ARGUMENTS 2. Men would largely re- EVIDENCE The average man at $12 a week is more valuable to an employer than is a woman at $9, or even $7. For this reason men would take the place of women at the higher proposed wage. (Henry Siegel, Outlook, Vol. CIII., p. 706.) There is little evidence that irregularity or uncertainty of employment is affected by the minimum wage. (Aves, Report to the British Parliament, p. 476.) CONCLUSION I. Since the present wage situation in the United States shows that a majority of our unskilled laborers are receiving less than a living wage, that this is not due to the nation's unproductiveness, that the laborer is being exploited, and that society needs protection from the present situation; II. Since a minimum-wage law would remedy these evils because it is sound in principle and because it would benefit the laborer, the employer, and the public; III. Since a minimum-wage law is practicable in operation, as shown by the experience of Australia, New Zealand, England, and of ten American States; Therefore, the several States should establish a schedule of minimum wages for unskilled laborers. EXERCISES 1. Select one or more speeches by masters in debate such as Burke, Webster, Lincoln-and let the student cast them into the form of a brief. (A skeleton brief of Burke's speech on "Conciliation with the American Colonies" will be found in Masterpieces of Modern Oratory, pages 340-342, and a more detailed outline is given in Denney's edition of the same speech, pages 133-137.) 2. Let the students criticize and rewrite, it may be, outside of class the following bits of brief-writing, taken from students' briefs: (a) Proposition.-Resolved, that secret societies in public schools should be prohibited. Bibliography.-Report of the University of Chicago, 1904-05; National Education Association; Report of Portland (Maine) School Board; Biannual Report of Public Instruction (Indiana). History. High school fraternities sprang up about twenty years ago, and were patterned after college fraternities. As they increased in number, opposition arose, and in 1904 President Harper of the University of Chicago set on foot a movement against them. A number of States have legislated them from the high schools of their State. Definition of Terms.-"Secret societies" mean national Greek-letter societies, including those for boys and those for girls. They include such societies as are patterned after the Greek-letter fraternities and sororities of the college. "Prohibited" means that they shall be entirely suppressed by those in authority. Irrelevant Matter.-Societies under faculty control are not to be included in this discussion. Admitted Matter.-In this debate both sides agree that they are patterned directly after the college societies. Issues. (1) Do secret societies have immoral tendencies? (2) Do they promote scholarship? (3) The evils they contain can only be checked by abolition. (4) Do school authorities have a legal right to interfere with societies of this kind? (5) They are undemocratic. (6) These societies should be regulated by the school authorities. (b) Resolved, that military training should be given in the American high schools. Bibliography.-Century, XLVII, 468-469; XLVIII, 318-319. Education, XV, 398-406; XXX, 92–97. Independent, LXXXI, 36; LXXIV, 345-347. Review of Reviews, 49:34-36; Everybody's, 32:179-83; Nation, 60:270 Origin and History.-The Morrill Act of 1862 provided military training in colleges and universities. Fiftytwo land grant colleges have taken advantage of this Act, and in addition sixteen colored schools. During the recent discussion of national defense much attention has been given to this question. Definition of Terms.-By "military training" is meant the study of military tactics and suitable military drill. Irrelevant Matter.-(1) Secondary private schools are not involved in this question. (2) Whether or not it should be a substitute for the athletic training now in vogue. Admitted Matter.—(1) The quality and amount of this training are not to be discussed. (2) That it be elective or compulsory. Issues. (1) Military training has definite educational value. (2) It increases the attendance. (3) It stimulates patriotism. (4) More trained men are needed for our army. (5) The plan is practical. (c) Proposition: Resolved, that the United States should own and operate her railroads. Bibliography.-The World Almanac and Encyclopædia for 1924. The American Year-Book for 1924. Independent, LXXX, 442. Saturday Evening Post. 1. Origin and History of the Question.-Railroads are owned by the government in nearly every country in the world. The United States began building a line in Alaska a few years ago. This question is being discussed periodically by many of our greatest men. 2. Definition of Terms.-(None necessary.) 3. Irrelevant Matter.-Both sides desire the greatest efficiency with the least loss of life. The time or the manner of the Government securing control is not a matter of contention. 4. Admitted Matter.—(1) There are evils in our present system of railroad management which need amelioration. (2) That railroads contain a great deal of watered stock. (3) That the passenger rates on railroads owned and operated by governments in other countries are cheaper than those in the United States. (4) More accidents occur on the railroads in the United States than in foreign countries. 5. Issues. (1) Are there sufficient evils in the present system so that a change is desirable? (2) Would these evils be remedied, granting that they exist, by government control? (3) Would government ownership lower the rates or make the service more efficient? (4) Is it practicable? (5) Is the experience of foreign nations favorable to it? S CHAPTER VIII PERSUASION O far we have been considering chiefly that part of debating which has to do with the reasoning processes, which is directed primarily to the mind, and results in conviction. But an argument which appeals only to the understanding may be barren of results. The cold logic of Brutus was easily overcome by the persuasive appeals of Antony. For the hearer to accept your reasoning is one thing, but for him to cast aside his prejudices and inertia is another thing. You want him to accept your argument in fact as well as in theory; in other words, to act upon it, be the action expressed in the verdict of a jury, by a vote in a deliberative body, or by any other line of conduct. It would take little argument, for instance, to convince the ordinary citizen that he should exercise his right of suffrage; but something more might be needed to impel him to go to the polls on a particular election day. That part of debating which wins the disposition of the hearers, directs motives, arouses emotions, and touches the springs L |