the present government first went into operation, and twelve subsequent framed amendments, the first ten of which were framed in 1789.

Who were our fathers that framed the Constitution? I suppose the "thirty-nine" who signed the original instrument may be fairly called our fathers who framed that part of the present government. It is almost exactly true to say they framed it, and it is altogether true to say they fairly represented the opinion and sentiment of the whole nation at that time. Their names, being familiar to nearly all, and accessible to quite all, need not now be repeated.

I take these "thirty-nine,” for the present, as being "our fathers who framed the government under which we live." What is the question which, according to the text, those fathers understood "just as well, and even better, than we do now"?

It is this: Does the proper division of the local from Federal authority, or anything in the Constitution, forbid our Federal Government to control as to slavery in our Federal Territories?

Upon this, Senator Douglas holds the affirmative, and 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.

APPENDIX V (a)

Specimen Clash and Brief on "Student Government "

Resolved, That a system of student government should be established High School.

Definition:

in

I. The affirmative stands for a system of student government which involves the following principles:

1. Student officers shall be elected either directly or indirectly by the student body.

2. All action shall be subject to the approval of the principal. (As the state holds cities responsible for certain duties, so the principal may hold the students responsible for the conduct of the school. Outlook 80: 947; Elementary School Teacher, 8: 452.)

3. It is advisable to introduce student government gradually. (Education 25: 86.)

No. 5 seems to be the strongest on the affirmative and Nos. 2, 3, and 5 on the negative. The main issue is, therefore, "Will the benefit of practical training in citizenship outweigh the danger of failure and resultant poor government?"

SPECIMEN BRIEF

The following brief was prepared by students in connection with a classroom debate. A much more extensive brief would be advisable if the debaters were preparing for an interscholastic contest.

Resolved, That a system of student government should be established in our high school.

Introduction.

I. Definition.

A. A good system of student government should be based upon the following principles:

1. Student officers shall be elected either directly or indirectly by the students.

2. All action shall be subject to approval by the principal. (a) As the state holds the cities responsible for certain duties, so the principal may hold the students responsible for the conduct of the school.

3. Student government should be introduced and established gradually.

II. History.

A. The system has been tried in many places, as Los Angeles,
Philadelphia, St. Louis.

III. Clash of Opinion.

A. The affirmative claims that student government gives to pupils a practical training in citizenship.

B. The negative holds that since students of high-school age are too immature to make a success of it, bad government and consequent disrespect for law will follow.

IV. Main Issue: Will the benefit derived from actual practice in the duties of citizenship outweigh the danger of failure and consequent disrespect for law?

Argument (Affirmative).

I. There is slight danger of failure, for

A. The attitude of the students would be better, for

1. Each would feel that he was responsible for the good name of the school, for

(a) The claim that students will decline to inform on their fellows is not always true. (School

Review, 6: 39.)

2. Observance of rules would be a result of reasoning rather than of fear and submission. (Elementary School Teacher, 7: 452.)

3. The teacher would be regarded as an instructor rather than as a policeman.

B. Punishment is more effective when administered by one's

equals.

C. In schools which have been difficult to govern, a wonderful change for the better has taken place.

1. Gill's School. (Outlook, 80: 947.)

2. Night School in Philadelphia (Elementary School Teacher, 7: 453.)

II. Student Government makes the school of greater benefit to the community, for

A. Our instruction in citizenship at present is merely theoretical.
B. We should "learn to do by doing," for

1. The rule of a monarchy will not prepare students for

a democracy. (Education, 25: 87.)

C. Student government may be regarded as laboratory practice, for

1. Pupils would learn by experience under the guidance of teachers what they would be obliged to learn later at greater cost, for

(a) They might learn that civic apathy results in bad government. (Elementary School Teacher, 7: 552.)

2. Officers would gain a knowledge of human nature and

an experience in leadership which would prove to be very valuable. (Atlantic Monthly, 102: 678.)