it because be became the
trusted friend of the Cid.

Put into the form of a composition, we might expect something like this:

"Martin Pelaez, when we first knew him, was an arrant coward, for though
strong, well-formed and versed in the use of arms, he more than once
fled before the enemy. He had other traits of a coward, as we may know
from his actions in hiding in his tent and hoping to escape the eye of
his master and unfairly gain the reputation of a brave knight.

"Later, however, under the wise treatment of the Cid he was made ashamed
of his cowardice, conquered it and became a courageous warrior. In fact,
he was one of the bravest and most powerful knights in the army of the
Cid.

"More than that, Martin Pelaez developed all the traits of a gentleman.
He became a good keeper of secrets, was wise in counsel and brave in
action."

The foregoing is a good example of exposition, the third of the four
forms of prose composition.

ARGUMENT. _The Boston Massacre_ by Nathaniel Hawthorne (Volume IV, page
217) offers several good questions for debate. We may select the
decision of the judges (page 223) as the one furnishing the best
opportunity. Hawthorne says, "The judges told the jury that the insults
and violence which had been offered to the soldiers justified them in
firing at the mob."

To bring the question into a form for debate we might write it, "Were
the judges right in their decision?" This leaves the question evenly
balanced, with no prejudice against either side. It might be put more
formally: "_Resolved._ That the judges were right in their decision."
The effect of stating the question in the latter form is to throw the
"burden of proof" on the negative. In other words, if the question is in
the latter form and the arguments are equally balanced, the decision
would have to be that the judges were right.

Having determined the form of the question, the children may be
separated into two groups, as nearly as possible equal in ability, and
one group may be appointed to take the side of the judges and one the
side of the soldiers.

Having arranged the preliminaries, converse with the children freely,
bringing out points equally in favor of both sides. Avoid any appearance
of favoritism. If one side is manifestly stronger than the other,
however, you may put them on a level by showing a few arguments to the
weaker side. Do this openly, so that all may understand your action.

Encourage the children