d for my action I am ready to answer to my conscience, my
country, and my God.

--John Mellen Thurston: _Speech in United States Senate_, March, 1898.

EXERCISES

1. A young boy is trying to gain his father's permission to attend an
evening entertainment with some other boys. Make a list of his appeals to
his father's reason; to his father's feelings. Make a list of his father's
objections. Is there any appeal to his son's feelings?

2. Suppose you are about to address the voters of your city on the
question of granting saloon licenses. Make a list of appeals to their
reason; to their intellect. Remember that appeals to the feelings are made
more forcible by descriptive and narrative examples than by direct general
appeals.

3. Urge your classmates to vote for some member of your class for
president. What qualifications should a good class president have?

+Theme CVIII.+--_Select one of the subjects, concerning which you have
written an argument; either add persuasion to the argument or intermix
them._

(What part of your theme is argument and what part persuasion? Does the
introduction of persuasion affect the order of arrangement?)

+Theme CIX.+--_Select one of the subjects given on page 361 of which you
have not yet made use. Write a theme appealing to both feeling and
intellect._

(Are your facts true and pertinent? Consider the arrangement.)

+Theme CX.+--_Write a letter to a friend who went to work instead of
entering the high school. Urge him to come to the high school._

(What arguments have you made? To what feelings have you appealed?)

+Theme CXI.+--_Use one of the following as a subject for a persuasive
theme:_--

1. Induce your friends not to play ball on Memorial Day.

2. Ask permission to be excused from writing your next essay.

3. Persuade one of your friends to play golf.

4. Induce your friends not to wear birds on their hats.

5. Write an address to young children, trying to persuade them not to be
cruel to the lower animals.

+202. Questions of Right and Questions of Expediency.+--Arguments that aim
to convince us of the wisdom of an action are very common. In our home
life and in our social and religious life these questions are always
arising. They may be classified into two kinds: (1) those which answer the
question, Is it right? and (2) those which answer the question, Is it
expedient?

The moral element enters into questions of right. It is always wise for u