43.  This state should adopt a ballot law similar to that of Massachusetts.

44.  This state should adopt the “short ballot.”

45.  This state should tax forest lands according to the product rather than the assessed value of the land.

46.  The present rules of football are satisfactory.

47.  This college should make “soccer” football one of its major sports.

48.  Unnecessary talking by the players should be forbidden in games of baseball.

49.  Coaching from the side lines should be forbidden in baseball.

50.  “Summer baseball” should be regarded as a breach of amateur standing.

51.  An intercollegiate committee of graduates should be formed with power to absolve college athletes from technical and minor breaches of the amateur rules.

52.  This college should make an effort to return to amateur coaching by proposing agreements to that effect with its principal rivals.

53.  This university should not allow students with degrees from other institutions to play on its athletic teams.

54.  The managers of the principal athletic teams in this college should be elected by the students at large.

55.  The expenses of athletic teams at this college should be considerably reduced.

7.  The Two Kinds of Arguments.  With the subject you are going to argue on chosen, it will be wise to come to closer quarters with the process of arguing.  A large part of the good results you will get from practice in writing arguments will be the strengthening of your powers of exact and keen thought; I shall therefore in the following sections try to go somewhat below the surface of the process, and see just what any given kind of argument aims to do, and how it accomplishes its aim by its appeal to special faculties and interests of the mind.  I shall also consider briefly the larger bearings of a few of the commoner and more important types of argument, as the ordinary citizen meets them in daily life.

We may divide arguments roughly into two classes, according as the proposition they maintain takes the form, “This is true,” or the form, “This ought to be done.”  The former we will call, for the sake of brevity, arguments of fact, the latter arguments of policy.  Of the two classes the former is addressed principally to the reason, the faculty by which we arrange the facts of the universe (whether small or great) as they come to us, and so make them intelligible.  You believe that the man who brought back your dog for a reward stole the dog, because that view fits best with the facts you know about him and the disappearance of the dog; we accept the theory of evolution because, as Huxley points out at the beginning of his essay (see pp. 233, 235), it provides a place for all the facts that have been collected about the world of plants and animals and makes of them all a consistent and harmonious system.  In Chapter iii we shall come to a further consideration of the workings of this faculty so far as it affects the making of arguments.