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(References are to pages) The following course of study consists of ninety exercises, arranged for school or college classes numbering sixteen students and meeting three times per week throughout an academic year of thirty weeks.

This course is broken at convenient intervals for written hour examinations; and the break between semesters, for those whose school terms are arranged on this basis, is clearly marked.

The course is also so arranged that, if the teacher does not wish to adopt it as a whole, he may readily find appropriate exercises for selected chapters under the titles of the chapters as they are inserted in the outline.

All assignments in this outline that are printed in italics are intended to be written exercises prepared outside the class and placed in the hands of the instructor at the time the class meets.

The written quizzes mentioned in the outline are intended to be five-minute quizzes involving not more than one or two questions.

The informal debates are discussions on subjects taken from current events as they are treated in newspapers or magazines of the passing week or month. They should be led by one student of the class against the instructor and all the rest of the class. For these debates each student should be ready to uphold some proposition of his own choice, on which he assumes a burden of proof. Each student on the occasion for these debates should hand in a proposition in writing with a series of main heads under it that constitute the outline of a speech he is prepared to give.

The formal debates are discussions in which two students debate each other under strict time limitations for both their main speeches and their rebuttals, and for which both prepare carefully by drawing full briefs and by taking special pains with the organization and expression of their thoughts in their speeches. These debates should generally be followed by informal debates on the subject under discussion, in which all members of the class should be expected to participate. This informal debating may be prompted by asking members of the class to tell from the platform which of the debaters was right and why.


The Nature of Debate

A. Announcements.
B. Class discussion led by instructor to develop subject of

The Nature of Debate, 1-7.

Choosing the Subject

A. Written quiz on The Nature of Debate.
B. Review text, The Nature of Debate, 1-7.
C. Advance text, Choosing the Subject, 8–22.


A. Review text, Choosing the Subject, 8-22.
B. With another member of the class who will be your opponent,

select and phrase a proposition of policy on which you
both will write an original brief later in the course. For

assistance, consult Appendix B. C. Criticize and improve, if possible, the debate proposi

tions in Appendix C.

Assembling the Proof

A. Written quiz on Choosing the Subject.
B. Advance text, Assembling the Proof, 23–34.


A. Review text, Assembling the Proof, 23–34.
B. Bring to class four chains of reasoning leading up to the prop-

osition chosen for your original brief, each chain involving
a series of at least five subheadings.

Making the Speech

A. Written quiz on Assembling the Proof.
B. Advance text, Making the Speech, 35–48.


A. Review text, Making the Speech, 35-48.
B. Bring to class a serviceable bibliography on the proposition

chosen for your original brief, made according to the sug-
gestions for composing a bibliography in the chapter on
Assembling the Proof.

A. Written hour examination on:

The Nature of Debate, 1-7.
Choosing the Subject, 8-22.
Assembling the Proof, 23–34.
Making the Speech, 35-48.

Evidence EXERCISE 9.

A. Advance text, Evidence, 49-60.


A. Written quiz on Evidence.
B. Review text, Evidence, 49-60.
C. Advance text, Evidence, 60–72.
D. Bring to class examples of the use of each class of evidence

drawn from Appendix D. Write each piece of evidence in
the form of a subhead to the point it supports and mark
against it the class of evidence it represents.


A. Informal debate.


A. Review text, Evidence, 60–72.
B. Give an example of the application of each test for evidence

employed in material presented in Appendix D. Adopt
the following plan for presenting your examples:
(Name of Test Applied)

1. Statement of evidence tested, page... lines .
2. Statement of fact used in test, page... lines...

Argument EXERCÍSE 13.

A. Advance text, Argument, 73–83.


A. Informal debate.


A. Written quiz on Argument.
B. Test each of the arguments given in Appendix E, by the

rules and diagrams for the categorical syllogism. C. Bring to class two original and valid categorical syllogisms,

one having an affirmative conclusion and the other a negative conclusion, with a circular diagram for each showing its validity,

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