Word: argument
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Dates: during 1890-1899
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...McElroy '96, followed Sterling, and proceeded with the argument by pointing out the advantages of connection between legislative and executive departments over their separation. Because, he stated, (1) it fits our government to meet crises and great and sudden dangers; leaders might be changed to suit emergencies; (b) leaders could provide a voice in laws passed for the occasion; (c) Congress and the President would work in harmony, as both would be responsible for the result; (2) it would give us better and more men in high office, as (a) the premier would be chosen for his past record...
...wish to accuse Yale of a willful "abuse in faculty coaching." But the possibility of "abuse in this direction" is not "a very remote one." The editorial in the News admits that "it is easily possible that there is danger of the debaters getting too much of their argument from their coachers." There is merely a differece of opinion at Harvard and Yale as to how far coaching by faculty members can safely go. Harvard believes that Yale has gone too far; Yale is sure she has not. With these differing opinions the debating conference broke up last year...
...Generalship in argument and rebuttal" is indeed a strong factor in deciding a debate; but under the plea that the unaided planning of the generalship in the argument might be misdirected effort, faculty coaches might well arrange the tactics of the debate. The rebuttal speeches are still, fortunately, dependent wholly on the forensic ability of the speakers and are the one thing that saves the debates from being cut-and-dried affairs in which "educational" coaching has rendered the individual ability of the debaters of little account...
...inseparable from debate. It can rarely happen that any member of the team will have any thorough knowledge of the subject assigned or can startle the world by any really new thought upon it. Knowledge, both of the acts involved and, of the pros and cons of the argument, must be got up between the time of giving out the subject and the time of the bebate, and it seems to to me immaterial whether such knowledge be obtained at first hand from men who have it, whether members of the faculty or not, or whether it be obtained...
...opinion of the Advisory Board the assistance of instructors in Harvard University in competitive debates, except in the case of the instructor in elocution, should be limited to pointing out material, giving information, and suggesting the general analysis of the subject. They should not arrange lines of argument, criticise the speeches of members of the teams, or debate against them...