and last divisions are made upon the principle of naming people after the countries to which they belong; the other divisions are not.

Second: To secure distinctness, the thought in each division should exclude thought properly belonging to other divisions.

The word Southerners in the last example does not necessarily exclude Mexicans; nor in dividing the powers of a man into physical, nervous, and mental, would either physical or mental exclude nervous.

Third: To secure completeness, all the divisions taken together should exhaust the subject.

North America contains more people of more nations than those mentioned in the example illustrating the first rule.

Fourth To secure progress the divisions should be arranged so as successively to make an advance in the line of thought.

Exactly what constitutes an advance in the line of thought depends upon the circumstances and aim of the presentation. A physician, wishing to make clear some principle ruling in the physical nature, might begin by speaking first of the operation of an analogous principle in the mental nature, whereas a metaphysician wishing to prove something with reference to the mental nature would more appropriately arrange his divisions in the opposite order. EXAMPLES FOR PRACTICE. (See chart, pp. 358, 359.) 1. Should American University Students wear the Cap and Gown?

FOUR DIVISIONS, EACH BEING SUBDIVIDED INTO TWO.

I. RELATIONS.

a. History and Associations

Abroad and at Home. Affirmative should show desirability of preserving the good old academic customs of the Eng

II. CONDITIONS.

a. Forms and Phases.

Affirmative should state who should be entitled to wear cap and gown and when and where, e.g., upper class-men, on public

lish universities in the American, occasions, etc., and show the ben

their offspring.

Negative should show un-American nature of the custom of classdistinction, and refute the theory of English character of American universities by showing presence of other elements than English, such as German, etc. III. QUALITIES.

a. Spirit and Character. Affirmative should uphold the custom as giving a needed dignity to the character of the American scholar.

Negative should deplore the priggishness and exclusiveness of the custom.

efits of such distinctions.

Negative should deny the power of discrimination as to person, time, and place, and picture the resulting incongruities of outer and inner garments, of appearance and surroundings, etc.

IV. ACTIONS.

b. Tendencies and Results. Affirmative should show how a more general respect for scholarship would be fostered.

Negative should show the dis trust and envy toward the educated classes, which it would tend to increase among the uneducated.

2. Influence of Athletics upon College Studies.

3. Should the Grading System be Abolished?

4. Should Prizes and Honors be Abolished?

5. Should Inter-collegiate Athletic Contests be Abolished?

6. Should Greek be omitted from the Requirements for the A.B. Degree?

7. Should Latin be a Requirement for every College and University Degree?

8. Should Gymnastic Exercises be Compulsory?

9. Should the Class System be Abolished in Favor of the Course System?

10. Should the Elective System prevail after

a. Entrance to College, or (a second theme),

b. Freshman Year, or

c. Sophomore Year?

11. Should Attendance on Chapel Exercises be Compulsory ?

12. Should Class Honors be Decided by Contest, or Election ?

13. Is the Social Spirit of the College Club Detrimental to the Li erary Spirit of the Debating Society?

14. Should Work on College Publications be accepted in place of Required College Exercises in Composition?

15. Should Independent Student Organizations (such as Glee and Sketch Clubs) receive Assistance from the College?