Manual Training should be subst.i.tuted for school athletics.

_Affirmative_

1. The exercise furnished by manual training is better adapted to the developing of the whole being both physical and mental; for-- _a._ It requires the mind to act in order to determine what to do and how to do it.

_b._ It trains the muscles to carry out the ideal of the mind.

2. The effect of manual training on health is better; for-- _a._ Excessive exercise, harmful to growing children, is avoided.

_b._ Dangerous contests are avoided.

3. The final results of manual training are more valuable; for-- _a._ The objects made are valuable.

_b._ The skill of hand and eye may become of great practical value in after life.

4. The moral effect of manual training is better; for-- _a._ Athletics develops the "anything to win" spirit, while manual training creates a wholesome desire to excel in the creation of something useful or beautiful.

_b._ Dishonesty in games may escape notice, but dishonesty in workmanship cannot be concealed.

_c._ Athletics fosters slovenliness of dress and manners, while manual training cultivates the love of the beautiful.

5. The beneficial results of manual training have a wider effect upon the school; for-- _a._ But comparatively few pupils "make the team" and receive the maximum athletic drill, while all pupils can take manual training.

+78. Refutation or Indirect Argument.+--In debate we need to consider not only the arguments in favor of our own side, but also those presented by our opponents. That part of our theme which states our own arguments is called direct argument, and that part in which we reply to our opponents is called indirect argument or refutation. It is often very important to show that the opposing argument is false or, if true, has been given an exaggerated importance that it does not really possess. If, however, the argument is true and of weight, the fact should be frankly acknowledged.

Our desire for victory should not cause us to disregard the truth. If the argument of our opponent has been so strong that it seems to have taken possession of the audience, we must reply to it in the beginning. If it is of less weight, each separate point may be discussed as we take up related points in our own argument. Often it will be found best to give the refutation a place just preceding our own last and strongest argument.

From the foregoing it will be seen that each case cannot be determined by rule, but must be determined for itself, and it is because of the exercise of judgment required, that practice in debating is so valuable. A dozen boys or girls may, with much pleasure and profit, spend an evening a week as a debating club.

+Theme XLIII.+--_Prepare a written argument for or against one of the propositions in Section 75._

(Make a brief. Re-arrange the arguments that you intend to use until they have what seems to you the best order. Consider the probable arguments on the other side and what reply can be made. Answer one or two of the strongest ones. If you have any trivial arguments for your own side, either omit them or make their discussion very brief.)

+79. Cautions in Debating.+--When we have made a further study of argument we shall need to consider again the subject of debating. In the meantime a few cautions will be helpful.

1. Be fair. A debate is in the nature of a contest, and is quite as interesting as any other contest. The desire to win should never lead you to take any unfair advantage or to descend to mere quibbling over the statement of the proposition or the meanings of the terms. Win fairly or not at all.

2. Be honest with yourself. Do not present arguments which you know to be false, in the hope that your opponent cannot prove their falsity. This does not mean that you cannot present arguments in favor of a proposition unless you believe it to be true, but that those you do present should be real arguments for the side that you uphold, even though you believe that there are weightier ones on the other side. Do not use an example that seems to apply if you know that it does not. You are to "tell the truth and nothing but the truth," but in debate you may tell only that part of the "whole truth" which favors your side of the proposition.

3. Do not allow your desire for victory to overcome your desire for truth.

Do not argue for the sake of winning, nor develop the habit of arguing in season and out. In the school and outside there are persons who, like Will Carleton's Uncle Sammy, "were born for arguing." They use their own time in an unprofitable way, and what is worse, they waste the time of others.

They are not seeking for truth, but for controversy. It is quite as bad to doubt everything you hear as it is to believe everything.

4. Remember that mere statement is not argument. The fact that you believe a proposition does not make it true. In order to carry weight, a statement must be based on principles and theories that _the audience_ believes.

5. Remember that exhortation is not argument. Entreaty may persuade one to action, but in debate you should aim to convince the intellect. Clear, accurate thinking on your own part, so that you may present sound, logical arguments, is the first essential.

+Theme XLIV.+--_Prepare a written argument for or against one of the following propositions:_--

1. Boys who cannot go to college should take a commercial course in the high school.

2. Novel reading is a waste of time.

3. Asphalt paving is more satisfactory than brick.

4. Foreign skilled labor should be kept out of the United States.

5. Our own town should be lighted by electricity.

6. Athletic contests between high schools should be prohibited.

(Consider your argument with reference to the cautions given in Section 79.)

SUMMARY

1. The purpose of discourse may be to inform or to entertain.

2. The forms of discourse are-- _a._ Description.

_b._ Narration.

_c._ Exposition.

_d._ Argument (Persuasion).

3. Discourse presupposes an audience, and we must select a subject and use language adapted to that audience.

4. The suitableness of a subject is determined-- _a._ By the writer's knowledge of the subject.

(1) This may be based on experience, or (2) It may be gained from others through conversation and reading.

_b._ By the writer's interest in the subject.

(1) This may exist from the first, or (2) It may be aroused by our search for information.

_c._ By adaptability of the subject to the reader. It should be of present, vital interest to him.

5. Subjects.

_a._ The sources of subjects are unlimited.

_b._ Subjects should be definite. They often need to be narrowed in order to be made definite.

_c._ The t.i.tle should be brief and should be worded so as to arouse a desire to hear the theme.

6. Exposition is explanation.

7. We may make clear the meaning of a term-- _a._ By using synonyms.

_b._ By using simpler words.

_c._ By supplementing our definitions with examples or comparisons.

8. General description includes the characteristics common to all members of a cla.s.s of objects.

9. General narration is one form of exposition. It relates the things that characterize a process or action whenever it occurs.

10. Argument.