To bring the question into a form for debate we might write it, "Were the judges right in their decision?" This leaves the question evenly balanced, with no prejudice against either side. It might be put more formally: "_Resolved._ That the judges were right in their decision." The effect of stating the question in the latter form is to throw the "burden of proof" on the negative. In other words, if the question is in the latter form and the arguments are equally balanced, the decision would have to be that the judges were right. Having determined the form of the question, the children may be separated into two groups, as nearly as possible equal in ability, and one group may be appointed to take the side of the judges and one the side of the soldiers. Having arranged the preliminaries, converse with the children freely, bringing out points equally in favor of both sides. Avoid any appearance of favoritism. If one side is manifestly stronger than the other, however, you may put them on a level by showing a few arguments to the weaker side. Do this openly, so that all may understand your action. Encourage the children to study both sides of the question and to be fair-minded. In fact, the ordinary debate where children are appointed to argue upon a certain side of the question does not bring into play the same good methods of thought and judgment as the free debate, in which each child studies both sides of the question, determines which side he thinks the right one, and then argues for that side. In this question urge the children to study the subject in their histories or in any reference books that may be handy. Help them to get at the truth of the matter. Hawthorne may show prejudice. Does he? We may feel a bias in favor of one side or the other. Do we? Then to the extent of that bias we are liable to be unfair and to fail in making a sound argument. After the children have read what they can find on the subject, ask them to arrange their arguments in parallel columns, for and against the judges. Something like the following may appear: FOR AGAINST 1. The Americans 1. The English had were the subjects of the oppressed the colonists English, and subjects by unjust taxes and in should be loyal. other ways (mention them) until the time for loyalty had ceased.