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"It is true that there is nothing after disease, indigence and a sense of guilt, so fatal to health and to life itself as the want of a proper outlet for active faculties." I have seen young girls suffer and grow sensibly lowered in vitality in the first years after they leave school. In our attempt then to give a girl pleasure and freedom from care we succeed, for the most part, in making her pitifully miserable. She finds "life" so different from what she expected it to be. She is besotted with innocent little ambitions, and does not understand this apparent waste of herself, this elaborate preparation, if no work is provided for her. There is a heritage of noble obligation which young people accept and long to perpetuate. The desire for action, the wish to right wrong and alleviate suffering haunts them daily. Society smiles at it indulgently instead of making it of value to itself. The wrong to them begins even farther back, when we restrain the first childish desires for "doing good", and tell them that they must wait until they are older and better fitted. We intimate that social obligation begins at a fixed date, forgetting that it begins at birth itself. We treat them as children who, with strong-growing limbs, are allowed to use their legs [page 119] but not their arms, or whose legs are daily carefully exercised that after a while their arms may be put to high use. We do this in spite of the protest of the best educators, Locke and Pestalozzi. We are fortunate in the meantime if their unused members do not weaken and disappear. They do sometimes. There are a few girls who, by the time they are "educated", forget their old childish desires to help the world and to play with poor little girls "who haven't playthings". Parents are often inconsistent: they deliberately expose their daughters to knowledge of the distress in the world; they send them to hear missionary addresses on famines in India and China; they accompany them to lectures on the suffering in Siberia; they agitate together over the forgotten region of East London. In addition to this, from babyhood the altruistic tendencies of these daughters are persistently cultivated. They are taught to be self-forgetting and self-sacrificing, to consider the good of the whole before the good of the ego. But when all this information and culture show results, when the daughter comes back from college and begins to recognize her social claim to the "submerged tenth", and to evince a disposition to fulfill it, the family claim is strenuously asserted; she is told that she is unjustified, ill-advised in her efforts. If she persists, the family too often are injured and unhappy unless the efforts are called missionary and the religious zeal of the family carry them over their sense of abuse. When this zeal does not exist, the result is perplexing. It is a curious violation of what we would fain believe a fundamental law–that the final return of the deed is upon the head of the doer. The deed is that of exclusiveness [page 120] and caution, but the return, instead of falling upon the head of the exclusive and cautious, falls upon a young head full of generous and unselfish plans. The girl loses something vital out of her life to which she is entitled. She is restricted and unhappy; her elders meanwhile, are unconscious of the situation and we have all the elements of a tragedy.

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Other motives which I believe make toward the Settlement are the result of a certain renaissance going forward in Christianity. The impulse to share the lives of the poor, the desire to make social service, irrespective of propaganda, express the spirit of Christ, is as old as Christianity itself. We have no proof from the records themselves that the early Roman Christians, who strained their simple art to the point of grotesqueness in their eagerness to record a "good news" on the walls of the catacombs, considered this good news a religion. Jesus had no set of truths labeled Religious. On the contrary, his doctrine was that all truth is one, that the appropriation of it is freedom. His teaching had no dogma to mark it off from truth and action in general. He himself called it a revelation–a life. These early Roman Christians received the Gospel message, a command to love all men, with a certain joyous simplicity. The image of the Good Shepherd is blithe and gay beyond the gentlest shepherd of Greek mythology; the hart no longer pants, but rushes to the water brooks. The Christians looked for the continuous revelation, but believed what Jesus said, that this revelation, to be retained and made manifest, must be put into terms of action; that action is the only medium man has for receiving and appropriating truth; that the doctrine must be known through the will.

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You want to convince them- through your writing- that what you believe is correct and that any other view point on your topic is incorrect.
It should demonstrate strong feelings and personal belief in your topic and your arguments.
Your essay will put forward all your arguments surrounding your topic and will show that you are knowledgeable about your topic and have researched it in depth.

Your introduction should show clearly what your topic is, mention the arguments surrounding your topic and show, explicitly, what your view on the topic is.
You may also want to begin with one of the following openings:
- an unusual detail
- a strong statement
- a quote from a famous person
- a short and up-to-the-point anecdote
- a statistic or fact
- an emphatic rhetorical question.
Counter Argument
This is where you introduce
Topic 5
You are going to write an essay which will persuade the reader to agree with your points of view regarding aliens.

You must argue either FOR the existence of aliens or AGAINST the existence of aliens.

You will use the information you have found for your presentations to help form your essay.
Learning Intentions
I will be able to organise my information into a logical order.
I will be able to use a variety of word choice for effect.
I will be able to use an appropriate tone.
I will be able to demonstrate a range of persuasive techniques.
Planning Your Arguments

Make a list of all the arguments supporting your point of view.
Use your research to form your arguments.
Choose your three strongest arguments.

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