Word: argument
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Dates: during 1880-1889
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...Anagnos' article, which we publish to-day, has in it many elements of interest to us here, where all forms of athletics enter so largely into our daily life. There is scarcely a necessity for an argument in favor of athletics in a place where such sports are so deeply rooted. The forms, not the facts; the details, not the whole, are the subjects of controversy. Yet Mr. Anagnos has formulated a peculiarly fascinating and eloquent plea in favor of athletics, his arguments being based solely on the good results attained by the development of a sound body. The enjoyment...
...second article, "An Argument for Cremation" is a very powerful and thrilling story though certainly not an attractive one. A man is found apparently dead by some jolly monks, and in spite of the fact that the body still retains its warmth, they bury it at the abbey. Some time later the monks and their merry Abbot are disturbed in their carousals by noises issuing from the grave, and they find that the slab bas fallen from its place and the grave is empty. Later in the evening when the orgy is over, the Abbot on entering his room, finds...
...Hudson, L. S., opened for the negative. Both he and his colleague, Mr. Sanford, showed that a slight decrease in the tariff would increase the revenue while free trade would produce a business panic. The general argument of the negative was in favor of a decrease of the tariff. Mr. Russell Duane, '88, supported Mr. Norton very ably, advocating the free introduction of raw materials and told how in the case of wool a protective tariff established in 1867 had reduced the amount produced yearly by one-half...
...affirmative and Mr. Norton for the negative. The subjects of pig-iron and wool were freely discussed, many citing their personal experience in dealing with these articles. The votes were as follows: On the merits of the question, affirmative, 31; negative, 27; on the merits of the argument, affirmative, 14; negative, 4; on the merits of the principal disputants, affirmative, 29; negative...
...rhetoric and were required to practice English composition and once a month declaim. (7) Saturday at eight o'clock in the morning, all the students were taught "Divinity Catecheticall" and at nine o'clock "Common Places." These latter were common topics of scholastic discussion and digests of doctrine, argument or opinion. (8) The last place in the curriculum was given to history and nature. At one o'clock Saturday afternoon, immediately after the twelve o'clock dinner, the students were taught history in the winter and the nature of plants in summer, Historia civil is and Historia natural is were...