Synopsis:
Elements of Debating: A Manual for Use in High Schools and Academies
By Leverett S. Lyon
Contents
I-What Argumentation Is
II-What Debate Is
III-The Requirements of Successful Debating
IV-Determining the Issues
V-How to Prove the Issues
VI-The Brief. The Choice and Use of Evidence
VII-The Forensic
VIII-Refutation
IX-Management of the Debate
X-A Summary and a Diagram
App. I. How and Where to Read for More Information
App. II. Illustrations of Analysis to Determine the Issues of the Question
App. III. A Typical College Forensic
App. IV. Material for Briefing
App. V. Questions with Suggested Issues and Brief Bibliography
App. VI. A List of Debatable Propositions
App. VII. Forms for Judges' Decision
Preface
This book pretends but little to originality in material. Its aim is to offer the old in a form that shall meet the needs of young students who are beginning work in debate. The effort has been made only to present the elements of forensic work so freed from technicality that they may be apparent to the student with the greatest possible economy of time and the least possible interpretation by the teacher.
It is hoped that the book may serve not only those schools where debating is a part of the regular course, but also those institutions where it is a supplement to the work in English or is encouraged as a "super-curriculum" activity.
Although the general obligation to other writers is obvious, there is no specific indebtedness not elsewhere acknowledged, except to Mr. Arthur Edward Phillips, whose vital principle of "Reference to Experience" has, in a modified form, been made the test for evidence. It is my belief that the use of this principle, rather than the logical and technical forms of proof and evidence, will make the training of debate far more applicable in other forms of public speaking. My special thanks are due to Miss Charlotte Van Der Veen and Miss Elizabeth Barns, whose aid has added technical exactness to almost every page. I wish to thank also Miss Bella Hopper for suggestions in preparing the reference list of Appendix I. Most of all, I am indebted to the students whose interest has been a constant stimulus, and whose needs have been to me, as they are to all who teach, the one sure and constant guide.
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