Exercise II. - Be able in class to repeat one of the narrative speeches which you prepared in connection with Chapter IX. Revise the outline if necessary. Give special attention to sentence unity. Challenge every compound sentence; i.e. watch the ands. As the speeches are given, the class should make note of any compound sentences which should not have been so.

Exercise III. 1. Read Division II and be able to recite from the topical outline.

2. Review the Gettysburg Address (page 38) and check all words and phrases which refer to a previous idea or which express a relation between ideas.

3. The following connectives may be classified according to the relation that each expresses between the two ideas which it connects. The relations are: time, result, possibility, comparison, opposition, concession, addition, illustration, reason, summary, etc. Use each correctly in a sentence or sentences, and place in parentheses the name of the relation which is expressed; e.g.:

He is not able to do it; at any rate he will find it very difficult. (Concession.)

The class may be divided into three sections, each section preparing the sentences for one list.

Exercise IV. Be able to repeat one of the expository or argumentative speeches which you have already prepared. Revise it with special attention to coherence. Seek to gain coherence by the use of parallel constructions and connective words. As the speeches are given, the class should make note of all connective words and expressions.

Exercise V. 1. Complete the chapter and be able to recite from the topical outline.

2. Change to declarative sentences all sentences quoted or referred to under the topic "Variety in Sentence Form (1)." Notice the loss in force.

3. Find a periodic sentence in Reading Lesson VI, 1 (page 108), and change it to a loose sentence.

4. Check all balanced sentences in Reading Lesson VI, 1 and 3. Exercise VI. Be able to repeat one of the expository or argumentative speeches which you have already prepared. Revise it with particular attention to variety of sentence form. Try to have at least one interrogative or imperative sentence. Experiment with balanced and periodic sentences and thus try to increase the effectiveness of your speech.

Exercise VII.—Written Review. Be able to write in class on any of the following topics:

1. How to Get Unity in the Choice of a Subject.

2. How to Get Unity in the Development of a Subject.

3. How to Plan for Coherence.

4. How to Plan for Emphasis.

5. The Best Method of Making a Plan for a Speech.

6. The Difference between the Plan for an Argument and the Plan for an Exposition.

7. Description of the Extempore Method.

8. Value of the Extempore Method.

9. The Correct Use of the Compound Sentence.

10. Variety of Sentence Forms as a Means of Force.

PART III — ARGUMENT AND

PERSUASION

Introduction.

CHAPTER XI

THE GAME OF DEBATE

Now that we have learned how to deliver a speech and have studied the fundamental principles of composition, we shall be able to apply our knowledge and skill to argument and persuasion, two forms of speech which are more difficult in their character.

These two processes, if we may call them such, are very closely related. Persuasion may be defined as the art of moving men to action. In most instances the persuasive speaker must first convince men that a certain course of action is right and then lead them to feel disposed to act on their convictions. There is occasionally a very successful persuasive speech which appeals strongly to the feelings and very little to the reason; that is, it contains little argument. Such might be the speech of a clergyman in urging his congregation to go to the polls and vote for good government; for he would know that his hearers were already convinced as to what was right and needed only to be aroused to action. If, however, a man wishes to secure contributions to a cause, he must first convince his hearers that the cause is a worthy one. If he does not support his appeal to the feelings by sound reasoning, the impulse to act is likely to be of short duration. We see, then, that argument is very frequently the foundation of persuasion.

In this chapter we shall study (1) the relation of debate to argument, (2) the relation of debate to life, and (3) the value of debate as an exercise in public speaking.

I: RELATION OF DEBATE TO ARGUMENT

Debate

may

be defined as a game

Nature of Debate. in which two or more people discuss, according to certain rules, some question in real life on which there are differences of opinion. The question may be a simple one, such as, "Shall our senior class buy a two-dollar or a threedollar pin?" Or it may be more complex, as, "Should our judges be appointed by the governor or elected by the people?" Honest differences of opinion occur in real life, either because Mr. A. recognizes one series of facts and Mr. B. recognizes another series of facts, or because, while both recognize the same series of facts, each draws a different conclusion therefrom. The winner of the game is the one who is best able to search out the facts supporting the opinion which he has been appointed to uphold and to use those facts in such a way as to convince his audience of their value.

Argumentative Practice. The game of debate has been devised to give young people an opportunity to put into practice their knowledge of the rules of argument. It is true that one can learn to argue merely by a study of the rules and by the preparation of individual arguments, but he will develop his powers more rapidly if he will engage in the game of debate. Even though a student does not have the natural ability to become a skilled debater, he should study and understand the game. One who does not understand the game of football sees only a tumbling mass of boys, while one who does understand it.

watches every move with keen interest. In the same way, one who does not understand the game of debate looks upon it as a bore, while one who does understand it gets from it both pleasure and profit. Because of the fact that the best way to learn to argue is to study the game of debate, all of the instruction in argument given in this text has been addressed to the debater.

II. RELATION OF DEBATE TO LIFE

Personal Problems. The study of argumentation and the game of debate have a very close relation to life. We are debating with ourselves every day. We must decide, for instance, whether to go to the party or to stay at home and prepare for an examination. Again, the problem arises, "Shall I take a commercial course and be a business man or shall I study medicine?" In each case, we find that the question has two sides. In the solution of even these practical problems of life, an understanding of the rules that govern argument will prevent us from being led into error, either by our own false reasoning or by that of others.

Citizenship. The practice of debate will tend to make one a valuable citizen in a democratic community. In the first place, it will furnish him with a wide range of information on problems which he will be required to discuss in later life. A student who is interested in debating throughout his high school course may, by means of debates prepared by himself or of those presented by his classmates, arrive at a more or less intelligent conclusion upon all the problems that come before the public mind. In the second place, debate will assist in the formation of a judicial habit of mind, or the habit of weighing every