3. WILL THE PROPOSED PLAN BE A MATERIAL BENEFIT OR DETRIMENT? In the third place the proposition should be questioned from a material point of view, to determine whether the plan is, or is likely to be, a benefit or a detriment. In some form this issue will doubtless be found in connection with almost every proposition of policy. In all systems of government, of business, and even of education, material betterment is invariably one of the ultimate objects sought. The question of national expansion presents the issue, "Will such a course add to the glory, the prestige, or the wealth of the nation?" When a boy considers going to college, he desires to know whether a college education is a valuable asset in business, social, or professional life. An issue which puts to the touch the matter of personal gain is sure to involve a substantial portion of the controversy. The arguer who can decisively settle the question of dollars and cents always has a strong argument. Usually the issue involving the question of material benefit or detriment is plain and direct; sometimes, however, it is partially concealed. A man debating on the affirmative side of the proposition, "Resolved, That United States Senators should be elected by a direct popular vote of the people," may urge as a reason that such a method will result in purer politics. This particular line of argument he may carry no farther, taking it for granted that everyone will recognize the connection between honest office holders and material gain.

4. WILL THE PROPOSED PLAN BE AN INTELLECTUAL BENEFIT OR DETRIMENT? All propositions that deal with education or with other matters that pertain to man's progress and advancement should be viewed from an intellectual standpoint. No person in discussing a measure bearing upon the welfare of an individual, of a community, or of a nation, can afford to neglect questioning its influence for mental advancement or retrogression. Propositions relating to schools, colleges, and similar institutions, and propositions dealing with social and industrial conditions present this issue. Modern theories of government, both municipal and national, are frequently based to some extent upon the idea of teaching the people how to live and how to govern themselves. The policy of the United States in the Philippines and in the West Indies has been greatly influenced by the query, "How will it affect the intellectual welfare of the people concerned?"

5. WILL THE PROPOSED PLAN BE A PHYSICAL BENEFIT OR DETTRIMENT? All subjects that concern the life, health, strength, or in any way bear upon the physical well-being of man present this issue. An argument on government ownership of railroads would have to answer the question, "Under which system will fewer accidents occur?" All such propositions as, "Eight hours ought legally to constitute a working day"; "State boards of health should compel all persons afflicted with contagious diseases to be quarantined"; "Football is an undesirable college game," give rise to the issue of physical welfare.

6. WILL THE PROPOSED PLAN BE A POLITICAL BENEFIT OR DETRIMENT? If a plan is of such far-reaching significance that its adoption or rejection would affect a whole town, state, or nation, then its merits usually depend to some extent upon its political significance. The issue may take some such form as, "How will the system affect the country politically?" "Will the system encourage bribery and graft, or will it tend to do away with these evils?" "What will be its effect upon bossism?"

7. HOW HAS THE PLAN SUCCEEDED WHERE IT HAS BEEN TRIED? This question frequently occurs as an issue in connection with all sorts of propositions. Its importance and significance are so evident that no explanation is needed. The value of precedent is known to every one.

8. DOES THE PRESENT SYSTEM CONTAIN SERIOUS EVILS? The asking of this question is frequently one of the very best ways to get at the heart of a proposition of policy. To be sure, this question overlaps and embraces several other questions that have been suggested, but a comprehensive issue like this is sometimes preferable from the standpoint both of the arguer and of the audience. It removes from the arguer the necessity of classifying each evil under the head of moral, financial, intellectual, etc.; and in many cases it results in an argument more easily understood by the audience. In some form this issue applies to nearly all political, economic, and financial propositions.

9. IF THE PRESENT SYSTEM DOES CONTAIN SERIOUS EVILS, WILL THE PROPOSED SYSTEM REMOVE THEM? Equal in importance with the question as to whether the existing system is defective, is the question as to whether the proposed system will remove these defects, without, of course, introducing equally great disadvantages. These two issues almost invariably go together; they set the system advocated by the affirmative and the system advocated by the negative side by side, and compare and contrast each with the other.

10. IF THE PRESENT SYSTEM CONTAINS SERIOUS EVILS, IS THE PROPOSED SYSTEM THE ONLY REMEDY? This last question is very closely connected with the two preceding questions. The whole discussion may hinge not on whether evils exist, but on how they shall be remedied. If the argument takes this turn, the advocates of a certain system must show that their plan is the only one suitable for adoption, or, at least, is the best plan, while the negative must introduce and uphold a totally different scheme. For instance, under the proposition, "The United States army should be greatly enlarged," the first two issues would probably be these: "Is the present army adequate to protect the nation?" and "Is the enlargement of the army the only means of rendering the nation safe from invasion?"

PROPOSITIONS OF FACT.

1. DOES THE PROPOSITION STATE A POSSIBLE TRUTH? To find the issues of a proposition of fact, first ask whether the occurrence in question could have happened or the condition alleged in the proposition could possibly have existed. This question is so important that if it can conclusively be answered in the negative the discussion is ended. Legal proceedings invariably center around some form of a proposition of fact. In the criminal court a man to prove his innocence has only to establish an alibi or prove physical inability to commit the crime with which he is charged. Not always, of course, does the question of possibility constitute an issue, since frequently the possibility is admitted. Such would be the case if the following propositions came up for discussion: "Joan of Arc was burned at the stake"; "Nero was guilty of burning Rome." In these instances possibility gives way to probability.

2. DOES THE PROPOSITION STATE A PROBABLE TRUTH? If the question of possibility has been answered affirmatively or inconclusively, the issue of probability next arises. In connection with many propositions of fact this is the most important issue to be encountered. Unless a condition or an event—its possibility being admitted—can be affirmed or denied by reliable witnesses who testify from their own personal knowledge of the matter, the most that any arguer can do is to establish a balance of probability. Those who believe that Bacon wrote the plays attributed to Shakespeare try to show how improbable it is that a man like Shakespeare could have produced such works, and how very likely it is that Bacon was the real author. Many criminals are convicted or acquitted on evidence that establishes merely a strong probability of guilt or of innocence.

3. IS THERE ANY DIRECT EVIDENCE BEARING ON THE PROPOSITION? In the third place, a person who is trying to prove or disprove a proposition of fact must consider the direct evidence involved. Indirect evidence tends to establish the possibility or probability that a statement is true or false, while direct evidence asserts that it is true or false. Direct evidence on the question, "Country roads in New England are inferior to those of the Middle West," would not be a description of the topographical and geographical features of both regions, for this information could at its best establish only a strong probability; direct evidence on this subject would be the testimony of people who have investigated the roads, and could thus speak from direct personal knowledge.

This issue of direct evidence has two phases. The arguer must ask, "Is any direct evidence available?" and "If there is any, what is its value?" It is easily seen that not all evidence is equally reliable. Both the man and what he says must be tested: the man for such qualities as truthfulness, intelligence, and experience; the statements for consistency and general credibility. The tests of evidence are given in detail in another chapter.

TESTS FOR ISSUES.

After an arguer has secured his list of issues, he should test his work by asking the four following questions:—

1. Does each issue really bear upon the proposition?

2. Is each issue a subdivision of the proposition, or is it the proposition itself formulated in different language?

3. Does each issue comprise only disputed matter?

4. Do the issues, taken collectively, consider all phases of the proposition?

Several illustrations will show more plainly just what issues are and how they are used in connection with other parts of an introduction.

SHALL GREEK BE TAUGHT IN HIGH SCHOOLS?

In taking up the discussion of Greek in the high schools, I shall consider these three questions: First, is Greek more valuable than other studies in training the mind? Second, does the study of Greek acquaint us with the best that has been known and said in the world, and, therefore, with the history of the human spirit? And third, where shall Greek be taught? [Footnote: W.F. Webster, The Forum, December, 1899, page 459.]

DOES COLONIZATION PAY?

The points to be considered in determining the somewhat mercenary question, "Does Colonization Pay?" as viewed with regard to the interests of the colonizing country, are: (1) the market that the colonies afford for the goods which the colonizing country has to sell; and whether control gives to the mother-country a larger share of their market than she would have without that control; (2) the supplies the colonies are able to furnish for use in the mother- country; and whether the purchase of these supplies from the colonies proves more advantageous to the mother-country than if they should be purchased from other parts of the world; (3) the advantages, if any, which accrue to the native population of the country controlled. [Footnote: O. P. Austin, The Forum, January, 1900, p. 623.]

The following passage, taken from Daniel Webster's speech in which, as counsel for the city of Boston, he argues that a certain piece of land has not become a public highway, is a good illustration of an introduction on what was virtually a proposition of fact. Notice with what skill he cast aside all irrelevant matter and reduced the proposition to clearly stated and indisputable issues:—

If this street, or land, or whatever it may be, has become and now is a public highway, it must have become so in one of three ways, and to these points I particularly call your honors' attention.

1st. It must have either become a highway by having been regularly laid out according to usage and law; or

2nd. By dedication as such by those having the power to dedicate it, and acceptance and adoption so far as they are required; or

3d. As a highway by long user, without the existence of proof of any original laying out, or dedication.

It is not pretended by any one that the land in question is a highway, upon the last of these grounds. I shall therefore confine myself to the consideration of the other two questions: namely. Was there ever a formal and regular laying out of a street here? or was there ever a regular and sufficient dedication and acceptance? [Footnote: The Works of Daniel Webster, Vol. VI, p. 186. Little, Brown & Co., Boston, 1857.]

PARTITION.

In college debate, though not frequently elsewhere, the issues as a rule are immediately followed by a series of statements that show how each issue is to be answered. These statements constitute what is known as the partition. When a partition is made, each statement becomes a main point to be established by proof in the discussion. The following portion of a student's argument contains both the issues and the partition:—

In considering, then, whether colleges should adopt the system of exempting from final examinations all students who have attained an average daily grade of eighty-five per cent. or over, we have only to consider the effect such a rule would have upon the students, individually and collectively. Would the system raise or lower the standard of scholarship? Would it assist or retard the growth of other qualities which a college course should develop? The negative will oppose the adoption of this rule by establishing the three following points:—

1. Such a system will lower the scholarship both of those who are exempted from examinations and of those who are not.

2. Such a system will foster dishonesty, jealousy, and conceit.

3. Such a system will deprive those who are exempted from examinations of valuable discipline in preparing for examinations and in taking the examinations.

There are several forms in which the partition may be expressed: it may consist of a single sentence that indicates how the issues are to be answered; it may consist of the issues themselves turned into declarative sentences so that they read in favor of the side being upheld; or it may answer each issue by means of several statements. The following will illustrate the several methods:—

Proposition: Resolved, That football is an undesirable college game.

Issues:

1. Does football benefit or injure the player?

2. Does football benefit or injure the college as a whole?

Partition (negative):

First method.

1. We will establish our side of the argument by proving that in each case football is a benefit.

Second method.

1. Football benefits the player.

2. Football benefits the college as a whole.

Third method.

1. Football benefits the player physically.

2. Football benefits the player mentally.

3. Football benefits the player morally.

4. Football benefits the students who do not participate in the game.

5. Intercollegiate football games advertise the college.

The partition is usually found in college debate because in a contest of this sort absolute clearness is a prerequisite for success. As but little interest customarily centers around the subject itself, each debater knows that if he is to make any impression on the audience he must so arrange his argument that it will, with a minimum amount of effort on the part of the listener, be clear to every one. To one reading an argument, a partition, unless of the simplest kind, will probably seem superfluous; to one listening to a speech in which he is truly interested, the partition may seem labored. But when the whole interest centers in the method of presentation, and in the processes of reasoning rather than in the subject matter, the partition does increase the clearness of the argument, and should, therefore, be used.

By way of summary, then, it may be said that the work of conviction in the introduction is to show the relation between the proposition and the proof. The arguer accomplishes this task, first, by defining all words the meaning of which is not generally comprehended; secondly, by explaining, in the light of these definitions, the meaning of the proposition taken as a whole; thirdly, by discovering the issues through a careful process of analysis; and fourthly, by making a partition when he is engaged in debate and has reason to think that the audience will not see the connection between the issues and the discussion.

HOW TO INVESTIGATE A SUBJECT.

A student will hardly have reached this point in the study of Argumentation before finding it necessary to search for information that will assist him in the construction of his argument. To one unfamiliar with a library, a search after facts bearing upon a given subject is likely to prove tedious. For this reason a few words of advice concerning the proper way in which to use a library may be of great help to a beginner. Nothing, however, can be given here that will even approximate the value of a few hours' instruction by the librarian of the college in which the student is enrolled. In the absence of such instruction, one can seldom do better at the outset than to become familiar with indexes to periodical and contemporary literature, encyclopaedias, government reports, and the library catalogue.

The best indexes are the Reader's Guide, Poole's Index, The Annual Library Index, and the Current Events Index. These give references to all articles published in the principal magazines and newspapers for many years. In these articles one will find almost limitless material on nearly every popular topic of the day— political, economic, scientific, social, educational. The writers, too, are often of national and even of international reputation, and the opinions and ideas given here are frequently as weighty and progressive as can be found. In searching through an index for articles upon a certain subject, one should invariably look under several headings. For example, if one is seeking material in regard to the abolishment of baseball from the list of college sports, he ought not to consult just the one heading baseball; he should in addition look under athletics, college sports, and similar topics.

Other valuable sources of information are encyclopaedias. They often give broad surveys and comprehensive digests that cannot readily be found elsewhere. Although they do not, as a rule, discuss subjects that are of mere local or present-day interest, yet the thorough searcher after evidence will usually do well to consult at least several. A fact worth bearing in mind is that in connection with these articles in encyclopaedias, references are often given to books and articles that treat the subject very thoroughly.

In the next place, official publications frequently furnish invaluable help in regard to public problems. Both state governments and the national government constantly publish reports containing statistics, the opinions of experts, and suggestions for economic and political changes. Some of the most valuable of these documents for the purposes of the arguer are Census, Immigration, Education, and Interstate Commerce Commission reports, the messages of the Presidents, and the Congressional Record. There are indexes to all these, and one can easily find out how to use them.

Furthermore, one should not fail to consult the library catalogue. To be sure, if the books are catalogued only according to titles and authors, one will probably get little assistance from this source unless he knows beforehand what particular books or authors to search for. If, on the other hand, the books are also catalogued according to the subjects of which they treat, one can see almost at a glance what books the library has that bear upon the matter under investigation.

EXERCISES

A. Define the following terms:—monopoly, free trade, railway pooling, income tax, honorary degree, tutorial system of instruction, industrial education, classical education, German university method of study, vivisection, temperance, Indian agency system, yellow peril, graft, sensational, mass play, monarch, civilization, autonomy.

B. Criticise the issues that are given for the following propositions:—

1. Resolved, That in the United States naturalization laws should be more stringent.

a. Are the present laws satisfactory? b. Have the results of the laws been satisfactory? c. Would a change be wise?

2. Resolved, That in the United States the reformatory system of imprisonment should be substituted for the punitive.

a. Is the reformatory system practicable? b. Does it reform the criminal? c. What has been its success thus far? d. Is it in accordance with modern civilization?

3. Resolved, That education in the United States should be compulsory to the age of sixteen.

a. Is compulsory education practicable? b. Will compulsory education benefit the child? c. Will compulsory education benefit the public?

4. Resolved, That American universities should admit women on equal terms with men.

a. Is woman's education as important as man's? b. Is coeducation a benefit to both sexes? c. Is coeducation a benefit to the college? d. Is the desirable system of separate education worth the extra money it costs?

5. Resolved, That in the United States there should be an educational test for voting.

a. Is voting a privilege or a natural right? b. Ought illiterates to be excluded from the polls? c. Would the test be unfair to any class of citizens? d. Could such a test be easily incorporated into our laws?

6. Resolved, That vivisection should be prohibited.

a. Is vivisection of great assistance to medicine? b. Is vivisection humane? c. Is it right for us as human beings to sanction the many forms of needless and excessive cruelty practised by vivisectors?

C. Make a brief introduction to each of the following propositions, defining all words that require definition, explaining the meaning of the proposition, stating the issues, and making the partition:—

1. All colleges should debar freshmen from participation in intercollegiate athletic contests.

2. Playing baseball with organizations not under the national agreement should not render athletes ineligible for college teams.

3. —— College should adopt the honor system of holding examinations.

4. All colleges should abolish hazing.

5. The climate of our country is changing.

6. Macbeth's wife was the cause of his ruin.

7. The Rhodes scholarships for the United States will accomplish the objects of its founder.

8. National expositions are a benefit to the country.



CHAPTER V

THE INTRODUCTION—BRIEF-DRAWING

Preceding chapters have dwelt on the essential characteristics of the introduction and have shown what it should be like when completed. No one but an expert writer, however, can hope that his argument, in either introduction, discussion, or conclusion, will attain any considerable completeness and excellence without first passing through a preliminary form known as the brief.

A brief is a special kind of outline: it is an outline that sets forth in specific language all the ideas to be used in that portion of the argument known as conviction, and that shows the exact relation these ideas bear to each other and to the proposition. An outline in narrative, descriptive, or expository composition is invariably made up of general suggestions, which seldom indicate the same ideas to different persons; it is inexact and incomplete. A brief, on the contrary, fails in its purpose unless it conveys accurate information. The material composing it is always in the form of complete sentences; the ideas are expressed in as exact and specific language as the writer is capable of using. A good brief means as much to the one who reads it as to the one who draws it. It is, too, a complete work in itself. It does not deal with persuasion; with this exception, however, it contains in condensed form all the material to be used in the finished argument.

There are many reasons why an arguer should first cast his material in the form of a brief. To begin with, this device enables him to grasp, almost at a glance, all the material used for the purpose of conviction; it keeps constantly before him the points that he must explain, and shows him instantly just how far he has progressed with the proof of each statement. Furthermore, a brief renders the arguer invaluable assistance in preserving the fundamental principles of composition, especially those of Unity, Coherence, Proportion, and Emphasis. It greatly simplifies his task of assorting material and assigning each part its proper place and function. It exhibits so clearly every particle of evidence and every process of reasoning employed that it affords great convenience for testing both the quality and the quantity of the proof. In fact, a good brief is so essential a part of a good argument that a student who neglects to draw the first is bound to meet failure in the second.

The rules governing brief-drawing logically divide themselves into four classes: those which apply to the brief as a whole constitute the first class and are called General Rules; those rules which apply to each of the main divisions of a brief constitute the three remaining classes and are called Rules for the Introduction, Rules for the Discussion, and Rules for the Conclusion.

GENERAL RULES.

In drawing a brief, the student should first divide his material into three groups, corresponding to the three divisions of the complete argument: the Introduction, Discussion, and Conclusion. Moreover, since absolute clearness in every particular is the prime requisite for a good brief, he should label each of these parts with its proper name, so that there may never be the slightest doubt or confusion as to where one part ends and another begins. Hence the first rule for brief-drawing is:—

Rule I. Divide the brief into three parts, and mark them respectively, Introduction, Discussion, and Conclusion.

A brief, as has been explained, is an outline that contains all the reasoning to be found in the finished argument. Reasoning processes are carried on, not with vague ideas and general suggestions, but with specific facts and exact thoughts. For this reason, only complete statements are of value in a brief. Mere terms must be avoided. A statement, it should be remembered, is a declarative sentence; a term is a word or any combination of words other than a sentence.

The following examples of terms plainly show that no reasoning process can exist without the use of complete statements:—

Strikes during the past twenty-five years.

Percentage of strikes conducted by labor organizations.

Building trades and strikes.

Since such expressions as these give no information, they are manifestly out of place in a brief. Each term may call to mind any one of several ideas. No one but the author knows whether the first term is intended to indicate that strikes have been of frequent or of infrequent occurrence, beneficial or detrimental. The second term does not indicate whether the percentage of strikes conducted by labor organizations has been great or small, increasing or decreasing. The third term is equally indefinite. Notice, however, that as soon as these terms are turned into complete sentences, they may well serve as explanation or as proof:—

During the twenty-five year period ending in 1905 there occurred in the United States 36,757 strikes.

Labor organizations directed about two-thirds of these strikes.

The building trades have had more strikes than has any other industry. This explanation gives rise to the following rule:—

Rule II. Express each idea in the brief in the form of a complete statement.

Moreover, each sentence should contain only one idea. Every thought expressed has some specific work to do, and it can do it far more effectively if it stands by itself as a unit. The awkwardness and impracticability of proving the truth or falsity of a statement that makes several assertions has been treated under the head of Combined Propositions. Obviously, there are unwarrantable difficulties in grouping explanation or proof about such a statement as, "Municipal ownership has failed in Philadelphia, has succeeded in Edinburgh, and is likely to meet with indifferent success in New Orleans." Furthermore, a sentence that contains several distinct thoughts is very ineffective as proof for some other statement. Since one part of the sentence may be accepted as true and another part rejected, the resulting confusion is very great. To avoid all errors of this kind, the student should use, as far as possible, only simple sentences.

Rule III. Make in each statement only a single assertion.

In the next place, one who draws a brief should take pains to frame all his statements in as concise a form as he can. If he is able to state an idea in six words, he should not use seven. This principle does not mean that small words like a, an, and the should be left out, or that an obvious subject may be omitted; it does not mean that the "diary" style of writing is permissible. It means simply that one should always state his ideas as briefly as possible without violating any of the rules of Composition. Quotations should rarely appear in a brief, never unless they are very short. When an arguer wishes to make use of another writer's material, he should condense it into his own language, and state from what source he derived his information. In an expanded argument the full quotation may appear. The ability to express ideas both concisely and, at the same time, clearly, is attained only by considerable labor, yet a departure from the principle of brevity is a serious violation of good brief-drawing. Hence the rule:—

Rule IV. Make each statement as concise as is consistent with clearness.

Every brief is primarily a process of explanation. From this fact it is evident that clearness must be sought above all other qualities. Not only must the idea expressed be understood, but the relation between ideas, must be perfectly plain and evident. The reader should be able to see at a glance what material is of co-ordinate rank and what is of subordinate rank. This perspicuity is especially necessary in the discussion, where each statement is either being proved by subordinate statements or is serving as proof for some other statement. The device ordinarily adopted for exhibiting at a glance the relation between the ideas in a brief consists of two parts: first, all subordinate statements are indented farther than more important statements; and second, numbers and letters are used to indicate what statements are of co-ordinate importance and what are of secondary rank. The system of marking most generally adopted is as follows:—

I. A. 1. a. 1'. a'. B. 1. a.

II. A. etc.

Thus the fifth rule is:—

Rule V. Indicate the relation between statements by indentation and by the use of symbols.

In indicating the relation between ideas, a writer should never put more than one symbol before a statement. It seems almost superfluous to mention an error so apparent as the double use of symbols, but the mistake is frequently made and much confusion results. The numeral I before a heading indicates that the statement is of primary importance; the letter A indicates that it is of secondary importance. If a statement is marked IA, apparently it is both primary and secondary, clearly an impossibility.

Rule VI. Mark each statement with only one symbol.

RULES FOR THE INTRODUCTION.

It has been seen that a brief is a complete composition in itself, embodying all the material for conviction that will later be found in the expanded argument. The introduction, therefore, must contain sufficient information to make the proof of the proposition perfectly clear. This portion of the brief serves as a connecting link between the proposition and the discussion; it must explain the nature of the proposition and then show how the proof which is to follow applies to it. The exact work that the introduction to a brief must perform is stated in the following rule:—

Rule VII. Put into the introduction sufficient explanation for a complete understanding of the discussion. This explanation usually involves:— (a) a definition of terms, (b) an explanation of the meaning of the proposition, (c) a statement of the issues, and (d) the partition.

Neither an introduction to a brief nor an introduction to a complete argument should contain any statements not admitted by both sides. All ideas that savor of controversy or prejudice have no place in an introduction. The sole purpose of the introduction is to prepare the way for the discussion; if it contains anything in the nature of proof, anything which is not admittedly true, it is no longer pure introduction, but becomes in part discussion. If explanation and proof are thus thrown together indiscriminately, confusion will result. Accordingly the following rule is of great importance:—

Rule VIII. Put into the introduction only statements admitted by both sides.

The following introductions to briefs may well serve as models for student's work:—

FIRST MODEL.

Resolved, That England should permanently retain control of Egypt.

NEGATIVE BRIEF.

INTRODUCTION.

I. Because of the recent rapid development of Egypt, the question of the retention of this country is becoming important.

II. The following explanations will aid in the discussion of the problem:—

A. Egypt is that strip of country in the northeastern part of Africa, drained by the Nile and its tributaries.

B. England has an army of occupation in Egypt, and governs it nominally through the Khedive.

C. England has never suggested annexation.

D. England has shut out the interference of France and other European nations.

E. England has practically ruled Egypt as a dependency.

III. The following facts are agreed upon:—

A. Some nation had to take charge of Egypt, for

1. The country was heavily in debt.

2. The people were starving.

B. It is for the advantage of England to retain control of the country.

IV. The conflicting arguments on the question are as follows:—

A. Those who favor the control of Egypt by England have certain beliefs:—

1. They believe that the control of Egypt by England is the only practical solution of the problem.

2. They believe that the present status of affairs is beneficial to Egypt and to the whole world.

B. Those opposed to the control of Egypt by England maintain the following:—

1. They maintain that England rules in a selfish manner.

2. They maintain that Turkey and not England should have control of Egypt.

V. From this conflict of opinion it appears that the points to be determined are:—

A. Is Egypt benefited by the control of England?

B. Is the suzerainty of England over Egypt the only practical solution of the problem?

C. Is the control of Egypt by England a benefit to the whole world?

VI. The negative will attempt to prove that England should not permanently retain Egypt for the following reasons:

A. English control is harmful to Egypt.

B. English control is not the only solution to the Egyptian problem.

C. English control is harmful to other nations.

SECOND MODEL.

Resolved, That the President of the United States should be elected by direct popular vote.

AFFIRMATIVE BRIEF.

INTRODUCTION.

I. The present method of electing the President of the United States has been both praised and condemned ever since the adoption of the Constitution.

A. Two methods of electing the President are under consideration: the present system whereby the President is elected by the electoral college, and the proposed system whereby the President would be elected by a direct popular vote.

II. These two systems may be described as follows:—

A. The present system has the following characteristics:—

1. Each state elects a number of electors equal to the whole number of Senators and Representatives to which the state is entitled in Congress.

2. These electors are chosen as the Legislature of each state may direct.

3. The electors meet in their respective states and vote by ballot for the President.

4. Since the year 1800 the electors have always voted for the candidate nominated by the national party which elected them, though the Constitution does not make this requirement.

5. The ballots are sent in sealed packages to the President of the Senate, who counts them and declares the candidate receiving a majority vote elected.

6. If the electors fail to elect, the House of Representatives chooses a President from the three candidates that receive the greatest number of electoral votes.

B. The proposed system has the following characteristics:—

1. The people vote directly for the President, the candidate receiving a majority of the votes being elected.

2. If there be no majority, the President is elected as under the present system when the electors fail to elect.

III. The real question to be answered is, Should the direct method be substituted for the present method?

A. The comparative value of each method must be judged by the following standards:—

1. Which would be the more practicable?

2. Which would give the voter fuller enjoyment of his right of suffrage?

3. Which method would have the better effect upon the general welfare of the nation?

IV. The affirmative will uphold its side of the proposition by establishing the three following facts:—

A. The direct popular vote system would be more practicable.

B. The direct popular vote system would be more democratic.

C. The direct popular vote system would be better for the general welfare of the nation.

EXERCISES.

A. (1) Criticise the following Introduction to a brief, and (2) Write a suitable Introduction to a brief on this subject.

City Location for College.

Introduction.

A. This question is important.

I. The following explanation will aid—

(a) In the understanding, and

(b) In the discussion of the question.

1. Primarily men come to college to study.

2. Men can study better in the country.

3. But is this really the case?

B. A college is an institution of learning higher in rank than a high school or an academy.

C. The issues of the question are the following:

I. Which college location is more favorable to health and intellectual development?

II. Is the student able to enter athletics?

III. Does the student in the lonely country college form more lasting friendships?

IV. Which is the cheaper? Which is the better location?

B. Put into brief form the Introduction found above, Chapter 3, Exercise #7, dealing with Henry Ward Beecher.

C. Put the following Introductions into brief form:—

(1) HOW TRUSTS AFFECT PRICES.

Perhaps no subject in connection with the Industrial Combinations of the last few years has been more discussed than that of their influence upon prices. Opinions have differed widely, the opponents of the Combinations usually believing that they have increased prices materially, their defenders claiming with equal positiveness that they have reduced prices. Differences of opinion have probably originated largely from the fact that the subject has been approached from different points of view; and mistakes have also, in many cases, been made through lack of a careful interpretation of available facts. It by no means follows that the Trusts have lowered prices because prices have fallen within a few years after their formation; nor, on the other hand, that Trusts have raised prices because prices have been increased. Neither does it follow that, because the Industrial Combinations might through their economies lower prices, they have, as a matter of fact, actually done so; nor again that, with the possible ability to increase prices through the exercise of monopolistic power, they have not found it advisable under certain circumstances really to lower them. Any careful discussion of the subject will involve, first, what the influence of combination would enable the Trusts to do regarding prices; second, what the Combinations actually have done; and, third, what effects upon society may be anticipated from any changes in prices made by Industrial Combinations. [Footnote: Jeremiah W. Jenks, North American Review for June, 1901, p. 906.]

(2) Mr. Chairman: This bill (H. R. 17019) which I shall ask this House to pass to-day is one of that general class usually called "private bills"; and while the usage of this House might catalogue it under that head, it is in reality a "public bill," because it has to do with the interests of many people—indeed, an entire city of 75,000 population.

This bill provides that the legal title to a certain tract of land situated near the city of Tacoma, the title to which is now in the United States Government, shall be transferred to the city of Tacoma.

However, I wish to assure this House that as a matter of fact the Government practically loses nothing by the passage of this bill. I realize that these two statements placed side by side seem to involve a contradiction. Therefore I will make a brief explanation of this matter.

Since the year of 1866 the Government has owned a tract of land adjoining what is now the city of Tacoma; this tract of land contains 637.9 acres. In the year of 1888 the Government gave the city of Tacoma a right or license to use and occupy this land as a city park, but retained the legal title in the Government, because it was thought that at some future time the Government might need to use and occupy this land for military purposes. Therefore you will observe that the present condition of the title to this land is that the legal title is in the Government, with the right in the city to use and occupy the same. This bill, if it shall pass, will simply reverse and place the legal title to this land in the city of Tacoma, with the right remaining in the Government for all time to come to take possession or use and occupy any or all of this land that it might need for military, naval, or lighthouse purposes.

I wish to explain briefly to this House why the passage of this bill and this change in the title is not only fair and just, but the failure to pass this bill would, in my judgment, be very unfair to the 75,000 people in the city of Tacoma. [Footnote: Speech of Hon. Francis W. Cushman of Washington, in the House of Representatives, Feb. 28, 1905.]

(3) GOVERNMENT MANAGEMENT OF INDUSTRIAL ENTERPRISES. [Footnote: A. T. Hadley, Economics, pp. 390-393.]

By far the most important part of consumers' co-operation is exemplified in government management of industrial enterprises. This differs in two important particulars from the co-operative agencies already described. In the first place the choice of managers of a government business enterprise is connected with the general political machinery of the country, and regulated by constitutional law instead of by statutes of incorporation. In the second place, these managers are likely to fall back on the taxing powers of the Government to make up any deficit which may arise in the operations of a public business enterprise; or in the converse case to devote any surplus above expenses to the relief of tax burdens elsewhere. A government enterprise is managed by the people who represent, or are supposed to represent, the consumers; but the good or bad economy of its management does not necessarily redound to the profit or loss of those who most use it.

In the beginning of history, the government is the power that controls the army. When tribes were in a state of warfare with one another defense against foreign enemies was a matter of primary importance. No man could let his private convenience stand in the way of effective military operations. The discipline and subordination necessary to wage successful war were all-important; and all the powers necessary to maintain such discipline were entrusted to the leaders of the army.

Somewhat later the military authorities undertook the work of maintaining discipline in time of peace as well as war, and of defining and enforcing the rights of members of the tribe against one another, no less than against foreign enemies. This function was not accorded to them without a struggle. The priests, under whose tutelage the religious sanction for tribal customs had grown up, tried to keep in their own hands the responsibility of upholding these customs and the physical power connected with it. In some races they succeeded, but among European peoples the military authorities took the work of enforcing and defining laws out of the hands of the priests, and made it a function of the state as distinct from the Church. As security from foreign enemies increased, this law-making power became more and more important. The Government was less exclusively identified with the army, and more occupied with the courts, the legislatures, and the internal police. Its judicial and legislative functions assumed a prominence at least as great as its military function.

The growth of private property was also coincident with the development of these domestic functions of government. In fact, the two things reinforced one another. The production and accumulation of capital, to which private property gave so vigorous an impulse, placed the strong men of the community in a position where they had less to gain by war and more by peace. It put them on the side of internal tranquility. It thus made the government more powerful, and this in turn still further increased the accumulations of capital. But along with this mutual help, which strong domestic government and strong property right rendered one another, there was an element of mutual antagonism. The very fulfillment of those functions which made the accumulation of capital possible, rendered it impossible for the government to do its work except at the expense of the capitalists. It was no longer possible to support armies by booty, or courts by fines and forfeitures. The expense of maintaining order had to be paid by its friends instead of by its enemies. The growth of private property was followed by the development of a system of taxation, which, in theory at any rate, involved the power to destroy such property.

The existence of such a system of taxation, with the machinery for collecting money in this way, allows the government more freedom of industrial action than any private individual can command. It can make up a deficit by compulsory payments; and this gives it a wider range of power in deciding what services it will undertake and what prices it will charge—a power which affords almost unlimited opportunity for good or bad use, according to the degree of skill and integrity with which it is exercised.

Every extension of government activity into new fields restricts private enterprise in two ways: first by limiting the field for investment of private capital, and second, by possibly, if not probably, appropriating through taxation a part of the returns from private enterprise in all other fields. The question whether a government should manage an industry reduces itself to this: Are the deficiencies or evils connected with private management such that it is wise to give government officials the taxing power which constitutes the distinctive feature of public industrial management?

D. Draw an Introduction to a brief on each of the propositions given on page 82.



CHAPTER VI

THE DISCUSSION—CONVICTION

It has been seen that one who wishes to establish the truth or the falsity of a proposition must answer certain vital questions that are bound to arise in connection with it. Then, as different persons may answer these questions in different ways, it becomes necessary for him to convince his audience that his answers are correct. He must always beware of assertiveness. This defect occurs whenever a speaker or writer makes a statement but does not establish its truth. As simple denial is always sufficient answer to mere assertion, an unsupported statement is worthless. No one can hope to win in debate or change another's belief unless he can prove that what he says is true; he must substantiate with proof every statement that he makes, and show that no possibility for error or deceit can exist. In argumentation every statement not commonly accented as true must be proved.

The following passage is a highly assertive bit of argument; its worthlessness is apparent.

The decision of Congress to increase still further our already enormous navy is an injustice to every individual who contributes to the support of the national government. It is a crime to squander millions of money on a fleet that we do not need. Our navy to-day is more than the equal of any foreign armament that floats. Though second in number of ships, it ranks first in efficiency among all the navies of the world. No other country can boast of such marksmanship as our gunners display; no other country can boast of such armor plate as is to be found on our first-class battleships; not even England can successfully compete with us in seamanship and in general efficiency.

Proof is "anything which serves either immediately or mediately to convince the mind of the truth or the falsehood of a fact or proposition." [Footnote: On Evidence, Best, p. 45.] Belief in a specific statement is induced by a presentation of pertinent facts, and usually by a process of reasoning whereby from the existence of these known facts, the conclusion, hitherto unaccepted, is reached. Those facts that have to do with the proposition under discussion are known as evidence. The process of combining facts and deriving an inference from them is known as reasoning. Evidence may be made up of the testimony of witnesses, the opinion of experts, knowledge derived from experience, the testimony of documents, or circumstances that are generally known to have existed. Reasoning is the process by which men form opinions, render judgments, explain events, or in any way seek new truths from established facts.

In the following bit of proof, notice the facts that are stated, and see how, by a process of reasoning, they go to substantiate the idea that they are intended to prove:—

New York hires two policemen where Nashville hires one, and pays them double the salary; yet Nashville is as peaceable and orderly as New York. In Nashville any child of school age can have a seat in the public schools all through the year; in New York there has been a shortage of seats for many years. Nashville has a filtered water supply; New York is going to have one as soon as the $12,000,000 filtration plant can be built at Jerome Park. Street car fares are five cents in both cities; in Nashville one can always get a seat; in New York one has to scramble for standing room. The southern city maintains hospitals, parks, food inspectors, and all other things common to New York and other large cities. Apparently, Nashville is giving as much to its inhabitants for six dollars per capita as New York for thirty-one. These facts can point to but one conclusion—that Nashville has a superior system of government.

Since the first step in the generation of proof is the discovery of facts, the arguer should at the very outset become sufficiently familiar with the various kinds of evidence to estimate the value and strength of each idea that has a bearing upon the subject.

I. EVIDENCE.

There are two kinds of evidence: (a) direct, and (b) indirect or circumstantial. If a man sees a gang of strikers set fire to the buildings of their former employer, his evidence is direct. If, however, he only sees them stealthily leaving the buildings just before the fire breaks out, his evidence is indirect. In the latter case the man's testimony is direct evidence that the men were in the vicinity of the fire when it started, but it is indirect evidence that they perpetrated the crime. If a student who has failed to do good work throughout the term, and who has had little or no opportunity for special preparation, passes in a perfect paper at the close of an examination, the presumption is that he has received aid. The evidence on which this supposition rests is entirely circumstantial. But if some one saw the student obtaining aid, that fact would be direct evidence against him.

Direct evidence, as a rule, is considered more valuable than indirect, but each kind is frequently sufficient to induce belief. The best possible kind of evidence, the kind that is least liable to contain error or falsehood, is a combination of both direct and indirect. Either one by itself may be untrustworthy. The unreliability of evidence given by eyewitnesses is shown by the conflicting stories they frequently tell concerning the same incident even when they are honestly attempting to relate the facts as they occurred. Also, it is always possible that the inferences drawn from a combination of circumstances may be entirely wrong. When, however, both kinds of evidence are available, each confirming the other and leading up to the same conclusion, then the possibility of error is reduced to a minimum.

The opportunity of the college student for obtaining evidence in his argumentative work is limited. A lawyer before entering upon an important case often spends weeks and months in investigation; scientists sometimes devote a whole lifetime in trying to establish a single hypothesis. But the college student in preparing an argument must obtain his evidence in a few days. There are several sources at his disposal. The first available source is his fund of general knowledge and experience. If a man can establish a statement by saying that he personally knows it to be true, he has valuable proof. Then the people with whom the student comes in contact constitute another source of evidence. Anyone who can give information on a subject that is being investigated is a valuable witness. Especially in discussions on questions which pertain to college life, the opinions and experiences of college men and of prominent educators are unsurpassed as evidence. But the greatest source of evidence for the student of argumentation is the library. Here he may consult the best thought of all time in every branch of activity. He may review the opinions of statesmen, economists, educators, and scientists, and introduce as evidence their experiences and the results of their investigations. Here he may familiarize himself with the current events of the world, and draw his own conclusions as to their significance. In fact, a well equipped library treats of all subjects, however broad or narrow they may be, and furnishes evidence for all sorts of debatable questions.

As not all evidence is equally valuable, a large part of the work of argumentation consists in applying tests to the evidence at hand for the sake of determining what facts are irrefutable, what are doubtful, and what are worthless. Moreover, one engaged in argumentation must test not only his own evidence but also that of the other side. No better method of refuting an opponent's argument exists than to show that the facts on which it rests are untrustworthy. Tests of evidence may be divided into two classes: tests of the source from which it comes, and tests of the quality of the evidence itself.

A. TESTS OF THE SOURCE OF EVIDENCE.

Since in courts of law, in college debate, and in all kinds of argumentation, facts are established by the testimony of witnesses, the sources of evidence are the witnesses who give it. The debater and the argumentative writer have not the opportunity, as has the lawyer, of producing the witnesses and permitting them to tell their own stories to the audience. He must himself relate the evidence; and, in order that it may be believed, he must tell whence it comes. The sources of evidence may be common rumor, newspapers, magazines, official documents, private citizens, or public officials. The extent to which these witnesses are accepted as trustworthy by the people before whom they are quoted determines in a large measure whether or not the evidence will be believed. Tests for determining the trustworthiness of witnesses will next be given.

The first test of the source of evidence should be:—

(1) Is the witness competent to give a trustworthy account of the matter under consideration?

To answer this question, first determine whether the facts to be established are such that any ordinary person can speak concerning them with reasonable accuracy, or whether they can be understood only by persons who have received special training. A landsman could well testify that a naval battle had occurred, but only a man with nautical training could accurately describe the maneuvers of the ships and tell just how the engagement progressed. A coal heaver's description of a surgical operation would establish nothing, except perhaps the identity of the people and a few other general matters; only a person with a medical education could accurately describe the procedure. The testimony of any one but a naturalist would not even tend to prove the existence of an hitherto unknown species of animal life. A witness without technical knowledge cannot give reliable evidence on matters of a technical nature.

Then, if it is found that the witness does possess the necessary technical training, or that no previous training is necessary, still further test his ability to give reliable evidence by asking whether he has had ample opportunity for investigating the facts to the existence of which he testifies. For even a skilled player sitting in the first base bleachers at a baseball game to criticise an umpire's decisions on balls and strikes is absurd; the opinion of a transient visitor to Panama on the methods used in digging the canal is not valuable; a traveler who has spent a single month in Japan cannot draw reliable conclusions on the merits and defects of its political structure. In not one of these cases has the opportunity for investigation been sufficient to render the witness able to give reliable evidence.

A current magazine in discussing the weakness of testimony that comes from incompetent witnesses says:—

Generalizations about the tastes and interests of the age are so easy that all except the most wary fall into them, and the world is full of off-hand opinions touching the condition of society and the state of the world, which are far more conspicuous for courage than for discretion. There are very few men or women in any particular period who know it intimately enough, and with sufficient insight and sympathy, to pass judgment upon it. One hears almost every day sweeping judgments about Americans, English, French, Germans, Chinese, and Japanese which are entirely valueless, unless they are based on a very broad and intimate knowledge of these various peoples, a knowledge which, in the nature of things, few people possess. The charming American girl who declared that, since gloves are cheaper in Paris, American civilization is a failure, may stand for a type of interesting and piquant oracles, to be heard with attention, but under no circumstances to be followed. Americans are so familiar with the European traveler who arrives and makes up his opinion over night in regard to men, morals, and manners in the Western world and have so often been the victim of this self-confident critic, that they ought not to repeat the same blunder in dealing with other peoples. [Footnote: The Outlook, July 20, 1907.]

In the court room, where witnesses are present and can be carefully examined by the lawyers on both sides, it is customary to apply both mental and physical tests. The witness who testifies to knowledge of some event that occurred a long time before is given a memory test; the senses, also, through which occurrences are perceived are frequently examined. But as writers and debaters in general seldom have the opportunity to apply tests of this sort to their sources of information, and as these tests are seldom important outside of the law courts, they are not taken up in detail in this book.

The second test of the source of evidence should be:—

(2) Is the witness willing to give an accurate account of the matter?

One important influence that may cause a witness to give false evidence is self-interest. Not only individuals, but social and industrial organizations, political parties, communities, and states are frequently swayed by this emotion to the extent of deliberately perverting the truth. The evidence found in newspapers and other publications is often false, or at least misleading, because it has been tampered with by those who put their selfish interests before all else. The owner of an industry protected by a high tariff would scarcely be considered a reliable witness in matters affecting tariff reform. The opinion of a railroad magnate on the subject of a compulsory two-cent rate law would not be considered as unbiased. No disinterested seeker after truth would accept the political conclusions of a newspaper owned by a politician or recognized as the organ of a certain party. In all such cases, self-interest may prompt the witness to make statements not in strict accordance with the truth. Perjury in the court room is not uncommon; falsehood elsewhere must be guarded against. The arguer should always carefully scrutinize the testimony of a witness that has any special interest in the matter for which evidence is being sought. Though the self-interest is strong, the witness may be willing to state the matter accurately; but, as long as human nature remains as it is, this willingness should not be taken for granted.

The third test of the source of evidence should be:—

(3) Is the witness prejudiced?

Another emotion that frequently keeps a witness from telling the exact truth is prejudice. Every one is familiar with instances of how this passion warps men's morals and corrupts their judgment. If a man is prejudiced for or against a person or a system, he cannot be accepted as a trustworthy witness in matters where his prejudice comes into play. Should an economist known to favor socialism write a treatise advocating municipal ownership of public utilities, his evidence and his reasoning would not be convincing; it would be taken for granted that he looked at the subject through socialistic spectacles. A person who sets out with the expectation and intention of finding flaws in anything usually succeeds. Though he is willing to tell the exact truth, yet because of his prejudice he is sure to see only that which will coincide with his preconceived opinions. For this reason, political speeches and intensely partisan books and papers are invariably unreliable sources of evidence even though they are not intentionally dishonest.

The fourth test of the source of evidence is:—

(4) Does the witness have a good reputation for honesty and accuracy?

The human conscience is so constituted that many people deviate from the truth for no apparent reason whatever. Some are given to exaggeration; some habitually pretend to know that of which they are entirely ignorant; others are so inaccurate that everything they say is open to grave suspicion. If a witness is known to have been repeatedly dishonest or inaccurate in the past, little reliance should be placed in his testimony. "Yellow journalism," which is largely the reflection of common rumor, affords constant examples of witnesses that give questionable evidence.

Ability and willingness to give exact evidence, an unprejudiced attitude, and a good reputation for honesty and accuracy are the qualities that should characterize the sources of evidence. If a writer or speaker is securing testimony from friends or acquaintances, the application of these tests is not difficult. If, however, the sources are books and periodicals, his work is harder; but to be successful, he must not shirk it. When one procures evidence from books, he should investigate the character and standing of the author. When one obtains it from signed articles in papers and magazines, he must consider both the author and the character of the publication. In the case of newspaper "stories" and editorials, one should find out on what general policy and principles the paper is conducted. A cautious arguer will always avoid, as far as he can, the use of evidence that comes from a doubtful source. If one finds that an opponent has used the testimony of questionable witnesses, he can, by exposing the fact, easily refute the argument.

NECESSITY OF STATING SOURCES. It sometimes happens that an arguer fails to state the source of his evidence. This omission is usually fatal to success. No one is likely to put much confidence in statements that are introduced by such flimsy preambles as, "A certain statesman has declared"; "I have read somewhere"; "An acquaintance told me." Not only must evidence come from sources that seem good to the writer, but those sources must be satisfactory to the audience. In the last analysis the audience is the judge of what is credible and what is not. Moreover, if the evidence is of great importance, or is liable to be disputed, the arguer should show in a few words why the witness is especially reliable.

B. INTERNAL TESTS OF EVIDENCE

(1) Is the evidence consistent with (a) other evidence in the same argument; (b) known facts; (c) human experience?

The requirement that every separate bit of evidence in an argument shall be consistent with every other bit of evidence in the same argument is too well understood to need explanation. One familiar with courts of law knows that a witness who contradicts himself is not believed. Furthermore, if the testimony of several witnesses for the same side is inconsistent, the case for that side is materially weakened. So it is in general debate: the arguer who wishes to succeed must not use evidence that is self-contradictory. His proof must "hang together"; his facts must all go to establish the same conclusion.

A flagrant violation of this principle once occurred in a class-room debate. The speaker for the negative on the proposition, "Resolved, That freshmen should be ineligible for college teams," said that such a rule would deprive the freshmen of much- needed physical exercise. Later on, he said that just as many freshmen would receive injuries under this rule as without it, since they would take part in equally dangerous contests as members of freshmen teams. This contradiction ruined his argument.

In the next place, evidence to be of any value whatever, must be consistent with what is known about the case. If an arguer is so careless as to make statements contradictory either to well- established facts or to facts easily proved, he cannot hope to attain the slightest measure of success. Only one guilty of gross neglect or absolute falsehood is likely to fall into such an error. At one time the story was circulated that, during his early life, Lincoln had been insane. In the following passage Ida M. Tarbell shows that the testimony on which this belief was founded is inconsistent with the known facts of the case, and is, therefore, palpably untrue:—

"Mr. Thornton went on to say that he knew beyond a doubt that the sensational account of Lincoln's insanity was untrue, and he quoted from the House journal to show how it was impossible that, as Lamon says, using Herndon's notes, 'Lincoln went crazy as a loon, and did not attend the legislature in 1841-1842, for this reason'; or, as Herndon says, that he had to be watched constantly. According to the record taken from the journals of the House by Mr. Thornton, which have been verified in Springfield, Mr. Lincoln was in his seat in the House on that 'fatal first of January' when he is asserted to have been groping in the shadow of madness, and he was also there on the following day."

Lincoln himself was an expert at detecting inconsistency wherever it existed. He won many of his lawsuits by the straightforward method of showing that the one or two vital statements on which the whole case of the opposition rested were false, inasmuch as they were inconsistent with well-established and incontrovertible facts. An instance of this sort is here described:—

The most damaging evidence was that of one Allen, who swore that he had seen Armstrong strike Metzker about ten or eleven o'clock in the evening. When asked how he could see, he answered that the moon shone brightly. Under Lincoln's questioning he repeated the statement until it was impossible that the jury should forget it. With Allen's testimony unimpeached, conviction seemed certain.

Lincoln's address to the jury was full of pathos. It was not as a hired attorney that he was there, he said, but to discharge a debt of friendship.... But Lincoln was not relying on sympathy alone to win his case. In closing he reviewed the evidence, showing that all depended on Allen's testimony, and this he said he could prove to be false. Allen never saw Armstrong strike Metzker by the light of the moon, for at the hour when he said he saw the fight, between ten and eleven o'clock, the moon was not in the heavens. Then procuring an almanac, he passed it to the judge and jury. The moon, which was on that night only in its first quarter, had set before midnight. [Footnote: The Life of Abraham Lincoln, Vol. I, p. 272. Ida M. Tarbell. The Doubleday & McClure Co.]

An arguer should also be extremely careful to use evidence that on its face appears reasonable. Only an extremely credulous audience will accept ideas that run counter to human belief and experience. To attribute the occurrence of an event to supernatural causes would bring a smile of derision to any but a most ignorant and superstitious person. To attribute to men qualities and characteristics that human experience has shown they do not possess will bring equal discredit. No one is likely to accept evidence that contradicts his habits of thinking, that is contrary to what his life and experience have taught him is true. For this reason savage people are slow to believe the teachings of the Christian religion. For this reason it is difficult to make an audience believe that any one will deliberately and consistently work against his own interests, or follow any other unusual line of action. Evidence contrary to human experience may be true, but unless the exigencies of the argument demand its use, the arguer will do well to omit it entirely. If he is obliged to use it, he should make it appear as reasonable as he can, and also substantiate it with careful proof.

Huxley appreciated the fact that evidence, to be believed, must be in accordance with man's experience when he wrote the following:—

If any one were to try to persuade you that an oyster shell (which is also chiefly composed of carbonate of lime) had crystallized out of sea-water, I suppose you would laugh at the absurdity. Your laughter would be justified by the fact that all experience tends to show that oyster-shells are formed by the agency of oysters, and in no other way.

The ease with which an argument that does not satisfy this requirement may be overthrown is clearly shown in the following extract from a student's forensic:—

To say that the Cuban reconcentrados sunk the Maine in an effort to embroil the United States in a conflict with Spain is the veriest foolishness. There is not one scrap of documentary evidence to show that such was the case. Moreover, such an act would be unparalleled in the annals of history. It is unreasonable, contrary to all experience, that those oppressed people should have brought disaster, involving the destruction of property and the loss of many lives, upon the very nation that they were looking to for assistance.

(2) Is the evidence first-hand or hearsay evidence?

It is universally recognized that hearsay evidence is unreliable. A narrative is sure to become so garbled by passing from mouth to mouth that unless a witness can testify to a fact from his own personal knowledge the evidence he gives is worthy of little credence. There is sufficient chance for error when the person who witnessed the event relates the account himself; if the story is told by a second, and perhaps by a third person, it is likely to reflect but little of what really happened. Every one is familiar with the exaggerations of common rumor; it distorts facts so that they are unrecognizable. The works of Herodotus are untrustworthy because he frequently believed hearsay evidence. Since second-hand evidence both fails to establish anything worth while, if allowed to stand, and is easily overthrown even by a very little first-hand evidence, an arguer will do well to follow the custom of the law courts, and, as a rule, exclude it altogether.

(3) Can the evidence be considered as especially valuable?

(a) Hurtful admissions constitute an especially valuable kind of evidence. Since men are not wont to give evidence detrimental to their personal interest unless impelled to do so by conscientious scruples, any testimony damaging to the one who gives it is in all probability not only truthful, but also the result of careful investigation. When a practising physician admits that half the ailments of mankind are imaginary or so trivial as to need no medical attention, he is making a statement that is likely to injure his business; for this reason he is probably stating the result of his experience truthfully. If a railroad president says that in his opinion government supervision of railroads will benefit the public in the matter of rates and service, it may be taken for granted that he has given his honest belief, and that his natural reluctance to surrender any authority of his own has kept him from speaking carelessly. If a member of the United States Senate admits that that body is corrupt, and selfish, and untrustworthy, he is lowering his own rank; therefore it is reasonable to believe that he is speaking the truth according to his honest belief.

The following is an example of this kind of evidence:—

It was stated during the Manchurian campaign that the Jewish soldiers, of whom Kuropatkin had about 35,000, not only failed to hold their ground under fire, but by their timidity threw their comrades into panic. But good evidence can be cited from the correspondents of the Novoye Vremya, an Anti-Semitic organ, to the effect that among the Jews were found many "intrepid and intelligent soldiers," and that a number of them were awarded the St. George's cross for gallantry. [Footnote: The Nation, June 11, 1908.]

It is hardly necessary to add that one who places especial reliance on this kind of evidence must be sure that the admission is really and not merely apparently contrary to the interest of the one who gives it.

(b) Another particularly valuable kind of evidence is negative evidence, or the evidence of silence. Whenever a witness fails to mention an event which, if it had occurred, would have been of such interest to him that he might reasonably have been expected to have mentioned it, his silence upon the matter becomes negative evidence that the event did not occur. For many years no one suggested that Bacon wrote the Shakespearean plays; this absence of testimony to the belief that Bacon wrote them is strong evidence that such belief did not exist until recently, a fact that tends to discredit the Baconian theory of authorship. The fact that in the writings of Dickens and Thackeray no mention is made of the bicycle is negative evidence that the bicycle had not then come into use. That Moses nowhere in his writings speaks of life after death is negative evidence that the Hebrews did not believe in the immortality of the soul. If admittedly capable and impartial officials do not inflict penalties for foul playing during a football game, there is strong presumption that little or no foul playing occurred.

The following paragraph, taken from a current magazine, shows how this kind of evidence may be handled very effectively:—

A sharp controversy has been raging in the European press over the question whether Gambetta secretly visited Bismarck in 1878. Francis Laur, Gambetta's literary executor, has published an article asserting that he did, and giving details (rather vague, it must be admitted) of the conversation between the two statesmen. But he offers not a scrap of documentary proof. He is not even sure whether the interview took place at Friedrichsruh or at Varzin. This is rather disconcerting, especially in view of the fact that Bismarck never made the slightest reference in his reminiscences or letters to the visit of Gambetta, if it occurred, and that the minute Busch never mentioned it. [Footnote: The Nation, September 5, 1907]

ARGUMENT FROM AUTHORITY.

There is a particular kind of evidence frequently available for debaters and argumentative writers known as argument from authority. This evidence consists of the opinions and decisions of men who are recognized, to some extent at least, as authorities on the subjects of which they speak. An eminent scientist might explain with unquestioned certainty the operation of certain natural phenomena. A business man of wide experience and with well recognized insight into national conditions might speak authoritatively on the causes of business depressions. In religious matters the Bible is the highest authority for orthodox Christians; the Koran, for Mohammedans. In legal affairs the highest authorities are court decisions, opinions of eminent jurists, and the Constitution. If a certain college president is considered an authority in the matter of college discipline, then a quotation from him on the evils of hazing becomes valuable evidence for the affirmative of the proposition, "Hazing should be abolished in all colleges." If the arguer wishes to strengthen his evidence, he may do so by giving the president's reasons for condemning hazing; but he then departs from pure argument from authority. Pure argument from authority does not consist of a statement of the reasons involved; it asserts that something is true because some one who is acknowledged to be an authority on that subject says it is true.

Argument from authority differs from other evidence in that it involves not merely investigation but also the exercise of a high degree of judgment. The statement that in 1902, in the United Kingdom, two hundred and ninety-five communities of from 8,000 to 25,000 inhabitants were without street-car lines is not argument from authority; the discovery of this truth involved merely investigation. On the other hand, if some reputable statesman or business man should say that street-car facilities in the United States excelled those of England, this evidence would be argument from authority; only through both investigation and judgment could such a statement be evolved.

This kind of evidence is very strong when those addressed have confidence in the integrity, ability, and judgment of the person quoted. If, however, they do not know him, or if they do not consider him reliable, the evidence is of little value. Therefore, the test that an arguer should apply before using this kind of evidence is as follows:—

Is the witness an acknowledged authority on the subject about which he speaks?

Sometimes a short statement showing why the witness quoted is able to speak wisely and conclusively will render the evidence more valuable in the eyes of the audience. In the following example, notice how Judge James H. Blount used "authority" in proving that the Filipinos desired self-government:—

Senator Dubois, of Idaho, who was a member of the Congressional party that visited the Philippines, has since said in the New York "Independent": All the Filipinos, with the exception of those who were holding positions under and drawing salaries from our Government, favor a government of their own. There is scarcely an exception among them.... There is nobody in the islands, no organization of any kind or description, which favors the policy of our Government toward them.

Senator Newlands, of Nevada, also a member of the Congressional party aforesaid, has declared, in the number of this Review for December, 1905, that practically the whole people desire independence. Congressman Parsons, also a member of the same party, has since said: "There is no question that all the Filipino parties are now in favor of independence."

Captain J. A. Moss, of the Twenty-fourth Infantry, a member of General Corbin's staff, is quoted by Mr. Bryan, in the "Commoner" of April 27th, 1906, as saying in an article published in a Manila paper while Mr. Bryan was in the islands, with reference to the wishes of "the great majority" of Filipinos, that "to please them, we cannot get out of the islands too soon." [Footnote: North American Review, Vol. CLXXXIV, p. 136.]

II. REASONING.

As has been said, proof consists of evidence and reasoning. Evidence has been considered first because this order corresponds to the way in which proof is usually generated; obviously, the discovery of facts precedes the process of reasoning which shows their significance. In some instances, however, this order is reversed: a man may form a theory and then hunt for the facts on which to base it; but in general, facts precede inferences.

Since all people when they reason do not reach the same conclusion, it is very essential for a student to investigate the various processes of reasoning. Given exactly the same evidence, some men will draw one conclusion, some another. A current periodical recognizes this fact when it says:—

How widely divergent may be conclusions drawn from the same source can be judged by contrasting these two statements: Messrs. Clark and Edgar declare that "where municipal ownership has been removed from the realm of philosophic discussion and put to the test of actual experience it has failed ingloriously"; Professor Parsons and Mr. Bemis on the contrary assert, to use Professor Parsons' words, "it is not public ownership, but private ownership, that is responsible for our periodic crisis and the ruin of our industries," and "it is not impossible that the elimination of the public service corporations through public ownership is one of the things that would do more to help along the process of making our cities fit." [Footnote: Outlook, July 27, 1907.]

Because of the divergencies in the results produced by reasoning, a student should study with considerable care the various processes of arriving at a conclusion, so that he may be able to tell what methods are strong, what are weak, and what are fallacious.

According to a common classification, there are two methods of reasoning: the inductive process, and the deductive process.

1. INDUCTIVE REASONING. When one carefully investigates his reasons for believing as he does, he often finds that he accepts a certain statement as true because he is familiar with many specific instances that tend to establish its truth. The belief that prussic acid is poisonous is based upon the large number of instances in which its deadly effect has been apparent. The fact that railroad men are exposed to injury is unquestioned because every one is familiar with the many accidents that occur each year. The statement that water freezes at thirty-two degrees Fahrenheit has been proved true by innumerable tests. This process of reasoning by which, from many specific instances, the truth of a general statement is established, is called induction.

An example of inductive reasoning is found in the following passage:—

Does the closing of the saloons affect appreciably the amount of drunkenness in the community? A comparison of the same town or city in successive years—one year under one system, and the next year under the other—furnishes a basis for accurate judgment. Evidence of this sort is all one way, and it seems to be conclusive.

The tables prepared by the Massachusetts Bureau of Statistics of Labor, in 1905, under special instructions from the legislature, show that in Haverhill the average number of arrests per month under license was 81.63, under no-license, 26.50; in Lynn, under license, 315, under no-license, 117.63; in Medford, under license, 20.12, under no-license, 13.25; in Pittsfield, under license, 93.25, under no-license, 36.75; and in Salem, under license, 140.50, under no-license, 29.63. Such comparisons might be multiplied, but it is unnecessary. There is no escaping the conclusion that the closing of the saloons, under the Local Option system, does sensibly diminish the volume of drunkenness. [Footnote: Atlantic Monthly, Vol. XC, p. 437.]

In using inductive reasoning, one must always be on his guard against drawing conclusions too hastily. It is never correct to conclude from a consideration of only a few instances that a general truth has been discovered. Further examination may show that the opinion first formed will not hold. Some people call all men dishonest because several acquaintances have not kept faith with them. Others are ready to believe that because they have made money in the stock market all can do likewise. Most superstitions arise through generalization from too few instances: those who have several times met misfortune on the thirteenth day of the month are apt to say that the thirteenth is always an unlucky day. Such reasoning as this shows the weakness of inductive argument: a conclusion is worthless if it is drawn from too few examples.

Professor Fred Lewis Pattee, in writing on Errors in Reasoning, says:—

Children and even adults often generalize from a single experience. A little boy cautioned me at one time to keep away from a certain horse, for "white horses always kick." An old Pennsylvania farmer laid down the law that shingles laid during the increase of the moon always curl up. He had tried it once and found out. A friend will advise you to take Blank's Bitters: "I took a bottle one spring and felt much better; they always cure." Physicians base their knowledge of medicines upon the observations of thousands of trained observers through many years, and not upon a single experience. Most people are prone to judge their neighbors from too slight acquaintance. If a man is late at an appointment twice in succession, someone is sure to say: "Oh, he's always late." This is poor thinking because it is bad judgment. Judgments should be made with care and from fullness of experience. [Footnote: The Adult Bible Class and Teacher Training Monthly, May, 1908, page 295.]

The following quotation illustrates how often hasty generalizations create prejudice and sway public judgment:—

There is an impression shared by many that the relation between the white and black races in this country is becoming less amicable and more and more surcharged with injustice. The basis for this impression is to be found in certain dramatic and sensational events, in particular the riots in Springfield, Illinois, and in Atlanta, Georgia. The memory of those events is becoming faint in many minds; but the impression they created remains. A dramatic event will have an effect upon public opinion which statistics, more significant but less picturesque, will altogether fail to produce. In the horror at the brief work of a mob the diminution in the annual number of lynchings is forgotten.

The fundamental mistake in this is in the picking out of a startling episode or a reckless utterance and regarding it as typical. We do not arrive at the truth in that way. The Black Hand assassin does not furnish a true index to the Italian character. Aaron Burr is not an exhibit of the product of American Puritanism. So, if we wish to find out what American democracy has done with the negro, we do not search, if we are wise, into the chain-gang of Georgia or into the slums of New York. [Footnote: The Outlook, April 4, 1908.]

The value of inductive reasoning depends upon the number of instances observed. Very seldom is it possible to investigate every case of the class under discussion. Of course this can sometimes be done. For instance, one may be able to state that all his brothers are college graduates, since he can speak authoritatively concerning each one of them. But usually an examination of every instance is out of the question, and whenever induction is based on less than all existing cases, it establishes only probable truth.

From the foregoing it is seen that the tests for induction are two:—

(1) Have enough instances of the class under consideration been investigated to establish the existence of a general law?

(2) Have enough instances been investigated to establish the probable existence of a general law?

2. DEDUCTIVE REASONING. Deductive reasoning is the method of demonstrating the truth of a particular statement by showing that some general principle, which has previously been established or which is admitted to be true, applies to it. A stranger on coming to the United States might ask whether our postal system is a success. The answer would perhaps be, "Yes, certainly it is, for it is maintained by the government, and all our government enterprises are successful." When the metal thurium was discovered, a query doubtless arose as to whether it was fusible. It was then reasoned that since all metals hitherto known were fusible, and since thurium was a metal, undoubtedly it was fusible. Stated in clearer form, the reasoning in each case would be:—

A. All our government enterprises are successful.

B. The United States postal system is a government enterprise.

C. Therefore the United States postal system is successful.

A. All metals are fusible.

B. Thurium is a metal.

C. Therefore thurium is fusible.

Such a series of statements is called a syllogism. A syllogism always consists of a major premise (A), a minor premise (B), and a conclusion (C). The major premise always states a general law; the minor premise shows that the general law applies to the particular case under consideration; and the conclusion is, in the light of the two premises, an established truth.

The strength of deductive argument depends on two things: the truth of the premises and the framing of the syllogism. The syllogism must always be so stated that a conclusion is derived from the application of a general law to some specific instance to which the law obviously applies. In the next place, the premises must be true. If they are only probably correct, the conclusion is a mere presumption; if either one is false, the conclusion is probably false. But if the syllogism is correctly framed, and if both premises are true, the conclusion is irrefutable. As premises are facts that have first been established by induction, the relation between inductive and deductive reasoning is very close. In fact, deduction depends on induction for its very existence. To overthrow a deductive argument all that is necessary is to show the error in the inductive process that built up either one or both of the premises.

The tests for deduction are:—

(1) Are both premises true?

(2) Is the fact stated in the minor premise an instance of the general law expressed in the major premise?

In practical argumentation it is not always necessary or desirable to express a deductive argument in full syllogistic form. One premise is frequently omitted; the syllogism thus shortened is called an enthymeme. The reasoning then takes some such form as, "This man will fail in business because he is incompetent." The major premise, "All incompetent men fail in business," is understood, but is not expressed. The enthymeme constitutes as strong and forceful an argument as the syllogism, provided the suppressed premise is a well- established fact; but whenever this premise is not accepted as true, it must be stated and proved. The argument will then consist of the full syllogistic process.