when one has a comprehensive and intimate knowledge of the whole mass of
facts concerned.

By far the best kind of subject, as has been said, is that which will
combine some personal acquaintance with the facts and the possibility of
some research for material. Many such subjects may be found in the
larger educational questions when applied to your own school or college.
Should the elective system be maintained at Harvard College, Should the
University of Illinois require Latin for the A.B. degree, Should
fraternities be abolished in----High School, Should manual training be
introduced in----High School, are all questions of this sort. A short
list of similar questions is printed at the end of this section, which
it is hoped will prove suggestive. For discussing these questions you
will find considerable printed material in educational and other
magazines, in reports of presidents of colleges and school committees,
and other such places, which will give you practice in hunting up facts
and opinions and in weighing their value. At the same time training of
your judgment will follow when you apply the theories and opinions you
find in these sources to local conditions. Moreover, such questions will
give you practice in getting material in the raw, as it were, by making
up tables of statistics from catalogues, by getting facts by personal
interview, and in other ways, which will be considered in Chapter II.
Finally, such subjects are much more likely to be of a size that you can
bring to a head in the space and the time allowed to the average
student, and they may have some immediate and practical effect in
determining a question in which your own school or college has an
interest. Arguments on such subjects are therefore less likely to be
"academic" discussions, in the sense of having no bearing on any real
conditions. When every college and school has plenty of such subjects
continually under debate, there seems to be no reason for going farther