nted were false and
that the committee presenting them knew they were false. This cast a doubt
upon the honesty of the committee and the validity of their whole
argument, and the governor signed the bill.

The brief differs from the ordinary outline in that it is composed of
complete sentences rather than of topics.

Notice the following example.

+Term examinations should be abolished.+

AFFIRMATIVE

I. There is no necessity for such examinations.

1. The teacher knows the pupil's standing from his daily recitations.

2. Monthly reviews or tests may be substituted if desirable.

II. The evils arising from examinations more than offset any advantages
that may be derived from them.

1. The best pupils are likely to work hardest, and to overtax their
strength.

2. Pupils often aim to pass rather than to know their subject.

3. A temptation to cheat is placed before them.

III. Examinations are not a fair test of a pupil's ability.

1. A pupil may know his subject as a whole and yet not be able to answer
one or two of the questions given him.

2. A pupil who has done poor work during the term may cram for an
examination and pass very creditably.

3. Pupils are likely to be tired out at the end of the term and often are
not able to do themselves justice.

NEGATIVE

If the writer should choose to defend the negative of the above
proposition, the brief might be as follows:--

I. Examinations are indispensable to school work.

1. In no other way can teachers find out so well what their pupils know
about their subjects, especially in large classes.

2. They are essential as an incentive to pupils who are inclined to let
their work lag.

II. As a rule they are fair tests of a pupil's ability.

1. Pupils who prepare the daily recitations well are almost sure to pass a
good examination.

2. Pupils who cram are likely to write a hurried, faulty examination.

3. It seldom happens that many in a class are too worn out to take a term
examination.

III. They prepare the pupils for later examinations.
(1) For college entrance examinations.
(2) For examinations at college.
(3) For civil service examinations.
(4) For examinations for teachers' certificates.

EXERCISES

_A._ Write out subordinate propositions proving the main subdivisions.
Also change the arrangement when you think it desirable to do so.

1. Two sessions are preferable to one in a high school.
(1) One long sess