NO. 4.
KDITOMALS.
83
our opinion of tlio propc scope of the
contributed articles of n college journal.
It is not necessarily confined to topics
that are suggested by local matters, but is
as comprehensive as students may wish to
make it. It is the special province of
tlio editorial ami local departments to
give exprcsssion to local occurences. If
these are meagre, and sometimes they are,
think twice before blaming an editor for
inserting an occasional "essay" in his de
partment. But while wo advocate for the abstract
department the greatest freedom in the
nature of the subject matter, the tendency
of the contributor to tread along in travel
worn ruts is not to be encouraged. Let
each one write, as a rule, in his own pe
culiar vein, for he can thus produce the
best results. But when mere common
place at tides on fertile and familiar sub
jects characterize a large share of the con
tents of college papers, it is time for the
writer to strive for greater originality in
his productions.
His opinions should bo well sustained,
but let him not fear to express them in a
bold and trenchant manner, or to shrink
from adverse criticism. If nothing can
be written, save on one side of a question,
it is time to cease adding to what ha al
ready accumulated. That an article by a
collegian should equal the mature elforls
of an Emerson or a Whipple is not expect
ed ; but it may, and should be, .scholarly,
concise, and, in a considerable degree,
original.
ARGUMENT IN DEBATE.
There formerly existed the custom
among the students of Oxford and Cam
bridge, of pioducing in debate long and
intricate arguments, based upon all the
variations of the sylogism. But of late, a
revolution of the custom has occured and
now the debater endeavors to cover the
argument, so that ho may not appear to
be striving atler the principles of logic,
or the art of discourse.
The custom now prevails, of stating the
premises, but leaving the hearer to draw
his own conclusions. In some respects
this is the more artful course to be pur
sued. For the hearer feels greatly flat
tered, if he be left to draw his own conclu
sions from his own knowledge.
But we have had occasion to notice in
our debates at the Literary Societies, that
frequently enthusiastic speakers forget to
state the premises, but jump at the con
clusion, without the mention of a premise.
As a natural result the arguments attend
ing the discussions become in reality
mere assertions, and these assertions what
every one of an audience knows and read
ily accepts, or, not having any proof to
substantiate tho assertions, they are con
sidercd as eroneous statements. It is
this lack of argument which tends to
make our debates sometimes so stale. An
audience becomes weary of hearing purely
assertions that are known to all, and in a
short time loses interest in the speaker.
A little attention, in this respect, paid
to our debates, may add a new life and
interest to our societies. Though at the
beginning of such a reform, an extreme
in an opposite direction must be avoided.
More sy logistic argument is far from
entertaining, So also is the whole dis
course of a debater, unless each rgument
is made to hinge upon another. We have
seen good debaters and fluent speakers,
hesitate and make terrible blunders, simp
ly because they had no system in which
to present their ideas. Without some
method to guide a speaker, confusion and
constant repetition is an, inevitable result.
But a collection of well defined ideas, pre
sented in argumentative form' attracts at.
tention, and carries a firm conviction.
A NEGLECTED STUDY.
In an editorial of the last number of
the Student, we spoke in a general man
ner of the claims of history as a branch
of collegiate instruction. We would now
more specifically urge the value of the