THE SUBJECT
The subject of an argument must always be a complete statement. The
reason for this requirement lies in the fact that an argument can
occur only when men have conflicting opinions about a certain thought,
and try to prove the truth or falsity of this definite idea. Since a
_term_--a word, phrase, or other combination of words not a
complete sentence--suggests many ideas, but never stands for one
particular idea, it is absurd as a subject to be argued. A debatable
subject is always a _proposition_, a statement in which something
is affirmed or denied. It would be impossible to uphold or attack the
mere term, "government railroad supervision," for this expression
carries with it no specific thought. It may suggest that government
railroad supervision has been inadequate in the past; or that
government supervision is at present unnecessary; or that the
government is about to assume stricter supervision. The term affords
no common ground on which the contestants would have to meet. If,
however, some exact idea were expressed in such a statement as,
"Further government railroad supervision is necessary for the best
interests of the United States," an argument might well follow.
Although the subject of an argument must be a complete thought, it
does not follow that this proposition is always explicitly stated or
formulated in words. The same distinction between subject and title
that exists in other kinds of writing is found also in argumentation;
the subject is a statement of the matter about which the controversy
centers; the title is the name by which the composition is known.
Sometimes the subject serves as the title, and sometimes the subject
is left to be discovered in the body of the work. The title of the
speech delivered by Webster in the Senate, January 26, 1830, is
"Webster's Reply to Hayne"; the subject, in the form of a resolution,
is found close to the opening sentences:--
_Resolved_, That the Committee on Public Lands be instructed to
inquire and report the quantity of public lands remaining unsold
within each State and Territory, and whether it be expedient to limit
for a certain period the sales of the public lands to such lands only
as have heretofore been offered for sale, and are now subject to entry
at the minimum price. And, also, whether the office of Surveyor-
General, and some of the land offices, may not be abolished without
detriment to the public interest; or whether it be expedient to adopt
measures to hasten the sales and extend more rapidly the surveys of
the public lands.
The thirteen resolutions offered by Burke form the subject of the
argument known by the title, "Burke's Speech on Conciliation with
America." A recent issue of _The Outlook_ contained an article
entitled "Russian Despotism"; careful reading disclosed that the
subject was this, "The Present Government of Russia has no Right to
Exist." In legislative proceedings the subject of argument is found in
the form of a bill, or a motion, or a resolution; in law courts it is
embodied in statements called "pleadings," which "set forth with
certainty and with truth the matters of fact or of law, the truth or
falsity of which must be decided to decide the case." [Footnote:
Laycock and Scales' Argumentation and Debate, page 14.] In college
debate it is customary to frame the subject in the form of a
resolution, and to use this resolution as the title. The generally
accepted form is as follows:
_Resolved,_ That the United States army should be permanently
enlarged.
Notice the use of italics, of punctuation marks, and of capital
letters.
In all kinds of argumentation, whether the proposition to be discussed
is clearly expressed or not, the arguer must keep his subject
constantly in mind, that his efforts may all be directed toward a
definite end in view--to convince and persuade his audience. In debate
the speaker should plainly state the subject, and constantly hold it
up to the attention of the audience. This procedure renders it
impossible for an opponent to ignore the question and evade the real
issue.
Only those who are debating for practice experience any difficulty in
obtaining a subject. In the business world men argue because they are
confronted with some perplexing problem, because some issue arises
that demands discussion; but the student, generally speaking, chooses
his own topic. Therefore a few suggestions in regard to the choice of
a subject and the wording of a proposition are likely to be of
considerable service to him.
The student should first select some general, popular topic of the day
in which he is interested. He should, for several reasons, not the
least of which is that he will thus gain considerable information that
may be of value to him outside the class room, select a popular topic
rather than one that has been worn out or that is comparatively
unknown. He should, moreover, choose an interesting topic, for then
his work will be more agreeable and consequently of a higher order. Of
this general idea he must decide upon some specific phase which
readily lends itself to discussion. Then he has to express this
specific idea in the form of a proposition. As it is not always an
easy matter to state a proposition with precision and fairness, he
must take this last step very cautiously. One must always exercise
great care in choosing words that denote the exact meaning he wishes
to convey. Many writers and speakers have found themselves in false
positions just because, upon examination, it was found that their
subjects did not express the precise meaning that was intended.
Moreover, in phrasing the proposition, the debater should so state the
subject that the affirmative side, the side that opens the discussion,
is the one to advocate a change in existing conditions or belief. This
method obviously corresponds to the way in which business is conducted
in practical affairs. No one has reason to defend an established
condition until it is first attacked. The law presumes a man to be
innocent until he is proved guilty, and therefore it is the
prosecution, the side to affirm guilt, that opens the case. The
question about government ownership of railroads should be so worded
that the affirmative side will advocate the new system, and the
negative will uphold the old. It should be stated thus:
"_Resolved_, That all railroads in the United States should be
owned and operated by the Federal government." This obligation of
adducing evidence and reasoning to support one side of a proposition
before an answer from the other side can be demanded, is called
_burden of proof_. The "burden" always rests upon the side that
advocates a change, and the proposition should be so worded that the
affirmative will have to undertake this duty.
One more principle must be observed: nothing in the wording of the
subject should give one side any advantage over the other. Argument
can exist only when reasonable men have a difference of opinion. If
the wording of the proposition removes this difference, no discussion
can ensue. For instance, the word "undesirable," if allowed to stand
in the following proposition, precludes any debate: "_Resolved,_
That all colleges should abolish the undesirable game of football."
From the preceding suggestions it is seen that the subject of an
argument is a definite, restricted thought derived from some general
idea. Whether expressed or not, the subject must be a proposition, not
a term. In debate the proposition is usually framed in the form of a
resolution. This resolution must always be so worded that the burden
of proof will rest upon the affirmative side. Nothing in the wording
of the proposition should give either side any advantage over the
other. These principles have to do with the manner of expression;
subjects will next be considered with respect to the ideas they
contain.
A common and convenient method of classification divides propositions
into two groups: propositions of policy, and propositions of fact. The
first class consists of those propositions that aim to prove the truth
of a theory, that indicate a preference for a certain policy, for a
certain method of action. The second class comprises those
propositions that affirm or deny the occurrence of an event, or the
existence of a fact. Propositions of policy usually, though not
always, contain the word _should_ or _ought_; propositions
of fact usually contain some form of the word _to be_. The
following illustrations will make the distinction plainer:--
PROPOSITIONS OF POLICY.
The United States should adopt a system of bounties and subsidies for
the protection of the American merchant marine.
State laws prohibiting secular employment on Sunday should be
repealed.
A city furnishes a more desirable location for a college than the
country.
The aggressions of England in Africa are justifiable.
PROPOSITIONS OF FACT.
Homer wrote the Iliad.
Nero was guilty of burning Rome.
Mary, Queen of Scots, murdered her husband.
The most convenient method of studying propositions to see what
subjects are desirable for student debates is to consider first those
propositions that should be avoided.
1. PROPOSITIONS WITH ONLY ONE SIDE. As argumentation presupposes a
difference of opinion about a certain subject, evidently it is
impossible to argue upon a subject on which all are agreed. Sometimes
such propositions as, "_Resolved_, That Napoleon was a great
soldier," and "_Resolved_, That railroads should take every
precaution to protect the lives of their passengers," are found on the
programs of literary societies and debating clubs. In such cases mere
comment, not debate, can follow. Only subjects on which reasonable men
actually disagree are suitable for argument.
2. AMBIGUOUS PROPOSITIONS. If a proposition is capable of several
interpretations, those who choose it as a subject for an argument are
liable not to agree on what it means, and one side will debate in
accordance with one interpretation, and the other side in accordance
with a totally different interpretation. Thus the opponents will never
meet in conflict except when they explain their subject. For example,
in a certain debate on the question, "_Resolved_, That colleges
should abolish all athletic sports," the affirmative held that only
interclass and intercollegiate games were involved; while the negative
maintained that the term "athletic sports" included all forms of
athletic games participated in by college men. Manifestly the debate
hinged largely on the definition of this term; but as there was no
authority to settle just what was meant, the debate was a failure. It
is usually desirable, and frequently necessary, to explain what the
subject means, for unless it has some meaning which both sides are
bound to accept, the argument becomes a mere controversy over the
definition of words. Another ambiguous proposition would be,
"Republican government in the United States is preferable to any
other." The word "republican" is open to two legitimate definitions,
and since the context does not explain which meaning is intended, a
debater is at liberty to accept either definition that he wishes. A
few alterations easily turn this proposition into a debatable subject,
"Government by the Republican party in the United States is preferable
to any other."
3. TOO GENERAL PROPOSITIONS. It is never wise for a writer or a
speaker to choose a subject which is so general or so abstract that he
cannot handle it with some degree of completeness and facility. Not
only will such work be difficult and distasteful to him, but it will
be equally distasteful and uninteresting to his audience. No student
can write good themes on such subjects as, "War," "The Power of the
Press," "Race Prejudice"; nor can he argue well on propositions like,
"_Resolved_, That wars are justifiable"; "_Resolved_, That
the pen is mightier than the sword"; or "_Resolved_, That race
prejudice is justifiable." These are entirely beyond his scope. But he
can handle restricted propositions that have to do with one phase of
some concrete, tangible event or idea. "_Resolved_, That Japan
was justified in waging war against Russia"; "_Resolved_, That
Bacon wrote the plays commonly attributed to Shakespeare";
"_Resolved_, That the segregation of Japanese school children in
San Francisco is for the best interests of all concerned," are
subjects that can be argued with success.
4. COMBINED PROPOSITIONS. It sometimes happens that several
heterogeneous ideas, each of which by itself would form an excellent
subject for argument, are embodied in a single proposition. The
difficulty of arguing on this kind of subject is apparent. It is none
too easy to establish one idea satisfactorily; but when several ideas
must be upheld and defended, the work is enormous and sometimes open
to the charge of inconsistency. Moreover, the principle of Unity
demands that a composition be about a single topic. The proposition,
"_Resolved_, That Aaron Burr was guilty of murder and should have
been put to death," involves two debatable subjects, each of which is
of sufficient importance to stand in a proposition by itself: "Was
Burr guilty of murder?" and "Should a murderer be punished by death?"
The error of combining in a compound sentence several distinct
subjects for debate is generally detected with ease; but when the
error of combination exists in a simple sentence, it is not always so
obvious. In the case of the subject, "_Resolved_, That foreign
immigrants have been unjustly treated by the United States," there
are, as the same privileges have not been granted all immigrants,
several debatable questions. One who attempts to argue on this subject
must take into consideration the treatment that has been accorded the
Chinese, the English, the Germans, the Italians, the paupers, the
well-to-do, and others. In one case the laws may be palpably unfair,
and in another case, all that can be desired.
When two ideas, however, are very closely related and are dependent
upon each other for interpretation and support, they may and sometimes
should be combined in the same proposition. For example, "Education
should be compulsory to the age of sixteen," involves two main issues:
"Education should be compulsory," and "The age of sixteen is the
proper limit." But in this case the one who advocates compulsory
education is under obligation to explain some definite system, and
this explanation must include the establishing of some limit. To name
this limit in the proposition renders the argument clearer to an
audience and fairer to an opponent. For similar reasons, the
proposition, "The Federal government should own and operate the
railroads in the United States," cannot be condemned on the ground
that it is a proposition with more than one main issue.
Propositions, then, adapted to class room argument, are those which
give rise to a conflict of opinion; which contain a definite and
unmistakable thought; which are specific and sufficiently restricted
to admit of thorough treatment; and which contain a single idea.
Furthermore, the student will do well to select subjects that are as
nearly as possible like the problems which statesmen, educators,
professional and business men meet in practical life. He should try to
remove his argument as far as he can from the realm of pure academic
exercise, and endeavor to gain some insight into the issues that are
now confronting the makers of modern civilization. The student who
takes this work seriously is sure to gain information, form opinions,
and acquire habits of thought that will be of great practical value to
him when he takes his place as a man among men.
EXERCISES
A. Narrow each of the following terms into good, debatable
propositions:--
Election of Senators; Chinese exclusion; woman suffrage; temperance;
compulsory manual training; the honor system; compulsory education;
vivisection; reciprocity; an enlarged army; the educational voting
test; strikes; bounties and subsidies; capital punishment; Hamlet's
insanity; municipal government; permanent copyright; athletics; civil
service; military training; Panama canal; jury system; foreign
acquisitions; Monroe Doctrine; forest reserves; protective tariff.
B. Criticise the following propositions:--
1. The existence and attributes of the Supreme Being can be proved
without the aid of divine revelation.
2. More money is spent for luxuries than for necessities.
3. The growth of large fortunes should be checked by a graduated
income tax and an inheritance tax.
4. The Monroe Doctrine should receive the support of every American.
5. Hard work is the secret of success.
6. Law is a better profession than medicine.
7. College football should be abolished and lacrosse adopted in its
place.
8. Newspapers exert a powerful influence on modern politics.
9. The United States postal system should be under the control of the
Federal government.
10. The shortest distance between two points is a straight line.
11. Immigration is detrimental to the United States.
12. President ----'s foreign policy should be upheld.
13. Canada should not be annexed to the United States.
14. The cruel banishment of the Acadians was unjust.
15. Beauty has practical uses.
16. The democratic policy of government would be for the best
interests of the Philippines.
17. Dickens' novels, which are superior to Scott's, effected reforms.
18. An unconstitutional income tax should not be levied.
19. A majority vote of a jury should not convict or acquit.
20. Edison is a great inventor.