documents.

Following the suggestions regarding sources of material, the debater will have before him a number of books, papers, and documents. When the time comes to use these sources of material the debater cannot delay the discussion by hunting through them in an aimless fashion in search of the precise information which he needs. He must be able to pick out the volume and turn to the exact page without hesitation and at a moment’s notice. This requisite demands the same systematized classification that was employed in the arranging of rebuttal cards. One method of making this classification is to have a card index of the material. The general topic to be refuted should be placed at the top of the card. Below this should be an exact reference to the book, paper, or document in which the material for refutation is found. Then when an opponent puts forth his argument it is only necessary to look it up in the card index and turn to the reference. The places in the books, papers, and documents, to which reference is made in the card index, should be marked with long slips of paper extending beyond the tops of the books and having on the protruding parts the numbers of the pages which they mark. Furthermore, the particular portions of the page which are applicable should be marked with marginal lines. Great care should be taken to mark only those passages which are exactly to the point; otherwise too 143much time will be wasted in referring to matters which may be relevant but are of no value as proof.

This system of indexing material contained in books, papers, and documents will be found to be almost indispensable when the time for use arrives. The debater must practice this system until he can manipulate it with ease and rapidity. In the case of team work, the alternate may have charge of this index, which can be made a part of the large card classification. He can then provide each rebuttal speaker with the proper material as the occasion for its use arrives. Of course, in the case of a single speaker, where only a very few volumes are to be used in the rebuttal the system of card indexing can be dispensed with, but the system of marking the exact references by means of slips of paper and marginal lines should always be employed.

In the beginning the working of this system, as that of any system, will seem awkward and unwieldy; but the debater must practice using it under all argumentative conditions. In this way he will gain in the ease and rapidity with which he can manipulate its parts. When this is accomplished he will have a most effective aid to the kind of rebuttal work which secures results. The student must not fail to make his preparation in this respect thorough. Every detail must be mastered; every rebuttal card must be so well in mind that a mere glance will be sufficient to reveal its contents. The reading of rebuttal cards takes all the life out of a rebuttal argument. This part of the argument more than any other must be delivered with native force and enthusiasm. Effective presentation in rebuttal follows only from the most thorough preparation.

C. The summary and closing plea.

After the preparation above outlined has been completed one task yet remains. The debater must have an effective conclusion for his rebuttal speech. He must not rely upon a 144chance inspiration of the moment. Experience proves that for all but professional speakers, and oftentimes even for them, it is best to have a committed summary or closing plea. In the case of a debating team the work of closing the argument should be left to the last speaker in rebuttal. This summary should be the strongest statement that it is possible to produce. All the main arguments that have been presented should be summarized. The position of both sides of the controversy should be set forth in clear and vigorous language. If questions have been asked, or demands have been made of the opposition, a direct and forcible reference to the effect of these questions or demands should be made. Then, summoning all the powers of eloquent utterance of which he has command, the speaker should make a closing plea for the adoption or defeat of the proposition.

Examples of effective closing pleas are too numerous to need extended discussion. In debating the proposition “Resolved, that the Federal Government should levy a progressive inheritance tax. Granted, that such a tax would be held constitutional,” the last speaker for the affirmative delivered the following summary:

“We have asked our opponents, how will the enforcement of present laws reach the evils of congested wealth? What are the benefits derived from the perpetuation of such fortunes? Where will you place the power of control, at Wall Street or at Washington? Have the gentlemen answered these questions to your satisfaction?

“We have accepted the burden that devolved upon the affirmative and we have met that burden by showing that the Federal government needs this revenue because of its rapidly increasing functions; that it is practicable because it has twice been in actual operation; and that as a Federal tax it possesses the qualities of certainty, elasticity, and regularity.

145“We have clearly shown that as a regulative measure it is necessary for the reasons, that the perpetuation of swollen fortunes is productive of industrial inequalities which are un-American and of evils which it is beyond the power of ordinary legislation to control. We have demonstrated its practicability by proposing a definite plan which will remedy the evil, first, by actually taking a part of these enormous accumulations, and second, by compelling their greater distribution. Finally we set forth the beneficial effects of such a measure upon public opinion—resulting in the greater responsibility of wealth and in removing the incentive to corruption.

“In short, while the gentlemen of the opposition are standing as the champions of swollen fortunes, magnates, and a governing aristocracy founded upon wealth and corruption with the center of power at Wall Street, we stand for the suppression of corruption, the resurrection of individual opportunity, and government by the great mass of the common people with the center of power at Washington. The negative would foster an aristocracy; we would perpetuate democracy.

“We plead, therefore, that in passing upon this resolution, you consider the welfare of the whole nation, that you consider this measure as legislation complementary to the regulative laws already enacted; that you consider the opinions of eminent statesmen, and the conservative will of the people—in short, that you adopt this resolution.”

The conclusion for the final rebuttal speech should be prepared with the same care that is exercised in the preparation of the conclusion for the main argument. It differs from the latter in that it takes more into account the arguments of the opposition. It is the last chance the debater has to plead for his cause, and he must make the most of his opportunity.

In the presentation of rebuttal all the principles which are laid down in the next chapter should be observed. They are of equal importance and apply with equal force to both the main argument and the rebuttal speeches. However, the conditions under which the two speeches are delivered are very different and it is therefore necessary that we give special attention to the presentation of rebuttal. The difficulty of the task which now confronts us is even greater than that which we must consider in connection with the delivery of the main argument. The qualities of mind which success demands are of a higher order, and the mental exercise involved is of greater value. The ability to grasp the essential features of a situation as it presents itself, the ability to analyze keenly and determine definitely and without hesitation upon a plain course of action, and finally the power of presenting clearly and forcibly the conclusions which have been reached, are all comprised in the art of debate.

1. Attention to argument of opponent.

The first essential of rebuttal work is a keen interest in, and attention to, the opposing argument. It is impossible to rebut an argument which has not been heard or one which was not understood. If the preparation for rebuttal has been thorough and has conformed to the plan laid down in the first part of this chapter, the student will be so familiar with the possible lines of discussion that he will have no difficulty in grasping his opponents’ arguments. The debater should experience a keen interest in the way in which the opposing speakers will present their arguments. He must not let his mind wander from the subject for a single instant. All his mental power must be concentrated on the business in hand. He must not be confused by any unusual method of 147presentation. If his preparation has been thorough no essentially new argument will be brought forth, although arguments with which he is familiar are quite likely to be presented in a form with which he is unfamiliar. He must grasp quickly the significance of such arguments and reduce them to terms in which they are clear to his own mind. Then he must correlate his own rebuttal material with what he has heard. He must see the relation which each part bears to the whole and be able to weigh the relative values of the contentions. The keynote of effective rebuttal is keen attention to the opposing argument.

2. Selecting the arguments to be refuted.

No attempt should be made to refute everything which the opposing speaker presents. In breaking a chain it is just as effective to break one link as it is to break every link. The successful debater must analyze keenly and sift the essential from the trivial. If his opponent is a skilled debater he will have certain definite main issues and definite evidence and reasoning. The task of refutation is thus made easy. The main issues are refuted directly by showing that he has not analyzed the question rightly, or by showing mistakes in evidence or in processes of reasoning. If his opponent is not skilled in debate his argument must be reduced to certain definite parts and then refuted in like manner. Very often the rebuttal cards will contain the exact arguments presented by an opponent, but more often it becomes necessary for the speaker to select the vital parts of the opposing contentions and write them down briefly. He should be sure that he states the exact position of his opponent. Otherwise he is thrown open to the charge of willful misrepresentation, or carelessness, or lack of ability in grasping what has been said. Only that which is vital should be selected and it should be written down either in clear-cut phrases, or in the exact 148words of the opponent. The latter plan is often most effective because it offers the least chance for a dispute as to what the argument really is. On the other hand where the position of an opponent is unmistakable, although somewhat ambiguously expressed, a decided advantage is gained by stating his position in a better way than it has previously been stated. In any event an argument is not selected for refutation until it has been set off from all subsidiary material by brief, clear phrasing.

Where several means of proving a proposition have been presented, but only one of them could in reality stand as proof, that is the one to discuss in rebuttal. The debater should be constantly on the lookout for arguments or evidence which may be combined under one heading. By a judicious combination of related arguments the destructive work of rebuttal may be made to cover a wider field. Furthermore, much can be done to widen the field by means of ingeniously arranging the order of rebuttal arguments in such a way that certain arguments may be met by referring them to contentions which have already been answered. In any event the debater should arrange his arguments in their most effective order.

When rebuttal is given in introducing the main argument, it is well to begin by answering the last argument presented by the last speaker for the opposition. This action on the part of the debater shows quickness and ability and is sure to make a favorable impression on the hearers. This may be followed by a refutation of one or two points which have been especially emphasized by the preceding speaker, after which the debater should swing naturally and easily into his main constructive argument. Furthermore, as will be suggested in connection with the chapter on delivery, the main speech should be so adapted to the contentions of the opposition that the whole constructive argument is used 149to tear down the case of the opposition as well as to be constructive of one’s own case.

3. Reading quotations.

The reading of exact quotations from authority usually plays a very important part in a debate. Especially is this true in cases where a dispute arises as to what a particular authority says on the point at issue. For example, if the controversy hinges on the exact wording of a decision of the Supreme Court, the speaker who produces that decision and reads from it in the proper manner has gained a decided advantage. The production of the large leather bound book, in itself, aids the effect which it is the speaker’s intention to produce. It is something tangible, something which the audience can see; it is the visual symbol of superior authority.

Following out the preparation for this reading which has already been suggested, the student should turn without hesitation to the passage to be read. He must be so familiar with the wording that he can follow it with but an occasional glance at the printed page. He must still look directly at the audience and refer to the book only for the purpose of guiding his reading. He should read slowly and deliberately, emphasizing those parts which bear directly on the point at issue. If a statement contradicts flatly the contentions of the opposition it is well to read it over again in order to emphasize it more forcibly.

4. Team work.

In a formal contest the individual debater must work with his team. It is just as important that the members of a debating team work together as it is that the members of a football team work together. In formal debating contests one team is pitted against another team. It is not a struggle between the individuals composing the teams but a struggle 150between the teams themselves. Therefore each must sacrifice his own inclinations for the good of the team. When there is a necessity for rebutting an argument which has been advanced by the opposition, the next speaker must rebut such argument. This must be done notwithstanding the fact that the rebuttal for that argument is a pet piece of property belonging to another member of the team who will speak later in the program. This point cannot be emphasized too strongly.

5. Treatment of opponents.

The object of debate is to reveal the truth. One who speaks in public on any question is under obligation to inculcate right principles into the minds of his hearers. Vanity, subterfuge, resentment, and malice have no place in debate. Only the truth should prevail; and nothing but the truth will prevail in the end. Therefore the attitude of the debater toward his work must be one of sincerity and respect. His whole personality should indicate this state of mind. The use of invective, ridicule, or satire towards one’s opponents is clearly out of keeping with this spirit, and nothing of such a nature should be allowed to intrude itself into the discussion.

The day has passed when “bullyragging” the opposition passed for argument and won the respect of an audience. The simple fact remains that an opponent’s argument, not his personality, is to be refuted. The moment invective, ridicule, or satire enter, they drive out that spirit of calm inquiry after truth which should be the controlling spirit of every controversy. Although the hearers as a whole seem to acquiesce in a vindictive spirit, laugh at sarcastic comments, and appear interested in a belligerent attitude, the moment the excitement has subsided a reaction sets in and their respect for the speaker who has amused and entertained them in this way is dead. If an opponent has used these unkind 151weapons against you, the most effective reply that you can make is to ignore them and begin at once a continuation of the discussion in a plain, orderly manner.

It is both discourteous and unnecessary to accuse an opponent of dishonesty, or misrepresentation. If he has really indulged in these unfair means the evidence advanced in rebuttal will reveal that fact. When any difference arises it is best to assume that the opponent is honestly mistaken. A favorite method of Lincoln’s was to show that his opponent’s conclusion appeared to be right on the first consideration, but that a more extended investigation revealed the fact that it was unsound. Sometimes he even took great care to explain that he had himself formerly held the opinions which his opponents were attempting to defend, and then by skillful use of evidence he would show why he had changed his own opinion. In this way, without giving offense to his opponents or to his audience, he was able in many cases to win them to his cause without their looking upon him as an active agency in producing the change.

A debater must deal honestly with his opponents. It is dishonest and immoral to present evidence in such a way that it will appear to show as true that which the debater knows to be untrue. No concealment or suppression of fact designed to mislead the opposition should be tolerated. Sometimes vital issues are ignored or an attempt is made to conceal them under a display of confusing language. Such methods are reprehensible. Nothing but absolute fairness in the treatment of opponents will gain any permanent advantage, for even from the selfish standpoint honesty and fairness are best. A speaker cannot impress his audience with his fair-mindedness unless he is treating his opponents in a fair manner. An appearance of fairness always gains a respectful hearing for a cause. A man must be a man before he can be anything else. That fine sense of personal courtesy 152which characterizes the gentleman, and the earnest desire for truth which denotes the scholar, are fundamental requisites for him who would persuade.

6. The summary and closing plea.

After the debater has answered what he conceives to be the essential arguments of the opposition, he should present his final summary. Where a time limit is fixed beyond which he may not speak, he must allow himself ample time to deliver this closing plea entire. The necessity of stopping before the end is reached destroys the sense of completeness which this conclusion is designed to give the argument. The form of this summary has been discussed in a previous section. All aids to a persuasive delivery discussed in the chapter on delivering the argument must be employed to give force and conviction to this last appeal. The end of the discussion has been reached, and the debater, if his preparation has been in accordance with the principles which we have considered, has put forth his best efforts. All the weeks or months of preparation must now be crystalized into one final effort, and the speaker must realize his own responsibility. He should feel sure that his cause will triumph, and the fire and vigor of his delivery must manifest this fact to the audience. He should remember that he is fighting for principles of right which are eternal. Even the defeat of the moment, if it come to him, should in no wise make him afraid. Victory should not elate, nor defeat depress, the spirit of truth which ever should be the sure foundation of those whose high calling it is to persuade men to act in accordance with that which is right.

The statement is frequently made by those well versed in the art of public speaking that a poor speech well delivered is much better than a good speech poorly delivered. Again the statement is sometimes made that in judging the efficiency of an oral argument, twenty-five per cent is counted on the substance while seventy-five per cent is counted on the delivery. Be that as it may, the delivery of an argument is certainly a most important factor in determining its effect upon the hearer. Under the head of delivery we might include the whole field of public speaking and oratory, but since we are treating only of argument we must confine our attention to those phases of public speaking which may be applied in a practical way to the oral delivery of argumentative discourse.

1. Reading.

To read an argument is certainly the most ineffective way to present it. After all the work of constructing the argument is accomplished, it is certainly poor policy to intrust its delivery to the lazy method of reading it from the manuscript. Such a method presents all the disadvantages of speaking with none of the advantages of reading. If the argument is read, the reader can inform himself fully of its contents, because he can read it slowly or rapidly as he chooses. Passages which he does not thoroughly understand may be re-read. Moreover, he may go back over the argument 154and review its main points as well as scrutinize all the evidence offered to support them. But if the argument is read from a manuscript, the listener must receive it at the rate of delivery which is chosen by the reader. He cannot, as a general rule, ask that the passages which are not clear to him, be re-read, and at the end he is not permitted to go back and ponder over parts which appear to him to be of doubtful validity, nor can he very well question the evidence presented. Furthermore, the reader, being tied down to his manuscript, cannot give the force or expression to the argument which would be possible were he speaking directly to the persons addressed. He cannot see by the look of understanding or perplexity on their faces, just what parts of his argument are clear and what parts are not clear to them. Again, the sympathy which should exist between speaker and audience is almost entirely shut out. A manuscript stands like the Chinese wall between the speaker and his audience.

The defects of this method of delivering an argument are pointed out because there is a decided tendency on the part of college men, and a few men of some reputation, to adopt this manner of presentation, which is certainly the easiest way but which is generally as ineffective as it is easy. Whenever it is important that real results be obtained, whether in the class room, in a formal debate, or in real life, this method should be avoided.

2. Memorizing the argument verbatim.

The delivery of a speech memorized verbatim is certainly to be preferred to reading, because it at least affords the speaker the opportunity of stating his case directly to his audience, and permits the use of all the arts of declamation; but since the speech is set in definite form it precludes the modification necessary to adapt the argument to the contentions 155advanced by the opposition. In college debating this form of delivery is especially objectionable because from it the student derives little practical benefit. As has already been pointed out, the great value of debating lies in its training for the practical affairs of life by teaching the student to frame his argument on the spur of the moment, adapt it to the conditions of the particular situation which he is facing, and present it in an effective manner. All of these advantages are lost if the argument is committed to memory verbatim.

3. Memorizing the argument by ideas.

By this method the written argument which has been prepared is made the basis of the delivery. It furnishes a substantial foundation for the speech. The argument has gone through the process of construction according to the directions heretofore given. It is, therefore, an efficient instrument of persuasion and the greatest results may be most surely obtained by the method of memorizing the argument by ideas. The three steps in this process of memorizing are as follows:

First, the argument should be read over slowly several times in order that the speaker may get an accurate view of the production as a whole. In most cases the student will have this much accomplished by the time he has written out the argument in final form.

Second, the central idea of each paragraph should be memorized. As a general rule, the paragraphs will conform to the topics of the brief. That is, each topic in the brief, with the possible exception of the lowest sub-topic, will be developed by means of a separate paragraph. The central idea will, of course, be the thought expressed by the statement in the brief which the paragraph is designed to develop. However, this idea should be committed in the form 156in which it appears in the finished argument, and not in the form in which it appears in the brief. In this way each idea will be grasped in its relation to the rest of the argument as well as in its relation to the manner in which it has been elaborated in the paragraph. Each idea presented should then be committed in its proper order so that the speaker can go through the entire argument and state the idea expressed in each paragraph.

Third, the idea contained in each sentence of the paragraph should be committed to memory. If the student has honestly constructed his argument each statement in it means all and more than he expressed when he wrote it out, therefore the committing of the idea contained in each sentence should not be difficult. Furthermore, the idea should be grasped in its completeness without reference to the words in which it is expressed in the manuscript. In most cases it is well to remember the key-word of each sentence, which expresses the central thought. Sometimes more than one word is necessary for this purpose, but in any event, only those words which embody the heart of the thought, should be committed. All subsidiary words, or words explaining, expanding, limiting, or showing transitions or relations should not be committed, but should be left for spontaneous utterance at the moment of delivery.

This method of memorizing gives naturalness, directness, and spontaneity to the delivery. It trains the speaker to keep his mind firmly fixed on the subject in hand and it eliminates the danger of that monotony which is the result of verbatim memorizing. Perhaps the most important advantage of this method of delivery is the fact that it allows the speaker to adapt his argument to the contentions of his opponent. Since he has made himself thoroughly familiar with the material of his argument but has not tied himself to any set form of words, his expression is flexible. If the 157argument is to be delivered in a debate, the speaker should practice delivering it so as to meet the various contentions which may be advanced by the opposition. Then when the time comes for the final presentation, he will be prepared to so word his speech as to make it directly applicable to what has just been said on the other side. Practice of this kind is needed in everyday life without regard to the occupation in which the student may chance to engage.

There are other methods of delivery, but we need not give them extended consideration. The argument might be delivered extempore from the brief. This method however, is likely to be ineffective, since the speaker does not express himself with definiteness and precision. Furthermore, he is likely to occupy a great deal of time in presenting points which, if carefully framed in forcible sentences, could be stated directly and briefly. Again, the tendency to ramble is great when the purely extempore method is used.

The speaker should first write out his argument even though he expects to follow what he has written only in a general way. The very fact of his having written out the argument will tend to make more definite his own ideas of what he wishes to say. It blazes the trail or wears a sort of path through the mind of the writer from which he is not likely to deviate far when the final delivery is made. The method of extemporaneous delivery, however, is not well adapted to the presentation of a formal constructive argument, because it is too loose and lacks the conciseness characterizing the method of committing by ideas. After long periods of practice the student may be able to use the purely extemporaneous method with good effect, but while he is a student he should keep to the well-beaten path.

Still another method of delivery is to write out an introduction, a conclusion, and certain important passages, and leave the rest to extemporaneous delivery. This method 158may be used with considerable success providing the time limit is not a consideration, and providing, furthermore, that the speaker is an expert in making the transitions from the committed to the uncommitted parts of his speech. With the inexperienced speaker, this method usually results in a rapid, fiery delivery of the committed parts and a hesitating, stammering, and woefully ineffective delivery of the uncommitted portions. This attracts the attention of the audience to the way in which the speech has been prepared and takes the attention away from the subject of the debate.

From every standpoint the method of committing by ideas is by far the best for both the experienced and the inexperienced speaker. It gives him a command of his argument which inspires confidence. There is not the haunting fear that the speech may be forgotten, a fear which terrorizes the heart of all speakers who commit word for word.

If the debater chooses he may have a full outline of his argument written out on cards and take these with him when he goes to face the audience. No attempt need be made to hide these notes, for they are a legitimate safeguard against emergencies. They should be carried boldly and laid on a table near the speaker so that he can refer to them readily if occasion demands. He should never take cards or notes from his pocket. Such an action always gives the audience the impression that the speaker is trying to do something which is beyond his powers. The notes should be referred to deliberately and only when it is absolutely necessary. To refer too often to notes indicates a lack of thorough preparation and makes an unfavorable impression. The notes should be ready for use, but they should seldom be used. In fact, the best speakers usually leave their notes untouched.

Much harm results from the advice so frequently given to 159the debater which counsels him to be natural. If accepted in its proper significance this advice is sound and accords well with common sense. Too often, however, it is taken as a license to disregard all rules of physical training for public speaking, and to give no thought to physical appearance and action while on the platform. On the contrary these things are highly important. In a sense, physical preparation is composed of trifles; such as, matters of position, gesture, and so forth. But it is these things that make for perfection, and we are told with truth that perfection is no trifle. The person who tells the inexperienced debater to be natural has failed to distinguish between natural and habitual. James Fox may have acquired a bad habit of standing, when before an audience, with all his weight on one foot. We are then erroneously told that that is his natural way of standing because he always stands that way. On the contrary, that is his habitual way of standing, for no normal individual naturally stands with all his weight thrown upon one foot. Such bad habits must be overcome and good habits formed and strengthened. Then, and then only, may we safely instruct the debater to be natural.

1. Position.

The position of the debater on the platform should indicate ease and dignity of bearing. It should give him an appearance of stability and should make easy and natural the use of gestures. The speaker should not stand rigidly throughout his delivery in the same position which he first took. He should move easily about the platform, and all movements should be made deliberately, not abruptly. The position should not be changed too often but when a change is desired the speaker should not turn away from his audience or move sideways along the platform; he should move back and up again in a V-shaped course.

160The object of these suggestions is to enable the speaker to acquire ease and naturalness of bearing, for nothing should be done in a stiff, formal manner. Every position and movement should be so natural and spontaneous that the attention of the audience will not be diverted to the personal eccentricities of the speaker but will follow uninterruptedly the progress of his argument.

2. Voice.

There is no set way of addressing the audience. Good form and manners vary with the locality. Neither is there a set method of delivering an argument. Individual peculiarities vary so widely and the style of delivery adapted to the personality of the debater is so difficult to attain that we can only point out the most common faults and explain general rules regarding delivery. The best training in actual practice is debating under the direction of a competent instructor.

The voice of the speaker should be clear and strong. We cannot give here any complete treatment of the methods of vocal training which make the voice clear and strong, but, where opportunity affords, the student of debate should have a thorough training in the art of public speaking. Singing, under proper instruction, will also improve the volume and quality of the voice as well as give the speaker greater voice control. A few practical suggestions regarding the use of the voice may be given some attention at this point.

It has been said that breath is the stuff of which the voice is made. Attention must therefore be given to proper breathing. The entire lung capacity should be used. The breath should be directed through the vocal chords so as to produce a pure tone. The speaker should remember to keep the throat muscles relaxed and the tongue, jaws, and lips out of the way. These organs of speech are to be used to mould into 161clear-cut words the stream of sound issuing from the vocal chords. Their function is not to suppress sound but to modify it.

Words should be formed as near the lips as it is possible to make them. The speaker must not fear to open his mouth and articulate distinctly. Most words should be formed just back of the front teeth. So formed, the sound is thrown out with force and resonance, for the hard palate or roof of the mouth is a natural sounding board. If the speaker forms his words far back in his mouth they issue only in incoherent mutterings. Since an argument must be heard to be believed, the most thorough preparation up to this point may be entirely offset by a poor delivery. The enunciation of the speaker should be so clear and distinct that the attention of those addressed will be fixed upon what he is saying, not upon the way in which he is saying it.

Every word should be pronounced distinctly. Vagueness in delivery is just as harmful as vagueness in language or substance. If one word in a sentence is pronounced so ineffectively that it is not understood, it may be impossible for the person hearing that sentence to grasp its meaning. In any event it requires the listener to make the mental effort of figuring out what the sentence means, and this mental effort tires the hearer, prevents him from giving his undivided attention to the substance of the argument, and ultimately results in his losing all interest in the discussion. It is therefore plain that clear enunciation is a matter of fundamental importance.

A clear, resonant voice is in itself a valuable asset for the debater. It inspires respect and denotes self-reliance. However, loudness should not be confused with distinctness, for mere loudness often accentuates, rather than remedies poor articulation. The world at large is more ready to believe a person who has a clear-cut, distinct way of speaking than it 162is to believe one who utters his words in a slovenly manner. It is often true that slovenly habits of speech indicate slovenly habits of thinking and even slovenly morals. The habit of using the voice effectively, however, is not one which can be put on and taken off at will. The voice must be used correctly in everyday conversation as well as in formal debating.

3. Emphasis.

The debater must make plain the important parts of his argument by means of emphasis. In speaking, as in writing, it is useless to try to emphasize everything. Only those parts which have been emphasized in writing out the argument should be emphasized in delivering it. An attempt to emphasize everything results in no emphasis at all. The speaker should therefore study his argument carefully and pick out the parts which are indispensable to his position. The audience will not perform this task of picking out the most important passages; the speaker must do it himself. In the delivery these parts should be emphasized by means of gestures, by speaking them more slowly and deliberately, or by any other legitimate method.

4. Key, rate, and inflection.

The debater should speak in his average key. By key we mean the pitch of the voice in speaking. By average key is meant that key to which the voice of the particular individual is especially adapted. Average key should not be confused with habitual key. One may easily acquire the habit of speaking either above or below the average key. The tendency of the inexperienced orator is usually to speak in a key which is too high. This defect is tiresome to both audience and speaker and should be overcome at any cost, for the debater should speak in a key which is easy and natural. This enables him to derive the benefit of full inflection both upward and downward, and bestows confidence and ease.

163A common fault of the inexperienced speaker is a too rapid rate of delivery. In the beginning of the speech it is especially important that every word be spoken slowly and distinctly. At no part of the speech should the rate be so rapid as to prevent the audience from grasping the full significance of what is being said. The average rate of delivery has been computed to be one hundred and twenty-five words per minute, allowing for pauses and transitions; but the rate should vary according to the speaker, the subject, and the audience. First of all the rate should be adapted to the thought and to the emotion. Simple ideas can be presented rapidly, while complex ideas must be presented slowly. In all cases the audience should be given ample time to grasp the ideas presented. With this caution in mind the speaker may dwell upon the important thoughts and emotions and pass lightly and quickly over the unimportant. Thought and emotion must be fully appreciated by the speaker at the time of delivery, and this appreciation should be indicated in part by the rate of speaking. In general it may be said that the emotions of awe, grandeur, reverence, sorrow, etc., should be voiced with a slow movement, while emotions of joy, anger, indignation, enthusiasm, etc., should be voiced with a rapid movement. However the student should be careful to avoid either a jerky or a drawling delivery. These faults are due usually to a failure to dwell upon the vowel sounds. No set rule can be established, but all of these things should be considered by the speaker when he is preparing to deliver his argument.

Inflection should be used to give variety to the argument, to bring out the special significance of important passages, and to show the bearing which the evidence has upon the general principles. The amateur speaker usually varies his inflection according to the punctuation. This is not a safe rule to follow. The falling inflection indicates that the 164thought is complete, but not that the end of the sentence has been reached. In argumentative speaking the falling inflection is most frequently used because it indicates positive assertion. It denotes confidence in what is being said. On the other hand, the rising inflection denotes doubt, indecision, negation, or appeal. It is often necessary to express all of these attitudes in delivering an argument; but the falling inflection, which denotes a positive statement, should predominate.

5. Gesture.

The memorizing of gestures is as ineffective as is the memorizing of words. Both tend to make the delivery mechanical and hence should be carefully avoided. The student should never pick out certain emphatic parts in his discourse and seek to emphasize them by means of gestures which he has studied out and practiced. In fact gesturing is not a necessity in the delivering of an argument. It is certain that poor gesturing is worse than none at all. Gestures add to the effectiveness of an argument only when they are simple and natural. As a general rule they are natural only when they are made spontaneously. Here, again, practice before a competent instructor, or at least before a sensible critic, is indispensable. Every gesture that is made must appear as a natural effort to be understood and believed.

The student should learn to use gestures, not in connection with any particular argument but in connection with the expression of his own thought and feeling. Here, again, the instruction to be natural may prove misleading. The speaker may be naturally awkward, or at least his gesturing may be awkward, and thus produce only a desire to laugh on the part of the audience. This natural awkwardness must be overcome and replaced by a natural gracefulness. The gestures used in argumentation need not be elaborate, in 165fact simple gestures are more effective. The gesture should seem to be a part of the thought or emotion, and training should be resorted to only for the purpose of securing naturalness, gracefulness, and ease. In gesturing, only that which is natural in the right way, that which enforces the thought instead of diverting attention from it, is effective.

6. Transitions.

The transition from one part of the speech to another should be clearly indicated. In constructing the argument these transition points were made plain by means of transition sentences showing the division between the introduction and the proof, the main issues of the proof and each subordinate issue, and the proof and conclusion. When the argument is to be delivered, however, the delivery should make these transition points stand out like white mile posts. In this way two advantages are gained. First, the structure of the argument is vividly impressed upon the mind of the hearer. Second, these transitions break the monotony of the speech and keep alive the interest of the audience. In beginning each new main issue, and often in beginning the presentation of an important piece of evidence, the speaker should drop to the conversational tone. He should talk directly to his audience as though it were an individual. Then he should gradually increase the force of his delivery until he is speaking in his strongest persuasive manner. This method gives variety to the argument, and thus prevents it from growing monotonous. Furthermore, it insures a better appreciation of the argument as a whole.

Other devices which may be used in connection with the above method for marking transitions are, (1) varying the inflections, (2) changing the rate of delivery, (3) using appropriate gestures, (4) changing the mode of emphasis, (5) making use of pauses, and (6) changing position on the platform. 166All of these devices must be used with skill and ease. Nothing should appear abrupt and fantastic, but each part of the speech should be made to blend gracefully with the whole argument.

7. Presenting charts.

In presenting a series of statistics the necessity for large charts, which may be hung up at the back of the platform and explained by the speaker, is almost absolute. No audience can keep in mind a mass of statistics. The oral presentation of figures makes little real impression upon the minds of the hearers and serves to confuse rather than to enlighten. Therefore these figures must be presented so that the audience can see them. Statistics should be carefully tabulated in accordance with the following form:

	Real Estate	Personal Property
United States	77:13	22:87
New England States	71:50	28:50
Middle States	86:60	13:40
Southern States	70:77	29:23
Western States	74:09	25:91
Territories	46:81	53:19
Source: United States Census Report—1880—Vol. VII—pp. 17.

The chart and the letters and figures upon it should be large enough to be seen clearly by all auditors.

To set forth tables of statistics is not the only use to which these charts may be put. They may be used to illustrate territorial conditions by means of maps, to show comparisons by means of lines, squares, or circles, and for as many other purposes as the ingenuity of the speaker can invent. In 167formal debating contests a set of carefully prepared charts usually gives a distinct advantage to their possessors. They stand for something definite, something which the judges and audience may see with their own eyes. These charts may be hung up and left open, but it is often better to have a thin sheet of paper pinned over them. When a chart is to be used either the speaker or one of his colleagues may remove the sheet of paper. It should then be left open to the gaze of the audience throughout the entire discussion. If several charts are used and all of them cannot be left exposed to view, the most important one should be placed in the favored position.

In explaining a chart the speaker should make use of his most conversational delivery. He should take a light pointer in the hand nearest the chart and direct the attention of his hearers to the figures as he states them. In doing this the speaker should always face the audience and talk to them instead of to the chart. He should be so familiar with the material on the chart that he needs only to glance at it for the purpose of directing attention to each new figure as he starts to explain its significance. A carefully prepared chart, clearly explained in accordance with the foregoing directions, is a valuable aid to interest and clearness in the delivery of any argument.

In the last section we concerned ourselves with matters relating to the form of delivery; with things primarily physical. We now turn to the substance of delivery and consider things primarily mental. The attitude of mind which the speaker maintains toward his subject and his auditors is a powerful factor in persuasion.

1. Directness.

Clear, intense thinking should always accompany the delivery 168of an argument. The mental attitude of the speaker must be one of alert, business-like attention. With the attention of the speaker riveted upon the object of his argument, the audience will be compelled to follow him straight to the conclusion. The simple directness of the speaker who keeps his mind firmly fixed on his subject is irresistible.

No ostentation or striving after effect should be allowed to hold a place in the speaker’s thoughts, for the day of bombastic oratory is passed. This is a practical age; the world demands results, and results demand directness. Simplicity of thought begets simplicity of expression, and the orator with but a single idea underlying his argument has this irresistible power.

In delivering the argument the debater must forget himself, so far as his preparation and personality are concerned, and think only of what he is saying. The simple conversational style in which two persons discuss a subject of vital interest to them is usually direct. This directness comes from the vital interest of the speakers and their desire to make their ideas plain. The same conversational directness should exist in debating. Very often the speaker can obtain greater directness by picking out two or three people in various parts of the audience and talking to them. In a formal debating contest the debater sometimes picks out the judges and talks to them. The use of this method does not ignore the rest of the audience, because the debater is speaking to the audience as a whole, and it does give force and directness to the delivery.

The greatest orators of modern times have been noted for their simplicity and natural directness. In fact, this was clearly the predominating characteristic of the style of Abraham Lincoln and Wendell Phillips; and even Webster, highly endowed as he was with natural attributes which 169made his style grand rather than simple, was above all else noted for his directness.

2. Earnestness.

Earnestness is the basis of persuasion. The man who is in earnest about anything is bound to accomplish something. By this earnestness we do not mean that which is assumed for the occasion, but that earnestness which comes from deep convictions. Without the quality of earnestness the debater becomes a mere speaker of words. For any particular occasion, the speaker should prepare himself by forming in his own mind strong convictions regarding his subject. In formal debating a speaker is sometimes compelled to argue against his convictions. In such a case the best he can do is to present his position. As a general rule the questions discussed in class and debating contests are so evenly balanced and so broad in their application that to arrive at a just conclusion requires more investigation than the ordinary debater can well undertake. The debater should, therefore, be content to fulfil his function as a defender of the truth. He should make his investigation thorough before championing any cause in real life. Having found the proper cause for the exercise of his skill he must first convince himself of its worth; then only can he present his case with the earnestness of conviction.

In general the mental preparation of the speaker who strives for earnestness must begin far back in his career. Sincerity is not something which can be brought out for parade on special occasions. The orator who wishes to impress his fellow men with his sincerity must in all his thoughts and actions be sincere himself. If this fundamental preparation in common integrity does not exist within the speaker, that fact will be recognized by his audience. His words will carry neither weight nor conviction because the hearer must 170inevitably declare with Emerson “What you are speaks so loud, I cannot hear what you say.”

The earnestness of the speaker must be the result of high principles, lofty character, and a firm and sincere conviction of the worth of his cause. He must have a deep sympathy with his cause and with his auditors. He must possess a wide knowledge of human nature which will enable him to appeal to the emotions of his hearers in a sympathetic manner. He must take their point of view and feel as he would have them feel in regard to his subject. Then all the force of his being will awake to fortify and render invincible his argument. In this way it will become a conquering instrument of persuasion. The arts of the orator must be employed to lead men, not to drive them. The speaker must take the attitude that he is merely one of his audience who has found out something worth while and who earnestly desires to share his discovery with his neighbors. Anything approaching a patronizing air, or an “I am holier (or wiser) than thou attitude,” is fatal to sympathy and earnestness. He should follow the simple direct method of taking his hearers into his confidence and talking to them as though he feels that they are as wise and good as himself. He should watch the expressions of sympathy or hostility on their faces and lead them quietly along the road of earnestness, the end of which is persuasion.

3. Confidence.

The speaker’s confidence in himself and in his cause should be absolute. The time for hesitation and self-questioning has passed when the speaker stands before his audience. Then he should feel himself master of the situation. He must take the attitude of mind which befits an expert or a professional. By this we do not mean an ostentatious show of knowledge or insolent superiority. The directions contained 171in the last section should be a sufficient guarantee against such an attitude. But the speaker must honestly think that he is engaged in an important and commendable undertaking and that he has the ability to carry it through successfully. In order to do this he must assume an attitude of unbiased fairness and honesty. His manner should indicate that he feels himself responsible for the truth. He must never appear to be concealing anything from his hearers, nor should he appear to be taking advantage of his opponents or depriving them of any credit to which they are justly entitled. Never should he misquote an opponent or put an unfavorable interpretation upon what that opponent has said. An audience loves fair play and the knowledge that he is making a fair fight, with everything above board, gives confidence to the speaker.

A speaker should always exercise self-control. At no time should he put all his force into the language which he uses. He should always maintain a reserve force which will give a background of power to his delivery. Never should he allow his temper to be ruffled by anything that may happen during the discussion; to indulge in an outburst of temper is positively belittling. Washington’s advice to young men was “Conquer the territory under your own hat.” This is an apt expression for the debater to keep constantly in mind. The complete self-reliance which puts the speaker at his ease is acquired only by practice. In fact, many great speakers have gone through life facing a period of nervousness just before appearing before their audiences. This trait, however, is not necessarily an evil. The speaker should always appreciate the importance of the occasion and his own responsibility. If he does this to the extent of having his emotions aroused it often makes his delivery more direct, earnest, and confident. The point to be remembered is that he must have that confidence which convinces his hearers 172that his argument is the result of clean, clear-cut thinking, and persuades them to act in accordance with the truth which that argument reveals.

The power of a speaker does not exist in the development of any one trait. He must study methods of delivery, and must not weary of painstaking physical and mental preparation. Back of all of this must be the man himself, entrenched in mental and moral strength. No defect is too trifling to be overcome by constant vigilance, no improvement so unimportant as not to merit the most arduous striving. The student who is ambitious to acquire the art of persuasion should practice constantly and neglect no opportunity to appear before an audience. For every principle gleaned from these pages the debater must provide himself with ninety-nine opportunities for practice. It is only by actual practice that anyone can hope to travel far along the road which leads to the goal of perfection.

173

175

188

E. The conclusion must be reasonable.

190

207

211

2. No other cause must have intervened between the alleged cause and the effect.

217

4. The conclusion established should be verified by positive evidence wherever possible.

223

234

238

253

(1). Mistaking coincidence for cause.

255

(4). Mistaking an insufficient cause for a sufficient cause.

260