III. Those who favor coeducation base their case on the following

contentions:

A. Coeducation has worked well in practice, in that

1. No college has ever been dissatisfied with it after a fair trial.

B. The expense to the community is lessened by institutions for both men and women.

C. It will improve the moral character of the women, in that 1. Women given freedom are not so likely to misuse it and disobey conventions as women who have been carefully guarded in finishing schools.

D. The fact that women are present in the classes does not lower the intellectual tone of the college, in that

1. Women on the whole do better work than men. E. The intellectual opportunities offered are greater, in that 1. The larger institution with more wealth and greater facilities can offer better opportunities to both men and women.

F. Coeducation will tend to prevent many marriages likely to turn out failures, since

1. It destroys illusions as to the other sex.

2. It necessitates considerable acquaintance with the faults and failings of the opposite sex.

G. Coeducation will tend to do away with the present sexless intellect.

H. Women have the right to study the same things and recite in the same classes as men, since

1. Women have now the same suffrage rights as men. IV. Those who oppose coeducation base their case on the following contentions:

A. Men and women cannot be educated along the same lines, nor can many subjects which they study in common well be taught in the same way to both sexes.

B. The relations of men and women under coeducation, not being duplicated by any similar relationship in after life, are unnatural and unwise.

C. Coeducation will tend to make marriage less likely, since 1. It means familiar acquaintance with the faults and foibles of the other sex.

D. Coeducation results in too much time being given to

social activities.

E. Both men and women waste time between classes under

coeducation.

F. Men are very likely to be distracted from their studies even in the classroom.

G. The alleged improvement in the morals of the men has been found to be mythical.

H. Coeducation necessitates a great number of petty restrictions on both sexes, and elaborate machinery of enforcement, which can be worth while only if the advantages of coeducation are very marked.

I. The women lose an amount of student life and breadth of experience which is invaluable, since

1. The women must necessarily play a secondary part in collegiate affairs.

J. Coeducation tends to establish "sets" based on artificial

grounds which are of danger to the welfare of the college. K. The fact that men and women are often violently opposed

to attending coeducational colleges indicates that this form of education is unnatural and fraught with danger. L. The attendance of both men and women would tend to decrease under coeducation.

M. Coördinate education as at Barnard and Radcliffe is better, in that

1. This system has most of the benefits and few of the

evils of coeducation.

VIII

SPECIMEN OF ANALYSIS

RESOLVED: That the United States should fortify the Panama Canal1

Written in 1908

I. As the completion of the Panama Canal draws near, the necessity of deciding whether or not the Panama Canal shall be fortified becomes apparent, for when the canal is completed the United States must have some means to protect it. Everyone realizing that necessity has chosen one of two means of protection, fortification or neutralization, quite opposite means for attaining the same end. Consequently the two plans are of extraordinary interest and are warmly discussed by the adherents of each.

II. The Affirmative base their case on the following contentions: A. The United States legally has every right to fortify the Panama Canal.

B. The Panama Canal is an instrument of war and ought to be fortified, in that

1. The cruise of the Oregon around South America during the Spanish American War was a direct cause of its building.

C. Fortification was the original intention of Congress, in that

1. The Spooner Act directed the President to build and

fortify the canal.

D. The actual cost of fortifying is twelve million dollars ($12,000,000) and the cost of maintenance is one half million dollars ($500,000) per year.

E. If the United States is unable to keep the unfortified canal open to nations bound with us by treaty, it will embarrass us in our international relations.

1 In connection with this analysis it would be well to read President Taft's argument, Appendix, p. 594.

III. The Negative believe the canal should not be fortified, because A. By the Hague Conference agreement in 1907 the canal is

safer unfortified.

B. The original intention of Congress was to prohibit fortification although a statement to that effect was left out of the treaty.

C. The canal was not a military project.

D. If a foreign nation should dare to break an agreement with the United States it would not dare to break a compact with several powers.

E. For nearly a century the Canadian border line has needed no forts for defense.

F. The cost of fortifying the canal will be from twenty million to fifty million dollars ($20,000,000 to $50,000,000). G. The United States has a moral obligation to other nations to keep the canal open, which can be done best by an agreement with these nations to neutralize the canal.

IV. It is admitted

A. That the Canadian border line has needed no defense. B. That legally the United States can fortify the canal. V. The special issues in the case, then, are as follows:

A. Was the canal built as an instrument of war?

B. Was it the original intention of Congress to fortify the
Panama Canal?

C. Will the actual cost of fortifying the canal be excessive?
D. Will a foreign nation be more afraid of the agreement of
several powers than it will be of the United States's
fortifications?

IX

SPECIMEN OF ANALYSIS

RESOLVED: That Entrance to the Freshman Class at Brown University should be by Examination only

I. The question arises from the fact that:

A. Certification to college even from approved schools is made on different standards.

1. Some principals hold rigidly to the strict requirements while others are often willing to stretch a point.

B. Many large universities require examinations of all.

II. The question was brought about because:

A. Many men, after entering Brown by certificate from approved schools, make a poor showing in college in the very studies in which they have been certified.

B. Members of the faculty complained of the uneven preparation of their classes.

III. Those who favor the abolition of the certificate system contend as follows:

A. The college should be the sole arbiter of the fitness or unfitness of candidates for admission, in that

1. Only under such a plan can its standards be protected. B. It is good for students to be obliged to meet a severe test (in a purely objective way) given by disinterested persons.

C. The examination system is stimulating to the schools, for 1. They know that their work will be judged rigorously in accord with the actual accomplishments shown by their student.

D. It is a true test of preparation.

1. It is the proper means of testing and discovering preparedness.

2. No other means of finding out a student's knowledge has been substituted for the examinations.

E. The abolition of the certificate system will not decrease the number of desirable students.