Each boy based his criticisms on things that he found different from the things to which he had been accustomed. In each case think what these things may have been. End the story by telling what each made up his mind to do. (2) The Tardy Pupil A pupil came late frequently. He said he had a right to come late, and gave his reasons. The rest of the class said he should be at school in time and gave their reasons for their belief. What reasons might be given by the tardy pupil? by the other pupils? How did it end? (3) Playground Rights Some older boys played a game in the school yard at recess time that made it impossible for the other pupils to play, especially the smaller children. The older boys said they had a right to play their game. What reasons might they have given? The other pupils said the older boys had no right to play that particular game. What reasons might they have given? End the story. • VIII. A LETTER Your uncle has written to invite you to spend the month of August at his summer home in the country. In his letter he says: "I don't know whether to take a horse and carriage with me or an automobile. Write and tell me which you think would be better and why." Write a reply to your uncle's letter, first accepting his invitation, for which you will thank him. Then tell him whether you would rather have a horse or an automobile in the country, and give him all the reasons you can to prove to him that your choice is a wise one. IX. HOW TO DO THINGS From the following list select a subject, and come to school tomorrow prepared to tell in one minute or less just how to do the thing to which your subject refers. You may bring to class anything that will help the pupils understand more clearly. If you wish, instead of one of these subjects, you may speak on something else that you have done. How to Make a Jack-o'-Lantern How to Make Fudge How to Clean Windows How to Remove a Grease Spot How to Clean the Teeth How to Care for a Dog How to Get on and off a Car How to Open a New Book How to Build a Fire How to Prepare for a Walk in the Rain GIVING REASONS 333 How to Plant a Field of Corn How to Catch Woodchucks How to Harness a Horse How to Teach a Dog to Do Tricks Think out carefully just what you are going to say. Make your explanation so clear that anyone, by following your directions, could do the thing you explain. X. GIVING REASONS Write a short composition in answer to one of the following questions. Give a suitable title to your composition. Make your reasoning as strong as you can; try to convince someone that you are right in your choice or in your point of view. 1. What is your favorite study? Why? 2. Which study do you dislike most? Why? 3. Why should pupils correct their own mistakes in language? 4. Do you like to skate? Why, or why not? 5. What is your favorite winter sport? Why? 6. What is your favorite summer sport? Why? 7. Why should pupils be at their desks when the bell rings? 8. Should children buy their own schoolbooks? Why, or why not? 9. Should the schools close for Columbus Day? Why, or why not? 10. What do you consider the best sport for boys? Why? 11. What do you consider the best sport for girls? Why? 12. Would you rather live in the city or in the country? Why? 13. Which is the better pet, a dog or a canary? XI. DEBATES People often hold opposite views on the same subject. For example, one thinks a certain thing ought to be done, while another thinks that thing ought not to be done. Each one has reasons that seem good to him. convince the other that he is right. To do this, he gives his reasons as clearly and as forcibly as he can. He also tries to answer the reasons, or arguments, of his opponent. Each one may try to Such a discussion, when formally arranged, is called a debate. The two sides are called the affirmative and the negative. Those on the affirmative maintain that a certain thing is right, or ought to be done; those on the negative hold that the same thing is not right, or ought not to be done. In a debate there are usually an equal number of speakers on each side, seldom more than three or four. That the debate may be conducted fairly, the time to be allowed each speaker is agreed on, also the number of times that each may speak. A speaker on the affirmative opens the debate; he is followed by a speaker on the negative, and so on alternately until all have spoken once or oftener, as agreed. A chairman presides. He calls on the speakers in order and sees that everything is carried out fairly as agreed. Usually three judges are appointed. They listen, weigh the arguments of the speakers, and give their decision; that is, they declare that the affirmative or the negative has won. Below are some subjects for debates. Think over both sides of these subjects so that you may give good reasons if called on to debate on any subject. Be sure to speak clearly and distinctly and in a voice that everyone present can hear. 1. Should pupils have home work? If so, why? If not, why not? 2. Should dogs be forced to wear muzzles? 3. Should children be allowed to play on city streets? 4. Should the city provide playgrounds for children? |