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 Chapter
ADVOCACY2:AND
Where Do I Begin
OPPOSITION: AninIntroduction to Argumentation, 7th Edition
Argumentation

Advocacy and Opposition An Introduction to

Argumentation 7th
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introduction-to-argumentation-7th-edition-rybacki-rybacki-test-bank/

CHAPTER 2

WHERE DO I BEGIN IN ARGUMENTATION?

Learning Objectives

To distinguish between fields of argumentation and those elements which are field
dependent and field invariant in them.
To differentiate between artificial or natural presumption, and understand which is used
in hypothesis testing.
To explain the burden of proof and its relationship to presumption.
To define the prima facie case and the role of structural and/or attitudinal inherency it
creating one.

Key Terms

advocate an individual who argues in favor of a change in belief or behavior (24)

artificial presumption the arbitrary assignment of possession of the figurative ground
over which argument takes place to one party to the dispute; the presumption of
innocence is an artificial presumption (25)
attitudinal inherency that which prevents change from occurring in a field of argument
is a consequence of the beliefs of those in the field (31)
burden of proof the advocate’s responsibility to provide reasoning and proof sufficient
to overcome presumption and warrant a change in belief or behavior (28)
field dependent elements are particular to a field, such as definitions and terminology or
standards for the rigor of proof and reasoning expected by those in the field (23)
field of argumentation the social or professional context in which people argue in order
to build a body of knowledge or reach decisions about belief or behavior (23)
field invariant elements do not change from one field to the next, such as basic patterns
of reasoning or the ways in which the quality of information is assessed (23)
hypothesis testing the use of presumption as a decision rule that determines what the
advocate must prove for the proposition to be probably true (26-27)
inherency the societal structure or attitude responsible for causing the present state of
belief or behavior to exist (31)
natural presumption assignment of possession

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of the figurative ground over which argument takes place based on observation of the
natural order; natural presumption automatically rests with whatever belief or behavior is
being challenged (25)
opponent the individual who argues against the change in belief or behavior sought by
the advocate (24)
presumption describes a situation that presently exists and, naturally or artificially,
grants possession of the figurative ground over which argumentation occurs to one party
to the dispute or the other (25)

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prima facie case a series of arguments that, if taken at face value and left unrefuted,
would be sufficient to justify a change in belief or behavior (30)
stock issues field-invariant questions pertaining to propositions of fact, value, or policy
that must be answered if belief or behavior is to change (33)
structural inherency that which prevents change from occurring in a field of argument
is a consequence of the institutions and the formal or informal systems of behavior
adopted by those in the field (31)
topicality the requirement in academic argumentation that an advocate’s proposed
change in belief or behavior fit within the bounds of the proposition (30)

Lecture Launchers

Presumption and Burden of Proof

This is an alternative to Learning Activity #2.
Begin class by announcing “the university’s vice president for finance has determined
that next year’s budget will probably fall short of covering expenses by 10%” and ask
students what are some ways to reduce spending or increase revenue. Write their
ideas on the board. At some point, cutting faculty and either reducing the number of
classes offered or increasing class size as a way to reduce spending, and raising
tuition as a means of increasing revenue will be mentioned. Ask students how they
feel about these options and use their responses to begin a discussion of natural
presumption. Focus on how presumption may be influenced by attitudes. Extend the
discussion to the burden of proof by asking what arguments and evidence would be
needed to convince them that either cutting faculty or raising tuition was a good idea.
Prima Facie Case
This is an alternative to Learning Activity #4
Bring in an editorial or column from the campus newspaper that advocates a course of
action regarding an issue that directly affects students. Two examples from our
campus paper that worked for us were an editorial about the fact that the price of
college textbooks was so high that the federal government should regulate them, and
a column arguing that all students should take a CPR class.
After the class has had time to read the piece, ask them where presumption lies and if
they think the writer’s position is sufficient to overcome it. In other words, do they
believe it is a prima facie case. Probe for the reasons behind their conclusion, and
write these on the board in two columns since some will believe it is prima facie and
others won’t. Make sure the discussion touches on the concept of inherency and
whether it is structural or attitudinal with regard to the issue raised by the
editorialist/columnist. This concept is very important, and one of the more difficult
concepts for students to grasp. Try to lay a good foundation here.

Learning Activities

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1. Discuss what the three different views of presumption mean to the roles of advocate
and opponent in argumentation. Should we always assign the roles before determining
presumption? In which communication contexts might you use the view that presumption

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rests with existing institutions? In which would it be appropriate to discover the beliefs of
an audience? Which fields make extensive use of hypothesis testing as a form of
argumentation?

If your syllabus includes in-class participation as one factor in determining a student’s grade in the
course, assign discussion leadership responsibility to two students, with one focusing on
presumption from the advocate’s perspective, and the other from the opponent’s perspective. This
activity can not only be used for discussion, but makes an interesting essay question for either an
out-of-class assignment or as part of a test. If you do this, parse points as follows:
30% what the three different views mean for advocate’s
30% what the three different views mean for opponent’s
40% divided equally among the remaining four questions

2. Choose an ongoing controversy such as the rights of smokers versus nonsmokers,

abortion versus right to life, environmental protection versus the need for employment.
Which side in the controversy has presumption? Which has the burden of proving that
change should occur?

If your syllabus includes in-class participation as one factor in determining a student’s grade in the
course, assign discussion leadership responsibility to two students, who will be responsible for
selecting a controversial issue with which they and their classmates are somewhat familiar to use
in leading the discussion. If you use the Lecture Launcher on Presumption and Burden of Proof,
do not assign this activity.
Even if you used the Lecture Launcher on Presumption and Burden of Proof, this activity makes
an interesting essay question for either an out-of-class assignment or as part of a test for which you
provide several controversial issues and ask the students to justify their reasons for assigning
presumption and burden of proof as they did. If you do this, parse points as follows:
50% presumption
50% burden of proof

3. Scholars often argue over whether or not a proposed theory has accuracy or
legitimacy in their field. Two theories of communication--fantasy theme analysis and the
narrative paradigm--are examples of such argumentation. Choose one of the following
debates for examination:
A. ADVOCATE: Ernest G. Bormann (December, 1972). Fantasy and rhetorical
vision: The rhetorical criticism of social reality. Quarterly Journal of Speech, 58,
396-407.
OPPONENT: Gearld P. Mohrman (May, 1982). An Essay on Fantasy Theme
Criticism. Quarterly Journal of Speech, 68, 109-132.
B. ADVOCATE: Walter R. Fisher (December, 1985). The narrative paradigm: An
elaboration. Communication Monographs, 52, 347-367.
OPPONENT: Robert C. Rowland (September, 1987). Narrative: Mode of
discourse or paradigm? Communication Monographs, 56, 264-275.

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How does the advocate identify presumption in the field of speech communication? Does
he present good and sufficient reasons for accepting the proposed theory of
communication? How does the opponent deny the accuracy of the theory? Are his

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reasons effective enough to cause you as the reader to reject the accuracy of the proposed
theory?

This is a more difficult activity that demands some knowledge of communication theory to be able
to read and understand journals, but is an excellent exercise for examining how argumentation is
used in our own disciple to build and test theory. Bormann and Fisher both advocate the
proposition that he has come up with a universal paradigm for explaining human communication.
Presumption in both sets of articles is based on the field's acceptance of neo-Aristotelian and
Burkean theories of rhetoric. If you have a class comprised entirely of communication majors,
consider assigning this as an out-of-class essay assignment, possibly for extra credit.
A. As the advocate for Fantasy Theme Analysis, Bormann identifies presumption as the
connections made in speech communication between the content of a message and the role of the
audience or spectator in decoding that message. He proposes a new way of looking at this
connection, to view meaning in messages as co-created by communicator and audience, rather
than the traditional view that communicators create meaning. Bormann offers several reasons why
this is probably true: 1) we all employ creativity in interpreting events and information; 2) what
we believe to be reality is the result of this creative interpreting; and 3) it is the sharing of
messages, not their creation by a communicator, that is the most important communication
principle. Mohrman responds in opposition by arguing that presumption in the field continues to
favor existing theories because Bormann has failed to meet his burden of proof on several counts:
1) Bormann misinterprets his evidence for the probable truth of fantasy and 2) Bormann does not
offer a new theory, just a new set of labels.
B. As the advocate for Narrative theory Fisher identifies presumption in the field as the belief that
humans are symbol users and the general recognition that storytelling is inherent in human nature.
Fisher's reasons for claiming that narrative theory is the universal paradigm for human
communication include: 1) humans are story tellers by nature, this is not an ability that has to be
taught, it is therefore the most natural communication mode; 2) we use stories as our primary
means of reasoning; and 3) rationality of these arguments depends upon whether or not the story
"rings true" by comparing it with other stories. Rowland responds in opposition by arguing that
narrative theory is not a universal paradigm for human communication, but limited to those
obvious examples of messages in story form, such as fiction and dramatic works. He argues that
Fisher has failed to prove that narrative concepts such as plot, character, and setting can accurately
be applied to nonstory forms of communication.

4. Find an editorial from a current newspaper or magazine that you believe is intended
to alter behavior. Analyze it in terms of the following:
A. What is the locus of presumption?
B. How does the arguer fulfill the burden of proof?
C. In your opinion, has the arguer succeeded in creating a prima facie case?
D. Assume that you will be the opponent, indicate what you might argue in response.

If your syllabus includes in-class participation as one factor in determining a student’s grade in the
course, assign discussion leadership responsibility to two students, who will be responsible for
getting a link to the editorial to classmates so they can read it before coming to class. An
alternative is to use a videotaped speech instead of an editorial, which you provide to the
discussion leaders and show in class before they lead discussion. One student should be assigned
to lead discussion of the locus of presumption and possible opposing arguments, while the other
leads discussion of burden of proof and prima facie case. If you use the Lecture Launcher on
Prima Facie Case, do not assign this activity.

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Even if you used the Lecture Launcher on Prima Facie Case, this activity makes an interesting
essay question for either an out-of-class assignment or as part of a test for which you provide the

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editorial stimulus material. If you do this, parse points as follows:

30% what is the locus of presumption
50% burden of proof and prima facie case
20% what might be argued in response

True or False

2-1 The basic mental structure of the reasoning process is one of the elements in
argumentation that is field invariant.
Answer: T; Page: 23; Difficulty: 1; Skill: Factual

2-2 If something in argumentation is field dependent, this means it’s a concept such as
the nature of cause-effect reasoning that does not change from one field to another.
Answer: F; Page: 23; Difficulty: 2; Skill: Factual

2-3 If something in argumentation is field invariant, this means it’s a concept in a

particular field, such as the critical standards for reviewing movies, and will change from
field to field.
Answer: F; Page: 23; Difficulty: 2; Skill: Factual

2-4 Presumption identifies which side in a controversy presently occupies the contested
ground.
Answer: T; Page: 25; Difficulty: 1; Skill: Factual
2-5 Artificial presumption is established through law or government practice.
Answer: T; Page: 25; Difficulty: 1; Skill: Factual

2-6 Natural presumption is established by observing the order of nature or common

practice.
Answer: T; Page: 25; Difficulty: 1; Skill: Factual

2-7 Presumption is always determined by the laws which govern society.

Answer: F; Page: 25; Difficulty: 1; Skill: Factual

2-8 It is necessary to determine who has presumption in argumentation in order to

determine who has the burden of proving a change is necessary.
Answer: T; Page: 25-26 and 28; Difficulty: 2; Skill: Factual

2-9 The beliefs of an audience should never be used to determine presumption.

Answer: F; Page: 26; Difficulty: 2; Skill: Factual

2-10 The advocate always has presumption at the beginning of argumentation.

Answer: F; Page: 27; Difficulty: 1; Skill: Factual

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2-11 To determine who has the burden of proof, you first have to determine who
occupies the contested ground.
Answer: T; Page: 28; Difficulty: 1; Skill: Conceptual

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2-12 The burden of proof always falls upon the arguer who has the benefit of
presumption.
Answer: F; Page: 28; Difficulty: 1; Skill: Factual

2-13 Presumption describes what exists; it does not pass judgment on what exists.
Answer: T; Page: 28; Difficulty: 2; Skill: Factual

2-14 The burden of proof always falls upon the party who asks for a change in existing
belief or behavior.
Answer: T; Page: 28-29; Difficulty: 1; Skill: Factual

2-15 In fulfilling the burden of proof, the advocate judges or evaluates present beliefs
and/or behaviors.
Answer: T; Page: 29; Difficulty: 2; Skill: Factual

2-16 The concept of inherency identifies the broad general topic to be argued.
Answer: F; Page: 31; Difficulty: 1; Skill: Factual

2-17 For a prima facie argument to exist, the advocate must demonstrate the inability of
a belief or behavior to self-correct.
Answer: T; Page: 31; Difficulty: 2; Skill: Conceptual

2-18 The concept of inherency suggests that the reason for change is the consequence of
some shortcoming in existing beliefs or behaviors.
Answer: T; Page: 31; Difficulty: 2; Skill: Factual

2-19 The concept of inherency identifies the contested ground over which argumentation
takes place.
Answer: F; Page: 31; Difficulty: 2; Skill: Factual

2-20 A stock issue is a standard question or set of questions that may be applied to a
proposition to determine what will be argued.
Answer: T; Page: 33; Difficulty: 1; Skill: Factual

Multiple Choice

2-1 Argumentation can be characterized as being

(a) a social activity.
(b) an intellectual activity.
(c) a verbal activity.
(d) All of the above
Answer: D; Page: 22; Difficulty: 1; Skill: Factual

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2-2 Argumentation can be characterized as involving

(a) opinion stating.

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(b) opinion justifying.

(c) opinion refuting.
(d) All of the above
Answer: D; Page: 22; Difficulty: 1; Skill: Factual

2-3 Argumentation can be characterized as being

(a) directed toward an audience.
(b) political in nature.
(c) self-reflexive.
(d) All of the above
Answer: A; Page: 22; Difficulty: 2; Skill: Factual

2-4 A field of argument

(a) is a social or professional context in which people argue
(b) is the basic unit of argument
(c) establishes the tests we apply to determine the quality of information used to
prove arguments
(d) is static and unchanging once established.
Answer: A; Page: 23; Difficulty: 1; Skill: Factual

2-5 The person who communicates to encourage a change in belief or behavior is

referred to as the
(a) advocate.
(b) opponent.
(c) spokesperson.
(d) prime mover.
Answer: A; Page: 24; Difficulty: 1; Skill: Factual

2-6 The person who acts to discourage a change in belief or behavior is referred to as the
(a) advocate.
(b) opponent.
(c) spokesperson.
(d) prime antagonist.
Answer: B; Page: 24; Difficulty: 1; Skill: Factual

2-7 In the proposition, “Changing the semester structure to a ten-week semester with a
six-day academic week would achieve substantial savings for NMU,” artificial
presumption would:
(a) require the opponent to begin argumentation because this is a substantial change.
(b) suggest that we presently believe a semester structure with a six-day academic
week will not necessarily achieve substantial savings over the present structure.

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(c) suggest that we presently believe that reducing the semester from 15 to 10 weeks
will achieve substantial savings.
(d) require the advocate to define “substantial savings.”
Answer: B; Page: 25; Difficulty: 3; Skill: Applied

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2-8 In the proposition, "A nuclear waste dump would benefit the local economy,"
artificial presumption would
(a) require the advocate to provide reasons why the local economy needs
"benefiting."
(b) require the opponent to begin argumentation.
(c) suggest that we presently believe the local area does not need a nuclear dump to
benefit its economy.
(d) suggest that we presently believe the local area does need a nuclear dump to
benefit its economy.
Answer: C; Page: 25-26; Difficulty: 3; Skill: Applied

2-9 When using natural presumption as a tool for audience analysis, it is advisable to ask
such questions as
(a) to what groups do members of the audience belong.
(b) to what sources of information do audience members accord deference.
(c) what is the popular or unpopular opinion on a particular subject.
(d) All of the above
Answer: D; Page: 26; Difficulty: 1; Skill: Factual

2-10 When using natural presumption as a tool for audience analysis, it is advisable to
ask such questions as what information on a subject might
(a) hold the advantage of novelty.
(b) be easily found on the Internet.
(c) reflect artificial presumption.
(d) All of the above
Answer: A; Page: 26; Difficulty: 2; Skill: Factual

2-11 When we use argumentation to test a hypothesis, presumption is

(a) artificial.
(b) natural.
(c) not employed.
(d) assigned to the advocate.
Answer: A; Page: 26; Difficulty: 2; Skill: Factual

2-12 The benefit of presumption is granted to

(a) the advocate.
(b) the opponent.
(c) the proposition for argumentation.
(d) the focus of the locus.
Answer: B; Page: 27; Difficulty: 1; Skill: Factual

2-13 Which of the following is NOT a description of presumption?

(a) It identifies the shortcomings in existing beliefs and behaviors.

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(b) It identifies sources of information which provide good reasons for changing
belief or behavior.

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(c) It describes existing beliefs, policies, practices, or institutions.

(d) It is a decision rule that determines what the advocate must prove in testing the
propositions as a hypothesis.
Answer: A; Page: 28; Difficulty: 2; Skill: Factual

2-14 The is the obligation of the advocate to contest the figurative ground of
argument by offering arguments which are logically sufficient to challenge presumption.
(a) burden of proof (b)
burden of rebuttal (c)
burden of refutation
(d) burden of presumption
Answer: A; Page: 28; Difficulty: 1; Skill: Factual

2-15 The burden of proof is the logical opposite of

(a) presumption.
(b) inherency.
(c) topicality.
(d) a prima facie case.
Answer: A; Page: 29; Difficulty: 1; Skill: Factual

2-16 The term prima facie argument refers to the responsibility of the:
(a) opponent to present arguments which are sufficient to convince a reasonable
person that the proposition is valid.
(b) advocate to present arguments which are sufficient to convince a reasonable
person that the proposition is valid.
(c) opponent to present arguments which are sufficient to convince a reasonable
person that the proposition is invalid.
(d) advocate to present arguments which are sufficient to convince a reasonable
person that the proposition is invalid.
Answer: B; Page: 30; Difficulty: 2; Skill: Conceptual

2-17 Staying within the subject area of the proposition is the advocate's responsibility for
doing what?
(a) Assuming the burden of proof.
(b) Developing a topical prima facie case.
(c) Arguing inherency.
(d) All of the above
Answer: B; Page: 30; Difficulty: 3; Skill: Conceptual

2-18 When someone has presented a prima facie case, it is the same as saying that they
have assumed the burden of
(a) rebuttal.

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(b) presumption.
(c) refutation.
(d) proof.

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Answer: D; Page: 30 and 33; Difficulty: 2; Skill: Conceptual

2-19 Inherency is the term used to describe the concept that

(a) the reason for change is a consequence of some shortcoming in existing beliefs or
behaviors.
(b) existing beliefs or behaviors will self-correct if given enough time.
(c) change is the natural course in human events.
(d) existing problems can be identified by examining human beings as dwelling
simultaneously in the state of being and the process of becoming.
Answer: A; Page: 31; Difficulty: 3; Skill: Factual

2-20 Why is inherency crucial to constructing a prima facie case?

(a) Advocates must identify the cause(s) of a problem or a need for knowledge.
(b) Advocates must determine whether inherency is “structural” or “attitudinal”
because attitudinal inherency can be more difficult to overcome.
(c) We take it as a given that if the cause of a problem cannot be found, we cannot
determine how to solve it; if there is nothing to stimulate a quest for knowledge, we
are unlikely to search for it.
(d) We generally recognize that because the advocate seeks change, she has a more
difficult task because she is required to use cause-effect reasoning.
Answer: C; Page: 31; Difficulty: 2; Skill: Conceptual

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CHAPTER 3

WHAT AM I GOING TO ARGUE ABOUT?

Learning Objectives

To state the three purposes fulfilled by having a properly phrased proposition.

To recognize the difference between propositions of fact, value and policy.
To identify the kinds of terms that need to be defined.
To apply the methods of defining terms and the rules which these definitions should
follow.

Key Terms

adaptation rule is the requirement that terms are defined in a way that makes sense to
the audience and the field in which you are arguing (50)
authority is a method of defining a term by using a source deemed reputable by the
audience or a field-specific definition (54)
clarity rule is the requirement that a term be defined in a way that is more readily
understood than the term itself (51)
coined term is one invented when a convenient term does not already exist often created
by combining parts of existing terms (52)
connotative function is the use of language to react to what happens around us, make
judgments, and express our feelings (37)
denotative function is the use of language to identify, classify and organize objects,
processes, ideas, and experiences (37)
equivocal term is one with two or more equally correct meanings (51)
example is a method of defining a term by using concrete, representative instances of
something, including negative and behavioral examples (54)
exclusionary rule is the requirements that terms are defined in such a way that they
exclude things that don’t appropriately fall under them (50)
factual propositions assertions that seek to alter the way we view reality concerning
past, present, or future events, objects, places, persons, or phenomena (41)
function is a method of defining a term by explaining how something works or what it
does (55)
inclusionary rule is the requirements that terms are defined in such a way that they
include things that appropriately fall under them (50)
issues key points under dispute, the resolution of which will aid in determining who
prevails in an argument (40)

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neutrality rule is the requirement that terms are defined in a way that avoids unnecessary
emotionality (50)
new term is one added to the language that may have started out a part of the jargon of
one field and spread to others (52)
operation is a method of defining a term by explaining its parts or the steps involved in
achieving an outcome (55)
policy propositions assertions that seek to alter the behavior of individuals or
institutions, often in regard to political, economic, or social issues (43)
proposition a statement that identifies the argumentative ground and points to the change
in belief or behavior sought by the advocate (36)
synonym is a method of defining a term by using denotatively and connotatively more
familiar terms (53)
technical term is the jargon or specialized vocabulary of a particular field (52)
terministic screen the ability of the language used to set limits or direct attention in one
way as opposed to another; for example, sexist language creates a terministic screen
about appropriate male and female roles (37)
vague term is one having shades of meaning or lacking a clear-cut definition (52)
value judgment the portion of the value proposition that identifies broad criteria by
which a value object is to be measured; the predicate of the sentence (43)
value object the portion of the value proposition that identifies an existing idea, person,
action, agency, tradition, practice, or custom to be evaluated; the subject of the sentence
(42)
value propositions assertions that seek to alter belief by dealing with our subjective
reactions to things and our opinions of them (42)

Lecture Launchers

Phrasing Propositions and Defining Terms

If you used the Lecture Launcher in Chapter 2 on Presumption and Burden of Proof
(e.g. 10% budget reduction at your school), review the ideas students came up with.
Begin class by asking “how would you phrase a proposition of fact regarding
increasing tuition (or whatever idea you select)?” and use what students suggest to
review how it meets the objectives for having a proposition and properly phrasing
one. Repeat for value and policy.
Extend the discussion to identifying terms requiring definition in each proposition. If
your students have wireless access to the Web, you can also discuss how to define
these terms by various means, with students looking up things online to suggest.

Phrasing Propositions and Defining Terms

If you didn’t use the Lecture Launcher in Chapter 2 mentioned above (10% budget
reduction at your school), doing so now is possible, but time consuming. A better
alternative is to bring a video clip of some major recent news event that that students
are likely to know something about and follow the procedure described above re
phrasing propositions and defining terms. Examples would be things like the BP oil
spill, the earthquake in Haiti, or the shooting of a member of Congress in Arizona.
You can also use a campus controversy or even a class policy (e.g. we ban laptops

44
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ADVOCACY3:AND
What Am I GoingAn
OPPOSITION: toIntroduction
Argue About?to Argumentation, 7th Edition

and handheld devices with Web access from class except on days when we instruct
students to bring them for use in a class activity).

Learning Activities

1. Examine the following propositions. Identify the kinds of propositions--fact, value,

and policy--represented. Be prepared to discuss how each example does or does not meet
the rules for wording propositions suggested in this chapter.
ENERGY (A. value B. fact C. policy)
A. Renewable energy sources are preferable to fossil fuels.
B. By 2020 the United States will run short of fossil fuels.
C. The federal government should implement an accelerated program of conversion
to renewable energy sources.
ECOLOGY (A. fact B. policy C. value)
A. The present system of environmental protection creates toxic waste dumps.
B. The United States should significantly improve its environmental protection
policy.
C. The protection of the environment ought to take precedence over the expansion of
industrial production.
LAW ENFORCEMENT (A. policy B. fact C. value)
A. The judicial system should reform the system of juvenile and family courts.
B. Crimes by juveniles are the most serious crimes against persons.
C. The American judicial system unfairly favors the juvenile offender over the victim.
FOREIGN POLICY (A. fact B. value C. policy)
A. United States foreign policy commitments over extend the federal budget.
B. United States foreign policy commitments ought to reflect the American belief in
the principle of democratic government.
C. The United States should substantially reduce foreign aid to nations which fail to
protect the rights of their citizens.

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EDUCATION (A. value B. fact C. policy)

A. The quality of education in American public schools ought to be the nation's first
priority.
B. The education of college professors does not place sufficient emphasis on teaching
techniques.
C. The Department of Education should create and maintain a core curriculum for all
public schools.

If your syllabus includes in-class participation as one factor in determining a student’s grade in the
course, assign discussion leadership responsibility to a student. Your students may give you an
argument on some of these. For example, proposition A under foreign policy appears to be highly
evaluative. Remind them that all language has an evaluative dimension, as well as an activity and
a potency dimension (semantic differentiation). The key to classifying propositions is found in
looking at what they ask us to change. Proposition A under foreign policy is concerned with the
factualness, or existence, of the over extension, and not whether or not it ought to be regarded
positively or negatively.

2. Taking the propositions in Activity 1, imagine you are listening to an advocate's

speech on each topic. As a member of the audience, identify what words or phrases in
each proposition you feel would need to be defined.

Have students complete this activity outside of class. At the next class session, break the class up
into groups by topic areas, and have them compare the lists of terms they wanted defined. This
provides means for students to assess the impact of the "meanings are in people" aspect of
language on their future responsibilities as arguers. Alternatively, if your syllabus includes in-class
participation as one factor in determining a student’s grade in the course, assign discussion
leadership responsibility to a student and conduct the group discussion as a “committee of the
whole.”
Learning Activity #1 and #2 can be used in combination to create an interesting essay question for
either an out-of-class assignment or as part of a test. Take one of the five sets of propositions from
Learning Activity #1and ask students to classify them, justify the classification, indicate how the
propositions conform to the rules for phrasing, and identify terms that need defining If you do this,
parse points as follows:
30% classification of propositions
30% justification of this classification of propositions
30% discussion of rules for phrasing propositions
10% identification of terms needing definition

3. Select three topic areas that you might like to investigate in greater depth in
completing future assignments. Formulate specific fact, value, and policy propositions
that these topic areas suggest to you. Search the reference section of the library for
possible sources within the field of each topic to serve as a source of definitions of key
terms in your propositions. Compare these definitions to those in standard dictionaries
and discuss the similarities and differences between them. What are the advantages of
using specialized sources to define key terms in your proposition?

IF YOU DO NONE OF THE OTHER ACTIVITIES FOR THIS CHAPTER, BE SURE TO DO

THIS ONE. The key part of the activity is really the topic areas, not the propositions or even what
the students find as sources of definitions. If you plan on using a single topic area for all class
presentations, and haven't selected one, use this activity to get a sense of where the majority of
class interest lies. If you plan on grouping students using several topic areas, use this activity to

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Argue About?to Argumentation, 7th Edition

provide the basis for those groupings. If you plan on allowing students to work on individual topic
areas of their own choosing, use this activity to weed out those areas that your library lacks the
resources to support. Which ever strategy you are planning on using, performing this activity at
this time will save you time and grief later on.

True or False

3-1 The proposition is a statement, the acceptance of which would result in an alteration
of belief or behavior.
Answer: T; Page: 36; Difficulty: 1; Skill: Factual

3-2 The advocate has the first opportunity to define the terms of a proposition.
Answer: T; Page: 37 and 47; Difficulty: 1; Skill: Factual

3-3 The wording of a proposition points to the kind of change the advocate must support.
Answer: T; Page: 38; Difficulty: 1; Skill: Factual

3-4 In a factual proposition, the argumentative ground concerns opposing evaluations of

a person, event, idea, or object.
Answer: F; Page: 41-42; Difficulty: 1; Skill: Factual

3-5 Propositions of fact assert a relationship between things, events, or persons.

Answer: T; Page: 41 and 44; Difficulty: 2; Skill: Factual

3-6 Propositions should be phrased as a single statement, containing one central idea
about the object of change and the direction of change.
Answer: T; Page: 45; Difficulty: 1; Skill: Factual

3-7 Propositions should be phrased so that they contain several different ideas about the
object of change and the kinds of changes that might be made.
Answer: F; Page: 45; Difficulty: 1; Skill: Factual

3-8 It is best to phrase a proposition in such a way that the audience knows your exact
feelings about the topic.
Answer: F; Page: 46-47; Difficulty: 2; Skill: Conceptual

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3-9 The dictionary problem is that a standard dictionary does not necessarily tell us the
meaning or a word or term as it is used in a particular field.
Answer: T; Page: 48; Difficulty: 1; Skill: Factual

3-10 The dictionary problem refers to the problem that we often need to define terms
using synonyms and a standard dictionary seldom provides synonyms for a word.
Answer: F; Page: 49; Difficulty: 1; Skill: Factual

3-11 However you choose to define a term, the definition should include all items which
properly fall under the term being defined, and exclude all items which do not.
Answer: T; Page: 50; Difficulty: 1; Skill: Factual

3-12 Definitions should be phrased so that their meaning is adapted to the needs of the
audience.
Answer: T; Page: 50; Difficulty: 1; Skill: Factual

3-13 Definitions should be descriptive of your feelings about the term being defined.
Answer: F; Page: 50; Difficulty: 2; Skill: Factual

3-14 The definition of a key term should be phrased in such a way that its meaning
becomes clearer for the audience.
Answer: T; Page: 51; Difficulty: 1; Skill: Factual

3-15 You should define the terms of a proposition only if they are highly technical in
nature.
Answer: F; Page: 51-53; Difficulty: 1; Skill: Factual

3-16 The only terms you really need to define are those that are likely to be ambiguous,
open to a variety of interpretations by the audience.
Answer: F; Page: 51-53; Difficulty: 1; Skill: Factual

3-17 A vague term need not be defined since the listener or reader of argumentation will
supply his own definition.
Answer: F; Page: 52; Difficulty: 1; Skill: Conceptual

3-18 New terms are those that are invented when a convenient term does not already
exist.
Answer: F; Page: 52; Difficulty: 2; Skill: Factual

3-19 When we define terms operationally, we turn to some authoritative source, such as
Black's Law Dictionary.
Answer: F; Page: 54-55; Difficulty: 1; Skill: Factual
3-20 A behavioral definition of a term tells us what function that term performs.
Answer: F; Page: 54-55; Difficulty: 2; Skill: Conceptual

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Multiple Choice

3-1 The use of a proposition identifies the alteration of belief or behavior the advocate
desires, the burden of proof, and presumption. This is the objective of
propositions.
(a) definition of terms
(b) direction of change
(c) issue identification
(d) extent of response
Answer: B; Page: 38; Difficulty: 2; Skill: Factual

3-2 These are the central questions suggested by the wording of a proposition and how
the advocate defines the key terms of the proposition.
(a) Presumptions
(b) Issues
(c) Interpretations
(d) Ideas
Answer: B; Page: 40; Difficulty: 1; Skill: Factual

3-3 "Unemployment will not be solved by job retraining programs," is an example of a

proposition of
(a) fact.
(b) value.
(c) policy.
(d) definition.
Answer: A; Page: 41; Difficulty: 3; Skill: Applied

3-4 "Restrictions on foreign imports will not solve the problems of American industry" is
an example of a proposition of
(a) fact.
(b) value.
(c) policy.
(d) definition.
Answer: A; Page: 41; Difficulty: 3; Skill: Applied

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3-5 “The university’s operating budget can be significantly reduced by changing to a ten-
week semester system,” is an example of a proposition of
(a) fact.
(b) value.
(c) policy.
(d) definition.
Answer: A; Page: 41-42; Difficulty: 3; Skill: Applied

3-6 "The Bush Administration's methods of reducing the high cost of medical care have
been ineffective," is an example of a proposition of
(a) fact.
(b) value.
(c) policy.
(d) definition.
Answer: B; Page: 42; Difficulty: 3; Skill: Applied

3-7 "Protecting the welfare of the American farmer is more important than balancing the
Federal budget," is an example of a proposition of
(a) fact.
(b) value.
(c) policy.
(d) definition.
Answer: B; Page: 42; Difficulty: 3; Skill: Applied

3-8 “Changing the academic calendar can be an effective way to reduce the university’s
operating budget.” Which of the terms in this proposition is the value object?
(a) “can be”
(b) “an effective way”
(c) “to reduce the university’s operating budget”
(d) “changing the academic calendar”
Answer: D; Page: 42; Difficulty: 3; Skill: Applied

3-9 What must the advocate do in defining the value object?

(a) Define the thing that is being evaluated.
(b) Define the figurative ground over which evaluation is being made.
(c) Clarify whether this is a singular or comparative value judgment.
(d) Provide a source of criteria to use in evaluating the value object.
Answer: A; Page: 42; Difficulty: 2; Skill: Conceptual

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3-10 “Selected senior students can be adequately prepared to teach entry level courses at
this university .” Which of the terms in this proposition is the value judgment term?
(a) “selected senior students”
(b) “adequately prepared”
(c) “can be”
(d) “entry level courses at this university”
Answer: B; Page: 43; Difficulty: 3; Skill: Applied

3-11 What must the advocate do in defining the value judgment term?
(a) Define the thing that is being evaluated.
(b) Define the figurative ground over which evaluation is being made.
(c) Clarify whether this is a singular or a comparative value judgment.
(d) Provide a source of criteria to use in evaluating the value object.
Answer: D; Page: 43; Difficulty: 2; Skill: Conceptual

3-12 "The Federal Government should implement a program which guarantees

employment opportunities for all U.S. Citizens in the labor force," is an example of a
proposition of
(a) fact.
(b) value.
(c) policy.
(d) definition.
Answer: C; Page: 43; Difficulty: 3; Skill: Applied

3-13 The term "should" most commonly appears in propositions of

(a) fact.
(b) value.
(c) policy.
(d) definition.
Answer: C; Page: 43; Difficulty: 1; Skill: Factual

3-14 A standard dictionary can be useful in some instances for defining the terms of a
proposition for argumentation. Which of the following is one of these uses?
(a) You need to define the technical terms of the jargon used in field, such as
“paradigm,” to operationally define a policy term.
(b) You need to define the relationship between the subject and predicate in a
proposition of fact.
(c) You need a list of synonyms for a vague or abstract value judgment term.
(d) You need to clarify the use of the word “should” in a policy proposition.
Answer: C; Page: 49; Difficulty: 1; Skill: Factual

3-15 The definitional rule that states "phrase definitions so that the meaning is
appropriate to the context of the argument," is known as the rule.
(a) adaptation
(b) neutrality
(c) specificity
(d) clarity

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Answer: A; Page: 50; Difficulty: 1; Skill: Factual

3-16 terms require clarification because they have two or more equally
correct meanings.
(a) Vague
(b) Technical
(c) New
(d) Equivocal
Answer: D; Page: 51; Difficulty: 2; Skill: Factual

3-17 "By education, I mean the publicly financed school system, including grades
kindergarten through twelve" is a definition by
(a) example.
(b) synonym.
(c) function.
(d) negation.
Answer: A; Page: 54; Difficulty: 3; Skill: Applied

3-18 In The Uses of Argument, Stephen Toulmin defines a “claim” as a statement that
expresses a specific position or some doubtful or controversial issues that the arguer
wants the audience to accept. This illustrates the technique of definition known as
(a) example.
(b) operation.
(c) synonym.
(d) authority.
Answer: D; Page: 54; Difficulty: 2; Skill: Applied

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3-19 “By a six-day academic week, I mean a schedule in which four-credit classes will
meet for one hour and forty-five minutes and courses will be blocked in a Monday-
Wednesday-Friday or a Tuesday-Thursday-Saturday pattern,” illustrates which technique
of definition?
(a) Example
(b) Operation
(c) Synonym
(d) Authority
Answer: B; Page: 55; Difficulty: 3; Skill: Applied

3-20 This type of argument specifies how something should be classified or understood.
(a) Definitional argument
(b) Presumption argument
(c) Inherency argument
(d) Functional argument
Answer: A; Page: 56; Difficulty: 1; Skill: Factual

53
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WINDOW SHUTTER FROM
HAARLEM
 ZWOLLE, OVERIJSSEL

It is impossible to consider here in detail the numerous vicissitudes through which the
development of the gable passed during the many years that Gothic and Renaissance
motives were acting together as guiding influences. Roughly and briefly, mediæval
character was observed in respect to construction and general management of masses—
evident by the stepped and curved gables—with a marked tendency to Classic feeling in
the handling of details. Work was carried out wholly in brick, or in brick relieved by
stone. Among the large number of different outlines that are in evidence, those based on
the original stepped form show predominantly. But the spirit of the times is discernible
in the culminating pediments, mouldings, and stone decorations. Four typical gables, all
sketched in North Holland, are illustrated (pages 106 and 109). A good example of
shaping, achieved by the use of oppositive curves, is that from Arnhem (page 108), and
the stonework of the copings extends to the strapwork ornament.

KAMPEN, OVERIJSSEL (DATED

1626)
MARSSUM, FRIESLAND
KAMPEN, OVERIJSSEL (DATED
1634)
 GORINCHEM (GORCUM), SOUTH HOLLAND (DATED 1566)

Two gables from Leiden (page 109) are well carried out in brickwork. How effectively
window-heads and copings were handled, yet withal in a perfectly workmanlike way, is
demonstrated by the larger drawing; the brickwork is flush and obliquely tailed into the
horizontal courses of the wall.

Long sweeping curves were much employed in the shaping of later gables. The house
opposite the bridge in the Franeker illustration (page 113) has such a gable, and it is
dated 1735. Another, from Amsterdam (page 110), has similar characteristics. Both are
enriched with stone representations of fruit and flowers, vases and festoons, all quite in
the spirit of late seventeenth and eighteenth-century work.
The sides of the gables of farmhouses and country cottages, straight and unshaped, are
not uncommonly protected by barge-boards. The two timbers, running from base to
apex, may have mouldings worked at the edge of them; or the undersides are diversified
by repeating curves, with pendants appearing at the lower ends. Both methods are
figured in detail in drawings 1, 2, and 4 on page 111. Fascia-boards, applied to
overhanging stories of wooden houses, are similarly decorated; two are exemplified in
numbers 6 and 7. The wooden finials, which are planted on the outer faces of the gables
at their highest points, are variously shaped and perforated, and the details numbered 1,
2, 3 and 5 give four examples of them.

KAMPEN, OVERIJSSEL
 VLISSINGEN (FLUSHING), ZEELAND

There is an absence of interesting chimneys in Holland, for the gable ends of the high
and narrow-fronted houses, bordering the street, obscured from view these objects of
usefulness. Solely utilitarian, therefore, they generally remained, shafts of the simplest
form, serving the purpose for which they were devised, owing nothing to beauty or
ornament and little to precedent. When hipped roofs were employed, instead of gables,
chimneys came into greater prominence. But even then—with an absence of developed,
traditional forms to give the basis for the evolution of a settled type—they did not
constitute important decorative factors in the architectural scheme. Many stacks have
neither mouldings nor other projection at the top. Chimneys a little more elaborate than
was usual are shown by the two illustrations from Hoorn and Zutphen (page 112). They
deviate somewhat from the plain rectangular shape, and both have moulded heads; while
the Hoorn example has a pyramidal hood covered with lead and supported by four metal
uprights.

MONNIKENDAM, NORTH HOLLAND

Isolated stone ornaments are numerous. They were inserted into walls with freedom and
wheresoever caprice or fancy suggested—high up on gables, around doorways, over
windows, or distributed on what would otherwise have been unrelieved spaces. The rich
appearance of the buildings is in no small measure due to the extravagant use of these
details. That bizarre kind of ornament, known by the name of strapwork, and well shown
in the Arnhem gable (page 108), was freely used, as was carved work based upon Italian
motives. Among the latter may be mentioned the more or less conventional
representation of human forms, fruit and flowers, birds, fishes and beasts, with
prominence given to heads of lions, or the complete animal in the attitude sejeant,
popularly used as a gable termination.
 HAARLEM, NORTH HOLLAND

Of a more homely and personal character are the frequently occurring panels bearing, in
well-cut figures and letters, dates, mottoes, and inscriptions; four are exemplified by the
accompanying drawings from Zutphen (page 115) and Haarlem (pages 114 to 116).
Equally symbolic of pride of home are the carved coats-of-arms which keep green, by
visible sign, the memory of the builder and the honour of his house. One such armorial
decoration from Workum, dated 1644, is illustrated on page 115. All these little
enrichments, so constantly seen, are more than mere examples of craftsmanship; they
essentially express the sentiments of the man who caused the stones to be laid.
 DORDRECHT, SOUTH HOLLAND (DATED 1523)

Things to be observed in everyday life naturally furnished subjects for carvings in stone.
The forces of Nature, greatly influential in Holland—that is to say, water and wind and
all that resulted therefrom—were turned to for inspiration. Decoratively treated water,
with ships, windmills, and other appliances relevant to human convenience or suggestive
of enterprise, were especially favoured. A windmill from Sneek, high in relief and
painted black, red, gold and white, together with a ship from Haarlem appearing in an
oval panel surrounded by a scrollwork frame, are illustrated (page 115). Interesting is the
wall-panel at Franeker (page 114), with a scene from local history depicted upon it; there
is much spirit shown in the carving of the men and horses, while the water, drawbridge,
and distant houses are well managed. The house known as “Inde Steenrotse,” situated on
the Dwars Quay at Middelburg, dated 1590, is noteworthy for its large panels in high
relief. It was built by a wealthy mason. Five of the carved subjects portray various
episodes connected with the working of stone and two are here given (page 116); others,
higher up the building, represent biblical scenes from the Book of Exodus.

ARNHEM, GELDERLAND

The mosaic decorations are of unusual interest, for they are of a kind more or less
peculiar to this country. They were formed by inlaying small pieces of brick and stone
set together to make repeating patterns or panels. As was customary, materials were used
with just regard for their suitable adaptability to purpose; not employed unreasonably, or
strained to accomplish that for which they were not fitted. The units were simple and
results legitimate. This ornamental work was principally used to enrich the arched spaces
over window-heads; less frequently it appears in bands carried horizontally across the
buildings.

The houses at Woudrichem (page 117)—inscribed “Iden Salamander 1606” and “Zuden
Gulden Engel 1593”—have notable examples of mosaics in the window-heads. Two of
the patterns are shown in detail on page 118, together with two others from a house near
 by
.
Al
l
w
er
e
ac
hi
ev
HAARLEM, NORTH HOLLAND
ed
b
y

HAARLEM, NORTH HOLLAND

manipula
ting little
shaped
pieces of
brick to
form
devices,
especiall
y
noticeabl
e being
the
starlike
figures
LEIDEN, RHIJNLAND with
radiating
points.
Work of a similar kind appears on the house at
LEIDEN, RHIJNLAND
Zwolle, dated 1609, and illustrated on page 119.
An enlarged drawing of one of the window-heads
(page 118) gives the precise arrangement of the brick and stonework. There is quite a
Moorish feeling evident in this design, with the two main portions of inlay enclosed by
arch-shaped lines curved horseshoe fashion. The horseshoe arch was essentially a
product of Morocco, and the analogy with the East is further strengthened by the fact
that mosaic was a medium extensively used by Byzantine and Saracenic artists. These
circumstances all suggest the origin of the employment of such work in Holland.

On page 118 is represented a small section of

the horizontal mosaic band that appears over the
archway at Nijmegen (page 41). Simpler
patterns were also formed with ordinary narrow
bricks and mortar. Two examples are here
given, both carried out in red and yellow bricks,
—a frieze at the first storey level of a house at
Workum and shaped spaces from Franeker
(page 120).

Turning to external metalwork the most

characteristic objects are the iron wall-ties.
They were applied to walls to give them
stability. But the possibilities for artistic
treatment which the wall-ties offered were by
no means overlooked, as is demonstrated by the
many and varied forms produced by the
blacksmiths, who regarded these accessories,
before all things, as the particular field for the
AMSTERDAM, NORTH HOLLAND
display of their skill. Endless varieties are to be
found, certain patterns being local to specific
districts. Upon ordinary houses—and they were practically invariably used—they are
usually no more elaborate than might be achieved by direct work on the anvil; of honest
but unambitious appearance and shaped in simple ways, such as are shown by the
illustrations on page 121. But the wall-ties of more important buildings are often
complicated affairs; beautiful examples of design and craftsmanship which were
wrought with labour. They are rich in scrolls and curves with foliated ornament, and one
of the examples here given (page 123) has the date of 1798 worked within it. Iron letters
and figures also decorate the fronts of many houses. Each is detached and secured to the
wall by a single stay. They are arranged to denote dates or monograms. An example has
already been seen at the base of a gable at Middelburg (page 35); another specimen,
from St. Anna, near Nijmegen, is reproduced on page 122.
 WOOD DETAILS FROM GELDERLAND AND SOUTH HOLLAND

Other wrought ironwork was used for various purposes on doors and windows, as well
as to heighten the effect of certain features. A good instance of its application is
demonstrated by the key-escutcheon, with supporting iron decorations, from Middelburg
(page 123). The workmanship is of a traditional kind, with Gothic forms recalled by the
cusps on the pierced plates. The iron door-knocker, appearing on the same page, is an
interesting example of curious design and belongs to the sixteenth or seventeenth
century. For windows, ironwork was used in the stout stay-bars and stanchions, instances
of which, fitted to an oval opening, are furnished from Leiden (page 122).
The magnificent wrought vanes of Holland,
surmounting lofty belfries on public buildings, are
justly famous and are reflected in the less elaborate
shapes that adorn the roof points or gable
terminations of business and dwelling-houses. One,
from Middelburg (page 122), is a beautiful example
of an iron terminal. The crowning figure and fleur-
de-lis are gilded, while signs and symbols of the
Zodiac are worked around the outer and inner open-
framed globes. Simpler vanes are common
throughout the country, attached to farmhouses or
stables. That from Broek (page 122) is shaped like a
swan; one may be seen at Veere which takes the
form of a ship. The shaft of the weathercock from
Hees (page 124) is made up of iron scrolls, welded
together, and four projecting arms point to north,
south, east and west.
ZUTPHEN, GELDERLAND
HOORN, NORTH HOLLAND
 FRANEKER, FRIESLAND (CURVED GABLES DATED 1573)

The leadwork to be observed on domestic buildings is not of remarkable interest. There

are no wonderful decorated rain-water heads such as may be seen elsewhere, and lead
heads, when used at all, are for the most part comparatively plain, square projections.
The examples from Zutphen, reproduced on page 122, illustrate two ordinary forms. An
interesting feature, prevalent in North Holland, is the lead finial placed at the apex of a
hipped roof. There are many examples in the streets of Hoorn, three of which are shown
on page 124. Notice should be taken of the delicate little fretwork heads; the repoussé
patterns on the upright sides; and the iron vane which surmounts one of the examples.
These objects, although of little practical use, have a decorative value that well justifies
their existence. In all these exterior features and details, whether executed in wood or
stone, metal or brick, there is especial evidence of the type of mind that was concerned
with their production; they pertinently give the key to temperament and character. Such
work resulted from deliberate thought and calculation, rather than from imaginative
impulse. Sometimes it verged on dulness, yet there is always traceable a certain solid
strength and vigour. This is well seen in the stone carvings, here illustrated, whose
subjects are often lacking in originality or follow some oft-repeated theme. They are
excellently carved, however, and attain interest in consequence. For the individuality of
the masons is reflected in the inanimate stone. They gave life to their work and freshness
to old subjects. Each man followed his own bent. Some were a little in advance of their
time, some behind it, so there are endless variations to patterns that superficially agree. A
new turn was given to a scroll here, a different arrangement there; just small things that
served to raise work from the conventional and commonplace.

CARVED STONE LETTERING FROM HAARLEM

CARVED STONE PANEL FROM FRANEKER

 CARVED STONE PANEL FROM SNEEK

CARVED STONE PANEL FROM ZUTPHEN

(DATED 1615)

CARVED STONE PANEL FROM

HAARLEM
CARVED STONE PANEL FROM
HAARLEM
 CARVED STONE PANEL FROM
WORKUM

CARVED STONE PANELS FROM MIDDELBURG, ZEELAND (HOUSE DATED 1590)

The olden craftsmen respected tradition. Forms that became established by custom were
handed down from generation to generation. Certain ornaments continued to be used,
almost unaltered, over a very long period. Not that patterns were slavishly followed; on
the contrary, each man gave his own interpretation of
what he knew had served so well, and fashioned his
work in his own way. But he remembered something
of that which had gone before. Traditions of
ornamentation were just as much founded upon
accumulated experience as were the main styles of
architecture. The worker saw around him the forces
of Nature, active yet unchanging, the abiding
waterways, the ancient churches standing as they had
done in times long past, and it was in a spirit of
respect for the permanence of spiritual and material CARVED STONE PANEL FROM
things that he pursued his craft. This was altogether HAARLEM
good. Methods of workmanship, the treatment of
features, and types of enrichment, were gradually evolved. They were governed by
ordered principles that slowly grew together and became established, principles that
served to check the introduction of inharmonious innovations which would have been
out of sympathy with all those forms that, as a whole, were customary and usual.
WOUDRICHEM, NORTH BRABANT (DATED 1606 AND 1593)

BRICK AND STONE MOSAIC FROM

ZWOLLE
 BRICK AND STONE MOSAIC FROM
NIJMEGEN

Doorways, windows, gables and ornaments, therefore, by their particular appearance,

mark various steps in a long-continued process of development. Period followed period.
After the pointed-arched doorways came the circular-headed; gables of simple outline in
course of time became more complex; fashions in the shaping of wall-ties changed. But
nothing happened suddenly. Craftsmen were content to solve their own problems
without any show of haste. It was by such methods that incongruities were avoided.

BRICK AND STONE MOSAICS FROM

WOUDRICHEM
The national temperament always asserted itself and each individual as he carved his
stone, laid his bricks, worked his wood, or wrought his iron, did his small part to keep
alive the inherited traditions, and pass them on so that they should be vigorous to meet
the needs of future generations.

ZWOLLE, OVERIJSSEL (Dated 1609)

The ornamental features that appear on the exterior walls impart to the buildings of
Holland much of that quaintness for which they are distinguished. Although the
decorations are so plentifully applied, they do not often appear misplaced or offend the
eye. For the natural conditions of the country have always been peculiar. The low-lying
lands and ever-present water demand a special type of architecture which shall be in
 thorough sympathy with the surroundings, as
well as outwardly express the character of
those people who live amongst them. Much is
possible and good in Holland which would be
out of place, or even bad, elsewhere. The
many houses, appearing where they do, are
admirably conceived. Rich with ornaments,
date panels, little carvings, mosaics and
ironwork—such as are shown by the
illustrations in this section—with coloured
bricks fashioned in many ways, and doorways
and windows highly decorated, they cannot
fail to appeal to those who see them in their
DETAIL OF DIAPER-WORK FROM natural environment. There is a personal note
FRANEKER about each dwelling. They are houses that
look like homes, places to be treasured by
succeeding generations. And the evidences of pride of possession to be seen in the
isolated panels carved with arms, dates and inscriptions, or similar motives worked
around doorways, especially give to the brick and stone-built walls a home-like and
fireside quality. Students of English architecture will have observed how homely ideas
affected the appearance of the houses of Holland just as they did those of England.
Similar sentiments obtained in both countries and indirectly brought kindred features to
the buildings.
 WORKUM, FRIESLAND

It requires but little imagination to people once again the streets and waterways with
men and women and of their lives are on every hand. The stones they lovingly caused to
be carved are there; the heavy studded doors that yielded to their hands are still framed
by old entrance ways. The work was done that it should last and yet it stands, solid and
good. The glory of the house may have departed; yet there still remains the material
record of lives well-spent and duties well-performed. And in this the carved monograms
and dates are full of meaning.
 IRON WALL-TIES

IRON DATE-SIGN FROM ST. ANNA, NEAR NIJMEGEN

 OVAL WINDOW, WITH STANCHION
BAR, FROM LEIDEN

IRON WEATHER-
IRON WALL-TIE VANE FROM
FROM NIJMEGEN BROEK

LEAD SPOUT-HEAD LEAD SPOUT-

FROM ZUTPHEN HEAD FROM
ZUTPHEN

IRON TERMINAL FROM

MIDDELBURG
IRON WALL-TIE FROM BEUGEN

IRON DOOR-KNOCKER
 IRON DOOR-FURNITURE FROM
MIDDELBURG

LEAD FINIAL FROM HOORN

IRON WEATHER-VANE FROM

HEES
 LEAD FINIAL FROM HOORN

LEAD FINIAL FROM HOORN

DIVISION III
 INTERIORS AND DECORATION
T
here are, within the old buildings of Holland, interior effects of rare
charm. They are hidden away from the outer world behind high
gabled fronts of sober houses, beyond the thresholds of country
farms. These interiors are rich in memories of the past. They tell of
bygone times and bring vivid pictures of civic and home life to the
imagination. Solidly built, they were erected with due thought to
permanence, that they should stand from generation to generation;
that men’s memories might be honoured by their children and their children’s children.
That it should be continuous and abiding was the keynote of the old work which to this
day is fresh and beautiful, full of life and vitality, although the makers of it have long
since gone and are forgotten. And while things were made to be durable, so also were
they made to please the eye and gratify the senses. Good construction, accompanied by
much enrichment, gave results tending towards extreme elaboration. Rooms became
imposing by their massive ceiling beams supported by sculptured corbels; panelling, or
maybe Spanish leather or tapestry, upon the walls; carved oaken doors; fireplaces in
wood and stone adorned with columns, figures and other devices; coloured tiles of many
patterns; cast-iron firebacks and wrought metalwork; panels of painted glass in the
windows; floors of oak, veined marble, or glazed quarries; brass candelabrums hanging
from the ceilings, with movable furniture and ornaments disposed in many places.

Brass Candelabrum From Haarlem

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