John Burroughs:  Some Natural History Doubts ("Harper’s").

EXERCISES

What facts or instances do you know which would lead you to believe either the following propositions or their opposites?

1.  Dogs are intelligent.

2.  Only excellent pupils can pass the seventh grade examination.

3.  Some teachers do not ask fair questions on examination.

4.  Oak trees grow to be larger than maples.

5.  Strikes increase the cost to the consumer.

6.  A college education pays.

7.  Department stores injure the trade of smaller stores.

8.  Advertising pays.

+Theme XLI.+—­Write a paragraph, proving by one or more examples one of the propositions in the preceding exercise:

(Do your examples really illustrate what you are trying to prove?  Do they show that the proposition is always true or merely that it is true for certain cases?  Would your argument cause another to believe the proposition?)

+73.  The Value of Debate.+—­Participation in oral debate furnishes excellent practice in accurate and rapid thinking.  We may choose one side of a question and may write out an argument which, considered alone, and from our point of view, seems convincing, but when this is submitted to the criticism of some one of opposite views, or when the arguments in favor of the other side of the question are brought forward, we are not so sure that we have chosen the side which represents the truth.  The ability to think “on one’s feet,” to present arguments concisely and effectively, and to reply to opposing arguments, giving due weight to those that are true, and detecting and pointing out those that are false, is an accomplishment of great practical value.  Such ability comes only from practice, and the best preparation for it is the careful writing out of arguments.

+74.  Statement of the Question.+—­The subject of debate may be stated in the form of a resolution, a declarative sentence, or a question; as, “Resolved that the recess should be lengthened,” or “The recess should be lengthened,” or, “Should the recess be lengthened?” In any case, the affirmative must show why the recess should be lengthened, and the negative why it should not be lengthened.

In a formal debate the statement of the question and its meaning should be definitely determined in advance.  Care must be taken to state it so that no mere quibbling over the meanings of terms can take the place of real arguments.  Even if the subject of debate is so stated that this is possible, any self-respecting debater will meet the question at issue fairly and squarely, preferring defeat to a victory won by juggling with the meanings of terms.