High School.

To summarize: Define terms carefully; make the definition clear; do not define in a circle, and do not beg the question.

As you have already noticed, terms in argumentation, such as "honor system," often consist of more than one word. They sometimes contain several words. "A term [as that word is used in debating and argumentation] may consist of any number of names, substantive or objective, with the articles, prepositions, and conjunctions required to join them together; still it is only one term if it points out or makes us think of only one thing or object or class of objects."[2] In such cases a dictionary is of little use. Take the term "honor system," the meaning of which was not clear to you. A dictionary offers no help. How is the student who wishes to discuss this question to decide upon the meaning of the term? Notice how your friend made it clear to you. He gave a history of the question that he wished to argue. He showed how the term "honor system" came into use and what it means where that system of examinations is in vogue. This, then, is the only method of making sure of the meaning of a term: to study the history of the question and see what the term means in the light of that history. This method has the added advantage that a term defined in this way will not only be entirely clear to your audience, but will also tend to convince them.

A dispute may arise between yourself and an opponent as to the meaning of a term. He may be relying on a dictionary or the statement of a single writer, while you are familiar with the history of the question. Under those circumstances it will be easy for you to show the judges and the audience that, although he may be using the term correctly in a general way, he is quite wrong when the special question under discussion is considered.

To make this more clear, let us take a specific instance. Suppose that you are debating the proposition, "Football Should Be Abolished in This High School." Football, as defined in the dictionary, differs considerably from the game with which every American boy is familiar. Further, the dictionary defines both the English and the American game. If your opponent should take either of these definitions, he would not have much chance of convincing an American audience that it was correct. Or if he should define football according to the rules of the game as it was played five or ten years ago, he would be equally ineffective.

You, on the other hand, announce that in your discussion you will use the term "football" as that game is described in Spaulding's present year's rule book for the American game, and that every reference you make to plays allowed or forbidden will be on the basis of the latest ruling. You then have a definition based on the history of the question. As you can see, the case for or against English football would be different from that of the American game. In the same way the case for or against football as it was played ten years ago would be very different from the case of football as it is played today.

All this does not mean that definitions found in dictionaries or other works of reference are never good; it means simply that such definitions should not be taken as final until the question has been carefully reviewed. Try to think out for yourself the meaning of the question. Decide what it involves and how it has arisen, or could arise in real life. Then, when you do outside reading on the subject, keep this same idea in mind. Keep asking yourself: "How did this question arise? Why is it being discussed?" You will be surprised to find that when you are ready to answer that question you will have most of your reading done, for you will have read most of the arguments upon it. Then you are ready to make it clear to the audience.

When you have thus given a clear and convincing definition of all the terms, it is a good plan to restate the whole question in the light of those definitions.

For instance, notice the question of the "honor system." The original question might have been concisely stated: "All Examinations in the Greenburg High School Should Be Conducted under the Honor System."

After you have made clear what you mean by the "honor system," you will be ready to restate the question as follows: "The question then is this: No Teacher Shall Be Present during Any Examination in the Greenburg High School, and Every Student Shall Be Required to State on Honor That He Has Neither Given Nor Received Aid in the Examinations."

Your hearers will now see clearly what you wish them to believe.

Thus far, then, we have seen that to debate well we should have a question which is of interest to ourselves and to the audience. The first step toward success is to make clear to our hearers the proposition presented for their acceptance. This may be done:

• 1) By stating the idea that we wish them to accept in the form of an assertion, which should be:
• • a) interesting
  • b) definite and concise
  • c) single in form
  • d) fair to both sides
• 2) By defining the "terms of the question" so that they will be:
• • a) clear
  • b) convincing
  • c) consistent with the origin and history of the question
• 3) By restating the whole question in the light of our definitions.

SUGGESTED EXERCISES

• 1. State the three processes of successful debating.
• 2. What are the three necessary steps in the first process?
• 3. What qualities should a proposition for debate possess?
• 4. Give a proposition that you think has these qualities.
• 5. Without reference to books, define all the terms of this proposition. Follow the rules but make the definitions as brief as possible.
• 6. Make some propositions in which the following terms shall be used:
• • (1) "Athletics,"
  • (2) "This City,"
  • (3) "All Studies,"
  • (4) "Manual Training,"
  • (5) "Domestic Science."
• 7. Point out the weakness in the following propositions (consider propositions always with your class as the audience):
• • (1) "Physics, Chemistry, and Algebra Are Hard Studies."
  • (2) "Only Useful Studies Should Be Taught in This School."
  • (3) "All Women Should Be Allowed to Vote and Should Be Compelled by Law to Remove Their Hats in Church."
  • (4) "Agricultural Conditions in Abyssinia Are Superior to Those in Burma."
• 8. Compare the dictionary definition of the following terms with the meaning which the history of the question has given them in actual usage:
• • (1) Domestic science.
  • (2) Aeroplane exhibitions.
  • (3) The international Olympic games.
  • (4) Township high schools.
  • (5) National conventions of political parties.

LESSON IV

DETERMINING THE ISSUES

• I. What the "issues" are.
• II. How to determine the issues.
• III. The value of correct issues.

When you have made perfectly clear to your hearers what you wish them to believe, the next step is to show them why they should believe it. The first step in this process, as we saw at the beginning of Lesson III, is to see what points, if proved, will make them believe it.

These points, as we call them, are better known as "issues." The issues are really questions, the basic questions on which your side and the other disagree. The negative would answer "No" to these issues, the affirmative would say "Yes."

The issues when stated in declarative sentences are the fundamental reasons why the affirmative believes its