10. Judges who were 10. The judges were supposed to be honorable British appointees, not men heard all the in sympathy with the evidence and would not colonists and too much be liable to make any prejudiced to be able to mistake. decide fairly. 11. The judges 11. The judges knew were so thoroughly they were wrong and convinced that the soldiers were afraid to leave the were not guilty question to the jury. that they told the jury what verdict to give. The "points" given above show some of the really minor debatable topics that arise under the larger question. They show, too, how differently the same incidents may appear to different eyes. Perhaps some of the "points" are stated unfairly, to give strength to the argument. Bare assertions are not proofs and some of the "points" are nothing but assertions. Opinions are not arguments. Some of the statements would need to bolstered up by facts and "authorities" before they could be accepted as real arguments. Most debates are oral, but, for our purpose, they are to be considered as written language lessons. Hence, when the arguments are marshalled as above, the child should select the side he feels to be right and compose his argument in proper form. Teach him to see the three parts to his argument, namely, the introduction, the body of his argument, and the conclusion. Tell him to make his style personal, clear, concise, logical, strong, persuasive and convincing. Show him what each characteristic in the above list means. For example, the _argument_ for the judges made from the assertions given above might be stated as follows: _Introduction._ "That the judges were right when they pronounced Captain Preston and the eight British soldiers not guilty of murder when they fired on the colonial mob in what is incorrectly called the 'Boston Massacre' will be proved in this argument." _Body of the Argument._ "The citizens of Boston were English subjects who had been fostered by the mother country. Since the settlement at Plymouth in 1620 no other nation had claimed or exercised any control over them, and I maintain that loyalty to his country is one of the highest duties of every citizen." (It is not advisable to write here the "body" of the argument. It would naturally be continued step by step till the eleven "points" given above had been exhausted. If those "points" had been brought up in the general conversation lesson every child would be expected to add others that he had found by his own study. Liberty of omission, arrangement and addition should always be allowed. Originality is always at a premium.)