which the debater must attempt-conviction and persuasion. If he convinces his reader 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 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 to 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.

IV. PRACTICAL IMPORTANCE OF ARGUMENTATION.-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 at 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 thousandwhether 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.

PART I

HOW TO PREPARE A DEBATE

I. SELECTING THE PROPOSITION FOR DEBATE1

QUESTIONS TO BE Derated.—The questions which are selected for debating should be questions . . . the study of which will be of educational value to the student and they should be questions which concern the welfare of society, questions which have some bearing on present day problems. Such academic questions as "Was Hamlet insane?" should be avoided by a debating society; not that such a discussion would be unprofitable from the cultural standpoint; but because there are so many urgent problems of more present and vital importance which are pressing upon the citizen for solution. Among these problems may be mentioned such general questions as direct legislation, woman suffrage, questions of taxation, the land question, control of monopolies, immigration, municipal government and dozens of others. Whenever possible questions of local interest should be debated in preference to more remote questions. A great variety of such questions are furnished by the municipal and county problems which are constantly arising. "Shall the city of own its lighting or water system?" "Shall manual training be established in certain schools?" "What provision shall be made for county roads?" "Shall the state assist in clearing logged-off lands?"-these are just a few of the many local problems that have to be solved. Select questions the solution of which would be a genuine benefit to society.

UNDEBATABLE QUESTIONS-A question which cannot be proved or disproved with reasonable conclusiveness should be avoided. One type of such questions is exemplified in the following proposition: "Resolved, That Washington was a greater man than Lincoln." The only result of attempting to debate such a proposition is the piling up by the two sides of facts showing

1 Jones, L. Manual for Debaters. p. 34-6. Univ. of Wash. 1913.

the greatness of Washington and Lincoln without reaching any sound conclusion as to who was greater. Other questions which cannot be proved or disproved and which, therefore, are not suitable for debating are those of such a nature that one's opinion on them is entirely a matter of faith. Most religious questions would be included in this class. Still another type of undebatable questions are those on which one's attitude depends on personal tastes. Such a question as, "Is the poetry of Whittier more beautiful than that of Longfellow?" is an example.

Questions which have not a reasonable amount of proof on each side should not be debated. For instance, the questions, "Should misdemeanors be punishable by death?" and "Is grafting justifiable?" are not debatable questions because the argument is all on one side.

WORDING THE QUESTION.-A great deal of care should be used in phrasing the proposition in order that the issue between the two sides may be clear and explicit. All propositions that allow a play of words should be avoided. The proposition, "Resolved, That law is a better profession than teaching" involves a question which is not only a matter of taste, but the term "better profession" for debating purposes is clearly ambiguous. No two persons would agree as to the standards by which the two professions should be judged, and the debate would resolve itself into a quibble over the meaning of the term "better profession." Only such language should be used in the wording of a proposition as is susceptible of but one interpretation. If it is impossible to word a proposition in this manner, the two contestants should agree before the debate on the exact interpretation of the proposition.

A proposition should not be stated in such a way as to beg the question. An example of a proposition which begs the question is: "Resolved, That the mistake made by the government in granting suffrage to the negro warrants the repeal of the fifteenth amendment." The word "mistake" begs the question.

The proposition should contain one and only one resolution. Double-headed propositions should not be debated. The proposition, "Resolved, That members of the United States Senate should be elected by a direct vote of the people, and should be at least forty years of age when elected," is a double-headed proposition. The question debated in 1912-13 by the high schools