ORAL EXERCISES 1 Simple Explanations.- Let the pupil face the class and, without leaning upon a desk or chair for support, explain logically and completely, some idea, some article, or some process concerning which he has informed himself. If the subject admits, he may illustrate by the article itself, or by drawings or diagrams upon the blackboard. The list given herewith is intended to be suggestive. A subject that the student works out for himself or herself will prove of deeper interest than a subject selected by some one else. How to set up a tent. The principles of forest pres ervation. How to make a cuckoo clock. a skyscraper, or a tall tree. What became of our buffalo? How to make a bed. The construction of cement Why a skillful fisherman uses A trip round the world. regard to migratory wild fowl should be enforced. What became of our wild pigeons? How to make a leather card Recipes for fudge. case. How styles change. Don't kill the birds. What women have done as farmers. What is true courage? How a girl may earn her living. How to run an automobile. How to put in a sleeve. How a sewing machine ties A plea for the English sparrow. The story of Joan of Arc. 1 Suggested by The Teaching of High School English, State of New Jersey. CHAPTER XIX EFFECTIVE ARGUMENT Come now, and let us reason together. — ISAIAH. Argument Defined. An argument is an effort to induce belief or conviction. To do this, it must show clearly what is to be proved. In this, it is like exposition. Every argument must be founded on a clear and reasonable explanation of the subject under discussion. Exposition makes a thing clear by taking away any misapprehensions that may exist, or by instructing ignorance. Argument drives home the truth of the proposition it seeks to defend by meeting and disarming the opposition manifested against it. Its purpose is to persuade the hearer to, or to dissuade him from, some course of thought or action. The truth must always be the basis of good argument. But arrangement is the strongest factor that argument can bring to bear in driving home the truth. The best of arguments, poorly arranged, fail to produce conviction. The Brief. In order to arrange your arguments to best advantage, you should make an outline of the points on which you intend to lay stress. In the three other forms of speaking or writing,―narrative, description, and exposition, it is often more effective to conceal your plan of arrangement. But in the case of argument, the more definitely you can impress upon your auditors or readers the orderly arrangement of your points, the better. An outline in argument is called a brief. A good brief is the first essential of a good argument. As the brief is but an outline under another name, each point should be made in a complete sentence, this topic sentence being the substance of one complete paragraph. Parts of the Brief. There should be three parts in the brief, corresponding to the three parts of the finished argument: (1) the introduction; (2) the proof; and (3) the conclusion. The introduction should contain enough to make clear The shorter it is, the better. It should set forth the issues in a simple and straightforward manner. It should statė only admitted facts, and points that are not controverted. Its object is to clear the way for the argument which is to follow. The introduction, however, should contain no argument. Its most noticeable characteristic should be simplicity and modesty. what you propose to prove, and not one word more. The proof, or body of the argument, should attempt a few points, rather than many. In high school work it is altogether out of place to attempt to pile up arguments. Two or three good points, clearly stated, well illustrated, and presented in an attractive and forceful way, will be more effective than a heavier effort. The conclusion should be stated in as few words as possible. It should summarize the argument in clear-cut phrase. No new points should be advanced in the conclusion, its aim being to clinch the points made in the proof. A Brief Final examinations should be retained in (or introduced into) this school. Brief for the Affirmative Introduction. I. Final examinations are written tests of the work done in each study, and are given at the end of the term. II. It is admitted (a) that there is a certain strain on both mind and body, especially on the part of nervous pupils; and (b) that final examinations do not determine the value of the work done with absolute certainty. III. The question at issue is: Are final examinations, in spite of these two objections, of sufficient value to warrant their continuance in (or introduction into) this school? Body of the Brief. I. Final examinations are useful to the pupil, because A. They are at least of equal value with the marks given. for daily recitations; 1. All pupils have the same chance, since they all answer the same questions. 2. In recitations, the pupil has to think quick or fail, while in examinations, he can take longer time. 3. They give the pupils one more chance. Sickness or other unavoidable causes may have lowered the standing of good students, and examinations afford the means of remedying this. B. The objection that final examinations encourage "cramming" has not much force. 1. If by the term cramming is meant a rapid but thorough review of the work of the term, intelligently and not too hastily done, this is not an evil but a benefit. a. In a rapid review of the subject, the student finds for himself where he is weak, and has time for strengthening his knowledge of the subject. b. The ability to cover ground rapidly and effectively is well worth acquiring. c. If the pupil knows the examination has to be met, he will be more likely to study with an eye to permanent knowledge rather than to temporary information. II. Final examinations are useful to the teacher, because A. They afford the best possible opportunity for finding how well the students of his class understand their work. B. They show him the weak points in his own teaching, if such exist. C. They give him an additional means of testing the ability or preparation of his pupils. He may have overestimated or undervalued the daily preparation of some of his pupils. III. Final examinations have stood the test of years, and are in wide use all over the country. Conclusion. I. It has been shown that final examinations are of service to the pupil, because II. A. They are an equal test with that of daily records. C. They give the pupil training in getting at and using We have also shown that final examinations are of service to the teacher, because A. They give him an excellent test of what his pupils know. B. They reveal his own weakness, if such exists. |