ntests; and
intercollegiate and interscholastic contests should be carried on in the
same spirit of zest in the hard work, of a sane desire to win, and of
comradeship with worthy opponents.

EXERCISES

1. Name three questions in national affairs which have been debated
within a month, on which you could profitably debate; three in state
affairs; three in local affairs.

2. Name two subjects affecting your school or college which are under
debate at the present time.

3. Name two subjects on which you could write an argument, but which
would not be profitable for debate. Explain the reason.

4. Name two good subjects for a debate drawn from athletics; two from
some current academic question; two from local or municipal affairs.

5. Find a proposition in which the two sides to a debate might in good
faith pass each other without meeting. Make it over so that the issue
would be unavoidable.

6. Frame a proposition in which the burden of proof would not be on the
affirmative. Make it over so that the burden of proof would fall on the
affirmative.

7. Draw up a scheme for a debate on one of the propositions in Exercise
4, with a tentative assignment of points to three debaters on a side.

8. Draw up a set of instructions to judges for an intercollegiate or
interscholastic debate, so framed as to produce a decision on the points
which seem to you the most important.

9. Prepare yourself for a five-minute extemporaneous speech on a subject
on which you have written an argument.

10. Name three questions on which you could not, without violence to
your convictions, argue on more than one side.

APPENDIX I

EXAMPLES OF ARGUMENT

THE THREE HYPOTHESES RESPECTING THE HISTORY OF NATURE[67]

THOMAS H. HUXLEY

This is the first of three lectures which make a continuous argument,
which were delivered in New York. September 18, 20, and 22, 1876. It
should therefore be regarded as the introductory part of the argument;
and as a matter of fact it does not get to Huxley's positive proof, but
is occupied with disposing of the other theories. This refutation
finished, Huxley was then at liberty to go ahead with the affirmative
argument, as he indicates in the last paragraph of the lecture.

The argument is a notable piece of reasoning on a scientific subject, in
terms which make it intelligible to all educated men. When Huxley spoke,
the heat which had been kindled by the first announcement of the theory
of evo