are not
     sound.
  (a) Prisons are not reformatory.
  (b) The fact that crimes have decreased in some
      places where executions have stopped is
      not a valid argument.
      (1) All causes which increase the moral well-being
        of the race decrease crime.
  (c) The objection that the innocent suffer is not
      strong.
      (1) The number of innocent thus suffering is
        inconsiderable when compared with the
        great number of murders prevented.
  (d) The objection that the penalty is uncertain may
      be overcome by making it certain.

A few paragraphs back it was said that an outline or brief shows the relative significance of all the parts of a speech.  This is done by a systematic use of margins and symbols.  From the quoted forms in this chapter certain rules can easily be deduced.

Margins.  The speech will naturally divide into a few main parts.  These can be designated by spaces and general titles such as introduction, body, development, main argument, answer to opposing views, conclusion.  Other captions will be suggested by various kinds of material.  Main topics next in importance are placed the farthest to the left, making the first margin.  A reader can run his eye down this line and pick out all the main topics of equal importance.  Entries just subordinate to these are put each on a separate line, starting slightly to the right.  This separation according to connection and value is continued as long as the maker has any minor parts to represent in the brief.  It should not be carried too far, however, for the purpose of the entries is to mark clearness and accuracy.  If the helping system becomes too elaborate and complicated it destroys its own usefulness.

It is perfectly plain that such an outline might be made and be quite clear, without the addition of any symbols at all, especially if it was short.

Discrimination in the use of words is secured by

The study of synonyms
             antonyms
             homonyms
and care in employing them.

Symbols.  Some scheme of marking the entries is a great help.  There is no fixed system.  Every student may choose from among the many used.  If there are many main topics it might be a mistake to use Roman numerals (I, XVIII) as few people can read them quickly enough to follow their sequence.  Capital letters may serve better to mark the sequences, but they do not indicate the numerical position.  For instance, most of us do not know our alphabets well enough to translate a main topic marked N into the fourteenth point.  By combinations of Roman numerals, capitals, usual (Arabic) numerals, small letters, parentheses, enough variety to serve any student purpose can easily be arranged.

The following are samples of systems used.

Specimen 1

Introduction
Argument