model. The student should compare it carefully with the first fourteen paragraphs of the Speech, observing how the paragraphs are reduced to sentences by finding the central thought of each. Occasionally a paragraph will contain two or more separate and important thoughts. If the student will carefully compare the Introduction with the brief of the Introduction, he will have no trouble in completing, by his own efforts, the brief of the remainder of the Speech on Conciliation.

The System of Numbering in the Brief-In the brief of the Speech

1. The larger divisions of the Speech have been marked in bold-faced capitals, thus: A, B, C,

etc.

2. Subdivisions of 1, thus: I, II, III, etc.

3. Subdivisions of 2, ordinary capitals, thus: A, B, C, etc.

4. Subdivisions of 3, Arabic figures, thus: 1, 2, 3, etc. 5. Subdivisions of 4, small letters, thus: a, b, c, etc. The following will illustrate the scheme of numbering: A.

I.

II.

A.

B.

1.

2.

3.

a.

b.

C.

d.

In the brief here given, directions to the student are inclosed in brackets, and the numbers of paragraphs of

the Speech in marks of parenthesis, as in the following example: [Here follow with reasons, numbering 1, 2, 3, etc. (39-45).]

Final Instructions for the Comparison of the Brief of the Introduction with the Introduction to the Speech.If the student will work this out carefully, he will save many hours of fruitless labor.

Observe the following reduction of paragraphs to brief sentences:

Paragraph (1) to I.

Paragraph (2) to II.

Paragraphs (3) and (4) to III, followed by a reason
for the statement made therein, and marked A.
Paragraphs (5), (6), (7), and (8) to IV, followed by
reasons A, B, and C.
Paragraph (9) to V.

Paragraph (10) to VI, followed by a reason, A.
Paragraphs (11), (12), and a part of (13) to VII, fol-
lowed by reasons A, B, C, and D.

The latter part of paragraph (13) to VIII, followed by reasons A and B.

This brings Burke to the statement, in paragraph (14), of the two questions which he intends to discuss in the Brief Proper, and which, in the Brief of the Introduction here given, are stated in A and B under IX.

In the latter part of paragraph (14), he bridges the chasm between the Introduction and the Argument of the Speech by the statement which is reduced to X.

The student should follow out this explanation with painstaking care, reading each paragraph from his book, and then reading the sentence to which the paragraph has been reduced. The Brief of the Introduction here given he should use as a model for the Brief Proper, which, to a great extent, he must make out for himself.

The Use of Full Sentences in Brief-making.-A brief should be made out in concise but complete sentences, not in phrases.

BRIEF OF Burke's SpeecH ON CONCILIATION

Introduction

I. The return of the grand penal bill gives Parliament another opportunity to choose a plan for the government of the American colonies (1). II. When Burke first entered Parliament, the gravity of this subject obliged him to take more than common pains to instruct himself in everything relating to it, and he arrived at fixed ideas (2). III. He has continued ever since in his original sentiments (3); but Parliament, with the opportunity of an enlarged view, has frequently made unjustifiable changes in its sentiments (4); for

A. Its changes of policy have kept America in a state of continual agitation (4). IV. Burke feels compelled to address the House (5–8), for

A. Public sentiment now demands that the

minority cease opposing, and present a plan for the government of America (5). B. Though a member of the minority should not hazard plans of government (6), public calamity forces decorum to yield to a higher duty (7).

C. His insignificance itself will cause his plan to be discussed upon its merit

alone (8).

V. Burke's proposition is to secure peace by removing the grounds of difference (9).

VI. Burke's plan may disappoint some people (10), for— A. It is so simple that it will not appeal to the curious (10).

VII. Burke's plan derives advantages from the proposition and registry of Lord North's project (11), for (11-13)

A. By accepting Lord North's resolution, the House has declared that conciliation is admissible (11).

B. By accepting Lord North's resolution, the House has declared conciliation admissible previous to any submission on the part of the colonies (12).

C. By accepting Lord North's resolution,
the House has gone further, and has
admitted that complaints about the
former mode of taxation have not been
wholly unfounded (12).

D. Though Burke's plan differs from Lord
North's as to mode, it is based on the

same principle-that of conciliation
(13).

VIII. The proposal for peace ought to originate with England (13); for—

A. England, being the superior power, may

offer peace with honor and safety (13). IX. Parliament has, then, two capital leading questions to consider (14):

A. Whether England ought to concede (14).
B. What the concession should be (14).

X. Parliament should determine both of these questions, not upon abstract ideas of right or upon mere general theories of government, but according to the true nature and the peculiar circumstances of the case (14).

BRIEF PROPER

Direct proof

A. England ought to conciliate the American colonies (14), for (15-65)—

I. The nature and circumstances of "the object"
require conciliation (15), for (15-30)—
A. [Give here, in a complete sentence,
the reason given in (15-16).]

B. [Give, as in A, reason in (17-28).
Find reasons for B, numbering 1
and 2; and if reasons are given
for either of these, state and mark
a, b, etc. Arrange as follows:

II. Prudent management of the colonies is better than force (32), for (32-36)

[Find four reasons for the above statement, write in condensed but complete sentences, and mark with capital letters, placing after each reason, in marks of parenthesis, the number of the paragraph wherein the reason is given.]