Custer weekly chronicle. [volume] (Custer City, S.D.) 1890-1931, 1913-01-25

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Debating as regular part of Sopho-
more and Junior English work is being
taken up at this time in those classes.
On Monday, Tuesday and Wednesday of
this week the classes were combined
and Miss Davidson, the English teacher,
gave special instructions in the funda-
mental principles of debate. Miss
Davidson made this work SO lucid, sys-
tematic and interesting that the writer
asked her to summarize it for publica-
ton, and We present it herewith. 1t
can be proftably studied by older read
ers also:
]. Argument is that form of discourse
which attempts to prove the truth of a
proposition.
2. Inductive reasoning is that process
by which from many individual cases
We establish the probable truth of a
general proposition.
3. The establishment of a general
truth by induction requires:
(a). That there be large number of
facts, circumstances, or specific instances
supporting it.
(b). That these facts be true.
(c). That they be pertinent.
(d). That there be no facts proving
the contrary to be true.
4. Deductive reasoning is that pro.
cess which attempts to prove the truth
of specific proposition by showing
that general theory applies to it..
8. The establishment of the truth OF
specific truth by dsductive reasoning
requires:
(a). A major premise that makes an
affirmation about all the members of a
class.
(b). a minor premise that states that
the individual under consideration be-
longs in the class named.
| (c). A conclusion that states that the
affirmation made about the class applies
to the individual. The three state
ments together constitute syllogism.
6. An enthymems is a syllogism with
but one premise expressed.
z. Errors of deduction arise:
(a). If terms are not used throughout
with the same meaning.
(b). If the major premise does not
make statement about every member
of the class denoted by the middle term
(c). If either premise is false.
8. Belief in a specific proposition
may arise:
(a). Because of the presentation ol
evidence which is true and pertinent.
| (b). Because of belief in some gen
eral principle or theory which applies
to it.
In arguing therefore we:
| (a). Present true or pertinent facts
or evidence; or,
(by. Appeal directly to general theor
les, or by means of facts, maxims. allu
sions, inferences, or the quoting of au
thorities, seek to call up such theories.
8. The classes of arguments are:
(a). Arguments from cause.
(b). Arguments from sign and at
tendant circumstances.
(c). Arguments from example and
analogy.
10. Arrangement:
(a). Arguments from cause should
usually precede arguments from sign
and those from sign should precede
those from example.
(b). Inductive arguments usually pre-
cede deductive arguments.
(c). Arguments should be arranged
with reference to climax.
(d). Arguments should be arranged
when possible, in coherent order.
| IL. In making a brief the above
principles should be observed. Atten-
ton should be given to unity so that
the trivial and the false should be ex
cluded.
IL. Persuasion appeals largely to the
feelings.
(a). Those feelings of satisfaction re-
sulting from approval, commsndation or
praise, or the desire to avoid blame, dis.
aster or loss of self esteem.
(b). Those feelings resulting from
the proper and legitimate use Of ones
feelings.
(c). Those feelings which arise from
possession, either actual or anticipated.
13. Persuasion is concerned with:
(a). Questions Of right
lb). Questions of expediency.
In each of these distinct items, Miss
Davidson gave numerous illustrations,
and asked the pupils for examples also,
so that oil received the benefit Of the
work.