Encyclopedia Britannica

  • History & Society
  • Science & Tech
  • Biographies
  • Animals & Nature
  • Geography & Travel
  • Arts & Culture
  • Games & Quizzes
  • On This Day
  • One Good Fact
  • New Articles
  • Lifestyles & Social Issues
  • Philosophy & Religion
  • Politics, Law & Government
  • World History
  • Health & Medicine
  • Browse Biographies
  • Birds, Reptiles & Other Vertebrates
  • Bugs, Mollusks & Other Invertebrates
  • Environment
  • Fossils & Geologic Time
  • Entertainment & Pop Culture
  • Sports & Recreation
  • Visual Arts
  • Demystified
  • Image Galleries
  • Infographics
  • Top Questions
  • Britannica Kids
  • Saving Earth
  • Space Next 50
  • Student Center

Lincoln-Douglas debates

  • What were Abraham Lincoln’s politics?
  • How did Abraham Lincoln get into politics?
  • What were Abraham Lincoln’s chief goals in the American Civil War?
  • What is Abraham Lincoln’s legacy?
  • What was Abraham Lincoln’s personal life like?

Close up of a hand placing a ballot in a ballot box. Election vote voter voting

Lincoln-Douglas debates

Our editors will review what you’ve submitted and determine whether to revise the article.

  • United States History - Lincoln-Douglas Debates
  • HistoryNet - Lincoln Douglas Debates
  • Teach Democracy - The Lincoln-Douglas Debates
  • Digital History - The Lincoln-Douglas Debates
  • National Park Service - The Lincoln-Douglas Debates of 1858
  • House Divided - Lincoln Douglas Debates Digital Classroom - Lincoln Douglas Debates
  • Lincoln-Douglas Debates - Children's Encyclopedia (Ages 8-11)
  • Lincoln-Douglas debates - Student Encyclopedia (Ages 11 and up)

Lincoln-Douglas debates

Lincoln-Douglas debates , series of seven debates between the Democratic senator Stephen A. Douglas and Republican challenger Abraham Lincoln during the 1858 Illinois senatorial campaign, largely concerning the issue of slavery extension into the territories.

lincoln speech and debate

The slavery extension question had seemingly been settled by the Missouri Compromise nearly 40 years earlier. The Mexican War , however, had added new territories, and the issue flared up again in the 1840s. The Compromise of 1850 provided a temporary respite from sectional strife, but the Kansas-Nebraska Act of 1854—a measure Douglas sponsored—brought the slavery extension issue to the fore once again. Douglas’s bill in effect repealed the Missouri Compromise by lifting the ban against slavery in territories north of the 36°30′ latitude. In place of the ban, Douglas offered popular sovereignty , the doctrine that the actual settlers in the territories and not Congress should decide the fate of slavery in their midst.

Abraham Lincoln, three quarter length portrait.

The Kansas-Nebraska Act spurred the creation of the Republican Party , formed largely to keep slavery out of the western territories. Both Douglas’s doctrine of popular sovereignty and the Republican stand on free soil were seemingly invalidated by the Dred Scott decision of 1857, in which the Supreme Court said that neither Congress nor the territorial legislature could exclude slavery from a territory.

When Lincoln and Douglas debated the slavery extension issue in 1858, therefore, they were addressing the problem that had divided the nation into two hostile camps and that threatened the continued existence of the Union. Their contest, as a consequence, had repercussions far beyond determining who would win the senatorial seat at stake.

lincoln speech and debate

When Lincoln received the Republican nomination to run against Douglas, he said in his acceptance speech that “A house divided against itself cannot stand” and that “this government cannot endure permanently half slave and half free.” Douglas thereupon attacked Lincoln as a radical, threatening the continued stability of the Union. Lincoln then challenged Douglas to a series of debates, and the two eventually agreed to hold joint encounters in seven Illinois congressional districts.

lincoln speech and debate

The debates, each three hours long, were convened in Ottawa (August 21), Freeport (August 27), Jonesboro (September 15), Charleston (September 18), Galesburg (October 7), Quincy (October 13), and Alton (October 15). Douglas repeatedly tried to brand Lincoln as a dangerous radical who advocated racial equality and disruption of the Union. Lincoln emphasized the moral iniquity of slavery and attacked popular sovereignty for the bloody results it had produced in Kansas.

At Freeport Lincoln challenged Douglas to reconcile popular sovereignty with the Dred Scott decision. Douglas replied that settlers could circumvent the decision by not establishing the local police regulations—i.e., a slave code—that protected a master’s property. Without such protection, no one would bring slaves into a territory. This became known as the “ Freeport Doctrine .”

The Lincoln-Douglas debates explained

Douglas’s position, while acceptable to many Northern Democrats, angered the South and led to the division of the last remaining national political institution, the Democratic Party. Although he retained his seat in the Senate, narrowly defeating Lincoln when the state legislature (which then elected U.S. senators) voted 54 to 46 in his favour, Douglas’s stature as a national leader of the Democratic Party was gravely diminished. Lincoln, on the other hand, lost the election but won acclaim as an eloquent spokesman for the Republican cause.

In 1860 the Lincoln-Douglas debates were printed as a book and used as an important campaign document in the presidential contest that year, which once again pitted Republican Lincoln against Democrat Douglas. This time, however, Douglas was running as the candidate of a divided party and finished a distant second in the popular vote to the triumphant Lincoln.

lincoln speech and debate

  • History Classics
  • Your Profile
  • Find History on Facebook (Opens in a new window)
  • Find History on Twitter (Opens in a new window)
  • Find History on YouTube (Opens in a new window)
  • Find History on Instagram (Opens in a new window)
  • Find History on TikTok (Opens in a new window)
  • This Day In History
  • History Podcasts
  • History Vault

Abraham Lincoln’s Most Enduring Speeches and Quotes

By: Aaron Randle

Updated: February 7, 2024 | Original: January 26, 2022

Abraham Lincoln making his famous address.Abraham Lincoln making his famous address on 19 November 1863 at the dedication of the Soldiers' National Cemetery at Gettysburg on the site of the American Civil War battle with the greatest number of casualties. Lithograph. (Photo by: Photo12/Universal Images Group via Getty Images)

There’s perhaps no better way to grasp Abraham Lincoln ’s outsized American legacy than through his writing.

From his time as a 20-something political hopeful to his tragic death, Lincoln was a voluminous writer, authoring hundreds of letters, speeches, debate arguments and more.

Despite very little formal schooling, the 16th president was an avid reader who from a young age understood the transformative power of words. “Words were Lincoln’s way up and out of the grinding poverty into which he had been born,” wrote historian and author Geoffrey Ward. “If the special genius of America was that it provided an environment in which ‘every man can make himself,’ as Lincoln believed, pen and ink were the tools with which he did his self-carpentering.”

While he often expressed himself with humor and folksy wisdom, Lincoln wasn’t afraid to wade into lofty territory. His writings show how his thoughts on the thorny issues of the day—like slavery, religion and national discord—evolved over time. He penned some of America’s most monumental expressions of statecraft, such as the Gettysburg Address , widely hailed for its eloquence and clarity of thought. His prose, infused with his deep love of poetry, helped him in his efforts to reach—and heal—a fractured nation.

Here are a few excerpts of Lincoln’s writings, both famous and lesser-known.

On the Fractured Nation

The  ‘House Divided’ Speech:  As America expanded West and fought bitterly over whether new territories could extend the practice of slavery, Lincoln spoke out about what he saw as a growing threat to the Union. Many criticized this speech  as radical, believing—mistakenly—that Lincoln was advocating for war.

The 'Better Angels of Our Nature' speech:  By the time Lincoln was first sworn into office , seven states had already seceded from the Union. During his first address as president, he tried to assure the South that slavery would not be interfered with, and to quiet the drumbeat of war by appealing to “the better angels of our nature.”

lincoln speech and debate

Was Abraham Lincoln an Atheist?

As a young man, Lincoln openly admitted to his lack of faith. As a politician, he spoke about God but refused to say he was a Christian.

Lincoln‑Douglas Debates

Background and Context for the Debates As the architect of the Kansas‑Nebraska Act, Douglas was one of the most prominent politicians in the country and seen as a future presidential contender. The controversial 1854 law repealed the Missouri Compromise and established the doctrine of popular sovereignty, by which each new territory joining the Union would […]

The Gettysburg Address: Hailed as one of the most important speeches in U.S. history, Lincoln delivered his brief, 272-word address at the dedication of the Gettysburg battlefield , the site of more than 50,000 casualties. By alluding to the Declaration of Independence , he redefined the war as a struggle not just to preserve the Union, but for the fundamental principle of human freedom.

On Religion

During his younger years, the future President remained notoriously noncommittal on the topic of religion—so much so that even his close friends were unable to verify his personal faith. At times, wrote Lincoln scholar Allen Guelzo, “He would actually be aggressive on the subject of unbelief,” asserting that the Bible was just a book or that Jesus was an illegitimate child.

This lack of clarity on his beliefs—Was he an atheist? A skeptic?—proved a political liability early on. After failing to win election to the U.S. House of Representatives in 1843, a worried Lincoln expressed fears that his lack of religiosity might have been to blame:

Lincoln won that House seat three years later, but not without his opponent, a revivalist preacher, accusing him of being a religious scoffer. Instead of dismissing the allegation, as he might have before, the future President wrote a public message directly to his constituency to deny any disrepect, while still avoiding pinning himself down to one personal faith:

By his first inauguration, Lincoln had evolved to making full-throated avowals of faith, even declaring that adherence to Christianity was critical to the Union's survival.

On Racial Inequality

It might seem that the author of the Emancipation Proclamation , the president hailed as “the Great Liberator,” would have clear and consistent views on racial justice and equality. Not exactly.

From the onset, Lincoln always opposed the idea and existence of slavery . As early as 1837, when addressing Congress as a newly-elected member of the Illinois General Assembly, the 28-year-old Lincoln proclaimed the institution to be “founded on both injustice and bad policy.”

Nearly two decades later, he continued to reject it on moral and political grounds:

Nonetheless, despite his deep opposition to slavery, Lincoln did not believe in racial equality. He made this point clear during his famed debates against rival Stephen A. Douglas during their race for the U.S. Senate seat from Illinois:

Lincoln struggled to articulate a vision for how free Black Americans could integrate into white-dominated U.S. society. Under constant political pressure to offset his push for emancipation, Lincoln frequently floated the idea of resettling African Americans elsewhere —to Africa, the Caribbean or Central America. As early as 1854, he articulated this idea:

Lincoln’s views on race equality continued to evolve until his death. In his last public address, just four days before his assassination, Lincoln seemed to denounce a future in which newly freed Black Americans were barred from a chance at equal access to the American dream.

In that same speech, Lincoln also teased the idea of Black suffrage , particularly maddening one attendee. Listening from the crowd, Confederate sympathizer  John Wilkes Booth heard the assertion and remarked, “That is the last speech he will make.”

Lincoln’s Humor

An essential facet of Lincoln the man—and a huge contributor to his political success—was his witty, folksy humor and his talent for mimicry. An inveterate storyteller, Lincoln skillfully spun up puns, jokes, aphorisms and yarns to offset dicey social and political situations, ingratiate himself with hostile audiences, endear himself with the common man and separate himself from political opponents.

As a lawyer , Lincoln always made a point to speak plainly to the judge and jury, avoiding obscure or high-minded legal jargon. One day in court, another lawyer quoted a legal maxim in Latin, then asked Lincoln to affirm it. His response: “If that’s Latin, you had better call another witness.”

So captivating and engaging was Lincoln’s banter that even his vaunted Senate opponent Stephen A. Douglas begrudgingly acknowledged its effectiveness. Douglas likened it to "a slap across my back. Nothing else—not any of his arguments or any of his replies to my questions—disturbs me. But when he begins to tell a story, I feel that I am to be overmatched."

Humor played a key role, historians say, in Lincoln’s victory over Douglas in their famed 1858 debates. In one instance, he colorfully undercut Douglas’s arguments for the Dred Scott Supreme Court decision as “as thin as the homeopathic soup that was made by boiling the shadow of a pigeon that had starved to death.”

And when hecklers followed a Douglas jibe by calling Lincoln “two-faced,” the future president famously defused the attack with his famed self-deprecating humor:

“If I were two-faced, would I be wearing this one?” 

lincoln speech and debate

HISTORY Vault: Abraham Lincoln

A definitive biography of the 16th U.S. president, the man who led the country during its bloodiest war and greatest crisis.

lincoln speech and debate

Sign up for Inside History

Get HISTORY’s most fascinating stories delivered to your inbox three times a week.

By submitting your information, you agree to receive emails from HISTORY and A+E Networks. You can opt out at any time. You must be 16 years or older and a resident of the United States.

More details : Privacy Notice | Terms of Use | Contact Us

The Multi-Media Edition

  • Theme 1 –The Railsplitter
  • Theme 2 — “Honest Abe”
  • Theme 3 — Father Abraham
  • Theme 4 — Great Emancipator
  • Theme 5 — Savior

lincoln speech and debate

Fourth Debate with Douglas (September 18, 1858)

By Matthew Pinsker

On June 28, 2013

In Great Emancipator

Contributing Editors for this page include Gary Emerson and Bob Frey

#29 on the list of 150 Most Teachable Lincoln Documents

Annotated Transcript

“I will say then that I am not, nor ever have been, in favor of bringing about in any way the social and political equality of the white and black races…”

Audio Version

On this date.

HD Daily Report, September 18, 1858

The Lincoln Log, September 18, 1858

Close Readings

Gary Emerson, “Understanding Lincoln” blog post (via Quora), September 12, 2013

Bob Frey, “Understanding Lincoln” blog post (via Quora), October 1, 2013

View in larger map

How Historians Interpret

“At Charleston, Lincoln forced Douglas to ‘eat’ Trumbull’s charge. Earlier in the campaign, the challenger had not directly addressed the Toombs bill, but he had vouched for the honesty and integrity of Trumbull, which prompted Douglas to hold Lincoln responsible for Trumbull’s “slanders.”  In reply, Lincoln pointed out that, according to Democratic Senator William Bigler of Pennsylvania, a senatorial conference headed by Douglas had agreed to strike from Toombs’s bill the provision for submitting the constitution to a vote of the Kansas settlers. Douglas’s allegation that Trumbull ‘forges his evidence from beginning to end’ Lincoln denied: ‘upon my own authority I say that it is not true. [Great cheers and laughter.]’ The Toombs bill, Bigler’s speech, and Douglas’s own speech of December 9, 1857, were part of the public record, not forgeries. ‘I have always wanted to deal with every one I meet, candidly and honestly,’ Lincoln averred. ‘If I have made any assertion not warranted by facts, and it is pointed out to me, I will withdraw it cheerfully. But I do not choose to see Judge Trumbull calumniated, and the evidence he has brought forward branded in general terms, ‘a forgery from beginning to end.’'”

— Michael Burlingame,  Abraham Lincoln: A Life  (2 volumes, originally published by Johns Hopkins University Press, 2008) Unedited Manuscript By Chapters, Lincoln Studies Center, Volume 1, Chapter 13 (PDF), pp. 1430-1431

NOTE TO READERS

This page is under construction and will be developed further by students in the new “Understanding Lincoln” online course sponsored by the House Divided Project at Dickinson College and the Gilder Lehrman Institute of American History. To find out more about the course and to see some of our videotaped class sessions, including virtual field trips to Ford’s Theatre and Gettysburg, please visit our Livestream page at http://new.livestream.com/gilderlehrman/lincoln

Searchable Text

Third debate with douglas (september 15, 1858), fifth debate with douglas (october 7, 1858).

Powered by WordPress & Theme by Anders Norén

Teaching American History

The Lincoln-Douglas Debates 6th Debate Part I

  • Domestic Policy
  • Political Culture
  • Race and Equality
  • October 13, 1858

No study questions

No related resources

MR. LINCOLN’S SPEECH.

At precisely half past two o’clock Mr. Lincoln was introduced to the audience, and having been received with three cheers, he proceeded:

LADIES AND GENTLEMEN: I have had no immediate conference with Judge Douglas, but I will venture to say that he and I will perfectly agree that your entire silence, both when I speak and when he speaks, will be most agreeable to us.

In the month of May, 1856, the elements in the State of Illinois, which have since been consolidated into the Republican party, assembled together in a State Convention at Bloomington. They adopted at that time, what, in political language, is called a platform. In June of the same year, the elements of the Republican party in the nation assembled together in a National Convention at Philadelphia. They adopted what is called the National Platform. In June, 1858—the present year—the Republicans of Illinois reassembled at Springfield, in State Convention, and adopted again their platform, as I suppose, not differing in any essential particular from either of the former ones, but perhaps adding something in relation to the new developments of political progress in the country.

The Convention that assembled in June last did me the honor, if it be one, and I esteem it such, to nominate me as their candidate for the United States Senate. I have supposed that, in entering upon this canvass, I stood generally upon these platforms. We are now met together on the 13th of October of the same year, only four months from the adoption of the last platform, and I am unaware that in this canvass, from the beginning until to—day, any one of our adversaries has taken hold of our platforms, or laid his finger upon any thing that he calls wrong in them.

In the very first one of these joint discussions between Senator Douglas and myself, Senator Douglas, without alluding at all to these platforms, or any one of them, of which I have spoken, attempted to hold me responsible for a set of resolutions passed long before the meeting of either one of these Conventions of which I have spoken. And as a ground for holding me responsible for these resolutions, he assumed that they had been passed at a State Convention of the Republican party, and that I took part in that Convention. It was discovered afterward that this was erroneous, that the resolutions which he endeavored to hold me responsible for, had not been passed by any State Convention any where—had not been passed at Springfield, where he supposed they had, or assumed that they had, and that they had been passed in no Convention in which I had taken part. The Judge, nevertheless, was not willing to give up the point that he was endeavoring to make upon me, and he therefore thought to still hold me to the point that he was endeavoring to make, by showing that the resolutions that he read, had been passed at a local Convention in the northern part of the State, although it was not a local Convention that embraced my residence at all, nor one that reached, as I suppose, nearer than one hundred and fifty or two hundred miles of where I was when it met, nor one in which I took any part at all. He also introduced other resolutions, passed at other meetings, and by combining the whole, although they were all antecedent to the two State Conventions, and the one National Convention I have mentioned, still he insisted and now insists, as I understand, that I am in some way responsible for them.

At Jonesboro, on our third meeting, I insisted to the Judge that I was in no way rightfully held responsible for the proceedings of this local meeting or Convention in which I had taken no part, and in which I was in no way embraced; but I insisted to him that if he thought I was responsible for every man or every set of men every where, who happen to be my friends, the rule ought to work both ways, and he ought to be responsible for the acts and resolutions of all men or sets of men who were or are now his supporters and friends, and gave him a pretty long string of resolutions, passed by men who are now his friends, and announcing doctrines for which he does not desire to be held responsible.

This still does not satisfy Judge Douglas. He still adheres to his proposition, that I am responsible for what some of my friends in different parts of the State have done; but that he is not responsible for what his have done. At least, so I understand him. But in addition to that, the Judge, at our meeting in Galesburgh, last week, undertakes to establish that I am guilty of a species of double—dealing with the public—that I make speeches of a certain sort in the north, among the Abolitionists, which I would not make in the south, and that I make speeches of a certain sort in the south which I would not make in the north. I apprehend, in the course I have marked out for myself, that I shall not have to dwell at very great length upon this subject.

As this was done in the Judge’s opening speech at Galesburgh, I had an opportunity, as I had the middle speech then, of saying something in answer to it. He brought forward a quotation or two from a speech of mine, delivered at Chicago, and then to contrast with it, he brought forward an extract from a speech of mine at Charleston, in which he insisted that I was greatly inconsistent, and insisted that his conclusion followed that I was playing a double part, and speaking in one region one way, and in another region another way. I have not time now to dwell on this as long as I would like, and wish only now to requote that portion of my speech at Charleston, which the Judge quoted, and then make some comments upon it. This he quotes from me as being delivered at Charleston, and I believe correctly: “I will say, then, that I am not, nor ever have been, in favor of bringing about in any way the social and political equality of the white and black races—that I am not nor ever have been in favor of making voters or jurors of negroes, nor of qualifying them to hold office, nor to intermarry with white people; and I will say in addition to this that there is a physical difference between the white and black races which will ever forbid the two races living together on terms of social and political equality. And inasmuch as they cannot so live, while they do remain together, there must be the position of superior and inferior. I am as much as any other man in favor of having the superior position assigned to the white race.” [“Good,” “Good,” and loud cheers.] This, I believe, is the entire quotation from the Charleston speech, as Judge Douglas made it. His comments are as follows:

“Yes, here you find men who hurra for Lincoln, and say he is right when he discards all distinction between races, or when he declares that he discards the doctrine that there is such a thing as a superior and inferior race; and Abolitionists are required and expected to vote for Mr. Lincoln because he goes for the equality of races, holding that in the Declaration of Independence the white man and negro were declared equal, and endowed by divine law with equality. And down south with the old line Whigs, with the Kentuckians, the Virginians, and the Tennesseeans, he tells you that there is a physical difference between the races, making the one superior, the other inferior, and he is in favor of maintaining the superiority of the white race over the negro.”

Those are the Judge’s comments. Now I wish to show you, that a month, or, only lacking three days of a month, before I made the speech at Charleston, which the Judge quotes from, he had himself heard me say substantially the same thing. It was in our first meeting, at Ottawa—and I will say a word about where it was, and the atmosphere it was in, after awhile—but at our first meeting, at Ottawa, I read an extract from an old speech of mine, made nearly four years ago, not merely to show my sentiments, but to show that my sentiments were long entertained and openly expressed; in which extract I expressly declared that my own feelings would not admit a social and political equality between the white and black races, and that even if my own feelings would admit of it, I still knew that the public sentiment of the country would not, and that such a thing was an utter impossibility, or substantially that. That extract from my old speech, the reporters, by some sort of accident, passed over, and it was not reported. I lay no blame upon any body. I suppose they thought that I would hand it over to them, and dropped reporting while I was reading it, but afterward went away without getting it from me. At the end of that quotation from my old speech, which I read at Ottawa, I made the comments which were reported at that time, and which I will now read, and ask you to notice how very nearly they are the same as Judge Douglas says were delivered by me, down in Egypt. After reading I added these words: “Now, gentlemen, I don’t want to read at any great length, but this is the true complexion of all I have ever said in regard to the institution of slavery or the black race, and this is the whole of it; any thing that argues me into his idea of perfect social and political equality with the negro, is but a specious and fantastical arrangement of words by which a man can prove a horse—chestnut to be a chestnut horse. I will say here, while upon this subject, that I have no purpose, directly or indirectly, to interfere with the institution in the States where it exists. I believe I have no right to do so. I have no inclination to do so. I have no purpose to introduce political and social equality between the white and black races. There is a physical difference between the two, which, in my judgment, will probably forever forbid their living together on the footing of perfect equality, and inasmuch as it becomes a necessity that there must be a difference, I, as well as Judge Douglas, am in favor of the race to which I belong having the superior position.” [Cheers, “That’s the doctrine.”] “I have never said any thing to the contrary, but I hold that notwithstanding all this, there is no reason in the world why the negro is not entitled to all the rights enumerated in the Declaration of Independence—the right of life, liberty, and the pursuit of happiness. I hold that he is as much entitled to these as the white man. I agree with Judge Douglas that he is not my equal in many respects, certainly not in color—perhaps not in intellectual and moral endowments; but in the right to eat the bread without the leave of any body else which his own hand earns, he is my equal and the equal of Judge Douglas, and the equal of every other man.” [Loud cheers.]

I have chiefly introduced this for the purpose of meeting the Judge’s charge that the quotation he took from my Charleston speech was what I would say down south among the Kentuckians, the Virginians, etc., but would not say in the regions in which was supposed to be more of the Abolition element. I now make this comment: That speech from which I have now read the quotation, and which is there given correctly, perhaps too much so for good taste, was made away up north in the Abolition District of this State par excellence —in the Lovejoy District—in the personal presence of Lovejoy, for he was on the stand with us when I made it. It had been made and put in print in that region only three days less than a month before the speech made at Charleston, the like of which Judge Douglas thinks I would not make where there was any Abolition element. I only refer to this matter to say that I am altogether unconscious of having attempted any double—dealing any where—that upon one occasion I may say one thing and leave other things unsaid, and vice versa; but that I have said any thing on one occasion that is inconsistent with what I have said elsewhere, I deny—at least I deny it so far as the intention is concerned. I find that I have devoted to this topic a larger portion of my time than I had intended. I wished to show, but I will pass it upon this occasion, that in the sentiment I have occasionally advanced upon the Declaration of Independence, I am entirely borne out by the sentiments advanced by our old Whig leader, Henry Clay, and I have the book here to show it from; but because I have already occupied more time than I intended to do on that topic, I pass over it.

At Galesburgh, I tried to show that by the Dred Scott decision, pushed to its legitimate consequences, slavery would be established in all the States as well as in the Territories. I did this because, upon a former occasion, I had asked Judge Douglas whether, if the Supreme Court should make a decision declaring that the States had not the power to exclude slavery from their limits, he would adopt and follow that decision as a rule of political action; and because he had not directly answered that question, but had merely contented himself with sneering at it, I again introduced it, and tried to show that the conclusion that I stated followed inevitably and logically from the proposition already decided by the court. Judge Douglas had the privilege of replying to me at Galesburgh, and again to gave me no direct answer as to whether he would or would not sustain such a decision if made. I give him this third chance to say yes or no. He is not obliged to do either—probably he will not do either— [laughter] but I give him the third chance. I tried to show then that this result—this conclusion inevitably followed from the point already decided by the court. The Judge, in his reply, again sneers at the thought of the court making any such decision, and in the course of his remarks upon this subject, uses the language which I will now read. Speaking of me the Judge says:

“He goes on and insists that the Dred Scott decision would carry slavery into the free States, notwithstanding the decision itself says the contrary.” And he adds: “Mr. Lincoln knows that there is no member of the Supreme Court that holds that doctrine. He knows that every one of them in their opinions held the reverse.”

I especially introduce this subject again for the purpose of saying that I have the Dred Scot decision here, and I will thank Judge Douglas to lay his finger upon the place in the entire opinions of the court where any one of them “says the contrary.” It is very hard to affirm a negative with entire confidence. I say, however, that I have examined that decision with a good deal of care, as a lawyer examines a decision, and so far as I have been able to do so, the court has no where in its opinions said that the States have the power to exclude slavery, nor have they used other language substantially that. I also say, so far as I can find, not one of the concurring Judges has said that the States can exclude slavery, nor said any thing that was substantially that. The nearest approach that any one of them has made to it, so far as I can find, was by Judge Nelson, and the approach he made to it was exactly, in substance, the Nebraska Bill—that the States had the exclusive power over the question of slavery, so far as they are not limited by the Constitution of the United States. I asked the question therefore, if the non—concurring Judges, McLean or Curtis, had asked to get an express declaration that the States could absolutely exclude slavery from their limits, what reason have we to believe that it would not have been voted down by the majority of the Judges, just as Chase’s amendment was voted down by Judge Douglas and his compeers when it was offered to the Nebraska Bill. [Cheers.]

Also at Galesburgh, I said something in regard to those Springfield resolutions that Judge Douglas had attempted to use upon me at Ottawa, and commented at some length upon the fact that they were, as presented, not genuine. Judge Douglas in his reply to me seemed to be somewhat exasperated. He said he would never have believed that Abraham Lincoln, as he kindly called me, would have attempted such a thing as I had attempted upon that occasion; and among other expressions which he used toward me, was that I dared to say forgery—that I had dared to say forgery [turning to Judge Douglas]. Yes, Judge, I did dare to say forgery. [Loud applause.] But in this political canvass, the Judge ought to remember that I was not the first who dared to say forgery. At Jacksonville Judge Douglas made a speech in answer to something said by Judge Trumbull, and at the close of what he said upon that subject, he dared to say that Trumbull had forged his evidence. He said, too, that he should not concern himself with Trumbull any more, but thereafter he should hold Lincoln responsible for the slanders upon him. [Laughter.] When I met him at Charleston after that, although I think that I should not have noticed the subject if he had not said he would hold me responsible for it, I spread out before him the statements of the evidence that Judge Trumbull had used, and I asked Judge Douglas, piece by piece, to put his finger upon one piece of all that evidence that he would say was a forgery! When I went through with each and every piece, Judge Douglas did not dare then to say that any piece of it was a forgery. [Laughter, and cries of “good,good.”] So it seems that there are some things that Judge Douglas dares to do, and some that he dares not to do. [Great applause and laughter.]

A VOICE—” It’s the same thing with you.”

MR. LINCOLN—Yes, sir, it’s the same thing with me. I do dare to say forgery when its true, and don’t dare to say forgery when it’s false. [Thunders of applause. Cries of “Hit him again,” “Give it to him, Lincoln.”] Now, I will say here to this audience and to Judge Douglas, I have not dared to say he committed a forgery, and I never shall until I know it; but I did dare to say—just to suggest to the Judge —that a forgery had been committed, which by his own showing had been traced to him and two of his friends. I dared to suggest to him that he had expressly promised in one of his public speeches to investigate that matter, and I dared to suggest to him that there was an implied promise that when he investigated it he would make known the result. I dared to suggest to the Judge that he could not expect to be quite clear of suspicion of that fraud, for since the time that promise was made he had been with those friends, and had not kept his promise in regard to the investigation and the report upon it. [Loud laughter. Cries of “Good, good,” “Hit him hard.”] I am not a very daring man, [laughter] but I dared that much, Judge, and I am not much scared about it yet. [Uproarious laughter and applause.] When the Judge says he wouldn’t have believed of Abraham Lincoln that he would have made such an attempt as that, he reminds me of the fact that he entered upon this canvass with the purpose to treat me courteously; that touched me somewhat. [Great laughter.] It sets me to thinking. I was aware, when it was first agreed that Judge Douglas and I were to have these seven joint discussions, that they were the successive acts of a drama—perhaps I should say, to be enacted not merely in the face of audiences like this, but in the face of the nation, and to some extent, by my relation to him, and not from any thing in myself, in the face of the world; and I am anxious that they should be conducted with dignity and in the good temper which would be befitting the vast audience before which it was conducted. But when Judge Douglas got home from Washington and made his first speech in Chicago, the evening afterward I made some sort of a reply to it. His second speech was made at Bloomington, in which he commented upon my speech at Chicago, and said that I had used language ingeniously contrived to conceal my intentions, or words to that effect. Now, I understand that this is an imputation upon my veracity and my candor. I do not know what the Judge understood by it, but in our first discussion at Ottawa, he led off by charging a bargain, somewhat corrupt in its character, upon Trumbull and myself—that we had entered into a bargain, one of the terms of which was that Trumbull was to abolitionize the old Democratic party, and I (Lincoln) was to abolitionize the old Whig party—I pretending to be as good an old line Whig as ever. Judge Douglas may not understand that he implicated my truthfulness and my honor, when he said I was doing one thing and pretending another; and I misunderstood him if he thought he was treating me in a dignified way, as a man of honor and truth, as he now claims he was disposed to treat me. Even after that time, at Galesburgh, when he brings forward an extract from a speech made at Chicago, and an extract from a speech made at Charleston, to prove that I was trying to play a double part—that I was trying to cheat the public, and get votes upon one set of principles at one place and upon another set of principles at another place—I do not understand but what he impeaches my honor, my veracity and my candor, and because he does this, I do not understand that I am bound, if I see a truthful ground for it, to keep my hands off of him. As soon as I learned that Judge Douglas was disposed to treat me in this way, I signified in one of my speeches that I should be driven to draw upon whatever of humble resources I might have—to adopt a new course with him. I was not entirely sure that I should be able to hold my own with him, but I at least had the purpose made to do as well as I could upon him; and now I say that I will not be the first to cry “hold.” I think it originated with the Judge, and when he quits, I probably will. But I shall not ask any favors at all. He asks me, or he asks the audience, if I wish to push this matter to the point of personal difficulty. I tell him, no. He did not make a mistake, in one of his early speeches, when he called me an “amiable” man, though perhaps he did when he called me an “intelligent” man. It really hurts me very much to suppose that I have wronged any body on earth. I again tell him, no! I very much prefer, when this canvass shall be over, however it may result, that we at least part without any bitter recollections of personal difficulties.

The Judge, in his concluding speech at Galesburgh, says that I was pushing this matter to a personal difficulty, to avoid the responsibility for the enormity of my principles. I say to the Judge and this audience now, that I will again state our principles as well as I hastily can in all their enormity, and if the Judge hereafter chooses to confine himself to a war upon these principles, he will probably not find me departing from the same course.

We have in this nation this element of domestic slavery. It is a matter of absolute certainty that it is a disturbing element. It is the opinion of all the great men who have expressed an opinion upon it, that it is a dangerous element. We keep up a controversy in regard to it. That controversy necessarily springs from difference of opinion, and if we can learn exactly—can reduce to the lowest elements—what that difference of opinion is, we perhaps shall be better prepared for discussing the different systems of policy that we would propose in regard to that disturbing element. I suggest that the difference of opinion, reduced to its lowest terms, is no other than the difference between the men who think slavery a wrong and those who do not think it wrong. The Republican party think it wrong—we think it is a moral, a social and a political wrong. We think it as a wrong not confining itself merely to the persons or the States where it exists, but that it is a wrong in its tendency, to say the least, that extends itself to the existence of the whole nation. Because we think it wrong, we propose a course of policy that shall deal with it as a wrong. We deal with it as with any other wrong, in so far as we can prevent its growing any larger, and so deal with it that in the run of time there may be some promise of an end to it. We have a due regard to the actual presence of it amongst us and the difficulties of getting rid of it in any satisfactory way, and all the Constitutional obligations thrown about it. I suppose that in reference both to its actual existence in the nation, and to our Constitutional obligations, we have no right at all to disturb it in the States where it exists, and we profess that we have no more inclination to disturb it than we have the right to do it. We go further than that; we don’t propose to disturb it where, in one instance, we think the Constitution would permit us. We think the Constitution would permit us to disturb it in the District of Columbia. Still we do not propose to do that, unless it should be in terms which I don’t suppose the nation is very likely soon to agree to—the terms of making the emancipation gradual and compensating the unwilling owners. Where we suppose we have the Constitutional right, we restrain ourselves in reference to the actual existence of the institution and the difficulties thrown about it. We also oppose it as an evil so far as it seeks to spread itself. We insist on the policy that shall restrict it to its present limits. We don’t suppose that in doing this we violate any thing due to the actual presence of the institution, or any thing due to the Constitutional guaranties thrown around it.

We oppose the Dred Scott decision in a certain way, upon which I ought perhaps to address you a few words. We do not propose that when Dred Scott has been decided to be a slave by the court, we, as a mob, will decide him to be free. We do not propose that, when any other one, or one thousand, shall be decided by that court to be slaves, we will in any violent way disturb the rights of property thus settled, but we nevertheless do oppose that decision as a political rule, which shall be binding on the voter to vote for nobody who thinks it wrong, which shall be binding on the members of Congress or the President to favor no measure that does not actually concur with the principles of that decision. We do not propose to be bound by it as a political rule in that way, because we think it lays the foundation not merely of enlarging and spreading out what we consider an evil, but it lays the foundation for spreading that evil into the States themselves. We propose so resisting it as to have it reversed if we can, and a new judicial rule established upon this subject.

I will add this, that if there be any man who does not believe that slavery is wrong in the three aspects which I have mentioned, or in any one of them, that man is misplaced, and ought to leave us. While, on the other hand, if there be any man in the Republican party who is impatient over the necessity springing from its actual presence, and is impatient of the Constitutional guaranties thrown around it, and would act in disregard of these, he too is misplaced, standing with us. He will find his place somewhere else; for we have a due regard, so far as we are capable of understanding them, for all these things. This, gentlemen, as well as I can give it, is a plain statement of our principles in all their enormity.

I will say now that there is a sentiment in the country contrary to me—a sentiment which holds that slavery is not wrong, and therefore it goes for the policy that does not propose dealing with it as a wrong. That policy is the Democratic policy, and that sentiment is the Democratic sentiment. If there be a doubt in the mind of any one of this vast audience that this is really the central idea of the Democratic party, in relation to this subject, I ask him to bear with me while I state a few things tending, as I think, to prove that proposition. In the first place, the leading man—I think I may do my friend Judge Douglas the honor of calling him such —advocating the present Democratic policy, never himself says it is wrong. He has the high distinction, so far as I know, of never having said slavery is either right or wrong. [Laughter.] Almost everybody else says one or the other, but the Judge never does. If there be a man in the Democratic party who thinks it is wrong, and yet clings to that party, I suggest to him in the first place that his leader don’t talk as he does, for he never says that it is wrong. In the second place, I suggest to him that if he will examine the policy proposed to be carried forward, he will find that he carefully excludes the idea that there is any thing wrong in it. If you will examine the arguments that are made on it, you will find that every one carefully excludes the idea that there is any thing wrong in slavery. Perhaps that Democrat who says he is as much opposed to slavery as I am, will tell me that I am wrong about this. I wish him to examine his own course in regard to this matter a moment, and then see if his opinion will not be changed a little. You say it is wrong; but don’t you constantly object to any body else saying so? Do you not constantly argue that this is not the right place to oppose it? You say it must not be opposed in the free States, because slavery is not here; it must not be opposed in the slave States, because it is there; it must not be opposed in politics, because that will make a fuss; it must not be opposed in the pulpit, because it is not religion. Then where is the place to oppose it? There is no suitable place to oppose it. There is no plan in the country to oppose this evil overspreading the continent, which you say yourself is coming. Frank Blair and Gratz Brown tried to get up a system of gradual emancipation in Missouri, had an election in August and got beat, and you, Mr. Democrat, threw up your hat, and hallooed “hurrah for Democracy.” [Enthusiastic cheers.] So I say again, that in regard to the arguments that are made, when Judge Douglas says he “don’t care whether slavery is voted up or voted down,” whether he means that as an individual expression of sentiment, or only as a sort of statement of his views on national policy, it is alike true to say that he can thus argue logically if he don’t see any thing wrong in it; but he cannot say so logically if he admits that slavery is wrong. He cannot say that he would as soon see a wrong voted up as voted down. When Judge Douglas says that whoever or whatever community wants slaves, they have a right to have them, he is perfectly logical if there is nothing wrong in the institution; but if you admit that it is wrong, he cannot logically say that any body has a right to do wrong. When he says that slave property and horse and hog property are, alike, to be allowed to go into the Territories, upon the principles of equality, he is reasoning truly, if there is no difference between them as property; but if the one is property, held rightfully, and the other is wrong, then there is no equality between the right and wrong; so that, turn it in any way you can, in all the arguments sustaining the Democratic policy, and in that policy itself, there is a careful, studied exclusion of the idea that there is any thing wrong in slavery. Let us understand this. I am not, just here, trying to prove that we are right and they are wrong. I have been stating where we and they stand, and trying to show what is the real difference between us; and I now say that whenever we can get the question distinctly stated—can get all these men who believe that slavery is in some of these repects wrong, to stand and act with us in treating it as a wrong—then, and not till then, I think we will in some way come to an end of this slavery agitation.

MR. DOUGLAS’ REPLY.

Senator Douglas, in taking the stand, was greeted with tremendous applause. He said:

Ladies and Gentlemen: Permit me to say that unless silence is observed it will be impossible for me to be heard by this immense crowd, and my friends can confer no higher favor upon me than by omitting all expressions of applause or approbation. (We cannot help it, Douglas, &c.)I desire to be heard rather than to be applauded. I wish to address myself to your reason, your judgment, your sense of justice, and not to your passions.

I regret that Mr. Lincoln should have deemed it proper for him to again indulge in gross personalities and base insinuations in regard to the Springfield resolutions. It has imposed upon me the necessity of using some portion of my time for the purpose of calling your attention to the facts of the case, and it will then be for you to say what you think of a man who can predicate such a charge upon the circumstances as he has in this. I had seen the platform adopted by a Republican Congressional Convention held in Aurora, the Second Congressional District, in September, 1854, published as purporting to be the platform of the Republican party. That platform declared that the Republican party was pledged never to admit another slave State into the Union, and also that it pledged to prohibit slavery in all the Territories of the United States, not only all that we then had, but all that we should thereafter acquire, and to repeal unconditionally the Fugitive Slave law, abolish slavery in the District of Columbia, and prohibit the slave—trade between the different States. These and other articles against slavery were contained in this platform, and unanimously adopted by the Republican Congressional Convention in that District. I had also seen that the Republican Congressional Conventions at Rockford, in the First District, and at Bloomington, in the Third, had adopted the same platform that year, nearly word for word, and had declared it to be the platform of the Republican party. I had noticed that Major Thomas L. Harris, a member of Congress from the Springfield District, had referred to that platform in a speech in Congress as having been adopted by the first Republican State Convention which assembled in Illinois. When I had occasion to use the fact in this canvass, I wrote to Major Harris to know on what day that Convention was held, and to ask him to send me its proceedings. He being sick, Charles H. Lanphier answered my letter by sending me the published proceedings of the Convention held at Springfield on the 5th of October, 1854, as they appeared in the report of the State Register. I read those resolutions from that newspaper the same as any of you would refer back and quote any fact from the files of a newspaper which had published it. Mr. Lincoln pretends that after I had so quoted those resolutions he discovered that they had never been adopted at Springfield. He does not deny their adoption by the Republican party at Aurora, at Bloomington, and at Rockford, and by nearly all the Republican County Conventions in Northern Illinois where his party is in a majority, but merely because they were not adopted on the “spot” on which I said they were, he chooses to quibble about the place rather than meet and discuss the merits of the resolutions themselves. I stated when I quoted them that I did so from the State Register. I gave my authority. Lincoln believed at the time, as he has since admitted, that they had been adopted at Springfield, as published. Does he believe now, that I did not tell the truth when I quoted those resolutions? He knows, in his heart, that I quoted them in good faith, believing, at the time, that they had been adopted at Springfield. I would consider myself an infamous wretch, if, under such circumstances, I could charge any man with being a party to a trick or a fraud. (Great applause.) And I will tell him, too, that it will not do to charge a forgery on Charles H. Lanphier or Thomas L. Harris. No man on earth, who knows them, and knows Lincoln, would take his oath against their word. There are not two men in the State of Illinois who have higher characters for truth, for integrity, for moral character, and for elevation of tone, as gentlemen, than Mr. Lanphier and Mr. Harris. Any man who attempts to make such charges as Mr. Lincoln has indulged in against them, only proclaims himself a slanderer. (Vociferous applause.)

I will now show you that I stated with entire fairness, as soon as it was made known to me, that there was a mistake about the spot where the resolutions had been adopted, although their truthfulness, as a declaration of the principles of the Republican party, had not and could not be questioned. I did not wait for Lincoln to point out the mistake; but the moment I discovered it, I made a speech, and published it to the world, correcting the error. I corrected it myself, as a gentleman, and an honest man, and as I always feel proud to do when I have made a mistake. I wish Mr. Lincoln could show that he has acted with equal fairness, and truthfulness, when I have convinced him that he has been mistaken. I will give you an illustration to show you how he acts in a similar case: In a speech at Springfield, he charged Chief Justice Taney, and his associates, President Pierce, President Buchanan, and myself, with having entered into a conspiracy at the time the Nebraska bill was introduced, by which the Dred Scott decision was to be made by the Supreme Court, in order to carry slavery every where under the Constitution. I called his attention to the fact, that at the time alluded to, to wit: the introduction of the Nebraska bill, it was not possible that such a conspiracy could have been entered into, for the reason that the Dred Scott case had never been taken before the Supreme Court, and was not taken before it for a year after; and I asked him to take back that charge. Did he do it? (No.) I showed him that it was impossible that the charge could be true; I proved it by the record, and I then called upon him to retract his false charge. What was his answer? Instead of coming out like an honest man and doing so, he reiterated the charge, and said that if the case had not gone up to the Supreme Court from the courts of Missouri at the time he charged that the Judges of the Supreme Court entered into the conspiracy, yet, that there was an understanding with the Democratic owners of Dred Scott that they would take it up. I have since asked him who the Democratic owners of Dred Scott were, but he could not tell, and why? Because there were no such Democratic owners in existence. Dred Scott at the time was owned by the Rev. Dr. Chaffee, an Abolition member of Congress, of Springfield, Massachusetts, in right of his wife. He was owned by one of Lincoln’s friends, and not by Democrats at all; (immense cheers, “give it to him,” &c.) his case was conducted in court by Abolition lawyers, so that both the prosecution and the defense were in the hands of the Abolition political friends of Mr. Lincoln. (Renewed cheering.) Notwithstanding I thus proved by the record that his charge against the Supreme Court was false, instead of taking it back he resorted to another false charge to sustain the infamy of it. (Cheers.) He also charged President Buchanan with having been a party to the conspiracy. I directed his attention to the fact that the charge could not possibly be true, for the reason that at the time specified, Mr. Buchanan was not in America, but was three thousand miles off, representing the United States at the Court of St. James, and had been there for a year previous, and did not return until three years afterward. Yet, I never could get Mr. Lincoln to take back his false charge, although I have called upon him over and over again. He refuses to do it, and either remains silent, or resorts to other tricks to try and palm his slander off on the country. (Cheers.) Therein you will find the difference between Mr. Lincoln and myself. When I make a mistake, as an honest man, I correct it without being asked to do so, but when he makes a false charge he sticks to it, and never corrects it. (“Don’t spare him,” and cheers.) One word more in regard to these resolutions: I quoted them at Ottawa merely to ask Mr. Lincoln whether he stood on that platform. That was the purpose for which I quoted them. I did not think that I had a right to put idle questions to him, and I first laid a foundation for my questions by showing that the principles which I wished him either to affirm or deny had been adopted by some portion of his friends, at least as their creed. Hence I read the resolutions, and put the questions to him, and he then refused to answer them. Subsequently, one week afterward, he did answer a part of them, but the others he has not answered up to this day.

Now, let me call your attention for a moment to the answers which Mr. Lincoln made at Freeport to the questions which I propounded him at Ottawa, based upon the platform adopted by a majority of the Abolition counties of the State, which now as then supported him. In answer to my question whether he indorsed the Black Republican principle of “no more slave States,” he answered that he was not pledged against the admission of any more slave States, but that he would be very sorry if he should ever be placed in a position where he would have to vote on the question; that he would rejoice to know that no more slave States would be admitted into the Union; “but,” he added, “if slavery shall be kept out of the Territories during the territorial existence of any one given Territory, and then the people shall, having a fair chance and a clear field when they come to adopt the Constitution, do such an extraordinary thing as to adopt a slave Constitution, uninfluenced by the actual presence of the institution among them, I see no alternative, if we own the country, but to admit them into the Union.” The point I wish him to answer is this: Suppose Congress should not prohibit slavery in the Territory, and it applied for admission with a Constitution recognizing slavery, then how would he vote? His answer at Freeport does not apply to any territory in America. I ask you, (turning to Lincoln,) will you vote to admit Kansas into the Union, with just such a constitution as her people want, with slavery or without as they shall determine? He will not answer. (He’s afraid, and cheers.) I have put that question to him time and time again, and have not been able to get an answer out of him. I ask you again, Lincoln, will you vote to admit New Mexico when she has the requisite population with such a Constitution as her people adopt, either recognizing slavery or not, as they shall determine? He will not answer. I put the same question to him in reference to Oregon and the new States to be carved out of Texas, in pursuance of the contract between Texas and the United States, and he will not answer. He will not answer these questions in reference to any territory now in existence; but says, that if Congress should prohibit slavery in a Territory, and when its people asked for admission as a State, they should adopt slavery as one of their institutions, that he supposes he would have to let it come in. (Laughter.) I submit to you whether that answer of his to my question does not justify me in saying that he has a fertile genius in devising language to conceal his thoughts. (Good for you, hurrah for Douglas, &c.) I ask you whether there is an intelligent man in America who does not believe, that that answer was made for the purpose of concealing what he intended to do. (No, no, and cheers.) He wished to make the old line Whigs believe that he would stand by the Compromise measures of 1850, which declared that the States might come into the Union with slavery, or without, as they pleased, while Lovejoy and his abolition allies up North, explained to the Abolitionists, that in taking this ground he preached good Abolition doctrine, because his proviso would not apply to any territory in America, and therefore there was no chance of his being governed by it. It would have been quite easy for him to have said, that he would let the people of a State do just as they pleased, if he desired to convey such an idea. Why did he not do it? (He was afraid to.) He would not answer my question directly, because up North, the abolition creed declares that there shall be no more slave States, while down south, in Adams county, in Coles, and in Sangamon, he and his friends are afraid to advance that doctrine. Therefore, he gives an evasive and equivocal answer, to be construed one way in the south and another way in the north, which, when analyzed, it is apparent is not an answer at all with reference to any territory now in existence.

Mr. Lincoln complains that, in my speech the other day at Galesburgh, I read an extract from a speech delivered by him at Chicago, and then another from his speech at Charleston, and compared them, thus showing the people that he had one set of principles in one part of the State and another in the other part. And how does he answer that charge? Why, he quotes from his Charleston speech as I quoted from it, and then quotes another extract from a speech which he made at another place, which he says is the same as the extract from his speech at Charleston; but he does not quote the extract from his Chicago speech, upon which I convicted him of double—dealing. I quoted from his Chicago speech to prove that he held one set of principles up north among the Abolitionists, and from his Charleston speech to prove that he held another set down at Charleston and in southern Illinois. In his answer to this charge, he ignores entirely his Chicago speech, and merely argues that he said the same thing which he said at Charleston at another place. If he did, it follows that he has twice, instead of once, held one creed in one part of the State and a different creed in another part. Up at Chicago, in the opening of the campaign, he reviewed my reception speech, and undertook to answer my argument attacking his favorite doctrine of negro equality. I had shown that it was a falsification of the Declaration of Independence to pretend that that instrument applied to and included negroes in the clause declaring that all men were created equal. What was Lincoln’s reply? I will read from his Chicago speech and the one which he did not quote, and dare not quote, in this part of the State. (“Good,” “hear, hear,” &c.) He said:

“I should like to know, if taking this old Declaration of Independence, which declares that all men are equal upon principle, and making exceptions to it, where will it stop? If one man says it does not mean a negro, why may not another man say it does not mean another man? If that declaration is not the truth, let us get this statute book in which we find it and tear it out.”

There you find that Mr. Lincoln told the Abolitionists of Chicago that if the Declaration of Independence did not declare that the negro was created by the Almighty the equal of the white man, that you ought to take that instrument and tear out the clause which says that all men were created equal. (“Hurrah for Douglas.”) But let me call your attention to another part of the same speech. You know that in his Charleston speech, an extract from which he has read, he declared that the negro belongs to an inferior race; is physically inferior to the white man, and should always be kept in an inferior position. I will now read to you what he said at Chicago on that point. In concluding his speech at that place, he remarked:

“My friends, I have detained you about as long as I desire to do, and I have only to say let us discard all this quibbling about this man and the other man—this race and that race, and the other race being inferior, and therefore they must be placed in an inferior position, discarding our standard that we have left us. Let us discard all these things, and unite as one people throughout this land until we shall once more stand up declaring that all men are created equal.”

Thus you see, that when addressing the Chicago Abolitionists he declared that all distinctions of race must be discarded and blotted out, because the negro stood on an equal footing with the white man; that if one man said the Declaration of Independence did not mean a negro when it declared all men created equal, that another man would say that it did not mean another man; and hence we ought to discard all difference between the negro race and all other races, and declare them all created equal. Did old Giddings, when he came down among you four years ago, preach more radical Abolitionism than this? (“No, never.”) Did Lovejoy, or Lloyd Garrison, or Wendell Phillips, or Fred Douglass, ever take higher Abolition grounds than that? Lincoln told you that I had charged him with getting up these personal attacks to conceal the enormity of his principles, and then commenced talking about something else, omitting to quote this part of his Chicago speech which contained the enormity of his principles to which I alluded. He knew that I alluded to his negro—equality doctrines when I spoke of the enormity of his principles, yet he did not find it convenient to answer on that point. Having shown you what he said in his Chicago speech in reference to negroes being created equal to white men, and about discarding all distinctions between the two races, I will again read to you what he said at Charleston: “I will say then, that I am not nor ever have been in favor of bringing about in any way, the social and political equality of the white and black races; that I am not nor ever have been in favor of making voters of the free negroes, or jurors, or qualifying them to hold office, or having them to marry with white people. I will say in addition, that there is a physical difference between the white and black races, which, I suppose, will forever forbid the two races living together upon terms of social and political equality, and inasmuch as they cannot so live, that while they do remain together, there must be the position of superior and inferior, that I as much as any other man am in favor of the superior position being assigned to the white man.”

Continue to Part II

The Lincoln-Douglas Debates 5th Debate

The lincoln-douglas debates 6th debate part ii, see our list of programs.

Conversation-based seminars for collegial PD, one-day and multi-day seminars, graduate credit seminars (MA degree), online and in-person.

Check out our collection of primary source readers

Coming soon! World War I & the 1920s!

lincoln speech and debate

Champion Briefs

Free resources.

  • Contact/FAQs

Don't have an account? Register

Forgot password?

Welcome to Champion Briefs!

Champion Briefs is a trusted debate resource provider. We help students become Champions – individuals who excel at critical thinking, public speaking, performance, and argumentation while positively contributing to the community. We offer comprehensive guides for Public Forum and Lincoln-Douglas debate topics. In each of our topic briefs, you'll find detailed topic analyses, cited evidence, and comprehensive information to help students and coaches prepare for debates and learn about the world.

Featured Briefs

Files on the most recent topics to help your team prepare for upcoming debates.

lincoln speech and debate

Subscription Discounts

Our subscriptions give you access to all files offered during the 2024-2025 school year! You can pay by credit card or request an invoice for fulfillment by purchase order. The best part: you'll save up to 33% on the price of individual briefs (before coupon discounts)!

lincoln speech and debate

Click here to order via Purchase Order!

At Champion Briefs, we believe in the transformative power of debate. We're here to help your team develop key skills like critical thinking, persuasive speaking, and confidence while learning about our world. Our team of experienced coaches and alumni work tirelessly to provide top-notch resources, including monthly briefs, free video analyses, and insightful articles. Join us and explore how debate can shape your future!

Learn More...

Student using Champion Briefs

Video: June/NSDA 2024 Lincoln-Douglas Topic Analysis

Prepping for the June/NSDA topic in Lincoln-Douglas? Here's an in-depth, high-level topic analysis from our writers about the democratic secession LD topic! Resolved: In a democracy, a people ought to have the right to secede from their government.

Read More...

Video: june/nsda 2024 public forum topic analysis.

Prepping for the June/NSDA topic in Public Forum? Here's an in-depth, high-level topic analysis from our writers about the US<>EU Trade PF topic! Resolved: The United States should establish a comprehensive bilateral trade agreement with the European Union.

Video: May/NCFL 2024 Public Forum Topic Analysis

Prepping for the May/NCFL topic in Public Forum? Here's an in-depth, high-level topic analysis from our writers about the Latin America PF topic! Resolved: Latin American countries should prioritize intraregional trade over international trade.

See More Free Resources

Flexbooks from Champion Press

Flexbooks are the best way for students to learn how to debate! Guided tutorials and 125+ interactive activities make these comprehensive books perfect for classes or after-school teams.

lincoln speech and debate

Here are our recent files for Public Forum and Lincoln-Douglas Debate. All briefs we've published over 12+ years are available in the Archive.

lincoln speech and debate

View Full Briefs Archive

  • © 2024 Champion Briefs, LLC
  • Terms & Conditions
  • Privacy Policy

Advertisement

Fact-Checking Trump’s Remarks on Race

The former president falsely accused Vice President Kamala Harris of “only promoting” her Indian heritage, among other inaccurate claims. Here’s a fact check.

  • Share full article

Former President Donald J. Trump, wearing a blue suit and red tie, sits in a chair with three American flags behind it.

By Linda Qiu

  • July 31, 2024

Former President Donald J. Trump, in a combative appearance before the National Association of Black Journalists, repeatedly disparaged Vice President Kamala Harris and the Black women interviewing him as he made the case on Wednesday that Black voters should vote for him in November.

In a 30-minute appearance, Mr. Trump made false and exaggerated claims about Ms. Harris, overstated his role in securing funding for historically Black colleges and universities and repeated his false assertion that he did more for Black Americans than any president since Abraham Lincoln. He also rehashed several other inaccurate claims about inflation, immigration and other topics that have become staples of his public appearances.

Here’s a fact check.

What Was Said

“I’ve known her a long time indirectly, not directly very much. And she was always of Indian heritage and she was only promoting Indian heritage. I didn’t know she was Black until a number of years ago, when she happened to turn Black.”

False. Ms. Harris, the daughter of an Indian American mother and Jamaican father, has consistently identified as Black in public life and long before she entered the national stage.

Ms. Harris told The Washington Post in 2019 that she had long been comfortable with her racial identity. The Post reported that during her 2010 race for attorney general of California, some members of the Indian American community in San Francisco had not known about Ms. Harris’s Indian heritage, and that in public office, Ms. Harris had “tended to stress issues over her personal biography.”

But Ms. Harris never hid her biracial background during various campaigns. In her 2019 autobiography, “The Truths We Hold,” Ms. Harris wrote that her family instilled “pride in our South Asian roots” in her and her sister, Maya, but that “my mother understood very well that she was raising two Black daughters.”

We are having trouble retrieving the article content.

Please enable JavaScript in your browser settings.

Thank you for your patience while we verify access. If you are in Reader mode please exit and  log into  your Times account, or  subscribe  for all of The Times.

Thank you for your patience while we verify access.

Already a subscriber?  Log in .

Want all of The Times?  Subscribe .

Table of Contents

No, jd vance didn’t fuck a couch. but saying he did is free speech. here’s why..

  • Daniel Burnett

Republican vice presidential nominee JD Vance

Consolidated News Photos via Shutterstock

Republican presidential nominee JD Vance

He certainly didn’t couch his words.

Last night, Democratic vice presidential pick and Minnesota Gov. Tim Walz came to FIRE’s hometown of Philadelphia to campaign with presidential nominee Kamala Harris. 

“And I got to tell you, I can’t wait to debate the guy — that is, if he’s willing to get off the couch and show up,” Walz  told the crowd . “See what I did there?”

lincoln speech and debate

Walz was referencing a now-deleted X post that has morphed from fringe joke into  mainstream political consciousness . 

X user @rickrudescalves posted on July 15: “can’t say for sure but he might be the first vp pick to have admitted in a ny times bestseller to fucking an Inside-out latex glove shoved between two couch cushions (vance, hillbilly elegy, pp. 179-181).”

I read “Hillbilly Elegy.” I definitely would’ve remembered that.

There’s no truth to the statement . And the X user who tweeted it acknowledged the post was a joke and deleted it about a week later — after it took off. 

But if it’s obviously not true, why is it protected?

First, some definitions.

Misinformation is simply false or inaccurate information. Nothing more, nothing less.  Disinformation is false or misleading information peddled  deliberately to deceive . The two get confused, but both are protected by the First Amendment, and for good reason. And political jokes — well, we’ll get to that.

Political disinformation is nothing new. Thomas Jefferson was  Native American ? Lincoln had a  top secret plan to make a new “American race” via interracial sex? Michelle Obama  has a penis ? People have been claiming wild falsehoods about the political classes for millenia. (Someday, archaeologists will surely find some ancient graffiti alleging that Julius Caesar is a Muslim and INELIGIBLE to lead.)

It’s up to Americans to weigh evidence for themselves and make up their own minds. If false claims weren’t protected by free speech, we’d have to  trust the government to decide the truth  for us. That’s exactly why the First Amendment gives wide latitude even to lies, misinformation, and disinformation. Check out our handy explainer on  misinformation and disinformation to learn more.

If we sacrifice comedy to save innocent voters from the horrors of misinformation, we’ll lose a lot more than killer SNL skits.

If you think it's bad for government bureaucrats to decide whether claims in the rough and tumble of political debate are true (and worthy of protection) or false (and worthy of punishment), just wait until you add in comedy. 

The brouhaha ignores an important part of our national discourse: the ability to joke. 2008 vice presidential nominee Sarah Palin never said she could see Russia from her house. That was  Tina Fey . And studies show that 7 in 10 Americans believed it! But if we sacrifice comedy to save innocent voters from the horrors of misinformation, we’ll lose a lot more than killer SNL skits.

The First Amendment rightly  protects satire and parody. In 1983, Hustler magazine parodied Jerry Falwell, a nationally known minister and public commentator, in  an ad for Campari featuring Falwell recalling a sexual experience with his mother in an outhouse. The cartoon even included a disclaimer that it is an “ad parody not to be taken seriously.” Falwell was awarded $150,000 in damages for intentional infliction of emotional distress before the case was unanimously overturned by the Supreme Court in 1987.

So I can lie all I want?

Like much of First Amendment law, not exactly. Some forms of lying aren’t protected speech, including:

  • Making false statements to government officials concerning official matters
  • Falsely speaking on behalf of the government
  • Impersonating a government officer to exercise false authority over someone

As my colleague Angel Eduardo says in his post on  lying and the First Amendment , “Like any deviation from the presumption that speech is protected, these exceptions to the rule are limited, narrowly defined, and place the burden on the government to justify.”

In a free society, there’s only one solution to fight misinformation and disinformation — and that’s an informed citizenry who can separate fact from fiction without the heavy hand of government regulation. 

Listen, FIRE isn’t playing the role of a fact-checker in this election. There are lots of other folks with the resources and mandate to do that. But when political disinformation explodes into the national conversation and you have questions about free speech and disinformation —  FIRE has your back .

Whether or not it’s gyrating on top of an unsuspecting loveseat.

  • Free Speech

Recent Articles

FIRE’s award-winning Newsdesk covers the free speech news you need to stay informed.

Image of campus building in red with redacted text in the background

Ctrl-F fail: Florida public universities get chilling directive to keyword-search faculty syllabi to purge ‘anti-Israel bias’

University of Texas at Austin students demonstrate on campus

New alumni group brings free speech advocacy to UT Austin

First Amendment News logo with Ronald Collins signature

Can a federal agency gag those who enter into settlement agreements? The SEC says yes. — First Amendment News 434

Panorama of United States Supreme Court_Building at Dusk

Supreme Court’s NetChoice decision bolsters FIRE’s legal challenge to New York’s Online Hate Speech Law

Related articles, victory: georgia city overhauls panhandling policies and pays up after fire defends man holding ‘god bless the homeless vets’ sign, press release, victory: california college that censored conservative students must pay $330,000, adopt new speech-protective policy, and train staff, seven lessons from my fire internship.

  • Share this selection on Twitter
  • Share this selection via email
  • Skip to global NPS navigation
  • Skip to this park navigation
  • Skip to the main content
  • Skip to this park information section
  • Skip to the footer section

lincoln speech and debate

Exiting nps.gov

Alerts in effect, seventh debate: alton, illinois.

People were charged one dollar for a round trip ticket to ride a steamboat from St. Louis. It was a cloudy day with only 5,000 in attendance despite the fact that the Chicago and Alton Railroad offered half price fare from Springfield and other locations.

Douglas attacked Lincoln's House Divided Speech and championed Popular Sovereignty.

Lincoln pointed out the Kansas-Nebraska Act repealed Henry Clay's Missouri Compromise [many 'Old Whigs' in attendance]. Lincoln used Clay's statements that slavery was evil and Lincoln charged that by excluding the Negro from the Declaration of Independence Douglas de-humanized and took away from the Negro "the right of striving to be a man."

Source: Neely, Mark E. Jr. 1982. . New York: Da Capo Press, Inc.

Full text of the debate follows.

Long and loud bursts of applause greeted Senator Douglas when he appeared on the stand. As he was about to commence speaking, he was interrupted by Dr. Hope, one of the Danite faction.

DR. HOPE.-Judge, before you commence speaking, allow me to ask you a question.

SENATOR DOUGLAS.-If you will not occupy too much of my time.

DR. HOPE.-Only an instant.

SENATOR DOUGLAS.-What is your question?

MR. HOPE.- Do you believe that the Territorial legislatures ought to pass laws to protect slavery in the territories?

SENATOR DOUGLAS.- You will get an answer in the course of my remarks. (Applause.)

LADIES AND GENTLEMEN: It is now nearly four months since the canvass between Mr. Lincoln and myself commenced. On the 16th of June the Republican Convention assembled at Springfield and nominated Mr. Lincoln as their candidate for the United States Senate, and he, on that occasion, delivered a speech in which he laid down what he understood to be the Republican creed and the platform on which he proposed to stand during the contest. The principal points in that speech of Mr. Lincoln's were: First, that this Government could not endure permanently divided into free and slave States, as our fathers made it; that they must all become free or all become slave; all become one thing or all become the other, otherwise this Union could not continue to exist. I give you his opinions almost in the identical language he used. His second proposition was a crusade against the Supreme Court of the United States because of the Dred Scott decision; urging as an especial reason for his opposition to that decision that it deprived the negroes of the rights and benefits of that clause in the Constitution of the United States which guaranties to the citizens of each State all the rights, privileges, and immunities of the citizens of the several States. On the 10th of July I returned home, and delivered a speech to the people of Chicago, in which I announced it to be my purpose to appeal to the people of Illinois to sustain the course I had pursued in Congress. In that speech I joined issue with Mr. Lincoln on the points which he had presented. Thus there was an issue clear and distinct made up between us on these two propositions laid down in the speech of Mr. Lincoln at Springfield, and controverted by me in my reply to him at Chicago. On the next day, the 11th of July, Mr. Lincoln replied to me at Chicago, explaining at some length, and reaffirming the positions which he had taken in his Springfield speech. In that Chicago speech he even went further than he had before, and uttered sentiments in regard to the negro being on an equality with the white man. ("That's so.) He adopted in support of this position the argument which Lovejoy and Codding, and other Abolition lecturers had made familiar in the northern and central portions of the State, to wit: that the Declaration of Independence having declared all men free and equal, by Divine law, also that negro equality was an inalienable right, of which they could not be deprived. He insisted, in that speech, that the Declaration of Independence included the negro in the clause, asserting that all men were created equal, and went so far as to say that if one man was allowed to take the position, that it did not include the negro, others might take the position that it did not include other men. He said that all these distinctions between this man and that man, this race and the other race, must be discarded, and we must all stand by the Declaration of Independence, declaring that all men were created equal.

The issue thus being made up between Mr. Lincoln and myself on three points, we went before the people of the State. During the following seven weeks, between the Chicago speeches and our first meeting at Ottawa, he and I addressed large assemblages of the people in many of the central counties. In my speeches I confined myself closely to those three positions which he had taken, controverting his proposition that this Union could not exist as our fathers made it, divided into free and slave States, controverting his proposition of a crusade against the Supreme Court because of the Dred Scott decision, and controverting his proposition that the Declaration of Independence included and meant the negroes as well as the white men, when it declared all men to be created equal. (Cheers for Douglas.) I supposed at that time that these propositions constituted a distinct issue between us, and that the opposite positions we had taken upon them we would be willing to be held to in every part of the State, I never intended to waver one hair's breadth from that issue either in the north or the south, or wherever I should address the people of Illinois. I hold that when the time arrives that I cannot proclaim my political creed in the same terms not only in the northern but the southern part of Illinois, not only in the Northern but the Southern States, and wherever the American flag waves over American soil, that then there must be something wrong in that creed. ("Good, good," and cheers.) So long as we live under a common Constitution, so long as we live in a confederacy of sovereign and equal States, joined together as one for certain purposes, that any political creed is radically wrong which cannot be proclaimed in every State, and every section of that Union, alike. I took up Mr. Lincoln's three propositions in my several speeches, analyzed them, and pointed out what I believed to be the radical errors contained in them. First, in regard to his doctrine that this Government was in violation of the law of God, which says that a house divided against itself cannot stand, I repudiated it as a slander upon the immortal framers of our Constitution. I then said, I have often repeated, and now again assert, that in my opinion our Government can endure forever, (good) divided into free and slave States as our fathers made it,-each State having the right to prohibit, abolish or sustain slavery, just as it pleases. ("Good," "right," and cheers.) This Government was made upon the great basis of the sovereignty of the States, the right of each State to regulate its own domestic institutions to suit itself, and that right was conferred with the understanding and expectation that inasmuch as each locality had separate interests, each locality must have different and distinct local and domestic institutions, corresponding to its wants and interests. Our fathers knew when they made the Government, that the laws and institutions which were well adapted to the green mountains of Vermont, were unsuited to the rice plantations of South Carolina. They knew then, as well as we know now, that the laws and institutions which would be well adapted to the beautiful prairies of Illinois would not be suited to the mining regions of California. They knew that in a Republic as broad as this, having such a variety of soil, climate and interest, there must necessarily be a corresponding variety of local laws-the policy and institutions of each State adapted to its condition and wants. For this reason this Union was established on the right of each State to do as it pleased on the question of slavery, and every other question; and the various States were not allowed to complain of, much less interfere with the policy, of their neighbors. ("That's good doctrine," "that's the doctrine," and cheers.)

Suppose the doctrine advocated by Mr. Lincoln and the abolitionists of this day had prevailed when the Constitution was made, what would have been the result? Imagine for a moment that Mr. Lincoln had been a member of the Convention that framed the Constitution of the United States, and that when its members were about to sign that wonderful document, he had arisen in that Convention as he did at Springfield this summer, and addressing himself to the President, had said, "A house divided against itself cannot stand; (laughter) this government, divided into free and slave States, cannot endure, they must all be free or all be slave, they must all be one thing or all the other, otherwise, it is a violation of the law of God, and cannot continue to exist;" -suppose Mr. Lincoln had convinced that body of sages that that doctrine was sound, what would have been the result? Remember that the Union was then composed of thirteen States, twelve of which were slaveholding and one free. Do you think that the one free State would have outvoted the twelve slaveholding States, and thus have secured the abolition of slavery? (No, no.) On the other hand, would not the twelve slaveholding States have outvoted the one free State, and thus have fastened slavery, by a Constitutional provision, on every foot of the American Republic forever? You see that if this abolition doctrine of Mr. Lincoln had prevailed when the Government was made, it would have established slavery as a permanent institution, in all the States, whether they wanted it or not, and the question for us to determine in Illinois now as one of the free States is, whether or not we are willing, having become the majority section, to enforce a doctrine on the minority, which we would have resisted with our heart's blood had it been attempted on us when we were in a minority. ("We never will," "good, good," and cheers.) How has the South lost her power as the majority section in this Union, and how have the free States gained it, except under the operation of that principle which declares the right of the people of each State and each Territory to form and regulate their domestic institutions in their own way. It was under that principle that slavery was abolished in New Hampshire, Rhode Island, Connecticut, New York, New Jersey, and Pennsylvania; it was under that principle that one half of the slaveholding States became free; it was under that principle that the number of free States increased until from being one out of twelve States, we have grown to be the majority of States of the whole Union, with the power to control the House of Representatives and Senate, and the power, consequently, to elect a President by Northern votes without the aid of a Southern State. Having obtained this power under the operation of that great principle, are you now prepared to abandon the principle and declare that merely because we have the power you will wage a war against the Southern States and their institutions until you force them to abolish slavery every where. (No, never, and great applause.)

After having pressed these arguments home on Mr. Lincoln for seven weeks, publishing a number of my speeches, we met at Ottawa in joint discussion, and he then began to crawfish a little, and let himself down. (Immense applause.) I there propounded certain questions to him. Amongst others, I asked him whether he would vote for the admission of any more slave States in the event the people wanted them. He would not answer. (Applause and laughter.) I then told him that if he did not answer the question there I would renew it at Freeport, and would then trot him down into Egypt and again put it to him. (Cheers.) Well, at Freeport, knowing that the next joint discussion took place in Egypt, and being in dread of it, he did answer my question in regard to no more slave States in a mode which he hoped would be satisfactory to me, and accomplish the object he had in view. I will show you what his answer was. After saying that he was not pledged to the Republican doctrine of "no more slave States," he declared:

I state to you freely, frankly, that I should be exceedingly sorry to ever be put in the position of having to pass upon that question. I should be exceedingly glad to know that there never would be another slave State admitted into this Union.

Here permit me to remark, that I do not think the people will ever force him into a position against his will. (Great laughter and applause.) He went on to say:

But I must add in regard to this, that if slavery shall be kept out of the Territory during the territorial existence of any one given Territory, and then the people should, having a fair chance and a clear field when they come to adopt a Constitution, if they should do the extraordinary thing of adopting a slave Constitution, uninfluenced by the actual presence of the institution among them, I see no alternative, if we own the country, but we must admit it into the Union.

That answer Mr. Lincoln supposed would satisfy the old line Whigs, composed of Kentuckians and Virginians, down in the southern part of the State. Now, what does it amount to? I desired to know whether he would vote to allow Kansas to come into the Union with slavery or not, as her people desired. He would not answer; but in a roundabout way said that if slavery should be kept out of a Territory during the whole of its territorial existence, and then the people, when they adopted a State Constitution, asked admission as a slave State, he supposed he would have to let the State come in. The case I put to him was an entirely different one. I desired to know whether he would vote to admit a State if Congress had not prohibited slavery in it during its territorial existence, as Congress never pretended to do under Clay's Compromise measures of 1850. He would not answer, and I have not yet been able to get an answer from him. (Laughter, "he'll answer this time," "he's afraid to answer," etc.) I have asked him whether he would vote to admit Nebraska if her people asked to come in as a State with a Constitution recognizing slavery, and he refused to answer. ("Put him through," "give it to him," and cheers.) I have put the question to him with reference to New Mexico, and he has not uttered a word in answer. I have enumerated the Territories, one after another, putting the same question to him with reference to each, and he has not said, and will not say, whether, if elected to Congress, he will vote to admit any Territory now in existence with such a Constitution as her people may adopt. He invents a case which does not exist, and cannot exist under this Government, and answers it; but he will not answer the question I put to him in connection with any of the Territories now in existence. ("Hurrah for Douglas," "three cheers for Douglas.") The contract we entered into with Texas when she entered the Union obliges us to allow four States to be formed out of the old State, and admitted with or without slavery as the respective inhabitants of each may determine. I have asked Mr. Lincoln three times in our joint discussions whether he would vote to redeem that pledge, and he has never yet answered. He is as silent as the grave on the subject. (Laughter, "Lincoln must answer," "he will," &c.) He would rather answer as to a state of the case which will never arise than commit himself by telling what he would do in a case which would come up for his action soon after his election to Congress. ("He'll never have to act on any question," and laughter.) Why can he not say whether he is willing to allow the people of each State to have slavery or not as they please, and to come into the Union when they have the requisite population as a slave or a free State as they decide? I have no trouble in answering the question. I have said everywhere, and now repeat it to you, that if the people of Kansas want a slave State they have a right, under the Constitution of the United States, to form such a State, and I will let them come into the Union with slavery or without, as they determine. ("That's right," "good," "hurrah for Douglas all the time," and cheers.) If the people of any other Territory desire slavery, let them have it. If they do not want it, let them prohibit it. It is their business, not mine. ("That's the doctrine.") It is none of our business in Illinois whether Kansas is a free State or a slave State. It is none of your business in Missouri whether Kansas shall adopt slavery or reject it. It is the business of her people and none of yours. The people of Kansas have as much right to decide that question for themselves as you have in Missouri to decide it for yourselves, or we in Illinois to decide it for ourselves. ("That's what we believe," "We stand by that," and cheers.)

And here I may repeat what I have said in every speech I have made in Illinois, that I fought the Lecompton Constitution to its death, not because of the slavery clause in it, but because it was not the act and deed of the people of Kansas. I said then in Congress, and I say now, that if the people of Kansas want a slave State, they have a right to have it. If they wanted the Lecompton Constitution, they had a right to have it. I was opposed to that Constitution because I did not believe that it was the act and deed of the people, but on the contrary, the act of a small, pitiful minority acting in the name of the majority. When at last it was determined to send that Constitution back to the people, and accordingly, in August last, the question of admission under it was submitted to a popular vote, the citizens rejected it by nearly ten to one, thus showing conclusively, that I was right when I said that the Lecompton Constitution was not the act and deed of the people of Kansas, and did not embody their will. (Cheers.)

I hold that there is no power on earth, under our system of Government, which has the right to force a Constitution upon an unwilling people. (That's so.) Suppose that there had been a majority of ten to one in favor of slavery in Kansas, and suppose there had been an Abolition President, and an Abolition Administration, and by some means the Abolitionists succeeded in forcing an Abolition Constitution on those slave-holding people, would the people of the South have submitted to that act for one instant? (No,no.)Well, if you of the South would not have submitted to it a day, how can you, as fair, honorable and honest men, insist on putting a slave Constitution on a people who desire a free State? ("That's so," and cheers.) Your safety and ours depend upon both of us acting in good faith, and living up to that great principle which asserts the right of every people to form and regulate their domestic institutions to suit themselves, subject only to the Constitution of the United States. ("That's the doctrine," and immense applause.)

Most of the men who denounced my course on the Lecompton question, objected to it not because I was not right, but because they thought it expedient at that time, for the sake of keeping the party together, to do wrong. (Cheers.) I never knew the Democratic party to violate any one of its principles out of policy or expediency, that it did not pay the debt with sorrow. There is no safety or success for our party unless we always do right, and trust the consequences to God and the people. I chose not to depart from principle for the sake of expediency in the Lecompton question, and I never intend to do it on that or any other question. (Good.)

But I am told that I would have been all right if I had only voted for the English bill after Lecompton was killed. (Laughter and cheers.) You know a general pardon was granted to all political offenders on the Lecompton question, provided they would only vote for the English bill. I did not accept the benefits of that pardon, for the reason that I had been right in the course I had pursued, and hence did not require any forgiveness. Let us see how the result has been worked out. English brought in his bill referring the Lecompton Constitution back to the people, with the provision that if it was rejected Kansas should be kept out of the Union until she had the full ratio of population required for a member of Congress, thus in effect declaring that if the people of Kansas would only consent to come into the Union under the Lecompton Constitution, and have a slave State when they did not want it, they should be admitted with a population of 35,000, but that if they were so obstinate as to insist upon having just such a Constitution as they thought best, and to desire admission as a free State, then they should be kept out until they had 93,420 inhabitants. I then said, and I now repeat to you, that whenever Kansas has people enough for a slave State she has people enough for a free State. I was and am willing to adopt the rule that no State shall ever come into the Union until she has the full ratio of population for a member of Congress, provided that rule is made uniform. I made that proposition in the Senate last winter, but a majority of the Senators would not agree to it; and I then said to them if you will not adopt the general rule I will not consent to make an exception of Kansas.

I hold that it is a violation of the fundamental principles of this Government to throw the weight of federal power into the scale, either in favor of the free or the slave States. Equality among all the States of this Union is a fundamental principle in our political system. We have no more right to throw the weight of the Federal Government into the scale in favor of the slaveholding than the free States, and last of all should our friends in the South consent for a moment that Congress should withhold its powers either way when they know that there is a majority against them in both Houses of Congress.

Fellow-citizens, how have the supporters of the English bill stood up to their pledges not to admit Kansas until she obtained a population of 93,420 in the event she rejected the Lecompton Constitution? How? The newspapers inform us that English himself, whilst conducting his canvass for re-election, and in order to secure it, pledged himself to his constituents that if returned he would disregard his own bill and vote to admit Kansas into the Union with such population as she might have when she made application. We are informed that every Democratic candidate for Congress in all the States where elections have recently been held, was pledged against the English bill, with perhaps one or two exceptions. Now, if I had only done as these anti-Lecompton men who voted for the English bill in Congress, pledging themselves to refuse to admit Kansas if she refused to become a slave State until she had a population of 93,420, and then returned to their people, forfeited their pledge, and made a new pledge to admit Kansas at any time she applied, without regard to population, I would have had no trouble. You saw the whole power and patronage of the Federal Government wielded in Indiana, Ohio, and Pennsylvania to re-elect anti-Lecompton men to Congress who voted against Lecompton, then voted for the English bill, and then denounced the English bill, and pledged themselves to their people to disregard it. My sin consists in not having given a pledge, and then in not having afterward forfeited it. For that reason, in this State, every postmaster, every route agent, every collector of the ports, and every federal office-holder, forfeits his head the moment he expresses a preference for the Democratic candidates against Lincoln and his Abolition associates. A Democratic Administration which we helped to bring into power, deems it consistent with its fidelity to principle and its regard to duty, to wield its power in this State in behalf of the Republican Abolition candidates in every county and every Congressional District against the Democratic party. All I have to say in reference to the matter is, that if that Administration have not regard enough for principle, if they are not sufficiently attached to the creed of the Democratic party to bury forever their personal hostilities in order to succeed in carrying out our glorious principles, I have. I have no personal difficulty with Mr. Buchanan or his cabinet. He chose to make certain recommendations to Congress, as he had a right to do, on the Lecompton question. I could not vote in favor of them. I had as much right to judge for myself how I should vote as he had how he should recommend. He undertook to say to me, if you do not vote as I tell you, I will take off the heads of your friends. I replied to him, "You did not elect me, I represent Illinois and I am accountable to Illinois, as my constituency, and to God, but not to the President or to any other power on earth."

And now this warfare is made on me because I would not surrender my connections of duty, because I would not abandon my constituency, and receive the orders of the executive authorities how I should vote in the Senate of the United States. I hold that an attempt to control the Senate on the part of the Executive is subversive of the principles of our Constitution. The Executive department is independent of the Senate, and the Senate is independent of the President. In matters of legislation the President has a veto on the action of the Senate, and in appointments and treaties the Senate has a veto on the President. He has no more right to tell me how I shall vote on his appointments than I have to tell him whether he shall veto or approve a bill that the Senate has passed. Whenever you recognize the right of the Executive to say to a Senator, "Do this, or I will take off the heads of your friends," you convert this Government from a republic into a despotism. Whenever you recognize the right of a President to say to a member of Congress, "Vote as I tell you, or I will bring a power to bear against you at home which will crush you," you destroy the independence of the representative, and convert him into a tool of Executive power. I resisted this invasion of the constitutional rights of a Senator, and I intend to resist it as long as I have a voice to speak, or a vote to give. Yet, Mr. Buchanan cannot provoke me to abandon one iota of Democratic principles out of revenge or hostility to his course. I stand by the platform of the Democratic party, and by its organization, and support its nominees. If there are any who choose to bolt, the fact only shows that they are not as good Democrats as I am.

My friends, there never was a time when it was as important for the Democratic party, for all national men, to rally and stand together as it is to-day. We find all sectional men giving up past differences and continuing the one question of slavery, and when we find sectional men thus uniting, we should unite to resist them and their treasonable designs. Such was the case in 1850, when Clay left the quiet and peace of his home, and again entered upon public life to quell agitation and restore peace to a distracted Union. Then we Democrats, with Cass at our head, welcomed Henry Clay, whom the whole nation regarded as having been preserved by God for the times. He became our leader in that great fight, and we rallied around him the same as the Whigs rallied around old Hickory in 1832, to put down nullification. Thus you see that whilst Whigs and Democrats fought fearlessly in old times about banks, the tariff, distribution, the specie circular, and the sub-treasury, all united as a band of brothers when the peace, harmony, or integrity of the Union was imperiled. It was so in 1850, when Abolitionism had even so far divided this country, North and South, as to endanger the peace of the Union; Whigs and Democrats united in establishing the Compromise measures of that year, and restoring tranquillity and good feeling. These measures passed on the joint action of the two parties. They rested on the great principle that the people of each State and each Territory should be left perfectly free to form and regulate their domestic institutions to suit themselves. You Whigs and we Democrats justified them in that principle. In 1854, when it became necessary to organize the Territories of Kansas and Nebraska, I brought forward the bill on the same principle. In the Kansas-Nebraska bill you find it declared to be the true intent and meaning of the act not to legislate slavery into any State or Territory, nor to exclude it therefrom, but to leave the people thereof perfectly free to form and regulate their domestic institutions in their own way. ("That's so," and cheers.) I stand on that same platform in 1858 that I did in 1850, 1854, and 1856. The Washington pretending to be the organ of the Administration, in the number of the 5th of this month, devotes three columns and a half to establish these propositions: First, that Douglas, in his Freeport speech, held the same doctrine that he did in his Nebraska bill in 1854; second, that in 1854 Douglas justified the Nebraska bill upon the ground that it was based upon the same principle as Clay's Compromise measures of 1850. The Union thus proved that Douglas was the same in 1858 that he was in 1856, 1854, and 1850, and consequently argued that he was never a Democrat. Is it not funny that I was never a Democrat? There is no pretense that I have changed a hair's breadth. The proves by my speeches that I explained the Compromise measures of 1850 just as I do now, and that I explained the Kansas and Nebraska bill in 1854 just as I did in my Freeport speech, and yet says that I am not a Democrat, and cannot be trusted, because I have not changed during the whole of that time. It has occured to me that in 1854 the author of the Kansas and Nebraska bill was considered a pretty good Democrat. (Cheers) It has occurred to me that in 1856, when I was exerting every nerve and every energy for James Buchanan, standing on the same platform then that I do now, that I was a pretty good Democrat. (Renewed applause.) They now tell me that I am not a Democrat, because I assert that the people of a Territory, as well as those of a State, have the right to decide for themselves whether slavery can or cannot exist in such Territory. Let me read what James Buchanan said on that point when he accepted the Democratic nomination for the Presidency in 1856. In his letter of acceptance, he used the following language:

The recent legislation of Congress respecting domestic slavery, derived as it has been from the original and pure fountain of legitimate political power, the will of the majority, promises ere long to allay the dangerous excitement. This legislation is founded upon principles as ancient as free government itself, and in accordance with them has simply declared that the people of a Territory, like those of a State, shall decide for themselves whether slavery shall or shall not exist within their limits.

"If the inhabitants of any Territory should refuse to enact such laws and police regulations as would give security to their property or to his, it would be rendered more or less valueless in proportion to the difficulties of holding it without such protection. In the case of property in the labor of man, or what is usually called slave property, the insecurity would be so great that the owner could not ordinarily retain it. Therefore, though the right would remain, the remedy being withheld, it would follow that the owner would be practically debarred, by the circumstances of the case, from taking slave property into a Territory where the sense of the inhabitants was opposed to its introduction. So much for the oft-repeated fallacy of forcing slavery upon any community."

You will also find that the distinguished Speaker of the present House of Representatives, Hon. Jas. L. Orr, construed the Kansas and Nebraska bill in this same way in 1856, and also that great intellect of the South, Alex. H. Stephens, put the same construction upon it in Congress that I did in my Freeport speech. The whole South are rallying to the support of the doctrine that if the people of a Territory want slavery they have a right to have it, and if they do not want it that no power on earth can force it upon them. I hold that there is no principle on earth more sacred to all the friends of freedom than that which says that no institution, no law, no constitution, should be forced on an unwilling people contrary to their wishes; and I assert that the Kansas and Nebraska bill contains that principle. It is the great principle contained in that bill. It is the principle on which James Buchanan was made President. Without that principle he never would have been made President of the United States. I will never violate or abandon that doctrine if I have to stand alone. (Hurrah for Douglas.) I have resisted the blandishments and threats of power on the one side, and seduction on the other, and have stood immovably for that principle, fighting for it when assailed by Northern mobs, or threatened by Southern hostility. ("That's the truth," and cheers.) I have defended it against the North and the South, and I will defend it against whoever assails it, and I will follow it wherever its logical conclusions lead me. ("So will we all," "hurrah for Douglas.") I say to you that there is but one hope, one safety for this country, and that is to stand immovably by that principle which declares the right of each State and each Territory to decide these questions for themselves. (Hear him, hear him.) This Government was founded on that principle, and must be administered in the same sense in which it was founded.

But the Abolition party really think that under the Declaration of Independence the negro is equal to the white man, and that negro equality is an inalienable right conferred by the Almighty, and hence that all human laws in violation of it are null and void. With such men it is no use for me to argue. I hold that the signers of the Declaration of Independence had no reference to negroes at all when they declared all men to be created equal. They did not mean negro, nor the savage Indians, nor the Fejee Islanders, nor any other barbarous race. They were speaking of white men. ("It's so," "it's so," and cheers.) They alluded to men of European birth and European descent-to white men, and to none others, when they declared that doctrine. ("That's the truth.") I hold that this Government was established on the white basis. It was established by white men for the benefit of white men and their posterity forever, and should be administered by white men, and none others. But it does not follow, by any means, that merely because the negro is not a citizen, and merely because he is not our equal, that, therefore, he should be a slave. On the contrary, it does follow that we ought to extend to the negro race, and to all other dependent races all the rights, all the privileges, and all the immunities which they can exercise consistently with the safety of society. Humanity requires that we should give them all these privileges; Christianity commands that we should extend those privileges to them. The question then arises what are those privileges, and what is the nature and extent of them. My answer is that that is a question which each State must answer for itself. We in Illinois have decided it for ourselves. We tried slavery, kept it up for twelve years, and finding that it was not profitable, we abolished it for that reason, and became a free State. We adopted in its stead the policy that a negro in this State shall not be a slave and shall not be a citizen. We have a right to adopt that policy. For my part I think it is a wise and sound policy for us. You in Missouri must judge for yourselves whether it is a wise policy for you. If you choose to follow our example, very good; if you reject it, still well, it is your business, not ours. So with Kentucky. Let Kentucky adopt a policy to suit herself. If we do not like it we will keep away from it, and if she does not like ours let her stay at home, mind her own business and let us alone. If the people of all the States will act on that great principle, and each State mind its own business, attend to its own affairs, take care of its own negroes and not meddle with its neighbors, then there will be peace between the North and the South, the East and the West, throughout the whole Union. (Cheers.) Why can we not thus have peace? Why should we thus allow a sectional party to agitate this country, to array the North against the South, and convert us into enemies instead of friends, merely that a few ambitious men may ride into power on a sectional hobby? How long is it since these ambitious Northern men wished for a sectional organization? Did any one of them dream of a sectional party as long as the North was the weaker section and the South the stronger? Then all were opposed to sectional parties; but the moment the North obtained the majority in the House and Senate by the admission of California, and could elect a President without the aid of Southern votes, that moment ambitious Northern men formed a scheme to excite the North against the South, and make the people be governed in their votes by geographical lines, thinking that the North, being the stronger section, would outvote the South, and consequently they, the leaders, would ride into office on a sectional hobby. I am told that my hour is out. It was very short.

On being introduced to the audience, after the cheering had subsided Mr. Lincoln said:

LADIES AND GENTLEMEN: I have been somewhat, in my own mind, complimented by a large portion of Judge Douglas's speech-I mean that portion which he devotes to the controversy between himself and the present Administration. This is the seventh time Judge Douglas and myself have met in these joint discussions, and he has been gradually improving in regard to his war with the Administration. [Laughter, "That's so."] At Quincy, day before yesterday, he was a little more severe upon the Administration than I had heard him upon any occasion, and I took pains to compliment him for it. I then told him to "Give it to them with all the power he had;" and as some of them were present, I told them I would be very much obliged if they would in about the same way. [Uproarious laughter and cheers.] I take it he has now vastly improved upon the attack he made then upon the Administration. I flatter myself he has really taken my advice on this subject. All I can say now is to re-commend to him and to them what I then commended-to prosecute the war against one another in the most vigorous manner. I say to them again-"Go it, husband!-Go it, bear!" [Great laughter.]

There is one other thing I will mention before I leave this branch of the discussion-although I do not consider it much of my business, any way. I refer to that part of the Judge's remarks where he undertakes to involve Mr. Buchanan in an inconsistency. He reads something from Mr. Buchanan, from which he undertakes to involve him in an inconsistency; and he gets something of a cheer for having done so. I would only remind the Judge that while he is very valiantly fighting for the Nebraska bill and the repeal of the Missouri Compromise, it has been but a little while since he was the of the Missouri Compromise. [Cheers.] I want to know if Buchanan has not as much right to be inconsistent as Douglas has? [Loud applause and laughter; "Good, good!" "Hurrah for Lincoln!"] Has Douglas the , in this country, of being ? Is nobody allowed that high privilege but himself? Is he to have an entire on that subject? [Great laughter.]

So far as Judge Douglas addressed his speech to me, or so far as it was about me, it is my business to pay some attention to it. I have heard the Judge state two or three times what he has stated to-day-that in a speech which I made at Springfield, Illinois, I had in a very especial manner complained that the Supreme Court in the Dred Scott case had decided that a negro could never be a citizen of the United States. I have omitted by some accident heretofore to analyze this statement, and it is required of me to notice it now. In point of fact it is . I never have complained of the Dred Scott decision because it held that a negro could not be a citizen, and the Judge is always wrong when he says I ever did so complain of it. I have the speech here, and I will thank him or any of his friends to show where I said that a negro should be a citizen, and complained especially of the Dred Scott decision because it declared he could not be one. I have done no such thing, and Judge Douglas so persistently insisting that I have done so, has strongly impressed me with the belief of a predetermination on his part to misrepresent me. He could not get his foundation for insisting that I was in favor of this negro equality any where else as well he could by assuming that untrue proposition. Let me tell this audience what is true in regard to that matter; and the means by which they may correct me if I do not tell them truly is by a recurrence to the speech itself. I spoke of the Dred Scott decision in my Springfield speech, and I was then endeavoring to prove that the Dred Scott decision was a portion of a system or scheme to make slavery national in this country. I pointed out what things had been decided by the court. I mentioned as a fact that they had decided that a negro could not be a citizen-that they had done so, as I supposed, to deprive the negro, under all circumstances, of the remotest possibility of ever becoming a citizen and claiming the rights of a citizen of the United States under a certain clause of the Constitution. I stated that, without making any complaint of it at all. I then went on and stated the other points decided in the case, namely: that the bringing of a negro into the State of Illinois and holding him in slavery for two years here was a matter in regard to which they would not decide whether it would make him free or not; that they decided the further point that taking him into a United States Territory where slavery was prohibited by act of Congress, did not make him free, because that act of Congress, as they held, was unconstitutional. I mentioned these three things as making up the points decided in that case. I mentioned them in a lump taken in connection with the introduction of the Nebraska bill, and the amendment of Chase, offered at the time, declaratory of the right of the people of the Territories to , which was voted down by the friends of the bill. I mentioned all these things together, as evidence tending to prove a combination and conspiracy to make the institution of slavery national. In that connection and in that way I mentioned the decision on the point that a negro could not be a citizen, and in no other connection.

Out of this, Judge Douglas builds up his beautiful fabrication-of my purpose to introduce a perfect, social, and political equality between the white and black races. His assertion that I made an "especial objection" (that is his exact language) to the decision on this account, is untrue in point of fact.

Now, while I am upon this subject, and as Henry Clay has been alluded to, I desire to place myself, in connection with Mr. Clay, as nearly right before this people as may be. I am quite aware what the Judge's object is here by all these allusions. He knows that we are before an audience, having strong sympathies southward by relationship, place of birth, and so on. He desires to place me in an extremely Abolition attitude. He read upon a former occasion, and alludes without reading today, to a portion of a speech which I delivered in Chicago. In his quotations from that speech, as he has made them upon former occasions, the extracts were taken in such a way as, I suppose, brings them within the definition of what is called -taking portions of a speech which, when taken by themselves, do not present the entire sense of the speaker as expressed at the time. I propose, therefore, out of that same speech, to show how one portion of it which he skipped over (taking an extract before and an extract after) will give a different idea, and the true idea I intended to convey. It will take me some little time to read it, but I believe I will occupy the time that way.

You have heard him frequently allude to my controversy with him in regard to the Declaration of Independence. I confess that I have had a struggle with Judge Douglas on that matter, and I will try briefly to place myself right in regard to it on this occasion. I said-and it is between the extracts Judge Douglas has taken from this speech, and put in his published speeches:

"It may be argued that there are certain conditions that make necessities and impose them upon us, and to the extent that a necessity is imposed upon a man he must submit to it. I think that was the condition in which we found ourselves when we established this Government. We had slaves among us, we could not get our Constitution unless we permitted them to remain in slavery, we could not secure the good we did secure if we grasped for more; and having by necessity submitted to that much, it does not destroy the principle that is the charter of our liberties. Let the charter remain as our standard."

Now I have upon all occasions declared as strongly as Judge Douglas against the disposition to interfere with the existing institution of slavery. You hear me read it from the same speech from which he takes garbled extracts for the purpose of proving upon me a disposition to interfere with the institution of slavery, and establish a perfect social and political equality between negroes and white people.

Allow me while upon this subject briefly to present one other extract from a speech of mine, more than a year ago, at Springfield, in discussing this very same question, soon after Judge Douglas took his ground that negroes were not included in the Declaration of Independence:

"I think the authors of that notable instrument intended to include men, but they did not mean to declare all men equal . They did not mean to say all men were equal in color, size, intellect, moral development or social capacity. They defined with tolerable distinctness in what they did consider all men created equal-equal in certain inalienable rights, among which are life, liberty, and the pursuit of happiness. This they said, and this they meant. They did not mean to assert the obvious untruth, that all were then actually enjoying that equality, or yet, that they were about to confer it immediately upon them. In fact they had no power to confer such a boon. They meant simply to declare the , so that the of it might follow as fast as circumstances should permit.

"They meant to set up a standard maxim for free society which should be familiar to all: constantly looked to, constantly labored for, and even, though never perfectly attained, constantly approximated, and thereby constantly spreading and deepening its influence and augmenting the happiness and value of life to all people, of all colors, every where."

There again are the sentiments I have expressed in regard to the Declaration of Independence upon a former occasion-sentiments which have been put in print and read wherever any body cared to know what so humble an individual as myself chose to say in regard to it.

At Galesburgh the other day, I said in answer to Judge Douglas, that three years ago there never had been a man, so far as I knew or believed, in the whole world, who had said that the Declaration of Independence did not include negroes in the term "all men." I reassert it to-day. I assert that Judge Douglas and all his friends may search the whole records of the country, and it will be a matter of great astonishment to me if they shall be able to find that one human being three years ago had ever uttered the astounding sentiment that the term "all men" in the Declaration did not include the negro. Do not let me be misunderstood. I know that more than three years ago there were men who, finding this assertion constantly in the way of their schemes to bring about the ascendancy and perpetuation of slavery, . I know that Mr. Calhoun and all the politicians of his school denied the truth of the Declaration. I know that it ran along in the mouth of some Southern men for a period of years, ending at last in that shameful though rather forcible declaration of Pettit of Indiana, upon the floor of the United States Senate, that the Declaration of Independence was in that respect "a self-evident lie," rather than a self-evident truth. But I say, with a perfect knowledge of all this hawking at the Declaration without directly attacking it, that three years ago there never had lived a man who had ventured to assail it in the sneaking way of pretending to believe it and then asserting it did not include the negro. I believe the first man who ever said it was Chief Justice Taney in the Dred Scott case, and the next to him was our friend, Stephen A. Douglas. And now it has become the catch-word of the entire party. I would like to call upon his friends every where to consider how they have come in so short a time to view this matter in a way so entirely different from their former belief? to ask whether they are not being borne along by an irresistible current-whither, they know not? [Great applause.]

In answer to my proposition at Galesburgh last week, I see that some man in Chicago has got up a letter addressed to the Chicago , to show, as he professes, that somebody said so before; and he signs himself "An Old Line Whig," if I remember correctly. In the first place I would say he an old line Whig. I am somewhat acquainted with old line Whigs. I was with the old line Whigs from the origin to the end of that party; I became pretty well acquainted with them, and I know they always had some sense, whatever else you could ascribe to them. [Great Laughter.] I know there never was one who had not more sense than to try to show by the evidence he produces that some man had, prior to the time I named, said that negroes were not included in the term "all men" in the Declaration of Independence. What is the evidence he produces? I will bring forward evidence and let you see what offers by way of showing that somebody more than three years ago had said negroes were not included in the Declaration. He brings forward part of a speech from Henry Clay- part of speech of Henry Clay which I used to bring forward to prove precisely the contrary. [Laughter.] I guess we are surrounded to some extent to-day by the old friends of Mr. Clay, and they will be glad to hear anything from that authority. While he was in Indiana a man presented a petition to liberate his negroes, and he (Mr. Clay) made a speech in answer to it, which I suppose he carefully wrote out himself and caused to be published. I have before me an extract from that speech which constitutes the evidence this pretended "Old Line Whig" at Chicago brought forward to show that Mr. Clay didn't suppose the negro was included in the Declaration of Independence. Hear what Mr. Clay said:

"And what is the foundation of this appeal to me in Indiana, to liberate the slaves under my care in Kentucky? It is a general declaration in the act announcing to the world the independence of the thirteen American colonies, that all men are created equal. Now, as an abstract principle, and it is desirable , to keep it in view as a great fundamental principle. But, then, I apprehend that in no society that ever did exist, or ever shall be formed, was or can the equality asserted among the members of the human race, be practically enforced and carried out. There are portions, large portions women, minors, insane, culprits, transient sojourners, that will always probably remain subject to the government of another portion of the community.

"That declaration, whatever may be the extent of its import, was made by the delegations of the thirteen States. In most of them slavery existed, and had long existed, and was established by law. It was introduced and forced upon the colonies by the paramount law of England. Do you believe, that in making that declaration the States that concurred in it intended that it should be tortured into a virtual emancipation of all the slaves within their respective limits? Would Virginia and other Southern States have ever united in a declaration which was to be interpreted into an abolition of slavery among them? Did any one of the thirteen colonies entertain such a design or expectation? To impute such a secret and unavowed purpose, would be to charge a political fraud upon the noblest band of patriots that ever assembled in council-a fraud upon the Confederacy of the Revolution-a fraud upon the union of those States whose Constitution not only recognized the lawfulness of slavery, but permitted the importation of slaves from Africa until the year 1808."

This is the entire quotation brought forward to prove that somebody previous to three years ago had said the negro was not included in the term "all men" in the Declaration. How does it do so? In what way has it a tendency to prove that? Mr. Clay says that all men are created equal, but that we cannot practically apply it in all cases. He illustrates this by bringing forward the cases of females, minors, and insane persons, with whom it cannot be enforced; but he says it is true as an abstract principle in the organization of society as well as in organized society, and it should be kept in view as a fundamental principle. Let me read a few words more before I add some comments of my own. Mr. Clay says a little further on:

"I desire no concealment of my opinions in regard to the institution of slavery. I look upon it as a great evil, and deeply lament that we have derived it from the parental Government, and from our ancestors. But here they are, and the question is, how can they be best dealt with? If a state of nature existed, and we were about to lay the foundations of society, ."

Now, here in this same book-in this same speech-in this same extract brought forward to prove that Mr. Clay held that the negro was not included in the Declaration of Independence-no such statement on his part, but the declaration , which should be constantly kept in view in the organization of society and in societies already organized. But if I say a word about it-if I attempt, as Mr. Clay said all good men ought to do, to keep it in view-if, in this "organized society," I ask to have the public eye turned upon it-if I ask, in relation to the organization of new Territories, that the public eye should be turned upon it-forthwith I am villified as you hear me to-day. What have I done, that I have not the license of Henry Clay's illustrious example here in doing? Have I done aught that I have not his authority for, while maintaining that in organizing new Territories and societies, this fundamental principle should be regarded, and in organized society holding it up to the public view and recognizing what recognized as the great principle of free government? [Great applause, and cries of "Hurrah for Lincoln."]

And when this new principle-this new proposition that no human being ever thought of three years ago-is brought forward, I it as having an evil tendency, if not an evil design. I combat it as having a tendency to dehumanize the negro-to take away from him the right of ever striving to be a man. I combat it as being one of the thousand things constantly done in these days to prepare the public mind to make property, and nothing but property, of the . [Tremendous applause. "Hurrah for Lincoln." "Hurrah for Trumbull."]

But there is a point that I wish, before leaving this part of the discussion, to ask attention to. I have read and I repeat the words of Henry Clay:

"I desire no concealment of my opinions in regard to the institution of slavery. I look upon it as a great evil, and deeply lament that we have derived it from the parental Government, and from our ancestors. I wish every slave in the United States was in the country of his ancestors. But here they are; the question is how they can best be dealt with? If a state of nature existed, and we were about to lay the foundations of society, no man would be more strongly opposed than I should be, to incorporate the institution of slavery among its elements."

The principle upon which I have insisted in this canvass, is in relation to laying the foundations of new societies. I have never sought to apply these principles to the old States for the purpose of abolishing slavery in those States. It is nothing but a miserable perversion of what I said, to assume that I have declared Missouri, or any other slave State, shall emancipate her slaves. I have proposed no such thing. But when Mr. Clay says that in laying the foundations of societies in our Territories where it does not exist, he would be opposed to the introduction of slavery as an element, I insist that we have -his license for insisting upon the exclusion of that element which he declared in such strong and emphatic language . [Loud applause.]

Judge Douglas has again referred to a Springfield speech in which I said "a house divided against itself cannot stand." The Judge has so often made the entire quotation from that speech that I can make it from memory. I used this language:

"We are now far into the fifth year, since a policy was initiated with the avowed object and confident promise of putting an end to the slavery agitation. Under the operation of this policy, that agitation has not only not ceased, but has constantly augmented. In my opinion it will not cease until a crisis shall have been reached and passed. 'A house divided against itself cannot stand.' I believe this Government cannot endure permanently half slave and half free. I do not expect the house to fall-but I do expect it will cease to be divided. It will become all one thing, or all the other. Either the opponents of slavery will arrest the further spread of it, and place it where the public mind shall rest in the belief that it is in the course of ultimate extinction, or its advocates will push it forward till it shall become alike lawful in all the States-old as well as new, North as well as South."

That extract and the sentiments expressed in it, have been extremely offensive to Judge Douglas. He has warred upon them as Satan wars upon the Bible. [Laughter.] His perversions upon it are endless. Here now are my views upon it in brief.

I said we were now far into the fifth year, since a policy was initiated with the avowed object and confident promise of putting an end to the slavery agitation. Is it not so? When that Nebraska bill was brought forward four years ago last January, was it not for the "avowed object" of putting an end to the slavery agitation? We were to have no more agitation in Congress, it was all to be banished to the Territories. By the way, I will remark here that, as Judge Douglas is very fond of complimenting Mr. Crittenden in these days, Mr. Crittenden has said there was a falsehood in that whole business, for there was . We were for a little while on the troublesome thing, and that very allaying plaster of Judge Douglas's stirred it up again. [Applause and laughter.] But was it not understood or intimated with the "confident promise" of putting an end to the slavery agitation? Surely it was. In every speech you heard Judge Douglas make, until he got into this "imbroglio," as they call it, with the Administration about the Lecompton Constitution, every speech on that Nebraska bill was full of his felicitations that we were of the slavery agitation. The last tip of the last joint of the old serpent's tail was just drawing out of view. But has it proved so? I have asserted that under that policy that agitation "has not only not ceased, but has constantly augmented." When was there ever a greater agitation in Congress than last winter? When was it as great in the country as to-day?

There was a collateral object in the introduction of that Nebraska policy which was to clothe the people of the Territories with a superior degree of self-government, beyond what they had ever had before. The first object and the main one of conferring upon the people a higher degree of "self -government," is a question of fact to be determined by you in answer to a single question. Have you ever heard or known of a people any where on earth who had as little to do, as, in the first instance of its use, the people of Kansas had with this same right of "self-government"? [Loud applause.] In its main policy and in its collateral object, . [Loud cheers.]

I have intimated that I thought the agitation would not cease until a crisis should have been reached and passed. I have stated in what way I thought it would be reached and passed. I have said that it might go one way or the other. We might, by arresting the further spread of it, and placing it where the fathers originally placed it, put it where the public mind should rest in the belief that it was in the course of ultimate extinction. [Great applause.] Thus the agitation may cease. It may be pushed forward until it shall become alike lawful in all the States, old as well as new, North as well as South. I have said, and I repeat, my wish is that the further spread of it may be arrested, and that it may be placed where the public mind shall rest in the belief that it is in the course of ultimate extinction. I have expressed that as my wish. I entertain the opinion upon evidence sufficient to my mind, that the fathers of this Government placed that institution where the public mind rest in the belief that it was in the course of ultimate extinction. Let me ask why they made provision that the source of slavery-the African slave-trade-should be cut off at the end of twenty years? Why did they make provision that in all the new territory we owned at that time, slavery should be forever inhibited? Why stop its spread in one direction and cut off its source in another, if they did not look to its being placed in the course of ultimate extinction?

Again; the institution of slavery is only mentioned in the Constitution of the United States two or three times, and in neither of these cases does the word "slavery" or "negro race" occur; but covert language is used each time, and for a purpose full of significance. What is the language in regard to the prohibition of the African slave-trade? It runs in about this way: "The migration or importation of such persons as any of the States now existing shall think proper to admit, shall not be prohibited by the Congress prior to the year one thousand eight hundred and eight."

The next allusion in the Constitution to the question of slavery and the black race, is on the subject of the basis of representation, and there the language used is, "Representatives and direct taxes shall be apportioned among the several States which may be included within this Union, according to their respective numbers, which shall be determined by adding to the whole number of free persons, including those bound to service for a term of years, and excluding Indians not taxed-three-fifths of all other persons."

It says "persons," not slaves, not negroes; but this "three-fifths" can be applied to no other class among us than the negroes.

Lastly, in the provision for the reclamation of fugitive slaves, it is said: "No person held to service or labor in one State, under the laws thereof, escaping into another, shall in consequence of any law or regulation therein, be discharged from such service or labor, but shall be delivered up, on claim of the party to whom such service or labor may be due." There again there is no mention of the word "negro" or of slavery. In all three of these places, being the only allusions to slavery in the instrument, covert language is used. Language is used not suggesting that slavery existed or that the black race were among us. And I understand the contemporaneous history of those times to be that covert language was used with a purpose, and that purpose was that in our Constitution, which it was hoped and is still hoped will endure forever-when it should be read by intelligent and patriotic men, after the institution of slavery had passed from among us-there should be nothing on the face of the great charter of liberty suggesting that such a thing as negro slavery had ever existed among us. [Enthusiastic applause.] This is part of the evidence that the fathers of the Government expected and intended the institution of slavery to come to an end. They expected and intended that it should be in the course of ultimate extinction. And when I say that I desire to see the further spread of it arrested, I only say I desire to see that done which the fathers have first done. When I say I desire to see it placed where the public mind will rest in the belief that it is in the course of ultimate extinction, I only say I desire to see it placed where they placed it. It is not true that our fathers, as Judge Douglas assumes, made this Government part slave and part free. Understand the sense in which he puts it. He assumes that slavery is a rightful thing within itself-was introduced by the framers of the Constitution. The exact truth is, that they found the institution existing among us, and they left it as they found it. But in making the Government they left this institution with many clear marks of disapprobation upon it. They found slavery among them, and they left it among them because of the difficulty-the absolute impossibility of its immediate removal. And when Judge Douglas asks me why we cannot let it remain part slave and part free, as the fathers of the Government made it, he asks a question based upon an assumption which is itself a falsehood; and I turn upon him and ask him the question, when the policy that the fathers of the Government had adopted in relation to this element among us was the best policy in the world-the only wise policy-the only policy that we can ever safely continue upon-that will ever give us peace unless this dangerous element masters us all and becomes a national institution- . [Great and prolonged cheering.] I turn and ask him why he was driven to the necessity of introducing a in regard to it? He has himself said he introduced a new policy. He said so in his speech on the 22d of March of the present year, 1858. I ask him why he could not let it remain where our fathers placed it? I ask too of Judge Douglas and his friends why we shall not again place this institution upon the basis on which the fathers left it? I ask you, when he infers that I am in favor of setting the free and slave States at war, when the institution was placed in that attitude by those who made the constitution, ? ["No;" "no;" and cheers.] If we had no war out of it when thus placed, wherein is the ground of belief that we shall have war out of it if we return to that policy? Have we had any peace upon this matter springing from any other basis? ["No,no."] I maintain that we have not. I have proposed nothing more than a return to the policy of the fathers.

to that result. I have met Judge Douglas in that point of view. I have not only made the declaration that I do not to produce a conflict between the States, but I have tried to show by fair reasoning, and I think I have shown to the minds of fair men, that I propose nothing but what has a most peaceful tendency. The quotation that I happened to make in that Springfield speech, that "a house divided against itself cannot stand," and which has proved so offensive to the Judge, was part and parcel of the same thing. He tries to show that variety in the domestic institutions of the different States is necessary and indispensable. I do not dispute it. I have no controversy with Judge Douglas about that. I shall very readily agree with him that it would be foolish for us to insist upon having a cranberry law here, in Illinois, where we have no cranberries, because they have a cranberry law in Indiana, where they have cranberries. [Laughter, "good,good."] I should insist that it would be exceedingly wrong in us to deny to Virginia the right to enact oyster laws where they have oysters, because we want no such laws here. [Renewed laughter.] I understand, I hope, quite as well as Judge Douglas or anybody else, that the variety in the soil and climate and face of the country, and consequent variety in the industrial pursuits and productions of a country, require systems of law conforming to this variety in the natural features of the country. I understand quite as well as Judge Douglas, that if we here raise a barrel of flour more than we want, and the Louisianians raise a barrel of sugar more than they want, it is of mutual advantage to exchange. That produces commerce, brings us together, and makes us better friends. We like one another the more for it. And I understand as well as Judge Douglas, or any body else, that these mutual accommodations are the cements which bind together the different parts of this Union-that instead of being a thing to "divide the house"- figuratively expressing the Union-they tend to sustain it; they are the props of the house tending always to hold it up.

But when I have admitted all this, I ask if there is any parallel between these things and this institution of slavery? I do not see that there is any parallel at all between them. Consider it. When have we had any difficulty or quarrel amongst ourselves about the cranberry laws of Indiana, or the oyster laws of Virginia, or the pine lumber laws of Maine, or the fact that Louisiana produces sugar, and Illinois flour? When have we had any quarrels over these things? When have we had perfect peace in regard to this thing which I say is an element of discord in this Union? We have sometimes had peace, but when was it? It was when the institution of slavery remained quiet where it was. We have had difficulty and turmoil whenever it has made a struggle to spread itself where it was not. I ask, then, if experience does not speak in thunder-tones, telling us that the policy which has given peace to the country heretofore, being returned to, gives the greatest promise of peace again. ["Yes;" "yes;" "yes."] You may say, and Judge Douglas has intimated the same thing, that all this difficulty in regard to the institution of slavery is the mere agitation of office seekers and ambitious Northern politicians. He thinks we want to get "his place," I suppose. [Cheers and laughter.] I agree that there are office seekers amongst us. The Bible says somewhere that we are desperately selfish. I think we would have discovered that fact without the Bible. I do not claim that I am any less so than the average of men, but I do claim that I am not more selfish than Judge Douglas. [Roars of laughter and applause.]

But is it true that all the difficulty and agitation we have in regard to this institution of slavery springs from office seeking-from the mere ambition of politicians? Is that the truth? How many times have we had danger from this question? Go back to the day of the Missouri Compromise. Go back to the Nullification question, at the bottom of which lay this same slavery question. Go back to the time of the Annexation of Texas. Go back to the troubles that led to the Compromise of 1850. You will find that every time, with the single exception of the Nullification question, they sprung from an endeavor to spread this institution. There never was a party in the history of this country, and there probably never will be, of sufficient strength to disturb the general peace of the country. Parties themselves may be divided and quarrel on minor questions, yet it extends not beyond the parties themselves. But does this question make a disturbance outside of political circles? Does it not enter into the churches and rend them asunder? What divided the great Methodist Church into two parts, North and South? What has raised this constant disturbance in every Presbyterian General Assembly that meets? What disturbed the Unitarian Church in this very city two years ago? What has jarred and shaken the great American Tract Society recently, not yet splitting it, but sure to divide it in the end? Is it not this same mighty, deep-seated power that somehow operates on the minds of men, exciting and stirring them up in every avenue of society-in politics, in religion, in literature, in morals, in all the manifold relations of life? [Applause.] Is this the work of politicians? Is that irresistible power which for fifty years has shaken the Government and agitated the people to be stilled and subdued by pretending that it is an exceedingly simple thing, and we ought not to talk about it? [Great cheers and laughter.] If you will get every body else to stop talking about it, I assure you I will quit before they have half done so. [Renewed laughter.] But where is the philosophy or statesmanship which assumes that you can quiet that disturbing element in our society which has disturbed us for more than half a century, which has been the only serious danger that has threatened our institutions-I say, where is the philosophy or the statesmanship based on the assumption that we are to quit talking about it, [applause] and that the public mind is all at once to cease being agitated by it? Yet this is the policy here in the north that Douglas is advocating-that we are to care nothing about it! I ask you if it is not a false philosophy? Is it not a false statesmanship that undertakes to build up a system of policy upon the basis of caring nothing about ? ["Yes, yes," and applause]-a thing which all experience has shown we care a very great deal about? [Laughter and applause.]

The Judge alludes very often in the course of his remarks to the exclusive right which the States have to decide the whole thing for themselves. I agree with him very readily that the different States have that right. He is but fighting a man of straw when he assumes that I am contending against the right of the States to do as they please about it. Our controversy with him is in regard to the new Territories. We agree that when the States come in as States they have the right and the power to do as they please. We have no power as citizens of the free States or in our federal capacity as members of the Federal Union through the General Government, to disturb slavery in the States where it exists. We profess constantly that we have no more inclination than belief in the power of the Government to disturb it; yet we are driven constantly to defend ourselves from the assumption that we are warring upon the rights of the . What I insist upon is, that the new Territories shall be kept free from it while in the Territorial condition. Judge Douglas assumes that we have no interest in them-that we have no right whatever to interfere. I think we have some interest. I think that as white men we have. Do we not wish for an outlet for our surplus population, if I may so express myself? Do we not feel an interest in getting to that outlet with such institutions as we would like to have prevail there? If go to the Territory opposed to slavery and another man comes upon the same ground with his slave, upon the assumption that the things are equal, it turns out that he has the equal right all his way and you have no part of it your way. If he goes in and makes it a slave Territory, and by consequence a slave State, is it not time that those who desire to have it a free State were on equal ground. Let me suggest it in a different way. How many Democrats are there about here ["A thousand"] who have left slave States and come into the free State of Illinois to get rid of the institution of slavery? [Another voice-"a thousand and one."] I reckon there are a thousand and one. [Laughter.] I will ask you, if the policy you are now advocating had prevailed when this country was in a Territorial condition, where would you have gone to get rid of it? [Applause.] Where would you have found your free State or Territory to go to? And when hereafter, for any cause, the people in this place shall desire to find new homes, if they wish to be rid of the institution, where will they find the place to go to? [Loud cheers.]

Now irrespective of the moral aspect of this question as to whether there is a right or wrong in enslaving a negro, I am still in favor of our new Territories being in such a condition that white men may find a home-may find some spot where they can better their condition-where they can settle upon new soil and better their condition in life. [Great and continued cheering.] I am in favor of this not merely, (I must say it here as I have elsewhere,) for our own people who are born amongst us, but as an outlet for , the world over-in which Hans and Baptiste and Patrick, and all other men from all the world, may find new homes and better their conditions in life. [Loud and long continued applause.]

I have stated upon former occasions, and I may as well state again, what I understand to be the real issue in this controversy between Judge Douglas and myself. On the point of my wanting to make war between the free and the slave States, there has been no issue between us. So, too, when he assumes that I am in favor of introducing a perfect social and political equality between the white and black races. These are false issues, upon which Judge Douglas has tried to force the controversy. There is no foundation in truth for the charge that I maintain either of these propositions. The real issue in this controversy-the one pressing upon every mind-is the sentiment on the part of one class that looks upon the institution of slavery , and of another class that look upon it as a wrong. The sentiment that contemplates the institution of slavery in this country as a wrong is the sentiment of the Republican party. It is the sentiment around which all their actions-all their arguments circle-from which all their propositions radiate. They look upon it as being a moral, social and political wrong; and while they contemplate it as such, they nevertheless have due regard for its actual existence among us, and the difficulties of getting rid of it in any satisfactory way and to all the constitutional obligations thrown about it. Yet having a due regard for these, they desire a policy in regard to it that looks to its not creating any more danger. They insist that it should as far as may be, as a wrong, and one of the methods of treating it as a wrong is to . [Loud applause.] They also desire a policy that looks to a peaceful end of slavery at sometime, as being wrong. These are the views they entertain in regard to it as I understand them; and all their sentiments-all their arguments and propositions are brought within this range. I have said and I repeat it here, that if there be a man amongst us who does not think that the institution of slavery is wrong in any one of the aspects of which I have spoken, he is misplaced and ought not to be with us. And if there be a man amongst us who is so impatient of it as a wrong as to disregard its actual presence among us and the difficulty of getting rid of it suddenly in a satisfactory way, and to disregard the constitutional obligations thrown about it, that man is misplaced if he is on our platform. We disclaim sympathy with him in practical action. He is not placed properly with us.

On this subject of treating it as a wrong, and limiting its spread, let me say a word. Has any thing ever threatened the existence of this Union save and except this very institution of Slavery? What is it that we hold most dear amongst us? Our own liberty and prosperity. What has ever threatened our liberty and prosperity save and except this institution of Slavery? If this is true, how do you propose to improve the condition of things by enlarging Slavery-by spreading it out and making it bigger? You may have a wen or cancer upon your person and not be able to cut it out lest you bleed to death; but surely it is no way to cure it, to engraft it and spread it over your whole body. That is no proper way of treating what you regard a wrong. You see this peaceful way of dealing with it as a wrong-restricting the spread of it, and not allowing it to go into new countries where it has not already existed. That is the peaceful way, the old-fashioned way, the way in which the fathers themselves set us the example.

On the other hand, I have said there is a sentiment which treats it as being wrong. That is the Democratic sentiment of this day. I do not mean to say that every man who stands within that range positively asserts that it is right. That class will include all who positively assert that it is right, and all who like Judge Douglas treat it as indifferent and do not say it is either right or wrong. These two classes of men fall within the general class of those who do not look upon it as a wrong. And if there be among you any body who supposes that he, as a Democrat can consider himself "as much opposed to slavery as anybody," I would like to reason with him. You never treat it as a wrong. What other thing that you consider as a wrong, do you deal with as you deal with that? Perhaps you it is wrong, . Although you pretend to say so yourself you can find no fit place to deal with it as a wrong. You must not say any thing about it in the free States, . You must not say any thing about it in the slave States, . You must not say any thing about it in the pulpit, because that is religion and has nothing to do with it. You must not say any thing about it in politics, ." There is no place to talk about it as being a wrong, although you say yourself it a wrong. But finally you will screw yourself up to the belief that if the people of the slave States should adopt a system of gradual emancipation on the slavery question, you would be in favor of it. You would be in favor of it. You say that is getting it in the right place, and you would be glad to see it succeed. But you are deceiving yourself. You all know that Frank Blair and Gratz Brown, down there in St. Louis, undertook to introduce that system in Missouri. They fought as valiantly as they could for the system of gradual emancipation which you pretend you would be glad to see succeed. Now I will bring you to the test. After a hard fight they were beaten, and when the news came over here you threw up your hats and . More than that, take all the argument made in favor of the system you have proposed, and it carefully excludes the idea that there is any thing wrong in the institution of slavery. The arguments to sustain that policy carefully excluded it. Even here to-day you heard Judge Douglas quarrel with me because I uttered a wish that it might sometime come to an end. Although Henry Clay could say he wished every slave in the United States was in the country of his ancestors, I am denounced by those pretending to respect Henry Clay for uttering a wish that it might sometime, in some peaceful way, come to an end. The Democratic policy in regard to that institution will not tolerate the merest breath, the slightest hint, of the least degree of wrong about it. Try it by some of Judge Douglas's arguments. He says he "don't care whether it is voted up or voted down" in the Territories. I do not care myself in dealing with that expression, whether it is intended to be expressive of his individual sentiments on the subject, or only of the national policy he desires to have established. It is alike valuable for my purpose. Any man can say that who does not see any thing wrong in slavery, but no man can logically say it who does see a wrong in it; because no man can logically say he don't care whether a wrong is voted up or voted down. He may say he don't care whether an indifferent thing is voted up or down, but he must logically have a choice between a right thing and a wrong thing. He contends that whatever community wants slaves has a right to have them. So they have if it is not a wrong. But if it is a wrong, he cannot say people have a right to do wrong. He says that upon the score of equality, slaves should be allowed to go in a new Territory, like other property. This is strictly logical if there is no difference between it and other property. If it and other property are equal, his argument is entirely logical. But if you insist that one is wrong and the other right, there is no use to institute a comparison between right and wrong. You may turn over every thing in the Democratic policy from beginning to end, whether in the shape it takes on the statute book, in the shape it takes in the Dred Scott decision, in the shape it takes in conversation, or the shape it takes in short maxim-like arguments-it every where carefully excludes the idea that there is any thing wrong in it.

That is the real issue. That is the issue that will continue in this country when these poor tongues of Judge Douglas and myself shall be silent. It is the eternal struggle between these two principles-right and wrong-throughout the world. They are the two principles that have stood face to face from the beginning of time; and will ever continue to struggle. The one is the common right of humanity and the other the divine right of kings. It is the same principle in whatever shape it develops itself. It is the same spirit that says, "You work and toil and earn bread, and I'll eat it." No matter in what shape it comes, whether from the mouth of a king who seeks to bestride the people of his own nation and live by the fruit of their labor, or from one race of men as an apology for enslaving another race, it is the same tyrannical principle. I was glad to express my gratitude at Quincy, and I re-express it here to Judge Douglas- . That will help the people to see where the struggle really is. It will hereafter place with us all men who really do wish the wrong may have an end. And whenever we can get rid of the fog which obscures the real question-when we can get Judge Douglas and his friends to avow a policy looking to its perpetuation-we can get out from among that class of men and bring them to the side of those who treat it as a wrong. Then there will soon be an end of it, and that end will be its "ultimate extinction." Whenever the issue can be distinctly made, and all extraneous matter thrown out so that men can fairly see the real difference between the parties, this controversy will soon be settled, and it will be done peaceably too. There will be no war, no violence. It will be placed again where the wisest and best men of the world placed it. Brooks of South Carolina once declared that when this Constitution was framed, its framers did not look to the institution existing until this day. When he said this, I think he stated a fact that is fully borne out by the history of the times. But he also said they were better and wiser men than the men of these days; yet the men of these days had experience which they had not, and by the invention of the cotton-gin it became a necessity in this country that slavery should be perpetual. I now say that, willingly or unwillingly, purposely or without purpose, Judge Douglas has been the most prominent instrument in changing the position of the institution of slavery which the fathers of the Government expected to come to an end ere this- -placing it where he openly confesses he has no desire there shall ever be an end of it.

I understand I have ten minutes yet. I will employ it in saying something about this argument Judge Douglas uses, while he sustains the Dred Scott decision, that the people of the Territories can still somehow exclude slavery. The first thing I ask attention to is the fact that Judge Douglas constantly said, before the decision, that whether they could or not, . But after the court has made the decision he virtually says it is a question for the Supreme Court, but for the people. And how is it he tells us they can exclude it? He says it needs "police regulations," and that admits of "unfriendly legislation." Although it is a right established by the Constitution of the United States to take a slave into a Territory of the United States and hold him as property, yet unless the Territorial Legislature will give friendly legislation, and, more especially, if they adopt unfriendly legislation, they can practically exclude him. Now, without meeting this proposition as a matter of fact, I pass to consider the real Constitutional obligation. Let me take the gentleman who looks me in the face before me, and let us suppose that he is a member of the Territorial Legislature. The first thing he will do will be to swear that he will support the Constitution of the United States. His neighbor by his side in the Territory has slaves and needs Territorial legislation to enable him to enjoy that Constitutional right. Can he withhold the legislation which his neighbor needs for the enjoyment of a right which is fixed in his favor in the Constitution of the United States which he has sworn to support? Can he withhold it without violating his oath? And more especially, can he pass unfriendly legislation to violate his oath? Why, this is a sort of talk about the Constitution of the United States! . I do not believe it is a Constitutional right to hold slaves in a Territory of the United States. I believe the decision was improperly made and I go for reversing it. Judge Douglas is furious against those who go for reversing a decision. But he is for legislating it out of all force while the law itself stands. I repeat that there has never been so monstrous a doctrine uttered from the mouth of a respectable man.

I suppose most of us (I know it of myself) believe that the people of the Southern States are entitled to a Congressional Fugitive Slave law-that is a right fixed in the Constitution. But it cannot be made available to them without Congressional legislation. In the Judge's language, it is a "barren right" which needs legislation before it can become efficient and valuable to the persons to whom it is guarantied. And as the right is Constitutional I agree that the legislation shall be granted to it-and that not that we like the institution of slavery. We profess to have no taste for running and catching niggers-at least I profess no taste for that job at all. Why then do I yield support to a Fugitive Slave law? Because I do not understand that the Constitution, which guaranties that right, can be supported without it. And if I believed that the right to hold a slave in a Territory was equally fixed in the Constitution with the right to reclaim fugitives, I should be bound to give it the legislation necessary to support it. I say that no man can deny his obligation to give the necessary legislation to support slavery in a Territory, who believes it is a Constitutional right to have it there. No man can, who does not give the Abolitionists an argument to deny the obligation enjoined by the Constitution to enact a Fugitive Slave law. Try it now. It is the strongest Abolition argument ever made. I say if that Dred Scott decision is correct, then the right to hold slaves in a Territory is equally a Constitutional right with the right of a slaveholder to have his runaway returned. No one can show the distinction between them. The one is express, so that we cannot deny it. The other is construed to be in the Constitution, so that he who believes the decision to be correct believes in the right. And the man who argues that by unfriendly legislation, in spite of that Constitutional right, slavery may be driven from the Territories, cannot avoid furnishing an argument by which Abolitionists may deny the obligation to return fugitives, and claim the power to pass laws unfriendly to the right of the slaveholder to reclaim his fugitive. I do not know how such an argument may strike a popular assembly like this, but I defy anybody to go before a body of men whose minds are educated to estimating evidence and reasoning, and show that there is an iota of difference between the Constitutional right to reclaim a fugitive, and the Constitutional right to hold a slave, in a Territory, provided this Dred Scott decision is correct. I defy any man to make an argument that will justify unfriendly legislation to deprive a slaveholder of his right to hold his slave in a Territory, that will not equally, in all its length, breadth and thickness, furnish an argument for nullifying the Fugitive Slave law. Why, there is not such an Abolitionist in the nation as Douglas, after all. [Loud and enthusiastic applause.]

Mr. Lincoln has concluded his remarks by saying that there is not such an Abolitionist as I am in all America. (Laughter.) If he could make the Abolitionists of Illinois believe that, he would not have much show for the Senate. (Great laughter and applause.) Let him make the Abolitionists believe the truth of that statement and his political back is broken. (Renewed laughter.)

His first criticism upon me is the expression of his hope that the war of the Administration will be prosecuted against me and the Democratic party of this State with vigor. He wants that war prosecuted with vigor; I have no doubt of it. His hopes of success, and the hopes of his party depend solely upon it. They have no chance of destroying the Democracy of this State except by the aid of federal patronage. ("That's a fact," "good," and cheers.) He has all the federal office-holders here as his allies, ("That's so,") running separate tickets against the Democracy to divide the party, although the leaders all intend to vote directly the Abolition ticket, and only leave the greenhorns to vote this separate ticket who refuse to go into the Abolition camp. (Laughter and cheers.) There is something really refreshing in the thought that Mr. Lincoln is in favor of prosecuting one war vigorously. (Roars of laughter.) It is the first war I ever knew him to be in favor of prosecuting. (Renewed laughter.) It is the first war that I ever knew him to believe to be just or constitutional. (Laughter and cheers.) When the Mexican war [was] being waged, and the American army was surrounded by the enemy in Mexico, he thought that war was unconstitutional, unnecessary, and unjust. ("That's so," "you've got him," "he voted against it," &c.) He thought it was not commenced on the right . (Laughter.)

When I made an incidental allusion of that kind in the joint discussion over at Charleston some weeks ago, Lincoln, in replying, said that I, Douglas, had charged him with voting against supplies for the Mexican war, and then he reared up, full length, and swore that he never voted against the supplies-that it was a slander-and caught hold of Ficklin, who sat on the stand, and said, "Here, Ficklin, tell the people that it is a lie." (Laughter and cheers.) Well, Ficklin, who had served in Congress with him, stood up and told them all that he recollected about it. It was that when George Ashmun, of Massachusetts, brought forward a resolution declaring the war unconstitutional, unnecessary, and unjust, that Lincoln had voted for it. "Yes," said Lincoln, "I did." Thus he confessed that he voted that the war was wrong, that our country was in the wrong, and consequently that the Mexicans were in the right; but charged that I had slandered him by saying that he voted against the supplies. I never charged him with voting against the supplies in my life, because I knew that he was not in Congress when they were voted. (Tremendous shouts of laughter.) The war was commenced on the 13th day of May, 1846, and on that day we appropriated in Congress ten millions of dollars and fifty thousand men to prosecute it. During the same session we voted more men and more money, and at the next session we voted more men and more money, so that by the time Mr. Lincoln entered Congress we had enough men and enough money to carry on the war, and had no occasion to vote any more. (Laughter and cheers.) When he got into the House, being opposed to the war, and not being able to stop the supplies, because they had all gone forward, all he could do was to follow the lead of Corwin, and prove that the war was not begun on the right spot, and that it was unconstitutional, unnecessary, and wrong. Remember, too, that this he did after the war had been begun. It is one thing to be opposed to the declaration of a war, another and very different thing to take sides with the enemy against your own country after the war has been commenced. ("Good," and cheers.) Our army was in Mexico at the time, many battles had been fought; our citizens, who were defending the honor of their country's flag, were surrounded by the daggers, the guns and the poison of the enemy. Then it was that Corwin made his speech in which he declared that the American soldiers ought to be welcomed by the Mexicans with bloody hands and hospitable graves; then it was that Ashmun and Lincoln voted in the House of Representatives that the war was unconstitutional and unjust; and Ashmun's resolution, Corwin's speech, and Lincoln's vote, were sent to Mexico and read at the head of the Mexican army, to prove to them that there was a Mexican party in the Congress of the United States who were doing all in their power to aid them. ("That's the truth," "Lincoln's a traitor," etc.) That a man who takes sides with the common enemy against his own country in time of war should rejoice in a war being made on me now, is very natural. (Immense applause.) And in my opinion, no other kind of a man would rejoice in it. ("That's true," "hurrah for Douglas." and cheers.)

Mr. Lincoln has told you a great deal to-day about his being an old line Clay Whig. ("He never was.") Bear in mind that there are a great many old Clay Whigs down in this region. It is more agreeable, therefore, for him to talk about the old Clay Whig party than it is for him to talk Abolitionism. We did not hear much about the old Clay Whig party up in the Abolition districts. How much of an old line Henry Clay Whig was he? Have you read General Singleton's speech at Jacksonville? (Yes, yes, and cheers.) You know that Gen. Singleton was, for twenty-five years, the confidential friend of Henry Clay in Illinois, and he testified that in 1847, when the Constitutional Convention of this State was in session, the Whig members were invited to a Whig caucus at the house of Mr. Lincoln's brother-in-law, where Mr. Lincoln proposed to throw Henry Clay overboard and take up Gen. Taylor in his place, giving, as his reason, that if the Whigs did not take up Gen. Taylor the Democrats would. (Cheers and laughter.) Singleton testifies that Lincoln, in that speech, urged, as another reason for throwing Henry Clay overboard, that the Whigs had fought long enough for principle and ought to begin to fight for success. Singleton also testifies that Lincoln's speech did have the effect of cutting Clay's throat, and that he (Singleton) and others withdrew from the caucus in indignation. He further states that when they got to Philadelphia to attend the National Convention of the Whig party, that Lincoln was there, the bitter and deadly enemy of Clay, and that he tried to keep him (Singleton) out of the Convention because he insisted on voting for Clay, and Lincoln was determined to have Taylor. (Laughter and applause.) Singleton says that Lincoln rejoiced with very great joy when he found the mangled remains of the murdered Whig statesman lying cold before him. Now, Mr. Lincoln tells you that he is an old line Clay Whig! (Laughter and cheers.) Gen. Singleton testifies to the facts I have narrated, in a public speech which has been printed and circulated broadcast over the State for weeks, yet not a lisp have we heard from Mr. Lincoln on the subject, except that he is an old Clay Whig.

What part of Henry Clay's policy did Lincoln ever advocate? He was in Congress in 1848-9, when the Wilmot proviso warfare disturbed the peace and harmony of the country, until it shook the foundation of the Republic from its center to its circumference. It was that agitation that brought Clay forth from his retirement at Ashland again to occupy his seat in the Senate of the United States, to see if he could not, by his great wisdom and experience, and the renown of his name, do something to restore peace and quiet to a disturbed country. Who got up that sectional strife that Clay had to be called upon to quell? I have heard Lincoln boast that he voted forty-two times for the Wilmot proviso, and that he would have voted as many times more if he could. (Laughter.) Lincoln is the man, in connection with Seward, Chase, Giddings, and other Abolitionists, who got up that strife that I helped Clay to put down. (Tremendous applause.) Henry Clay came back to the Senate in 1849, and saw that he must do something to restore peace to the country. The Union Whigs and the Union Democrats welcomed him the moment he arrived, as the man for the occasion. We believed that he, of all men on earth, had been preserved by Divine Providence to guide us out of our difficulties, and we Democrats rallied under Clay then, as you Whigs in nullification time rallied under the banner of old Jackson, forgetting party when the country was in danger, in order that we might have a country first, and parties afterwards. ("Three cheers for Douglas.")

And this reminds me that Mr. Lincoln told you that the slavery question was the only thing that ever disturbed the peace and harmony of the Union. Did not nullification once raise its head and disturb the peace of this Union in 1832? Was that the slavery question, Mr. Lincoln? Did not disunion raise its monster head during the last war with Great Britain? Was that the slavery question, Mr. Lincoln? The peace of this country has been disturbed three times, once during the war with Great Britain, once on the tariff question, and once on the slavery question. ("Three cheers for Douglas.") His argument, therefore, that slavery is the only question that has ever created dissension in the Union falls to the ground. It is true that agitators are enabled now to use this slavery question for the purpose of sectional strife. ("That's so.") He admits that in regard to all things else, the principle that I advocate, making each State and Territory free to decide for itself, ought to prevail. He instances the cranberry laws, and the oyster laws, and he might have gone through the whole list with the same effect. I say that all these laws are local and domestic, and that local and domestic concerns should be left to each State and each Territory to manage for itself. If agitators would acquiesce in that principle, there never would be any danger to the peace and harmony of the Union. ("That's so," and cheers.)

Mr. Lincoln tries to avoid the main issue by attacking the truth of my proposition, that our fathers made this Government divided into free and slave States, recognizing the right of each to decide all its local questions for itself. Did they not thus make it? It is true that they did not establish slavery in any of the States, or abolish it in any of them; but finding thirteen States, twelve of which were slave and one free, they agreed to form a government uniting them together, as they stood divided into free and slave States, and to guaranty forever to each State the right to do as it pleased on the slavery question. (Cheers.) Having thus made the government, and conferred this right upon each State forever, I assert that this Government can exist as they made it, divided into free and slave States, if any one State chooses to retain slavery. (Cheers.) He says that he looks forward to a time when slavery shall be abolished every where. I look forward to a time when each State shall be allowed to do as it pleases. If it chooses to keep slavery forever, it is not my business, but its own; if it chooses to abolish slavery, it is its own business-not mine. I care more for the great principle of self-government, the right of the people to rule, than I do for all the negroes in Christendom. (Cheers.) I would not endanger the perpetuity of this Union, I would not blot out the great inalienable rights of the white men for all the negroes that ever existed. (Renewed applause.) Hence, I say, let us maintain this Government on the principles that our fathers made it, recognizing the right of each State to keep slavery as long as its people determine, or to abolish it when they please. (Cheers.) But Mr. Lincoln says that when our fathers made this Government they did not look forward to the state of things now existing, and therefore he thinks the doctrine was wrong; and he quotes Brooks, of South Carolina, to prove that our fathers then thought that probably slavery would be abolished by each State acting for itself before this time. Suppose they did; suppose they did not foresee what has occurred,-does that change the principles of our Government? They did not probably foresee the telegraph that transmits intelligence by lightning, nor did they foresee the railroads that now form the bonds of union between the different States, or the thousand mechanical inventions that have elevated mankind. But do these things change the principles of the Government? Our fathers, I say, made this Government on the principle of the right of each State to do as it pleases in its own domestic affairs, subject to the Constitution, and allowed the people of each to apply to every new change of circumstances such remedy as they may see fit to improve their condition. This right they have for all time to come. (Cheers.)

Mr. Lincoln went on to tell you that he does not at all desire to interfere with slavery in the States where it exists, nor does his party. I expected him to say that down here. (Laughter.) Let me ask him then how he expects to put slavery in the course of ultimate extinction every where, if he does not intend to interfere with it in the States where it exists? He says that he will prohibit it in all Territories, and the inference is, then, that unless they make free States out of them he will keep them out of the Union; for, mark you, he did not say whether or not he would vote to admit Kansas with slavery or not, as her people might apply (he forgot that as usual, etc.); he did not say whether or not he was in favor of bringing the Territories now in existence into the Union on the principle of Clay's Compromise measures on the slavery question. I told you that he would not. His idea is that he will prohibit slavery in all the Territories and thus force them all to become free States, surrounding the slave States with a cordon of free States and hemming them in, keeping the slaves confined to their present limits whilst they go on multiplying until the soil on which they live will no longer feed them, and he will thus be able to put slavery in a course of ultimate extinction by starvation. (Cheers.) He will extinguish slavery in the Southern States as the French general exterminated the Algerines when he smoked them out. He is going to extinguish slavery by surrounding the slave States, hemming in the slaves and starving them out of existence, as you smoke a fox out of his hole. He intends to do that in the name of humanity and Christianity, in order that we may get rid of the terrible crime and sin entailed upon our fathers of holding slaves. (Laughter and cheers.) Mr. Lincoln makes out that line of policy, and appeals to the moral sense of justice and to the Christian feeling of the community to sustain him. He says that any man who holds to the contrary doctrine is in the position of the king who claimed to govern by Divine right. Let us examine for a moment and see what principle it was that overthrew the Divine right of George the Third to govern us. Did not these colonies rebel because the British parliament had no right to pass laws concerning our property and domestic and private institutions without our consent? We demanded that the British Government should not pass such laws unless they gave us representation in the body passing them, -and this the British government insisting on doing,-we went to war, on the principle that the Home Government should not control and govern distant colonies without giving them a representation. Now, Mr. Lincoln proposes to govern the Territories without giving them a representation, and calls on Congress to pass laws controlling their property and domestic concerns without their consent and against their will. Thus, he asserts for his party the identical principle asserted by George III. and the Tories of the Revolution. (Cheers.)

I ask you to look into these things, and then tell me whether the Democracy or the Abolitionists are right. I hold that the people of a Territory, like those of a State (I use the language of Mr. Buchanan in his letter of acceptance,) have the right to decide for themselves whether slavery shall or shall not exist within their limits. ("That's the idea," "Hurrah for Douglas.") The point upon which Chief Justice Taney expresses his opinion is simply this, that slaves being property, stand on an equal footing with other property, and consequently that the owner has the same right to carry that property into a Territory that he has any other, subject to the same conditions. Suppose that one of your merchants was to take fifty or one hundred thousand dollars' worth of liquors to Kansas. He has a right to go there under that decision, but when he gets there he finds the Maine liquor law in force, and what can he do with his property after he gets it there? He cannot sell it, he cannot use it, it is subject to the local law, and that law is against him, and the best thing he can do with it is to bring it back into Missouri or Illinois and sell it. If you take negroes to Kansas, as Col. Jeff. Davis said in his Bangor speech, from which I have quoted to-day, you must take them there subject to the local law. If the people want the institution of slavery they will protect and encourage it; but if they do not want it they will withhold that protection, and the absence of local legislation protecting slavery excludes it as completely as a positive prohibition. ("That's so," and cheers.) You slaveholders of Missouri might as well understand what you know practically, that you cannot carry slavery where the people do not want it. ("That's so.") All you have a right to ask is that the people shall do as they please; if they want slavery let them have it; if they do not want it, allow them to refuse to encourage it.

My friends, if, as I have said before, we will only live up to this great fundamental principle, there will be peace between the North and the South. Mr. Lincoln admits that under the Constitution on all domestic questions, except slavery, we ought not to interfere with the people of each State. What right have we to interfere with slavery any more than we have to interfere with any other question? He says that this slavery question is now the bone of contention. Why? Simply because agitators have combined in all the free States to make war upon it. Suppose the agitators in the States should combine in one-half of the Union to make war upon the railroad system of the other half? They would thus be driven to the same sectional strife. Suppose one section makes war upon any other peculiar institution of the opposite section, and the same strife is produced. The only remedy and safety is that we shall stand by the Constitution as our fathers made it, obey the laws as they are passed, while they stand the proper test and sustain the decisions of the Supreme Court and the constituted authorities.

Last updated: April 10, 2015

Park footer

Contact info, mailing address:.

413 S. 8th Street Springfield, IL 62701

217 492-4241

Stay Connected

Trump accepts Harris' challenge, hours after he said 'she happened to turn Black'

lincoln speech and debate

Editors' Note: This story has been updated to reflect that Republican presidential candidate Donald Trump was accepting Vice President Kamala Harris' challenge to compare their records while in office.

Former President Donald Trump "accepted" Vice President Kamala Harris ' call to compare their records during a rally in Pennsylvania on Wednesday evening, hours after accusing her of flip-flopping on her racial and ethnic identity for political leverage.

"Well, Kamala, let's go, challenge accepted," he said, to loud cheers from the crowd in Harrisburg.

Trump said he "would compare our records" as he criticized Harris' role in the Biden administration's immigration policy, support for electric vehicles, 80% tax rates and even taking away Americans' access to red meat.

"She is the most unpopular vice president in American history," Trump said.

Here are seven takeaways from Wednesday's rally and other political events.

Sharks, Hannibal Lecter, Christian voter Moments Trump foes say shows he's a 'weird' guy

1. Trump's discussion at Black journalists conference goes in 'horrible manner'

At the National Association of Black Journalists convention in Chicago earlier Wednesday, Trump engaged in a flinty, at times tense interview in which he complained was "disgraceful" and carried out in a "horrible manner."

He lashed out at ABC News (one of the panelists was ABC News reporter Rachel Scott) as "fake news" and griped, and alleged, that a microphone issue delayed the start of the interview. He seethed he had been "invited under false pretenses."

Trump said his record showed he supported Black entrepreneurs via opportunity zones provided by legislation sponsored by U.S. Sen. Tim Scott, R-South Carolina.

"I love the Black population of this country," he said. "I've done so much for the Black population of this country," he said.

He boasted: "I have been the best president for the Black population since Abraham Lincoln."

The Harris campaign scoffed at Trump's assertion and criticized his demeanor at the NABJ event.

“Trump lobbed personal attacks and insults at Black journalists the same way he did throughout his presidency — while he failed Black families and left the entire country digging out of the ditch he left us in. Donald Trump has already proven he cannot unite America, so he attempts to divide us," the campaign said in a statement.

2. Trump on Harris at Black journalist convention: 'She happened to turn Black'

Trump was asked if he believed Harris owes her position as vice president to diversity, equity and inclusion programs, a statement first raised by Tennessee Republican Rep. Tim Burchett.

Trump equivocated before insulting Harris by lobbing a falsehood about how she has portrayed her ethnic and racial background in the past.

"I didn't know she was Black until a number of years ago when she happened to turn Black and now she wants to be known as Black," Trump said. "Because she was Indian all the way and then all of a sudden she made a turn and she became a Black person."

Harris has Indian and Jamaican-born parents and attended Howard University, a historically black university where joined the predominantly black Alpha Kappa Alpha sorority. She became a member of the Congressional Black Caucus after entering the Senate in 2017.

Trump also repeated his eyebrow-raising claim that illegal immigrants are taking "Black jobs."

"I will tell you coming from the border are millions and millions of people that happen to be taking Black jobs," he said.

Asked to define what a "Black job" is, he said: "A Black job is anybody that has a job. They are taking the employment away from Black people."

3. Trump lays out key attack points against Harris at Pennsylvania rally

A key attack strategy against Harris will be her role in guiding the Biden administration's immigration policy.

During the Harrisburg rally, Trump said Harris supported sanctuary cities and called to abolish the Immigration Customs Enforcement arm in the Department of Homeland Security. He called Harris the "architect of the border invasion."

Trump also alleged that Harris supported ending private health insurance and "slash consumption of red meat." He also said Harris opposes the practice of fracking in energy production.

Trump brought up age in the election, as Biden is 81 and Trump is 78. He said the problem with Biden is that he is a "a bad 81." Trump said age in itself is not a factor, noting that a friend, Home Depot founder Bernie Marcus, is 95 and still going strong.

But one Trump hit on Harris, that she is a "bought-and-controlled" politician, was odd considering Trump himself has accepted more than $100 million in contributions from some of the richest people on the planet.

Trump has often said his wealth allows him to run campaigns that are self-financed. But in reality, he has raised money from Americans of all walks of life. And during at least one evening this spring on the exclusive island of Palm Beach, where Trump's primary residence, Mar-a-Lago, sits, he raised $50 million among some of his wealthiest neighbors.

4. Trump defends references from 'Silence of the Lambs'

Trump's often repeated references to Hannibal Lecter, the fictional character from the 1991 Oscar-winning movie "Silence of the Lambs" have drawn ridicule, if not befuddlement.

In Harrisburg, Trump said the analogy to the serial killer was appropriate and accurate in describing people coming across the southern border with Mexico.

"It makes a lot of sense," he said. "They're coming into the country and they're coming from insane asylums."

5. Trump did not discuss Project 2025

Trump did not mention Project 2025, the so-called blueprint for a new Trump White House term that is heavy on extremist views and rhetoric. The Trump campaign has sought to disavow and distance itself from the 900-page plan.

"Reports of Project 2025’s demise would be greatly welcomed and should serve as notice to anyone or any group trying to misrepresent their influence with President Trump and his campaign — it will not end well for you," wrote Trump campaign officials Susie Wiles and Chris LaCivita in a statement.

But the Harris campaign was having none of that.

“Project 2025 is on the ballot because Donald Trump is on the ballot. This is his agenda, written by his allies, for Donald Trump to inflict on our country," said Harris campaign manager Julie Chavez Rodriguez in a statement.

6. Trump also did not say much about the stumbles of running mate J.D. Vance

Trump's relative silence on Ohio U.S. Sen. J.D. Vance was peculiar since part of the reason Vance was added to the ticket was to help win Pennsylvania and other "blue wall" states.

Trump and Vance are scheduled to host a joint rally in Atlanta on Saturday.

A poll released Tuesday morning by Florida Atlantic University and Mainstreet Research suggests Trump's choice of Vance as his running mate has not "augmented" the ticket's appeal.

Vance, who has struggled to explain derogatory statements about women as "childless cat ladies," exited the convention as relatively unpopular and polarizing, FAU pollsters said. Just 23% of those surveyed viewed him as "strongly favorable" while 34% said they viewed him as "strongly unfavorable."

FAU pollster Luzmarina Garcia said Vance's choice was aimed at bringing youthfulness to the ticket. But the resurfacing of interviews in which Vance had been harshly critical of Trump and a New York Times story citing emails showing how Vance has flip-flopped on issues have been damaging.

"It also brought quite a bit of conflict," Garcia said of Vance's addition to the ticket. "The evidence is kind of really building up that this is a person who quickly changes their opinion and that really makes people hesitant to support that ticket with a second in command like that."

Overall, the poll had Trump and Harris in a "statistical tie" with each getting 46% support from the voters surveyed.

Harris showed strength among women, Black and Latino respondents, while Trump fared strongly with young voters ages 18 to 35.

7. Trump notes rally shooter 'disturbed' but still defends gun rights

Trump's Harrisburg rally was his first visit to Pennsylvania since he was nearly assassinated during an outdoor rally in Butler on July 13.

Trump thanked the crowd for their prayers and support, noted he was happy to hear the two others wounded in the mass shooting are recovering and held a moment of silence for Corey Comperatore, who was killed by gunfire while shielding his family.

Trump noted the assailant was a "disturbed" young man but did not otherwise discuss motives or controversies that surged about the U.S. Secret Service protection that day.

Late in the speech, however, he did insist he remains a Second Amendment rights advocate.

Antonio Fins is a politics and business editor at  The Palm Beach Post , part of the USA TODAY Florida Network. You can reach him at  [email protected] .  Help support our journalism. Subscribe today .

National Speech & Debate Association

Tips for Finding Resources

Helpful Tip

lincoln speech and debate

  • Make sure you are logged-in to your member account. Your school must have the Resource Package to access resources labeled “Resource Pkg.”
  • Use the filters in the word cloud below to narrow down the list of resources in the table. Select on one or more relevant tags.
  • Type keywords in the search bar to filter the list further.
  • In the top line of the table, sort by selecting the arrows next to Title, Date, or Access.

Need a Visual?   Click here to watch our brief tutorial! (The GIF will loop continuously; there is no audio.)

Click a tag to filter, or click again to clear:

RESOURCE TABLE

Sort results by selecting the arrows next to Title, Date, or Access.

Title Description Category Tags Date Access
Use this page to locate any webinar recording! resources congress, dramatic-interp, duo-interp, humorous-interp, impromptu, informative-speaking, international-extemp, lincoln-douglas, original-oratory, policy, program-oral-interp, public-forum, team-management, us-extemp, world-schools 2016-05-31 Resource Pkg
Check out these resources for new and veteran district leaders alike to grow speech and debate in your area, communicate with the coaches in your district, and run a successful district tournament! resources districts, forms-manuals, team-management 2019-12-09 Free
resources 2020-01-30 Free
resources public-forum 2024-01-01 Members
resources congress, performance-videos 2024-01-01 Members
resources congress, performance-videos 2024-08-01 Resource Pkg
resources congress, performance-videos 2024-08-01 Resource Pkg
resources middle-school, performance-videos, public-forum 2023-06-14 Members
Watch the Middle School National Final Round of Policy Debate in 2019! resources middle-school, performance-videos, policy 2023-06-14 Members
Watch the Middle School National Final Round of Lincoln-Douglas Debate in 2019! resources lincoln-douglas, middle-school, performance-videos 2023-06-14 Members
resources middle-school, original-spoken-word, performance-videos 2023-06-14 Members
Watch the 2017 Middle School National Final Round of Informative Speaking! resources informative-speaking, middle-school, performance-videos 2023-06-14 Members
Watch the Middle School National Final Round of Extemporaneous Speaking in 2019! resources international-extemp, middle-school, performance-videos, us-extemp 2023-06-14 Members
resources declamation, middle-school, performance-videos 2023-06-14 Members
Watch the Middle School National Final Round of Storytelling in 2019! resources middle-school, performance-videos, storytelling 2023-06-14 Members
Watch the Middle School National Final Round of Prose in 2019!
NOTE: By viewing these videos you are consenting to our .
resources middle-school, performance-videos, prose 2023-06-14 Members
resources middle-school, performance-videos, program-oral-interp 2023-06-14 Members
Watch the Middle School National Final Round of Poetry Interpretation in 2019! resources middle-school, performance-videos, poetry 2023-06-14 Members
Watch the National Final Round of Middle School Humorous Interpretation in 2019! resources humorous-interp, middle-school, performance-videos 2023-06-14 Members
Watch the Middle School National Final Round of Duo Interpretation in 2019!
NOTE: By viewing these videos you are consenting to our .
resources duo-interp, middle-school, performance-videos 2023-06-14 Members
Watch the Middle School National Final Round of Dramatic Interpretation in 2019! resources dramatic-interp, middle-school, performance-videos 2023-06-14 Members
resources international-extemp, us-extemp 2024-01-01 Members
resources 2019-11-26 Free
NOTE: By viewing these videos you are consenting to our . resources expository, performance-videos 2024-07-24 Resource Pkg
resources lincoln-douglas 2024-01-01 Members
resources congress 2024-01-01 Members
resources big-questions, commentary, congress, declamation, dramatic-interp, duo-interp, expository, extemp-debate, humorous-interp, impromptu, informative-speaking, international-extemp, lincoln-douglas, original-oratory, original-spoken-word, performance-videos, poetry, policy, pro-con-challenge, program-oral-interp, prose, public-forum, storytelling, us-extemp, world-schools 2023-12-01 Free
Go behind the scenes in the crafting of a final round International Extemp speech with a three-time national finalist. Two-time national champion McKinley Paltzik explains the strategies and techniques behind her 2022 International Extemp speech answering the question, Does the future of Brazil rely upon the end of dictatorial rule? resources classroom-resources, international-extemp, performance-videos 2024-01-26 Members
Two-time national champion McKinley Paltzik explains the strategies and techniques behind her 2023 International Extemp speech answering the question, How should the world combat the rise of new infectious diseases due to climate change? resources classroom-resources, international-extemp, performance-videos 2024-04-01 Members
resources extemp-debate, performance-videos 2024-07-30 Resource Pkg
resources extemp-debate, performance-videos 2024-01-01 Members
resources world-schools 2024-01-01 Members
resources dramatic-interp, performance-videos 2024-07-10 Resource Pkg
resources commentary, performance-videos 2024-07-26 Resource Pkg
resources performance-videos 2024-07-18 Free
resources commentary, performance-videos 2024-01-01 Members
resources original-spoken-word, performance-videos 2024-01-01 Members
resources original-spoken-word, performance-videos 2024-07-26 Resource Pkg
resources performance-videos, us-extemp 2024-07-25 Resource Pkg
resources performance-videos, poetry 2024-07-25 Resource Pkg
resources impromptu, performance-videos 2024-07-25 Resource Pkg
resources performance-videos, us-extemp 2024-01-01 Members
resources performance-videos, poetry 2024-01-01 Members
resources performance-videos, prose 2024-01-01 Members
resources impromptu, performance-videos 2022-03-03 Members
resources impromptu, middle-school, performance-videos 2022-03-02 Members
resources middle-school, performance-videos, prose 2024-01-01 Members
resources performance-videos, prose 2024-07-25 Resource Pkg
NOTE: By viewing these videos you are consenting to our . resources performance-videos, storytelling 2024-07-24 Resource Pkg
resources performance-videos, storytelling 2024-01-01 Members
resources expository, performance-videos 2024-01-01 Members
resources international-extemp, performance-videos 2022-03-03 Members
NOTE: By viewing these videos you are consenting to our . resources international-extemp, performance-videos 2024-07-23 Resource Pkg
Download an overview of the Big Questions topic choices for 2024-2025 resources big-questions 2024-07-24 Free
resources duo-interp, performance-videos 2024-07-09 Resource Pkg
resources performance-videos, world-schools 2024-07-19 Resource Pkg
NOTE: By viewing these videos you are consenting to our . resources lincoln-douglas, performance-videos 2024-07-12 Resource Pkg
Coaches with two or more diamonds, please fill out and mail this certificate to the address provided within one year of receiving your newest diamond award. resources forms-manuals 2017-06-28 Free
resources performance-videos, public-forum 2024-07-12 Resource Pkg
NOTE: By viewing these videos you are consenting to our . resources performance-videos, policy 2024-07-12 Resource Pkg
resources performance-videos, world-schools 2024-01-01 Members

NOTE: By viewing these videos you are consenting to our .
resources original-oratory, performance-videos 2024-07-09 Resource Pkg
resources informative-speaking, performance-videos 2024-07-10 Resource Pkg
resources humorous-interp, performance-videos 2024-07-10 Resource Pkg
resources performance-videos, program-oral-interp 2024-07-11 Resource Pkg
resources big-questions, performance-videos 2024-07-09 Free
resources lincoln-douglas, performance-videos 2024-01-01 Members
resources performance-videos, policy 2024-01-01 Members
resources performance-videos, public-forum 2024-01-01 Members
resources performance-videos, program-oral-interp 2024-01-01 Members
resources dramatic-interp, performance-videos 2024-01-01 Members
resources humorous-interp, performance-videos 2024-01-01 Members
resources duo-interp, performance-videos 2024-01-01 Members
resources informative-speaking, performance-videos 2024-01-01 Members
Check out past editions of the official program for the National Speech & Debate Tournament including event information, annual award recipients, attendee rosters, and more! resources 2020-07-29 Free
Individuals with 25 years of NSDA coach membership prior to the start of the National Tournament, or who are retired from coaching and teaching, are eligible for this prestigious award. resources forms-manuals 2023-07-10 Free
resources original-oratory, performance-videos 2024-01-01 Members
resources big-questions, performance-videos 2024-01-01 Free
Watch livestream coverage of finals and awards from the 2023 National Tournament. resources performance-videos 2024-06-20 Free
Download the source material information of speech performances performed at the 2024 High School National Tournament. resources dramatic-interp, duo-interp, humorous-interp 2024-06-17 Members
Download the source material information of speech performances performed at the 2024 Middle School National Tournament. resources dramatic-interp, duo-interp, humorous-interp, poetry, prose, storytelling 2024-06-17 Members
resources 2020-03-05 Free
archived 2016-07-31 Free
USA Debate Team and NSDA Student Leadership Council members Claire Curran and Taite Kirkpatrick offer an introduction to World Schools Debate from the student perspective. resources classroom-resources, instructional-videos, world-schools 2024-05-01 Free
resources 2023-08-23 Free
Students who are interested in applying for the upcoming school year for the USA Debate Team must download and complete this two-page form, collect signatures, then upload it as part of the online application process. resources forms-manuals, world-schools 2017-04-04 Members
resources team-management 2023-10-31 Free
Have you ever wished you had a road map to help you teach a new event? We have consulted expert coaches to create the “Start Here” series to act as your guide while navigating a new event. These easy to follow lesson plans are backed up with ready-to-use resources and materials. resources classroom-resources, original-oratory 2024-04-25 Free
The following websites are approved for use in Interp by the National Speech & Debate Association. resources districts, dramatic-interp, duo-interp, forms-manuals, humorous-interp, poetry, program-oral-interp, prose, storytelling 2020-04-30 Free
Watch the 2018 Nationals Big Questions final round! archived 2018-06-22 Free
District chairs, please use this form to let us know the names of your district student, coach, and administrator award winners and officially nominate them for the national-level awards! resources districts, forms-manuals 2019-09-09 Free
resources instructional-videos, international-extemp, us-extemp 2022-04-24 Members
resources instructional-videos, international-extemp, us-extemp 2022-03-21 Members
resources instructional-videos, international-extemp, us-extemp 2022-02-25 Members
resources instructional-videos, international-extemp, us-extemp 2021-08-04 Members
This video breaks down a round of Big Questions Debate, including key terms, speech times and purposes, and strategies as the elements unfold on screen. resources big-questions, classroom-resources, instructional-videos 2024-04-12 Free
NSDA Campus is an online platform offering team practice space and tournament hosting space at a low cost. resources 2021-02-18 Free
Download official NSDA templates for writing and submitting Congress legislation. resources classroom-resources, congress, districts, forms-manuals 2018-03-14 Free
resources 2024-04-03 Free
Learn about Storytelling in Public Forum Debate! resources instructional-videos, public-forum 2016-08-25 Members
Download the April 2024 Extemp Practice Questions resources international-extemp, us-extemp 2024-04-01 Members
resources forms-manuals, middle-school 2020-01-28 Free
Download the 2024 USA World Schools Debate Invitational Manual resources forms-manuals, world-schools 2023-01-20 Free
resources forms-manuals 2020-10-08 Free
Check out our guide for new coaches to learn how to make the most of the website and available NSDA resources. resources team-management 2019-12-03 Free
Dive into a primer on the event, as well as guidance for writing and practical activities for getting started. resources instructional-videos, original-spoken-word 2024-03-14 Members
resources instructional-videos, team-management 2023-03-30 Free
Download the March 2024 Extemp Practice Questions resources international-extemp, us-extemp 2024-02-26 Members
Have you ever wished you had a road map to help you teach a new event? We have consulted expert coaches to create the “Start Here” series to act as your guide while navigating a new event. These easy to follow lesson plans are backed up with ready-to-use resources and materials. resources classroom-resources 2024-02-26 Free
Download a copy of the governing bylaws for the National Speech & Debate Association, ratified September 18, 2020. This document replaces all prior versions of the organization's constitution and bylaws. resources forms-manuals, team-management 2020-09-22 Free
Download an Outline of a Public Forum Constructive resources classroom-resources, public-forum 2024-02-09 Free
resources classroom-resources 2017-08-16 Free
Have you ever wished you had a road map to help you teach a new event? We have consulted expert coaches to create the “Start Here” series to act as your guide while navigating a new event. These easy to follow lesson plans are backed up with ready-to-use resources and materials. resources classroom-resources, congress, middle-school 2024-01-22 Free
The NSDA logo and insignia are an important part of our organization’s identity. To preserve their value as images of the NSDA, our logo and insignia must be used in a manner that is consistent with our values and support our mission. resources forms-manuals, team-management 2017-09-22 Free
Download the February 2024 Extemp Practice Questions resources international-extemp, us-extemp 2024-01-29 Members
Click here to download the Extemporaneous Speaking Textbook. resources classroom-resources, forms-manuals, international-extemp, us-extemp 2016-06-02 Members
Download a Printable PDF Guide to Congressional Debate. resources congress 2017-10-24 Free
World Schools Norms - 2024 Nationals resources world-schools 2023-01-20 Free
resources instructional-videos, policy 2021-01-26 Members
Download this checklist to make sure your legislation will be considered for the 2024 National Tournament Docket! resources congress 2024-01-11 Free
resources 2020-01-14 Free
Have you ever wished you had a road map to help you teach a new event? We have consulted expert coaches to create the “Start Here” series to act as your guide while navigating a new event. These easy to follow lesson plans are backed up with ready-to-use resources and materials. resources classroom-resources, middle-school, public-forum 2022-02-14 Free
resources classroom-resources, policy 2021-07-20 Free
resources classroom-resources, policy 2021-07-29 Free
resources classroom-resources, policy 2022-11-17 Free
resources classroom-resources, policy 2021-09-03 Free
Have you ever wished you had a road map to help you teach a new event? We have consulted expert coaches to create the “Start Here” series to act as your guide while navigating a new event. These easy to follow lesson plans are backed up with ready-to-use resources and materials. resources classroom-resources, middle-school, original-oratory 2021-12-13 Free
resources classroom-resources, dramatic-interp, humorous-interp, middle-school, program-oral-interp 2021-10-25 Free
Have you ever wished you had a road map to help you teach a new event? We have consulted expert coaches to create the “Start Here” series to act as your guide while navigating a new event. These easy to follow lesson plans are backed up with ready-to-use resources and materials. resources classroom-resources, middle-school, public-forum 2022-09-12 Free
resources classroom-resources, policy 2021-05-25 Free
resources dramatic-interp, duo-interp, humorous-interp 2016-07-02 Members
Download the source material information of speech performances performed at the 2023 High School National Tournament. resources dramatic-interp, duo-interp, humorous-interp 2023-06-12 Members
Download a sample comment sheet for Public Forum Debate. Use this sheet to learn how to judge Public Forum (PF). resources forms-manuals, public-forum 2016-06-02 Free
Click here to download the Middle School National Tournament Script List for 2016. resources dramatic-interp, duo-interp, humorous-interp, middle-school, poetry, prose, storytelling 2016-06-01 Members
resources 2019-06-16 Free
Middle School Nats 19 Script list resources world-schools 2020-07-06 Free
Download the source material information for performances that made it to the semifinals and final rounds of the 2018 National Tournament in DI, HI, and POI. resources dramatic-interp, duo-interp, humorous-interp 2018-07-03 Members
Download the judge paradigm resource for guidance on creating or modifying your paradigm. resources 2024-01-02 Free
Download the Public Forum Debate Ballot resources public-forum 2023-11-13 Free
Download the January 2024 Extemp Practice Questions resources international-extemp, us-extemp 2023-12-21 Members
Go behind the scenes in the crafting of a final round Informative speech with a three-time national finalist. resources informative-speaking, instructional-videos 2023-12-18 Members
Download the Big Questions 2022-2023 Starter Pack resources big-questions 2022-08-12 Free
Curious what to expect starting out in Public Forum? Watch this round to familiarize yourself with the event! resources classroom-resources, instructional-videos, public-forum 2023-12-11 Free
Go behind the scenes in the crafting of a final round Informative speech with a three-time national finalist. resources informative-speaking, instructional-videos 2021-12-15 Members
Go behind the scenes in the crafting of a final round Informative speech with a three-time national finalist. resources informative-speaking, instructional-videos 2022-10-05 Free
Curious what to expect starting out in Congress? Watch this round to familiarize yourself with the event! resources classroom-resources, congress, instructional-videos 2022-08-15 Free
Download this helpful guide for understanding your team's strength and why it matters! resources team-management 2018-11-12 Free
resources instructional-videos 2020-09-08 Members
Download the December 2023 Extemp Practice Questions resources international-extemp, us-extemp 2023-11-29 Members
resources 2019-12-09 Free
Explore the fundamentals of Impromptu Speaking! This guide is appropriate for middle and high school level students and contains notes on event structure, balancing time, and delivery, as well as practice activities and advice from National Tournament finalists. resources impromptu, middle-school 2021-09-14 Members
Download the Big Questions Training Manual resources big-questions 2023-11-09 Free
resources instructional-videos, lincoln-douglas, policy, public-forum 2020-12-15 Members
Click here to download the Public Forum and Congressional Debate Textbook. resources classroom-resources, congress, forms-manuals, public-forum 2016-06-02 Members
resources duo-interp, middle-school, performance-videos 2022-03-02 Members
The evidence in this packet is a starting point for novice Lincoln-Douglas debaters who are debating the Novice Mandatory National Service topic. he packet allows for many different affirmative and negative arguments. It is not advisable to try to read all of the provided evidence within one round.  Please confirm that the tournament you're attending is using the NSDA's novice topic before exclusively prepping for this topic over another. resources classroom-resources, lincoln-douglas 2023-09-12 Members
Planning an induction ceremony to recognize the newest members of your Honor Society chapter? Download our editable program template that can be tailored for your special event. (See also: and ) resources forms-manuals, team-management 2017-03-15 Members
Nominate an outstanding high school assistant coach serving at an NSDA member school for Assistant Coach of the Year! resources districts, forms-manuals 2020-01-02 Free
Nominate an outstanding high school coach who is in their first year of NSDA membership for New Coach of the Year! resources districts, forms-manuals 2020-01-02 Free
Nominate an outstanding high school coach for James M. Copeland Coach of the Year! resources districts, forms-manuals 2020-01-02 Free
Download the November 2023 Extemp Practice Questions resources international-extemp, us-extemp 2023-10-27 Members
Nominate an outstanding middle school coach for Middle School Coach of the Year! resources forms-manuals 2020-01-02 Free
resources instructional-videos, lincoln-douglas 2021-05-10 Members
Download the source material information of speech performances performed at the 2023 Middle School National Tournament. resources dramatic-interp, duo-interp, humorous-interp, poetry, prose, storytelling 2023-06-12 Members
Watch the 2019 Middle School National Final Round of World Schools Debate!
NOTE: By viewing these videos you are consenting to our .
resources middle-school, performance-videos, world-schools 2022-08-15 Members
resources performance-videos, world-schools 2022-03-02 Members
Watch the Middle School National Final Round of Public Forum in 2019! resources middle-school, performance-videos, public-forum 2022-08-15 Members
resources lincoln-douglas, middle-school, performance-videos 2022-03-02 Members
Watch the Middle School National Final Round of Lincoln-Douglas Debate in 2019! resources lincoln-douglas, middle-school, performance-videos 2022-08-15 Members
Watch the final round of Congressional Debate from the 2014 Middle School Nationals! resources congress, middle-school, performance-videos 2022-08-15 Members
resources middle-school, performance-videos, pro-con-challenge 2022-08-16 Members
resources middle-school, original-spoken-word, performance-videos 2022-08-16 Members
resources performance-videos, poetry 2023-06-05 Members
Watch the 2019 Middle School National Final Round of Original Oratory!
NOTE: By viewing these videos you are consenting to our .
resources middle-school, original-oratory, performance-videos 2022-08-17 Members
Watch the 2017 Middle School National Final Round of Informative Speaking! resources informative-speaking, middle-school, performance-videos 2022-08-17 Members
Watch the Middle School National Final Round of Extemporaneous Speaking in 2019! resources international-extemp, middle-school, performance-videos, us-extemp 2022-08-16 Members
Watch the Declamation final round from Middle School Nationals 2019! resources declamation, middle-school, performance-videos 2022-08-18 Members
Watch the Middle School National Final Round of Storytelling in 2019! resources middle-school, performance-videos, storytelling 2022-08-18 Members
Watch the Middle School National Final Round of Prose in 2019!
NOTE: By viewing these videos you are consenting to our .
resources middle-school, performance-videos, prose 2022-08-18 Members
resources middle-school, performance-videos, program-oral-interp 2022-08-16 Members
Watch the Middle School National Final Round of Poetry Interpretation in 2019! resources middle-school, performance-videos, poetry 2022-08-16 Members
Only two percent of NSDA member students receive the Academic All American award. Order exclusive insignia to celebrate this remarkable achievement! Download our flyer to learn more or click the items below to place your order online today. resources forms-manuals, team-management 2019-01-25 Free
How to Judge Expository resources expository 2023-03-09 Free
How to Judge Prose - An Introduction to Evaluating Prose resources prose 2023-02-03 Free
How to Judge World Schools Debate - An Introduction to World Schools Debate (WSD) resources world-schools 2016-05-27 Free
How to Judge Program Oral Interpretation - An Introduction to Evaluating Program Oral Interpretation (POI) resources program-oral-interp 2016-05-26 Free
How to Judge Informative Speaking - An Introduction to Evaluating Informative Speaking (INF) resources informative-speaking 2016-05-26 Free
How to Judge Declamation - An Introduction to Evaluating Declamation (DEC) resources declamation 2016-05-25 Free
How to Judge Impromptu - An Introduction to Evaluating Impromptu (IMP) resources impromptu 2016-05-25 Free
Use this guide to get started with Poetry, including a sample annotated cutting and advice from national finalists. resources poetry 2021-11-05 Members
Explore the fundamentals of Prose, including notes on event structure, cutting, working with a manuscript, and delivery, as well as advice from National Tournament finalists. This guide is appropriate for middle school and high school students but features time limits for middle school. resources prose 2022-02-03 Members
Download the 23-24 Big Questions Ballot for your next BQ debate event. resources big-questions 2023-10-10 Free
Download the 23-24 Judge Primer for your next BQ debate event. resources big-questions 2020-08-24 Free
Download the 23-24 Big Questions Topic Poster to help recruit students. resources big-questions, classroom-resources 2023-10-10 Free
Download the 23-24 Big Questions Topic Resources. resources big-questions 2023-10-10 Free
resources inclusion, instructional-videos 2019-04-30 Free
resources dramatic-interp, middle-school, performance-videos 2022-03-02 Members
resources middle-school, performance-videos, public-forum 2022-03-02 Members
resources middle-school, performance-videos, policy 2022-03-02 Members
resources congress, middle-school, performance-videos 2022-03-02 Members
resources informative-speaking, middle-school, performance-videos 2022-03-02 Members
resources international-extemp, middle-school, performance-videos, us-extemp 2022-03-02 Members
resources declamation, middle-school, performance-videos 2022-03-02 Members
resources middle-school, performance-videos, storytelling 2022-03-02 Members
resources middle-school, performance-videos, program-oral-interp 2022-03-02 Members
resources middle-school, performance-videos, poetry 2022-03-02 Members
resources humorous-interp, middle-school, performance-videos 2022-03-02 Members
Nominate an outstanding middle school administrator for Middle School Administrator of the Year! resources forms-manuals 2020-01-02 Free
Nominate an outstanding high school administrator for High School Administrator of the Year! resources districts, forms-manuals 2020-01-02 Free
Interested in starting or maintaining a speech and debate program at your school? Download a copy of this advocacy letter written by James Melton, Associate Executive Director, Missouri State High School Activities Association. Share his words with local administrators and school board members to help build your case for support! (Also published in the September/October 2023 issue of magazine.) resources team-management 2023-09-15 Free
resources districts, forms-manuals 2019-09-09 Free
Sometimes you can’t make the case for speech and debate all by yourself. That’s why we’ve collected letters written by prominent educators, coaches, and advocates of the activity that may help you as you champion this powerful and transformative activity. resources team-management 2019-04-25 Free
resources 2019-12-09 Free
The evidence in this packet is a starting point for novice Lincoln-Douglas debaters who are debating the Novice Mandatory National Service topic. he packet allows for many different affirmative and negative arguments. It is not advisable to try to read all of the provided evidence within one round.  Please confirm that the tournament you're attending is using the NSDA's novice topic before exclusively prepping for this topic over another. resources classroom-resources, lincoln-douglas 2023-09-29 Members
Download a sample comment sheet for Declamation. Download this document to view and understand what a ballot for Declamation (DEC) may look like when completed. resources declamation 2016-05-27 Free
Download a sample comment sheet for Impromptu. Download this document to view and understand what a ballot for Impromptu (IMP) may look like when completed. resources impromptu 2016-05-27 Free
Download a sample comment sheet for Prose and Poetry. Use this sheet to learn how to judge Prose and Poetry (PP). resources poetry, prose 2016-06-02 Free
Download a sample comment sheet for Informative Speaking. Download this document to view and understand what a ballot for Informative Speaking (INF) may look like when completed. resources informative-speaking 2016-05-27 Free
Download a sample comment sheet for Original Oratory. Download this document to view and understand what a ballot for Original Oratory (OO) may look like when completed. resources original-oratory 2016-05-27 Free
Download a sample comment sheet for International Extemp or United States Extemp. Download this document to view and understand what a ballot for US Extemp (USX) or Foreign Extemp (IX) may look like when completed. resources forms-manuals, international-extemp, us-extemp 2016-06-02 Free
Download a sample comment sheet for Interp. Download this document to view and understand what a ballot for Interp may look like when completed. resources dramatic-interp, duo-interp, humorous-interp 2016-05-27 Free
Download our Big Questions Format Manual. resources big-questions 2016-10-21 Free
Download a sample comment sheet for World Schools Debate. Download this document to view and understand what a ballot for World Schools Debate (WSD) may look like when completed. resources world-schools 2016-06-02 Free
Download a sample comment sheet for Policy Debate. Download this document to view and understand what a ballot for Policy or (CX) may look like when completed. resources policy 2016-06-02 Free
Download a sample comment sheet for Lincoln-Douglas Debate. Use this sheet to learn how to judge Lincoln- Douglas (LD). resources lincoln-douglas 2016-06-02 Free
resources instructional-videos, lincoln-douglas, public-forum 2020-12-04 Members
Download a sample comment sheet for Public Forum Debate. Download this document to view and understand what a ballot for Public Forum (PF) may look like when completed. resources forms-manuals, public-forum 2016-06-02 Free
Download the Congressional Debate Judging Forms. resources congress, forms-manuals 2016-06-07 Free
Download the October 2023 Extemp Practice Questions resources international-extemp, us-extemp 2023-09-27 Members
Click here to download the Interpretation Textbook. resources classroom-resources, dramatic-interp, duo-interp, forms-manuals, humorous-interp, poetry, program-oral-interp, prose, storytelling 2016-06-02 Members
Download the District Tournament - Single Entry Letter of Intent. Use this form for students who are double-entering at the district tournament and/or who have automatically qualified based on Top 14 placement in a main event or Top 16 placement in BQ or WS at the previous year's National Tournament. resources districts, forms-manuals, team-management 2020-03-16 Free
Download a sample comment ballot for Congressional Debate. Use this sheet to learn how to judge Congressional Debate (CD) at an invitational tournament. resources congress 2016-06-02 Free
Lincoln-Douglas Advanced Research Guide - 2023 September/October resources lincoln-douglas 2023-09-20 Resource Pkg
While speech and debate activities provide an enormous potential benefit for every student who participates, many students do not realize it! For this reason, recruitment is necessary to build a successful program. Get the guide to building your program. resources team-management 2019-10-30 Free
Use this letter template to reach out to local businesses about sponsorship of your team. resources team-management 2020-08-07 Free
Download instructions for completing the District Dates form on Tabroom. resources districts, forms-manuals 2018-12-18 Free
Click here to download the Lincoln-Douglas Debate Textbook. resources classroom-resources, forms-manuals, lincoln-douglas 2016-06-02 Members
Click here to download the World Schools Debate Textbook. resources classroom-resources, forms-manuals, world-schools 2016-06-02 Members
Local Tournament Press Release Template resources districts 2018-12-03 Members
Sample Press Release resources 2020-08-05 Free
Lincoln-Douglas Topic Analysis - 2022 September/October resources 2023-02-27 Members
Learn what to expect competing in Duo Interpretation from New Jersey student Julia Thompson. resources duo-interp 2017-02-09 Free
resources classroom-resources, dramatic-interp, humorous-interp, program-oral-interp 2023-08-25 Free
resources 2023-08-24 Free
Download the September 2023 Extemp Practice Questions resources international-extemp, us-extemp 2023-08-22 Members
Sample Recruitment Letter resources 2020-08-05 Free
resources big-questions 2017-08-08 Free
Download the Big Questions 2022-2023 Topic Analysis and Sample Cases. resources big-questions 2022-08-15 Free
This guide serves as an introduction to the most common philosophies in debate. By the end of this guide, debaters should be able to apply philosophies to strengthen or weaken arguments, differentiate the three main branches of philosophy, and engage constructively with philosophies that are commonly used in competitive debates. resources big-questions, lincoln-douglas 2022-07-11 Members
Download an overview of the Big Questions topic choices for 2023-2024 resources big-questions 2023-07-31 Free
resources middle-school, performance-videos, pro-con-challenge 2022-03-02 Members
resources performance-videos, pro-con-challenge 2022-08-17 Members
resources performance-videos, pro-con-challenge 2022-03-03 Members
resources middle-school, original-oratory, performance-videos 2022-03-02 Members
Download the source material information for performances that made it to the semifinals and final rounds of the 2022 National Tournament in DI, HI, and POI. resources dramatic-interp, duo-interp, humorous-interp 2022-08-22 Members
Download the source material information of speech performances performed at the 2022 Middle School National Tournament. resources dramatic-interp, duo-interp, humorous-interp, poetry, prose, storytelling 2022-08-31 Members
Lincoln-Douglas Topic Analysis - 2022 September/October resources congress, instructional-videos 2022-09-12 Free
Learn how to coach or compete in Pro Con Challenge, one of the most challenging and exciting events in speech and debate, from the coach of the 2021 Pro Con Challenge national champion! Presented by Bill Harris, speech and debate coach at Grand Rapids City High Middle School, MI. Featuring Aaron Chen, 2021 Pro Con Challenge National Champion. resources instructional-videos, pro-con-challenge 2022-09-12 Free
Thanks to the generosity of The Julia Burke Foundation, the online Springboard Series has been expanded. During the 2021-2022 school year, the Springboard Series will provide a variety of opportunities including free online after-school scrimmages and two weekend tournaments. Both speech and debate events will be offered for current high school and middle school students. Events will offer a mixture of synchronous and asynchronous speech and debate opportunities. This session will provide more information on how to get involved and ideas for how to use this program to grow and support your team! Session led by Lauren Burdt, NSDA Competition Manager resources instructional-videos 2022-09-12 Free
NSDA staff conduct a judge training focused on how to provide constructive feedback for speech and debate competitors during learning-focused scrimmage tournaments. resources instructional-videos 2022-09-12 Free
Chad Meadows, Director of Debate at Western Kentucky University, discusses strategies for structuring, delivering, and generating arguments for a rebuttal speech in debate. Whether you're just starting out or could use a refresher on the basics, Rhetorical Speech 101 is sure to get you up to speed! Learn more about Expository Speaking, Informative Speaking, and Original Oratory from a national champion. resources big-questions, instructional-videos, lincoln-douglas, policy 2022-09-12 Free
Presented by Sahiba Tandon, 2020 NSDA Expository National Champion. Whether you're just starting out or could use a refresher on the basics, Rhetorical Speech 101 is sure to get you up to speed! Learn more about Expository Speaking, Informative Speaking, and Original Oratory from a national champion. resources commentary, expository, impromptu, informative-speaking, instructional-videos, original-oratory 2022-09-12 Free
Lincoln-Douglas Topic Analysis - 2022 September/October resources instructional-videos, team-management 2022-09-12 Free
Download a copy of the 2022 July Competition Rules Minutes from the meeting held July 19, 2022. resources 2022-09-12 Members
Download a copy of the 2022 NSDA Competition Rules September Board Meeting Agenda archived 2022-09-12 Members
Interested in starting or maintaining a speech and debate program at your school? Download a copy of this advocacy letter written by Leonidas Patterson, Student Activities Director for the Dallas Independent School District in Texas. Share his words with local administrators and school board members to help build your case for support! (Also published in the September/October 2022 issue of magazine.) resources team-management 2022-09-23 Free
Download a copy of the Tournament Attendance Record. resources forms-manuals 2022-10-07 Free
resources 2022-10-19 Free
Interested in starting or maintaining a speech and debate program at your school? Download a copy of this advocacy letter written by Kenneth Zapata, Principal from Frank D. Paulo Intermediate School 75 in New York. Share his words with local administrators and school board members to help build your case for support! (Also published in the November/December 2022 issue of magazine.) resources team-management 2022-11-15 Free
Use this guide to get started with Extemp Commentary, including sample prompts, tips for finding and memorizing sources, and delivery tips. resources commentary 2022-12-07 Members
Interested in starting or maintaining a speech and debate program at your school? Download a copy of this advocacy letter written by Trey Smith, Executive Director at East Mountain High School in New Mexico. Share his words with local administrators and school board members to help build your case for support! (Also published in the February/March 2023 issue of magazine.) resources team-management 2023-02-15 Free
This introductory guide to Spoken Word is a helpful tool as students explore ways they might express their thoughts and experiences through poetry. Students can watch sample performances, explore topics, and read up on writing, revision, practice, and delivery tips. resources original-spoken-word 2021-03-22 Free
Download the Sample Ballot for Original Spoken Word Poetry! resources original-spoken-word 2021-03-22 Free
Download our templates for inviting school administrators to observe local speech and debate tournaments. resources inclusion, team-management 2018-11-19 Free
Click here to download the Competition Events Guide. resources forms-manuals 2020-01-14 Free
Download a copy of the 2018 NSDA Fall Board Meeting Agenda archived 2018-09-10 Free
Download a copy of the 2018 NSDA December Board Meeting Agenda archived 2018-11-12 Free
Download a copy of the 2020 NSDA March Board Meeting Agenda archived 2020-03-02 Free
Download a copy of the 2021 NSDA Fall Board Meeting Agenda archived 2021-09-20 Free
Download a copy of the 2022 NSDA Fall Board Meeting Agenda archived 2022-09-23 Free
Download a copy of the 2022 NSDA Competition Rules November Board Meeting Agenda archived 2022-10-31 Free
Download a copy of the 2022 NSDA Competition Rules January Board Meeting Agenda archived 2022-01-04 Free
Download a copy of the 2022 NSDA January Board Meeting Agenda archived 2022-01-10 Free
Download the 2022 NSDA Competition Rules March Board Meeting Agenda archived 2022-03-14 Free
Download a copy of the 2022 NSDA Competition Rules May Board Meeting Agenda archived 2022-04-28 Members
Download a copy of the 2022 NSDA Competition Rules July Board Meeting Agenda archived 2022-06-29 Free
Download a copy of the 2022 NSDA Spring Board Meeting Agenda archived 2022-04-22 Free
Interested in starting or maintaining a speech and debate program at your school? Download a copy of this advocacy letter written by Jennifer L. Euker, Principal at Buhach Colony High School in California. Share her words with local administrators and school board members to help build your case for support! (Also published in the April/May 2023 issue of magazine.) resources team-management 2023-04-14 Free
Download a copy of the Admin Teacher Endorsement Form. resources forms-manuals 2023-03-29 Free
Download a copy of the Admin Endorsement Form. resources forms-manuals 2022-10-07 Free
Download a copy of the Mentoring Requirements PDF. resources forms-manuals 2022-11-14 Free
Use this guide to get started with Storytelling, including event basics, advice for using the chair and selecting a piece, delivery tips, and sample performances. resources storytelling 2023-03-20 Members
Interested in starting or maintaining a speech and debate program at your school? Download a copy of this advocacy letter written by Dr. Robyn Kaiyal, Middle School Director from NSU University School in Florida. Share her words with local administrators and school board members to help build your case for support! (Also published in the Fall 2016 issue of magazine.) resources team-management 2016-11-15 Free
Interested in starting or maintaining a speech and debate program at your school? Download a copy of this advocacy letter written by Michael O'Toole, principal from La Salle College High School in Pennsylvania. Share his words with local administrators and school board members to help build your case for support! (Also published in the Winter 2017 issue of magazine.) resources team-management 2017-02-11 Free
Interested in starting or maintaining a speech and debate program at your school? Download a copy of this advocacy letter written by Dr. Douglas S. Wine, former principal from East Mountain High School in New Mexico. Share his words with local administrators and school board members to help build your case for support! (Also published in the Winter 2016 issue of magazine.) resources team-management 2017-02-11 Free
Interested in starting or maintaining a speech and debate program at your school? Download a copy of this advocacy letter written by Dr. Polly Reikowski, principal from Eagan High School in Minnesota. Share her words with local administrators and school board members to help build your case for support! (Also published in the Summer 2015 issue of magazine.) resources team-management 2017-02-11 Free
Interested in starting or maintaining a speech and debate program at your school? Download a copy of this advocacy letter written by Carlos Castillo, principal from Wawona Middle School and Bullard High School in California. Share his words with local administrators and school board members to help build your case for support! (Also published in the Summer 2016 issue of magazine.) resources team-management 2017-02-11 Free
Interested in starting or maintaining a speech and debate program at your school? Download a copy of this advocacy letter written by Dr. Joseph H. Murry, Jr., principal from Holy Cross School in Louisiana. Share his words with local administrators and school board members to help build your case for support! (Also published in the Fall 2015 issue of magazine.) resources team-management 2017-02-11 Free
Interested in starting or maintaining a speech and debate program at your school? Download a copy of this advocacy letter written by D. Scott Looney, Head of School from Hawken School in Ohio. Share his words with local administrators and school board members to help build your case for support! (Also published in the Spring 2017 issue of magazine.) resources team-management 2017-04-04 Free
Interested in starting or maintaining a speech and debate program at your school? Download a copy of this advocacy letter written by Austin Brown, principal from Madison Central High School in Mississippi and the 2017 NSDA High School Principal of the Year. Share his words with local administrators and school board members to help build your case for support! (Also published in the September/October 2017 issue of magazine.) resources team-management 2017-09-15 Free
Interested in starting or maintaining a speech and debate program at your school? Download a copy of this advocacy letter written by W. Donald Clayton, principal from Mountain Brook Junior High in Alabama and the 2017 NSDA Middle School Principal of the Year. Share his words with local administrators and school board members to help build your case for support! (Also published in the November/December 2017 issue of magazine.) resources team-management 2017-11-15 Free
Interested in starting or maintaining a speech and debate program at your school? Download a copy of this advocacy letter written by Dr. Stefanie Phillips, Superintendent of Schools for the Santa Ana Unified School District in California. Share her words with local administrators and school board members to help build your case for support! (Also published in the February/March 2018 issue of magazine.) resources team-management 2018-02-14 Free
Interested in starting or maintaining a speech and debate program at your school? Download a copy of this advocacy letter written by Ann V. Klotz, Head of Laurel School in Ohio. Share her words with local administrators and school board members to help build your case for support! (Also published in the April/May 2018 issue of magazine.) resources team-management 2018-04-15 Free
Interested in starting or maintaining a speech and debate program at your school? Download a copy of this advocacy letter written by Errol Evans, Principal from Attucks Middle School in Florida and the 2018 NSDA Middle School Administrator of the Year. Share his words with local administrators and school board members to help build your case for support! (Also published in the September/October 2018 issue of magazine.) resources team-management 2018-09-13 Free
Interested in starting or maintaining a speech and debate program at your school? Download a copy of this advocacy letter written by Jason Kline, Principal from John F. Kennedy High School in Iowa. Share his words with local administrators and school board members to help build your case for support! (Also published in the November/December 2018 issue of magazine.) resources team-management 2018-11-15 Free
Interested in starting or maintaining a speech and debate program at your school? Download a copy of this advocacy letter written by Elizabeth Bornia, Founder of Communication Arts Academy in Florida and the 2015 Inaugural NSDA Middle School Coach of the Year. Share her words with local administrators and school board members to help build your case for support! (Also published in the February/March 2019 issue of magazine.) resources team-management 2019-02-13 Free
Interested in starting or maintaining a speech and debate program at your school? Download a copy of this advocacy letter written by James Shapiro from Berkeley Carroll School in New York. Share his words with local administrators and school board members to help build your case for support! (Also published in the September/October 2019 issue of magazine.) resources team-management 2019-09-16 Free
Interested in starting or maintaining a speech and debate program at your school? Download a copy of this advocacy letter written by Susan M. Knoblauch, IHSA Administrator for Speech & Debate in Illinois. Share her words with local administrators and school board members to help build your case for support! (Also published in the April/May 2020 issue of magazine.) resources team-management 2020-04-16 Free
Interested in starting or maintaining a speech and debate program at your school? Download a copy of this advocacy letter written by Bethany Bohall, Wanda Wiley Atkinson Director of Fine Arts at Saint Mary's Hall in Texas. Share her words with local administrators and school board members to help build your case for support! (Also published in the September/October 2020 issue of magazine.) resources team-management 2020-09-17 Free
Interested in starting or maintaining a speech and debate program at your school? Download a copy of this advocacy letter written by Greg Cunningham, President of the Massachusetts Speech and Debate League (MSDL). Share his words with local administrators and school board members to help build your case for support! (Also published in the November/December 2020 issue of magazine.) resources team-management 2020-11-04 Free
Interested in starting or maintaining a speech and debate program at your school? Download a copy of this advocacy letter written by Dr. Tammy Ferguson, Head of School from The Weiss School in Florida. Share her words with local administrators and school board members to help build your case for support! (Also published in the April/May 2021 issue of magazine.) resources team-management 2021-04-22 Free
Interested in starting or maintaining a speech and debate program at your school? Download a copy of this advocacy letter written by Sharron Heinrich, Principal at Gabrielino High School in California. Share her words with local administrators and school board members to help build your case for support! (Also published in the September/October 2021 issue of magazine.) resources team-management 2021-09-13 Free
Interested in starting or maintaining a speech and debate program at your school? Download a copy of this advocacy letter written by Alfred F. Dugan III, Head of School at Princeton Academy of the Sacred Heart in New Jersey. Share his words with local administrators and school board members to help build your case for support! (Also published in the November/December 2021 issue of magazine.) resources team-management 2021-11-12 Free
Interested in starting or maintaining a speech and debate program at your school? Download a copy of this advocacy letter written by Holly Williams, Associate Superintendent of Mesa Public Schools in Arizona. Share her words with local administrators and school board members to help build your case for support! (Also published in the February/March 2022 issue of magazine.) resources team-management 2022-02-15 Free
Thanks to the generosity of The Julia Burke Foundation, the online Springboard Series has been expanded. The Springboard Series will again offer FREE speech and debate events. These events will provide a variety of free, online opportunities including after-school scrimmages and two weekend tournaments. We are grateful to announce these events will be offered free for the 2021-2022 and 2022-2023 school years.  The Julia Burke Foundation was established in memory of Julia Burke, a young woman of substance with a passion for debate. We are proud to partner with The Julia Burke Foundation to offer these opportunities in Julia’s memory.  archived 2021-06-10 Free
Sign up to receive a free toolkit to help your school celebrate NSDE Day! resources 2022-12-20 Free
resources instructional-videos, team-management 2021-09-13 Free
Running a district tournament can be a daunting task. Luckily, the National Speech & Debate Association is here to make sure your tournament runs as smoothly as possible! For a full list of rules and guidelines, . resources districts, instructional-videos, team-management 2019-02-12 Free
Congratulations to our 2022 National Speech & Debate Champions! news big-questions, commentary, congress, dramatic-interp, duo-interp, extemp-debate, pkd-extemp-speaking, humorous-interp, informative-speaking, international-extemp, lincoln-douglas, original-oratory, poetry, policy, program-oral-interp, prose, public-forum, storytelling, us-extemp, world-schools 2022-06-02 Free
Watch the 2017 Nationals Big Questions final round! archived 2017-06-23 Free
resources 2019-11-26 Free
Download a copy of the 2020-2021 Postage Report for magazine. archived 2021-09-16 Free
resources 2019-11-26 Free
Springboard Post Tournament Survey Form archived 2020-10-27 Free
resources instructional-videos 2021-09-01 Free
Download our Big Questions ballot to print. resources big-questions 2018-08-02 Free
Courtesy of Arjun Surya and Justin Zhang of Seven Lakes High School, TX. resources public-forum 2022-08-11 Free
Courtesy of Amanda Frank and Maria Jose Riofrio of NSU University School, FL. resources public-forum 2022-08-11 Free
Courtesy of Easton Logback of Olathe East High School, KS. resources lincoln-douglas 2022-08-11 Free
resources 2019-12-09 Free
Lost your certificate? Need a name change? Order replacements here! resources forms-manuals, team-management 2018-02-21 Free
Watch the 1995 National Final Round of Original Oratory!
NOTE: By viewing these videos you are consenting to our .
2022-06-27 Free
Explore the fundamentals of Declamation, including notes on event structure, choosing a piece, cutting, and delivery. This guide is appropriate for middle school and high school students but features time limits for middle school. resources declamation 2022-04-13 Members
Click here to download the Policy Debate Starter Files for 2021-2022. Use these resources to get started on the new 2021-2022 Policy Debate topic. resources policy 2021-09-10 Members
Download the Big Questions judge primer to print. archived 2022-03-31 Free
Click here to download a lesson plan that guides students to evaluate and reflect upon the ballots and feedback they've received while competing. resources forms-manuals, team-management 2017-12-11 Resource Pkg
Access more than 50 individual drills and practice activities for delivery, prep, strategy, memorization, characterization, movement, and more. resources classroom-resources, team-management 2020-10-30 Members
Sign up to receive a free toolkit to help your school celebrate NSDE Day! resources 2021-10-25 Free
Download our Fundraising Guide and Additional Fundraising Strategies for Speech and Debate Teams, co-written by Edco and the National Speech & Debate Association. resources forms-manuals, team-management 2019-02-25 Free
NSDA Campus is an online platform offering team practice space and tournament hosting space at a low cost. resources 2020-06-04 Free
Warm-ups are the verbal and physical exercises we do before and between rounds to get energy, focus, and warm voices. Here are a few popular warm-ups used by teams across the country. resources dramatic-interp, duo-interp, humorous-interp, poetry, program-oral-interp, prose 2021-11-16 Free
Explore the competitive and instructional resources that come with your school membership. resources team-management 2021-11-10 Members
Download a copy of the 2021 NSDA Competition Rules November Board Meeting Agenda archived 2021-11-08 Free
Download the Diversity and Inclusion Extemp Questions resources classroom-resources, international-extemp, us-extemp 2020-02-20 Free
resources 2021-10-11 Free
resources policy 2018-09-04 Members
Download Big Questions Topic Analysis 2020-2021 PDF archived 2020-09-21 Free
archived 2020-06-19 Free
Big Questions Participant Grants Flyer archived 2019-10-11 Free
Big Questions Topic Analysis 2019-2020 archived 2019-10-15 Free
Download the Big Questions 2019-2020 Evidence Packet archived 2019-10-11 Free
Download our Big Questions Sample Negative Constructive for 2019-2020 archived 2019-10-11 Free
Download our Big Questions Sample Affirmative Constructive for 2019-2020 archived 2019-10-11 Free
Download our Big Questions Sample Affirmative Constructive for 2019-2020. archived 2019-10-11 Free
Download the Big Questions judge primer to print. archived 2019-08-14 Free
Download our Big Questions ballot to print. archived 2019-08-12 Free
Big Questions Certificate of Achievement Template resources big-questions 2020-09-08 Free
View the District Leadership Directory. resources districts, forms-manuals 2019-08-01 Free
Download a copy of the 2019-2020 Postage Report for magazine. archived 2020-09-22 Free
Online Funding Series Application resources 2021-08-17 Free
Download a copy of the 2021 NSDA Competition Rules September Board Meeting Agenda archived 2021-09-08 Free
Download our Student Benefits Flyer and help students discover their superpowers and uncover their confidence. An NSDA membership offers the tools to expand your skills and celebrate your achievements. resources team-management 2021-09-03 Free
resources inclusion, instructional-videos, team-management 2021-09-01 Free
resources instructional-videos, team-management 2021-09-01 Free
resources districts, inclusion, instructional-videos 2021-09-01 Free
High School Nationals 2021 Script List resources dramatic-interp, duo-interp, humorous-interp 2021-07-30 Members
Middle School 2021 Script List resources declamation, dramatic-interp, humorous-interp, informative-speaking, original-oratory, poetry, prose, storytelling 2021-07-30 Members
Download a sample team handbook to use as inspiration for your team policies, including a practice schedule and requirements, communications, ethics, attire, and more. resources team-management 2021-07-20 Free
resources 2019-12-17 Free
archived 2020-10-15 Free
The National Speech & Debate Association is proud to continue the National Educator of the Year award. archived forms-manuals 2020-10-15 Free
Learn more about the National Speech & Debate Association Hall of Fame. archived 2021-01-15 Free
Download Big Questions 2016-2017 FAQ. archived 2016-12-06 Free
Big Questions Novice Topic Analysis 2016-2017 archived 2016-10-04 Free
Big Questions Topic Update - December 2016-2017 archived 2017-01-06 Free
Download our Big Questions Sample Affirmative Constructive. archived 2016-10-21 Free
Download Big Questions Negative Evidence. archived 2016-11-10 Free
Big Questions Intermediate Topic Analysis 2016-2017 archived 2016-10-12 Free
Big Questions 2017-2018 Evidence Packet archived 2018-03-23 Free
archived 2021-03-10 Free
archived 2019-04-03 Free
Big Questions Topic Analysis 2016-2017 archived 2016-09-02 Free
Big Questions 2017-2018 Topic Analysis archived 2017-08-07 Free
Big Questions 2017-2018 Middle School Topic Analysis archived 2017-08-07 Free
archived 2017-05-31 Free
archived forms-manuals, team-management 2017-08-08 Free
archived 2020-04-23 Free
The National Speech & Debate Association is proud to continue the National Educator of the Year award. archived forms-manuals 2019-09-30 Free
The National Speech & Debate Association is proud to continue the National Educator of the Year award. This award is given at two levels—the state level and the national level. Each State Educator of the Year will be considered for the national-level Educator of the Year award. archived forms-manuals 2018-10-19 Free
archived forms-manuals 2019-09-19 Free
resources performance-videos, world-schools 2020-06-01 Free
Curious about what to expect in Duo Interpretation at Nationals 2021? Watch this informative video for a demonstration and explanation of the procedures for this year's Duo competition. resources duo-interp, instructional-videos 2020-05-15 Free
resources classroom-resources, policy 2019-11-12 Free
resources 2021-05-17 Free
archived 2019-05-02 Free
Download a copy of the 2018-2019 Postage Report for magazine. archived 2019-09-16 Free
archived 2017-03-07 Free
Congratulations on earning a Diamond Award during the 2019-2020 season! You may have your award sent to your school, your home, or another address of your choice. It is important to us that you receive your materials as quickly and efficiently as possible. To help us in doing so, please complete this form by August 31, 2020. archived 2020-06-22 Free
The NSDA Inclusion Workshop, facilitated by Courageous Conversation by the Pacific Educational Group, Inc., teaches a protocol for discussing race in productive, insightful, and generative ways. archived 2018-11-26 Free
archived 2019-05-09 Free
archived 2019-09-30 Free
archived 2020-05-07 Free
archived 2016-12-19 Free
Click here to download printer-friendly cards to play Presidential Debate Bingo during your next watch party or classroom activity! archived 2016-10-07 Free
archived 2017-03-14 Free
archived 2017-03-30 Free
archived forms-manuals 2019-06-14 Free
Our High School Point Recording Guide gives you step-by-step instructions for viewing records and standings, paying membership dues, entering student merit points, and more using our online Points Application. archived 2017-01-11 Free
Download the Congress Parliamentarian Instructions 2020 Nationals Doc. archived 2020-08-26 Free
archived instructional-videos 2020-06-05 Members
archived forms-manuals 2017-08-23 Free
archived 2018-10-19 Free
archived 2018-08-13 Free
Download a copy of the 2019 NSDA March Board Meeting Agenda archived 2019-02-22 Free
Download a copy of the 2019 NSDA Spring Board Meeting Agenda archived 2019-04-25 Free
Download a copy of the 2021 NSDA March Board Meeting Agenda archived 2021-03-09 Free
Download a copy of the 2021 NSDA Spring Board Meeting Agenda archived 2021-04-29 Free
Download a copy of the 2020 NSDA Fall Board Meeting Agenda archived 2020-08-31 Free
Download a copy of the 2020 NSDA Spring Board Meeting Agenda archived 2020-05-04 Free
Download a copy of the 2020 NSDA December Board Meeting Agenda archived 2020-12-02 Free
Download a copy of the 2019 NSDA Fall Board Meeting Agenda archived 2019-09-09 Free
Download a copy of the 2019 NSDA December Board Meeting Agenda archived 2019-12-03 Free
archived 2018-06-14 Free
Complete this form to apply to take part in our Power of ONE campaign. We're excited about your potential membership. archived forms-manuals 2019-12-12 Free
Download our Big Questions judge primer to print. archived 2017-09-29 Free
Utilize this outline for writing your first LD case on the affirmative or the negative. This resource was created by Josh Roberts. resources lincoln-douglas 2021-04-30 Members
In this set of three speech activities, middle school students will learn the different components of an introduction and be able to construct one on their own. resources expository, informative-speaking, original-oratory 2021-04-22 Free
Download the Policy Evidence December 2020 doc. resources 2021-04-01 Members
Download a description of the items students in speech will upload to before participating in the High School National Tournament! resources forms-manuals 2019-05-15 Free
resources districts, instructional-videos 2021-04-05 Free
Download the Sample Ballot for Pro Con Challenge! resources pro-con-challenge 2021-03-22 Free
Print this banner for your students to sign and display in and around your school, classroom, or speech and debate squad room. resources team-management 2019-09-20 Free
resources 2019-11-26 Free
Use this checklist to track student progress in bringing characters to life.
This resource is part of our NSDA Learn course
resources dramatic-interp, duo-interp, humorous-interp, program-oral-interp 2021-02-09 Members
Intro to Coaching: DUO resources classroom-resources, duo-interp 2021-02-01 Members
resources duo-interp, instructional-videos 2021-01-26 Members
Download the School Consent Form. Scan and email a copy to your district chair prior to competition at your district tournament begins. resources districts 2021-01-15 Free
Download the Tabroom Online Ballots & Notification Set Up PDF resources districts, forms-manuals 2019-12-06 Free
Sign up to receive a free toolkit to help your school celebrate NSDE Day! resources 2020-12-04 Free
Download the Policy Evidence December 2020 doc. resources 2020-12-03 Members
Use this checklist as a starting point to measure your tournament’s inclusion efforts or plan for the future! resources inclusion, team-management 2019-02-21 Free
resources instructional-videos 2020-11-19 Free
Access Public Forum and Policy Debate videos to introduce using evidence, the structure of the round, impacts, cross-examination, and more from our friends at the University of Kentucky. resources 2020-11-05 Free
Download the Giving People who Experience Disability a Place at the Speech and Debate Table PDF. resources 2020-10-29 Free
resources 2020-10-29 Free
Click here to download the Policy Debate Starter Files for 2019-2020. Use these resources to get started on the new 2019-2020 Policy Debate topic. resources policy 2020-10-23 Members
NSDA Campus Survey resources 2020-08-06 Free
resources forms-manuals 2019-09-11 Free
Download the NSDA Board of Directors Handbook, which serves as a guide for incoming and current Board members as they fulfill their role in governance of the NSDA. The handbook reflects the Board’s ongoing efforts to further define its roles and responsibilities, guidelines and policies, protocols and procedures, and committees. resources forms-manuals 2020-09-28 Free
Public Forum Advanced Evidence - 2020 September/October resources public-forum 2020-09-28 Resource Pkg
NSDA Campus is an online platform offering team practice space and tournament hosting space at a low cost. resources 2020-08-05 Free
Use this customizable tournament certificate to recognize your tournament participants. This resource is set up for . resources team-management 2020-08-20 Free
resources instructional-videos, original-oratory 2020-08-28 Members
resources instructional-videos, original-oratory 2020-08-28 Members
resources instructional-videos, public-forum 2020-08-21 Members
Local businesses are always looking for more exposure in the community. Consider selling sponsorship packages in exchange for special promotional opportunities. Before getting started, be sure to check with your activities director about what sponsorship opportunities are permitted. When you're ready to reach out, use this template letter to connect! resources team-management 2020-08-12 Free


resources inclusion, instructional-videos, team-management 2017-08-24 Members


resources classroom-resources, instructional-videos, international-extemp, us-extemp 2017-08-24 Members

resources dramatic-interp, duo-interp, humorous-interp, instructional-videos, program-oral-interp 2017-08-24 Members
resources inclusion, instructional-videos, team-management 2017-08-26 Members
resources inclusion, instructional-videos, team-management 2017-08-26 Members
resources classroom-resources, instructional-videos 2017-08-26 Members
resources instructional-videos, team-management 2017-08-26 Members

resources instructional-videos 2017-08-27 Members

resources instructional-videos 2017-08-27 Members
resources inclusion, instructional-videos, team-management 2018-07-29 Members
resources dramatic-interp, duo-interp, humorous-interp, instructional-videos, program-oral-interp 2018-07-29 Members
resources congress, instructional-videos 2018-07-29 Members
resources instructional-videos, original-oratory 2018-07-29 Members
resources classroom-resources, instructional-videos 2018-07-30 Members
resources classroom-resources, instructional-videos 2018-07-30 Members
resources inclusion, instructional-videos, team-management 2018-07-30 Members
resources instructional-videos, policy 2018-07-31 Members
resources inclusion, instructional-videos, team-management 2018-07-31 Members
resources inclusion, instructional-videos 2019-08-06 Members
resources instructional-videos, team-management 2019-08-06 Members
resources instructional-videos, world-schools 2019-08-06 Members
resources instructional-videos, middle-school, team-management 2019-08-06 Members
resources inclusion, instructional-videos 2019-08-05 Members
resources impromptu, instructional-videos 2019-08-05 Members
Middle School Nats 20 Script list resources world-schools 2020-07-06 Free
High School Nats 20 Script list resources world-schools 2020-07-06 Free
High School Nats 19 Script list resources world-schools 2020-07-03 Free
World Schools Judging Guide resources world-schools 2020-06-14 Free
World Schools Scoring Guide resources world-schools 2020-06-14 Free
The World Schools Judge Briefing was created by Miha Andrič of Slovenia. resources world-schools 2020-06-14 Free
World Schools Judge FAQ - 2020 Nationals resources world-schools 2020-06-14 Free
resources 2020-06-08 Free
Download editable participant certificates to print at home and commemorate the experience! resources 2020-06-10 Free
resources congress, instructional-videos, lincoln-douglas, policy, public-forum, world-schools 2020-06-05 Members
resources instructional-videos, world-schools 2020-05-28 Members
Students competing in the National Congress can download this template to create their name placard. Choose Senator or Representative, add your last name, include your pronouns, if desired, and delete any extra text. For example:

Representative
Dali
she/her/hers
resources congress 2020-05-26 Free
resources instructional-videos, world-schools 2020-05-21 Members
resources instructional-videos, world-schools 2020-05-21 Members
Download the Online Competition Tips Guide resources classroom-resources, forms-manuals, inclusion, team-management 2020-05-14 Free
Download our Lip Dub Submission Guidelines resources 2020-05-01 Free
resources instructional-videos, lincoln-douglas 2020-05-07 Members
resources instructional-videos, world-schools 2020-05-08 Members
Public Forum Advanced Evidence - 2020 April resources public-forum 2020-04-14 Resource Pkg
Annie Reisener, NSDA Membership Manager, presents a webinar about NSDA advocacy resources. resources instructional-videos 2020-04-08 Free
Download a description of the pilot internet rules for 2019-2020. Districts may opt-in to use these rules at their district tournament. These rules WILL be in effect at the 2020 Online National Tournament. resources forms-manuals 2018-10-02 Free
Download our Duo Lesson Plan - Pivot Past Prelims resources 2020-04-07 Members
resources 2020-04-07 Free
Students can improve their skills for public speaking events from home with this collection of activities and suggestions for classroom assessment. resources 2020-04-03 Members
Download our virtual banquet outline. resources 2020-04-07 Free
Download our virtual banquet outline. resources 2020-04-03 Free
Download the Virtual Team Superlative Certificates resources 2020-04-03 Free
Download the April 2020 World Schools Debate Motions. resources world-schools 2020-03-31 Members
Watch six members of Team USA showcase their skills with this remotely-conducted demonstration debate! resources performance-videos, world-schools 2020-03-30 Free
NSDA member coaches may complete this form to express an interest in organizing virtual scrimmages. resources 2020-03-20 Free
Watch the 2020 April Public Forum Video Analysis! resources public-forum 2020-03-19 Members
resources team-management 2020-03-19 Free
Public Forum Advanced Evidence - 2020 March resources public-forum 2020-03-16 Resource Pkg
Download the Women's History Month Legislation PDF resources congress 2020-03-04 Free
Learn fundraising tips from veteran Hall of Fame coaches Pam McComas, Glenda Ferguson, Robert Kelly, Pauline Carochi, and Gail Naylor.

For more info check out the Fundraising page

You can also learn more about earning money for your team by hosting a Big Questions event! More info on Big Questions
resources instructional-videos, team-management 2016-05-30 Free
Lincoln-Douglas Topic Analysis - 2020 March/April resources lincoln-douglas 2020-03-03 Members
In a historic decision, the National Speech & Debate Association Board of Directors voted unanimously to adopt an Equity Statement for our organization. This statement comes from many hours of discussion with experts, each other, and our community, and we’re proud to share it with this poster. resources inclusion, team-management 2020-03-04 Free
Download the March 2020 World Schools Debate Motions. resources world-schools 2020-03-02 Members
Download instructions for using online ballots and making the most of Tabroom.com notifications at the National Tournament! resources forms-manuals 2019-06-05 Free
Watch the 2020 March Public Forum Video Analysis! NOTE: Due to a recording error, only the audio of this topic analysis is provided. The resource cuts out before finishing, but still covers almost everything. resources public-forum 2020-02-24 Members
Download the 2020 Harvard Tournament Extemp questions to use for practice! resources international-extemp, us-extemp 2020-02-21 Free
Download the Diversity and Inclusion Impromptu Prompts PDF resources impromptu 2020-02-20 Free
Download the Diversity and Inclusion Congressional Legislation PDF resources congress 2020-02-20 Free
Download the 2020 Harvard Tournament Legislation Guide resources congress 2020-02-19 Free
Sign up to receive a free toolkit to help your school celebrate NSDE Day! resources 2019-11-18 Free
Download information about establishing your district as a 501c3, IRS tax filing, and best practices for district finance! resources districts 2020-02-18 Free
Public Forum Advanced Evidence - 2020 February resources public-forum 2020-02-14 Resource Pkg
Graduated high school students who have earned a scholarship at the National Tournament and have enrolled in post-secondary school can use this form to submit proof of enrollment and request disbursement of scholarship funds. Scholarship funds will be sent to the registrar. resources forms-manuals 2019-04-12 Free
Download a sample comment sheet for World Schools Debate. Use this sheet to learn how to judge World Schools (WSD). resources world-schools 2016-06-02 Free
Download a sample comment sheet for World Schools Debate. Use this sheet to learn how to judge World Schools (WSD). resources world-schools 2017-01-27 Free
View the World Schools Debate Guide for Competitors and Adjudicators resources world-schools 2017-05-22 Resource Pkg
View "Exploring Cultural Competence in the World Schools Debate Community" by USA Debate Team Manager, Cindi Timmons. resources world-schools 2018-03-23 Free
View the Sample World Schools Motions for November 2018. resources world-schools 2018-12-20 Members
View the Sample World Schools Motions for February 2019. resources world-schools 2019-02-01 Members
View the Sample World Schools Motions for March 2019. resources world-schools 2019-03-04 Members
Letter to principals in support of Association honor cords from Executive Director J. Scott Wunn. resources team-management 2016-06-06 Free
Download this guide for helpful tips on understanding NSDA Member Roles and Account Permissions. resources team-management 2019-08-28 Free
Tournaments are the best method for getting new students hooked on speech and debate. This guide is designed to help prepare new coaches for what they and their students should expect at their first tournament experience. resources team-management 2019-10-30 Free
As with any specialized activity, jargon and abbreviations pervade speech and debate activities. This guide covers some of the most essential terms of art that will alleviate your uncertainty as a new coach, as well as the hesitancy any students new to speech and debate may feel. resources team-management 2019-10-30 Free
Download a sample comment sheet for Storytelling. Use this sheet to learn how to judge Storytelling (ST). resources storytelling 2016-06-02 Free
Learn what to expect competing in Public Forum Debate from South Dakota alumnus Brett Ries. resources public-forum 2017-02-09 Free
Luciana Coelho, Former Advocacy Analyst at Oceana, discusses the Sept/Oct 2018 topic, Resolved: The United States should accede to the UN Convention on the Law of the Sea without reservations. This webinar is presented in partnership with the Bill of Rights Institute. resources instructional-videos, public-forum 2018-10-01 Free
Public Forum Topic Analysis - 2018 November/December resources public-forum 2018-10-22 Members
Public Forum Topic Analysis - 2019 January resources public-forum 2018-12-20 Members
Public Forum Advanced Evidence - 2019 January resources public-forum 2018-12-20 Resource Pkg
Public Forum Advanced Evidence - 2019 September/October resources public-forum 2019-09-10 Resource Pkg
Public Forum Advanced Evidence - 2020 January resources public-forum 2020-01-09 Resource Pkg
Public Forum Brief Provided by the Coolidge Foundation for February 2020 resources public-forum 2020-02-05 Members
Download the a sample comment sheet for Program Oral Interpretation. Use this sheet to learn how to judge Program Oral Interpretation (POI). resources program-oral-interp 2016-05-27 Free
Download a sample comment sheet for Program Oral Interpretation. Download this document to view and understand what a ballot for Program Oral Interp (POI) may look like when completed. resources program-oral-interp 2016-05-27 Free
Learn what to expect competing in Program Oral Interpretation from Arkansas student Jeremiah Brown. resources program-oral-interp 2017-02-09 Free
A guide for students (and their coaches!) who are interested in competing in Program Oral Interpretation (POI). resources classroom-resources, program-oral-interp 2018-01-08 Free
A unit outline that turns Program Oral Interp into a collaborative classroom activity and performance. Great for beginning and experienced interpers alike! resources classroom-resources, program-oral-interp 2018-01-10 Resource Pkg
Download a sample comment sheet for Policy Debate. Use this sheet to learn how to judge Policy (CX). resources policy 2016-06-02 Free
Learn what to expect competing in Policy Debate from Missouri student Dalton Nunamaker. resources policy 2017-02-09 Free
Click here to download the Policy Debate Curriculum for the 2018-2019 topic. resources classroom-resources, policy 2018-08-24 Free
resources classroom-resources, policy 2018-09-04 Members
Click here to download the Policy Debate Starter Files for 2019-2020. Use these resources to get started on the new 2019-2020 Policy Debate topic. resources policy 2019-08-21 Members
Download a sample comment sheet for Prose and Poetry. Use this sheet to learn how to judge Prose and Poetry (PP). resources poetry, prose 2016-06-02 Free
Watch the 2016 USA Debate Development Team square off in a practice round at the John Edie Holiday Tournament hosted by Blake! resources performance-videos, world-schools 2017-01-05 Members
Download a sample comment sheet for Original Oratory. Use this sheet to learn how to judge Original Oratory (OO). resources original-oratory 2016-05-27 Free
Click here to download the Original Oratory Textbook. resources classroom-resources, original-oratory 2016-06-07 Members
Learn what to expect competing in Original Oratory from Indiana student Lia Thayer. resources original-oratory 2017-02-09 Free
Download a sample comment sheet for Lincoln-Douglas Debate. Use this sheet to learn how to judge Lincoln- Douglas (LD). resources lincoln-douglas 2016-06-02 Free
Lincoln-Douglas Topic Analysis - 2019 January/Feburary resources lincoln-douglas 2019-01-22 Members
Learn what to expect competing in International Extemporaneous Speaking from Arizona student Vincent Jasso. resources international-extemp 2017-02-09 Free
View the Black History Month United States Extemp Questions resources inclusion, international-extemp, us-extemp 2018-01-23 Free
Download International Extemp Resources for the 2018 National Tournament resources international-extemp, us-extemp 2018-05-07 Members
View the January 2019 International Extemp Questions and Resources. resources international-extemp 2019-01-16 Resource Pkg
Watch Advice from Hall of Fame Members resources instructional-videos, team-management 2016-05-30 Members
Learn extemp tips from Robert Kelly, Donus Roberts, Kandi King, Pam McComas, and Kim Jones. resources instructional-videos, international-extemp, us-extemp 2016-05-30 Free
resources lincoln-douglas, policy, public-forum, team-management 2020-02-06 Free
An Introduction to World Schools Debate resources instructional-videos, world-schools 2016-05-30 Free
resources instructional-videos 2017-03-11 Free
Aaron Timmons and USA Debate Team members and coaches discuss prep for impromptu motions in World Schools Debate. This webinar is presented by Global Debate Symposium. resources instructional-videos, world-schools 2018-04-10 Free
USA Debate Team members and coaches discuss prepared motions in World Schools Debate. This webinar is presented by Global Debate Symposium. resources instructional-videos, world-schools 2018-05-24 Free
Trinity University discusses judge adaptation in debate at the National Tournament. resources instructional-videos, policy 2018-05-25 Free
Learn how to run and judge a round of World Schools Debate! Also includes a full demonstration round. resources instructional-videos, performance-videos, world-schools 2018-06-20 Members
Stephen Kent from Young Voices, a journalist-focused non-profit in Washington DC, discusses the Sept/Oct 2018 topic, Resolved: In the United States, reporters ought to have the right to protect the identity of confidential sources. This webinar is presented in partnership with the Bill of Rights Institute. resources instructional-videos, lincoln-douglas 2018-10-01 Free
Dr. Ron Nate, Senior Fellow & Board Member at the Madison Liberty Institute, discusses the Nov/Dec 2018 PF topic, Resolved: The United States federal government should impose price controls on the pharmaceutical industry. This webinar is presented in partnership with the Bill of Rights Institute. resources instructional-videos, public-forum 2018-11-27 Free
Sarah Pierce, Policy Analyst at the Migration Policy Institute, discusses the 2019 Policy topic, Resolved: The United States federal government should substantially reduce its restrictions on legal immigration to the United States. This webinar is presented in partnership with the Bill of Rights Institute. resources instructional-videos, policy 2018-11-29 Free
Erica York, Analyst at the Tax Foundation, discusses the January 2019 PF topic, Resolved: The United States federal government should prioritize reducing the federal debt over promoting economic growth. This webinar is presented in partnership with the Bill of Rights Institute. resources instructional-videos, public-forum 2019-01-14 Free
Jenae Barnes, debater from George Mason University, discusses Policy Debate strategy and life lessons from debate. This webinar is presented in partnership with the Bill of Rights Institute. resources instructional-videos, policy 2019-01-17 Free
Download a sample comment sheet for Informative Speaking. Use this sheet to learn how to judge Informative Speaking (INF). resources informative-speaking 2016-05-27 Free
Download the Informative Speaking - Creating a Solid Foundation handout. Use this resource to help students understand how to create a solid structure for an Informative Speaking speech. resources informative-speaking 2016-06-07 Free
Learn what to expect competing in Informative Speaking from California student Cynthia Yang. resources informative-speaking 2017-02-09 Free
Watch The Blake School's 2017 Diversity and Inclusion Conference, featuring LaToya Green, Elijah Smith, Ignacio Evans, and Kaine Cherry. resources inclusion, instructional-videos 2017-04-21 Free
View the Black History Month United States Extemp Questions and Resources resources inclusion, international-extemp, us-extemp 2018-01-29 Resource Pkg
View the United States Extemp Questions and Resources for Hispanic Heritage Month. resources inclusion, us-extemp 2018-08-31 Resource Pkg
View the International Extemp Questions and Resources for Hispanic Heritage Month. resources inclusion, international-extemp 2018-08-31 Resource Pkg
Download our template for inviting school administrators with speech and debate programs to observe local tournaments. resources inclusion, team-management 2018-11-19 Free
Download our template for inviting school administrators without speech and debate programs to observe local tournaments. resources inclusion, team-management 2018-11-19 Free
Download a sample comment sheet for Impromptu. Use this sheet to learn how to judge Impromptu (IMP). resources impromptu 2016-05-27 Free
Click this link to download the resource Impromptu - Creating and Example Database. Use this to help students learn to create a database for Impromptu Speaking. resources impromptu 2016-06-07 Resource Pkg
Download a variety of Impromptu Prompts including quotations, single words/short phrases, people, and current event topics to spark your next practice session or classroom lesson. resources impromptu 2019-09-03 Members
Learn what to expect competing in Humorous Interpretation from Florida student Jordan Singer. resources humorous-interp 2017-02-09 Free
Download a sample comment sheet for Extemporaneous Speaking. Use this sheet to learn how to judge US Extemp (DX) or International Extemp (IX). resources forms-manuals, international-extemp, us-extemp 2016-06-02 Free
Click here to download the Original Oratory Textbook. resources classroom-resources, forms-manuals, original-oratory 2016-06-02 Resource Pkg
Click here to download the Policy Debate Textbook. resources classroom-resources, forms-manuals, policy 2016-06-06 Members
Click here to download the Posting Form. resources forms-manuals 2016-06-06 Free
Click here to download the Lincoln-Douglas Debate - Introduction. Use this guide as an introduction to Lincoln-Douglas Debate. resources forms-manuals, lincoln-douglas 2016-06-07 Members
Click here to download a Debate Training Guide. Use this guide to gain a basic understanding of debate as an overall event. resources forms-manuals, lincoln-douglas, policy, public-forum 2016-06-07 Free
Click here to download a Debate Evidence Guide. This document provides potential scenarios and basic expectations for debate judges. This is a guide and is not a replacement for the actual rules. resources forms-manuals, lincoln-douglas, policy, public-forum 2016-06-07 Free
Click here to download the Public Forum Debate - Lesson Plans. Use these lesson plans to help students understand Public Forum Debate. resources classroom-resources, forms-manuals, public-forum 2016-06-07 Resource Pkg
Click here to download the Policy Debate Structure Quiz. Download this resource to quiz students on the structure of Policy Debate. resources classroom-resources, forms-manuals, policy 2016-06-07 Members
Click here to download the World Schools Debate - Notes for Adjudicators. resources 2016-06-07 Free
Download our MLK Day Classroom Activities, including four ideas for engaging students with accompanying rubrics to assist in evaluation. resources classroom-resources, forms-manuals 2017-01-06 Free
Use this editable Word template to invite guests to your National Speech and Debate Education Day event. resources forms-manuals 2017-01-10 Free
Learn what to expect competing in Lincoln-Douglas Debate from Hawaii student Lily Perry. resources forms-manuals, lincoln-douglas 2017-02-09 Free
Planning an induction ceremony to recognize the newest members of your Honor Society chapter? Download our editable script template to serve as your guide! (See also: and ) resources forms-manuals, team-management 2017-03-15 Members
Planning an induction ceremony to recognize the newest members of your Honor Society chapter? Download our editable invitation template to encourage parents, administrators, and other special guests to attend your ceremony. (See also: and ) resources forms-manuals, team-management 2017-03-15 Members
Use this editable Word template to secure state and local resolutions or proclamations recognizing National Speech and Debate Education Day in your area. resources forms-manuals 2018-02-02 Free
Use this editable Word template to secure school board resolutions or proclamations recognizing National Speech and Debate Education Day in your area. resources forms-manuals 2018-02-02 Free
Use this printer-friendly PDF to proudly display our Coaches Code of Ethics in and around your school, classroom, or speech and debate squad room. resources forms-manuals, team-management 2018-02-14 Free
Use this printer-friendly PDF to proudly display our Code of Honor in and around your school, classroom, or speech and debate squad room. resources forms-manuals, team-management 2018-02-14 Free
Watch a webinar hosted by Dr. Ben Voth, director of debate at Southern Methodist University and Calvin Coolidge Debate Fellow. Dr. Voth hosted the webinar on the February Public Forum topic of Universal Basic Income.
NOTE: By viewing these videos you are consenting to our .
resources public-forum 2020-02-05 Members
Learn what to expect competing in Dramatic Interpretation from Ohio student Rachel Rothschild. resources dramatic-interp 2017-02-09 Free
Watch "Building Community: A New Look at Speech and Debate Districts" resources districts, instructional-videos, team-management 2016-05-30 Members
Click here to download the Building Community - District Leadership Toolkit. resources districts, forms-manuals, team-management 2016-09-01 Free
Download a sample comment sheet for Interp. Use this sheet to learn how to judge Interp. resources dramatic-interp, duo-interp, humorous-interp 2016-05-27 Free
Hear Interp tips from Debbie Simon, Gay Brasher, Lydia Esslinger, Gail Naylor, and Cathy Wood. resources dramatic-interp, duo-interp, humorous-interp, instructional-videos 2016-05-30 Free
resources duo-interp, forms-manuals 2016-11-21 Resource Pkg
resources dramatic-interp, duo-interp, humorous-interp, instructional-videos, program-oral-interp 2017-03-11 Free
Watch the Summit Debate's Interp Town Hall, featuring Byron Arthur, Dave Kraft, Sarah Rosenberg, Joe Wycoff, Jacci Young, and Jenny Cook. resources dramatic-interp, duo-interp, humorous-interp, instructional-videos, team-management 2017-04-19 Free
Download a sample comment sheet for all Speech events. resources declamation, dramatic-interp, duo-interp, humorous-interp, impromptu, informative-speaking, international-extemp, original-oratory, poetry, program-oral-interp, prose, storytelling, us-extemp 2018-04-19 Free
Wondering what to expect as you prepare for World Schools Debate at the National Tournament? Watch this video to learn more about the structure and expectations of this dynamic form of debate! resources performance-videos, world-schools 2020-01-29 Resource Pkg
Wondering what to expect as you prepare for World Schools Debate at the National Tournament? Watch this video to learn more about the structure and expectations of this dynamic form of debate! resources performance-videos, world-schools 2020-01-29 Resource Pkg
Download a sample comment ballot for Congressional Debate. Use this sheet to learn how to judge Congressional Debate (CD) at a district tournament. resources congress 2016-06-02 Free
Click here to download the Congressional Debate - Middle School Drafting Legislation Activity. Use this activity to help middle school students learn how to create legislation for Congressional Debate. resources classroom-resources, congress, forms-manuals, middle-school 2016-06-07 Members
Click here to download the Congressional Debate - Middle School Parliamentary Procedure Terms. Use this activity to help middle school students learn more about using Parliamentary Procedure for Congressional Debate. resources congress, forms-manuals, middle-school 2016-06-07 Members
Click here to download the Congressional Debate - Lesson Plans. Use these lesson plans to help students understand Congressional Debate. resources classroom-resources, congress, forms-manuals 2016-06-07 Resource Pkg
Click here to download the Congressional Debate - Frequently Use Motions. Use this activity to help students understand the most used motions during Congressional Debate. resources congress, forms-manuals 2016-06-07 Members
Learn what to expect competing in Congressional Debate from Missouri student Maguire Radosevic. resources congress 2017-02-09 Free
Middle School Congress Chambers - 2017 Nationals resources congress 2017-05-22 Free
Download a printable PDF of 16 drills you can use to improve your fluency, rebuttals, delivery, and analysis in Congressional Debate. resources classroom-resources, congress 2017-11-10 Free
Middle School Congress Chambers - 2018 Nationals resources congress 2018-05-24 Free
Download the NSDA Hispanic Heritage Month (September-October) Activities Lesson Plan. resources classroom-resources, inclusion 2018-08-30 Free
Watch the 2020 February Public Forum Video Analysis!
NOTE: By viewing these videos you are consenting to our .
resources public-forum 2020-01-24 Members
Watch the 2020 January Public Forum Video Analysis!
NOTE: By viewing these videos you are consenting to our .
resources public-forum 2020-01-03 Members
Click here to download the High School Competition Events Guide. resources forms-manuals 2015-06-01 Free
resources performance-videos, public-forum 2019-01-04 Resource Pkg
Learn about clash in Public Forum Debate! resources instructional-videos, public-forum 2016-08-25 Resource Pkg
Learn about Prose and Poetry! resources instructional-videos, poetry, prose 2016-08-25 Resource Pkg
Learn about critiquing Interpretation! resources dramatic-interp, duo-interp, humorous-interp, instructional-videos 2016-08-25 Resource Pkg
Learn about characterization in Interpretation! resources dramatic-interp, duo-interp, humorous-interp, instructional-videos 2016-08-25 Resource Pkg
Learn how to analyze scripts for Interpretation! resources dramatic-interp, duo-interp, humorous-interp, instructional-videos 2016-08-25 Resource Pkg
Learn the basics of Interpretation! resources dramatic-interp, duo-interp, humorous-interp, instructional-videos 2016-08-25 Resource Pkg
Tara Tate, the coach of Glenbrook South HS (IL), shares her expertise on Policy Debate. resources instructional-videos, performance-videos, policy 2016-05-24 Resource Pkg
Watch a showcase of Humorous Interpretation! resources humorous-interp, instructional-videos, performance-videos 2016-08-25 Resource Pkg
Watch a showcase of Duo Interpretation! resources duo-interp, instructional-videos, performance-videos 2016-08-25 Resource Pkg
Watch a showcase of Dramatic Interpretation! You can also view the Showcase - Dramatic Interpretation Written Accompaniment resources dramatic-interp, instructional-videos, performance-videos 2016-08-25 Resource Pkg
Webinar featuring Chase Williams. resources instructional-videos, team-management 2018-02-19 Resource Pkg
Learn about the order of speeches in Public Forum Debate! resources instructional-videos, public-forum 2016-08-25 Resource Pkg
Learn about character transition in Interpretation! resources dramatic-interp, duo-interp, humorous-interp, instructional-videos 2016-08-25 Resource Pkg
Learn about believability in Interpretation! resources dramatic-interp, duo-interp, humorous-interp, instructional-videos 2016-08-25 Resource Pkg
Learn about physicality in Interpretation! resources dramatic-interp, duo-interp, humorous-interp, instructional-videos 2016-08-25 Resource Pkg
This final round of World Schools Debate includes judges' adjudication speeches and RFDs at the end of the video, making it a great resource for improving your debating, coaching, or judging! resources instructional-videos, performance-videos, world-schools 2019-02-01 Resource Pkg
Elevate your oratory to the next level with this presentation from Bob Ickes and Jenny Cook! resources instructional-videos, original-oratory 2018-01-31 Resource Pkg
Bring out your best performance with this presentation by Joele Denis! resources dramatic-interp, duo-interp, humorous-interp, instructional-videos, poetry, program-oral-interp, prose, storytelling 2017-06-20 Resource Pkg
resources lincoln-douglas, performance-videos 2019-11-26 Resource Pkg
Curious what to expect starting out in Congress? Watch this round to familiarize yourself with the event! resources congress, performance-videos 2019-12-09 Resource Pkg
Attached below this video are links to ballots for each speaker written by real Extemp coaches. Use them to sharpen your Extemp Speaking skills! resources instructional-videos, international-extemp, performance-videos, us-extemp 2019-05-01 Resource Pkg
resources 2019-12-02 Free
resources 2019-11-26 Free
Learn some interpretation tips from this handy webinar. resources dramatic-interp, duo-interp, humorous-interp, instructional-videos, program-oral-interp 2019-12-04 Resource Pkg
Reason For Decision included at the end of the round! resources performance-videos, public-forum 2019-11-26 Resource Pkg
Fostering student leadership can be critical to your team, regardless of roster length or goals. Read this recent article by two-diamond coach Erik Dominguez to learn how! resources team-management 2019-11-25 Free


resources inclusion, instructional-videos, team-management 2017-08-25 Free
Check out these practical ideas for speech and debate teachers to use in the classroom, published in the Winter 2017 . resources classroom-resources 2017-02-15 Members
Check out these practical ideas for speech and debate teachers to use in the classroom, published in the Spring 2017 . resources classroom-resources 2017-04-04 Members
This special installment of Curriculum Corner, published in the September/October 2017 , takes a deeper look at CONNECT, our dynamic platform that offers online resource sharing, collaboration, and self-paced professional development courses. resources classroom-resources 2017-09-16 Members
Check out these practical ideas for speech and debate teachers to use in the classroom, published in the November/December 2017 . resources classroom-resources 2017-11-15 Members
Click here to download the Middle School Competition Events Guide. resources forms-manuals, middle-school 2015-06-01 Free
Click here to download the High School Supplemental and Consolation Events Guide. resources forms-manuals 2015-06-01 Free
This is the Middle School Policy Guide – read it if you’re interested in learning about policy debate in MS! resources middle-school, policy 2016-03-29 Free
Click here to download the Original Oratory - Researching Your Speech handout. Use this resource to understand the steps and process to researching an Original Oratory speech. resources original-oratory 2016-06-07 Resource Pkg
This guide offers tips for understanding substructure in Original Oratory. We will focus on the substructure of a main point, walking you through the process of decoding substructure, outlining, and turning it into a drafted main point. This is not meant to be the definitive and only method for determining substructure; rather, it is meant to provide a solid foundation for students and coaches looking to improve their understanding of speech construction. Upon developing an understanding of substructure and how to apply it, examples will be used to help visualize the transition from page to stage! resources original-oratory 2016-09-19 Resource Pkg
Download our guide to find the right speech and debate coach for your team. resources team-management 2019-11-15 Free
Executive Director Scott Wunn and Competition Manager Lauren Burdt train district leaders to use the new alternate penalties in speech at their district tournaments and share feedback on the new pilot qualification rules. resources districts, instructional-videos 2019-11-05 Free
Download a form for students to use when they prepare to protest an evidence rule violation. resources districts, forms-manuals 2019-10-29 Free
Check out these practical ideas for speech and debate teachers to use in the classroom, published in the April/May 2018 . resources classroom-resources 2018-04-15 Members
Check out these practical ideas for speech and debate teachers to use in the classroom, published in the February/March 2018 . resources classroom-resources 2018-02-14 Members
Download the Showcase - Dramatic Interpretation: Written Accompaniment. You can also view the Video Showcase for Dramatic Interpretation resources dramatic-interp 2019-10-18 Resource Pkg
Download the Hispanic Heritage Month Legislation Docket. resources congress, inclusion 2018-08-31 Free
View Extemp Practice Questions for Hispanic Heritage Month. resources inclusion, international-extemp, us-extemp 2018-08-31 Free
Check out these practical ideas for speech and debate teachers to use in the classroom, published in the September/October 2018 . resources classroom-resources 2018-09-13 Members
View the Hispanic Heritage Month Impromptu Prompts resources impromptu, inclusion 2018-08-31 Free
resources dramatic-interp, duo-interp, humorous-interp, instructional-videos, poetry, program-oral-interp, prose, storytelling 2019-08-05 Resource Pkg
Download an explanation of the 2019-2020 PF Pilot Rules. resources 2019-09-12 Free
Check out these resources for new and veteran district leaders alike to grow speech and debate in your area, communicate with the coaches in your district, and run a successful district tournament! resources districts, forms-manuals, team-management 2019-02-08 Free
resources districts, forms-manuals 2019-09-11 Free
Download the 2019 September/October Lincoln-Douglas Topic Analysis resources lincoln-douglas 2019-09-06 Members
Download a description of the LD topic voting procedure! resources 2019-07-26 Free
resources 2016-09-22 Free
Download our FAQ for coaches attending the National Tournament for the first time! resources forms-manuals 2019-06-06 Free
resources inclusion, instructional-videos 2019-05-30 Free
Wondering what to expect as you prepare for World Schools Debate at the National Tournament? Watch this video to learn more about the structure and expectations of this dynamic form of debate! resources instructional-videos, world-schools 2019-04-26 Members
resources instructional-videos, world-schools 2019-05-01 Resource Pkg
Download a document describing POIs in WSD and a team activity! resources classroom-resources, world-schools 2019-05-01 Resource Pkg
Public Forum Topic Analysis - 2019 National Tournament resources public-forum 2019-05-01 Members
resources public-forum 2019-04-18 Free
Download a description of the items students in speech will turn in before semifinals of the Middle School National Tournament! resources forms-manuals 2019-04-30 Free
Crawford Leavoy, Director of Speech and Debate at Durham Academy and Moderator of the 2017 NSDA LGBT+ Coaches' Caucus, and Kiran Sundar, student at Durham Academy, discuss gender identity and inclusion in speech and debate. resources inclusion, instructional-videos 2018-04-18 Free
Understanding Motions Debate resources instructional-videos, world-schools 2016-05-30 Members
Database of interp scripts and performances from Nationals, in Dramatic Interp (DI), Humorous Interp (HI) and Duo Interp (Duo). resources dramatic-interp, duo-interp, humorous-interp 2016-07-27 Resource Pkg
resources forms-manuals, inclusion 2019-03-13 Free
resources instructional-videos, team-management 2019-02-01 Free
Download the Finding the Right Speech and Debate Coach PDF. resources districts, team-management 2017-08-15 Free
Download the National Speech and Debate Education Day Team Toolkit. resources 2018-12-14 Free
Download the article about strategies for ensuring access to speech and debate for students with disabilities. Please note that these are strategies provided as resources to the community, not official stances of the NSDA. resources inclusion, team-management 2019-01-07 Free
Download the NSDA Caucus Recommended Dress Code Template resources inclusion, team-management 2018-07-30 Free
Download the NSDA Caucus Recommended Gender Neutral Restroom Best Practices to be used in conjunction with the resources inclusion, team-management 2018-07-30 Free
Download the NSDA Caucus Recommended Pronoun Usage Best Practices resources inclusion, team-management 2018-07-30 Free
Download the Gender Neutral Restroom Sign to be used in conjunction with the NSDA Caucus Recommended resources inclusion, team-management 2018-11-15 Free
Download the NSDA Harassment and Discrimination Policy that can be adapted for schools or tournaments resources forms-manuals, inclusion, team-management 2018-12-13 Free
Click here to download a Public Speaking Training Guide. Use this guide to gain a basic understanding of public speaking. resources classroom-resources 2016-06-07 Resource Pkg
Click here to download "Tips for Writing a Persuasive Speech". Use this guide to gain a basic understanding of persuasive speaking. resources classroom-resources, extemp-debate, pkd-extemp-speaking, international-extemp, original-oratory, us-extemp 2017-02-09 Members
Learn what to expect competing in United States Extemporaneous Speaking from California student Joshua Tran. resources us-extemp 2017-02-09 Free
Billy Rosen, Deputy Legal Director from Students Demand Action, discusses policy surrounding gun violence. resources congress, instructional-videos, us-extemp 2018-05-30 Free
USA Debate Team coach Sandy Berkowitz and USA Debate Team alums discuss World Schools Debate at the Middle School National Tournament. resources instructional-videos, middle-school, world-schools 2018-06-01 Free
Watch Byron Arthur's presentation from the 2017 Diversity & Inclusion Conference! resources inclusion, instructional-videos 2017-12-19 Members
Learn about the suggested roles each member of your District Committee can play. resources districts, forms-manuals, team-management 2019-02-08 Free
Get an introduction to 501(c)3 status at the district level by reviewing this presentation from the 2017 National Conference Leadership Track. resources districts, forms-manuals, team-management 2019-02-08 Free
Learn how to set up your NSDA district as a nonprofit! resources districts, instructional-videos 2017-06-05 Members
Elevate your skills in Public Forum Debate with this presentation by Lyndsey Hinckley! resources instructional-videos, public-forum 2017-06-05 Members
resources forms-manuals 2016-11-17 Members
Download the District Student of the Year Award sample script. resources districts 2018-11-29 Free
resources forms-manuals 2016-09-09 Free
Download a description of how to register for your district tournament on Tabroom. resources districts, forms-manuals 2018-12-18 Free
resources forms-manuals 2018-09-25 Free
Please submit your specific topic wording suggestions by October 31 for consideration by the PF Wording Committee. Topic voting will occur the last week of November. The final resolution will be announced December 1. resources forms-manuals, public-forum 2018-10-15 Free
Download the MS Nats 2017 CX Judge Paradigms resources 2017-06-13 Free
Download the MS Nats 2017 LD Judge Paradigms resources 2017-06-13 Free
resources 2017-05-19 Free
resources 2017-05-04 Free
resources 2017-05-04 Free
resources forms-manuals 2017-04-07 Free
resources 2017-04-04 Free
Check out these practical ideas for speech and debate teachers to use in the classroom, published in the Summer 2015 . resources classroom-resources 2015-09-15 Members
Check out these practical ideas for speech and debate teachers to use in the classroom, published in the Fall 2015 . resources classroom-resources 2015-11-15 Members
Check out these practical ideas for speech and debate teachers to use in the classroom, published in the Winter 2016 . resources classroom-resources 2016-02-15 Members
Check out these practical ideas for speech and debate teachers to use in the classroom, published in the Spring 2016 . resources classroom-resources 2016-04-15 Members
Check out these practical ideas for speech and debate teachers to use in the classroom, published in the Fall 2016 . resources classroom-resources 2016-11-15 Members
Check out these practical ideas for speech and debate teachers to use in the classroom, published in the Summer 2016 . resources classroom-resources 2016-09-15 Members
Download Big Questions Lesson Plan - Refuting an Argument. resources big-questions 2017-02-02 Free
Download Big Questions Lesson Plan - Constructing an Argument. resources big-questions 2017-02-02 Free
Forensics and College Admissions, by Professor Minh A. Luong resources 2016-08-09 Free
The Value of Speech, Debate, and Theatre Activities: Making the Case for Forensics, by the NFHS, Kevin Minch, and Robert F. Kanaby resources 2016-08-09 Free
An Investigation into the Relationship Between Participation in Competitive Forensics and Standardized Test Scores, by Tammie L. Peters resources 2016-08-09 Free
Download a sample comment sheet for Declamation. Use this sheet to learn how to judge Declamation (DEC). resources declamation 2016-05-27 Free

Explore Popular Tools

Resources for coaching debate, resources for coaching speech, self-guided learning for students, team management resources, staring here: teaching public forum.

Start Here: Teaching Public Forum

Latest PF Topic Analyses

Ld topic resources, policy files.

IMAGES

  1. Key debates in US presidential history

    lincoln speech and debate

  2. Seven Facts About the Lincoln-Douglas Debates

    lincoln speech and debate

  3. PPT

    lincoln speech and debate

  4. Seven Facts About the Lincoln-Douglas Debates

    lincoln speech and debate

  5. Lincoln-Douglas Debates Facts and Results

    lincoln speech and debate

  6. The Legendary Lincoln-Douglas Debates

    lincoln speech and debate

COMMENTS

  1. Fourth Debate: Charleston, Illinois

    Mr. Lincoln's Reply. As Mr. Lincoln stepped forward, the crowd sent up three rousing cheers. MR. LINCOLN said: Fellow citizens-It follows as a matter of course that a half-hour answer to a speech of an hour and a half can be but a very hurried one.I shall only be able to touch upon a few of the points suggested by Judge Douglas, and give them a brief attention, while I shall have to totally ...

  2. Topics

    Lincoln-Douglas Debate 2024-2025 Potential Topics. ... 2005 National Speech & Debate Tournament - Resolved: That, when a choice is required for public high schools in the United States, government funding should prioritize vocational education over college preparatory education.

  3. The Lincoln-Douglas Debates [ushistory.org]

    The Lincoln-Douglas Debates. The 7th and final debate between Senatorial candidates Abraham Lincoln and Stephen Douglas was held on October 15, 1858, in Alton, Illinois. Today bronze statues of Douglas and Lincoln stand to commemorate the event at Lincoln Douglas Square in Alton. In 1858, as the country moved ever closer to disunion, two ...

  4. Lincoln-Douglas debates

    Lincoln-Douglas debates, series of seven debates between the Democratic senator Stephen A. Douglas and Republican challenger Abraham Lincoln during the 1858 Illinois senatorial campaign, largely concerning the issue of slavery extension into the territories. Stephen A. Douglas. American politician Stephen A. Douglas, c. 1855-65.

  5. Lincoln‑Douglas Debates ‑ Background, Summary & Significance

    The Lincoln‑Douglas debates were a series of seven public debates in 1858 between Republican challenger Abraham Lincoln and incumbent Democratic Senator Stephen A. Douglas. The main topic was ...

  6. The Lincoln-Douglas Debates of 1858

    Lincoln and Douglas agreed to debate in seven of the nine Illinois Congressional Districts; the seven where Douglas had not already spoken. In each debate either Douglas or Lincoln would open with an hour address. The other would then speak for an hour and a half. The first then had 30 minutes of rebuttal.

  7. Livestream Coverage 2024

    Lincoln-Douglas Debate Final - Livestream #2. Impromptu Final presented by Bob and Salli Stockton - Livestream #3. 12:00 p.m. Prose Reading Final - Livestream #3: 12:30 p.m. ... As we experience the National Speech & Debate Tournament from Greater Des Moines, Iowa, it is important to acknowledge the displaced Indigenous People who are ...

  8. PDF LINCOLN-DOUGLAS DEBATE

    NATIONAL SPEECH DEBATE ASSOCIATION LNCLN-DULAS DATE v ABOUT THIS TEXT T his text runs in tandem with a number of resources to teach you the ins and outs of Lincoln-Douglas debate as well as debate generally. We have created a classroom edition of this textbook to use as a modified format for in-class

  9. Lincoln-Douglas debates

    The Lincoln-Douglas debates were a series of seven debates in 1858 between Abraham Lincoln, the Republican Party candidate for the United States Senate from Illinois, and incumbent Senator Stephen Douglas, the Democratic Party candidate. Until the Seventeenth Amendment to the United States Constitution, which provides that senators shall be elected by the people of their states, was ratified ...

  10. Lincoln-Douglas Debates

    By the summer of 1858, however, Lincoln had emerged as the standard-bearer of the new Illinois Republican Party. In the election of that year, he ran again for the Senate, challenging the incumbent, Stephen Douglas (1813-1861), the author of the Kansas-Nebraska Act, to a series of debates. The two men agreed to hold seven debates in towns ...

  11. Abraham Lincoln's Most Enduring Speeches and Quotes

    From his time as a 20-something political hopeful to his tragic death, Lincoln was a voluminous writer, authoring hundreds of letters, speeches, debate arguments and more.

  12. First Debate: Ottawa, Illinois

    First Debate: Ottawa, Illinois. August 21, 1858. It was dry and dusty, between 10,000 and 12,000 people were in attendance when the debate began at 2:00 p.m. There were no seats or bleachers. Douglas charged Lincoln with trying to "abolitionize" the Whig and Democratic Parties. He also charged Lincoln had been present when a very radical ...

  13. Lincoln-Douglas debate format

    The Lincoln-Douglas debate format is named for the 1858 Lincoln-Douglas debates between Abraham Lincoln and Stephen A. Douglas, because their debates focused on slavery and the morals, values, and logic behind it. [2] LD debates are used by the National Speech and Debate Association (NSDA) competitions, and also widely used in related ...

  14. The Lincoln-Douglas Debates 4th Debate Part I

    Race and Equality. by Abraham Lincoln & Stephen A. Douglas. September 18, 1858. Study Questions. No study questions. MR. LINCOLN'S SPEECH. Mr. Lincoln took the stand at a quarter before three, and was greeted with vociferous and protracted applause; after which, he said: LADIES AND GENTLEMEN: It will be very difficult for an audience so large ...

  15. Fourth Debate with Douglas (September 18, 1858)

    The Toombs bill, Bigler's speech, and Douglas's own speech of December 9, 1857, were part of the public record, not forgeries. 'I have always wanted to deal with every one I meet, candidly and honestly,' Lincoln averred. 'If I have made any assertion not warranted by facts, and it is pointed out to me, I will withdraw it cheerfully.

  16. PDF Lincoln-Douglas Debate: An Introduction

    Lincoln-Douglas debate (more commonly referred to as LD) is a competitive speaking activity that involves two debaters arguing for and against a resolution that is selected by the NFL (National Forensics League) and voted on by coaches. Today, somewhat like the old debates, LD focuses on the conflicting values of social and philosophical issues ...

  17. The Lincoln-Douglas Debates 6th Debate Part I

    Race and Equality. by Abraham Lincoln & Stephen A. Douglas. October 13, 1858. Study Questions. No study questions. MR. LINCOLN'S SPEECH. At precisely half past two o'clock Mr. Lincoln was introduced to the audience, and having been received with three cheers, he proceeded: LADIES AND GENTLEMEN: I have had no immediate conference with Judge ...

  18. PDF Lincoln Douglas Debate Guide

    When reflecting on the time frame for Lincoln Douglas debate, it is essential to keep in mind the time difference between affirmative and negative after the affirmative constructive speech is completed. The first affirmative rebuttal is a 4 minute speech that must respond to a 7 minute speech.

  19. Champion Briefs

    Welcome to Champion Briefs! Champion Briefs is a trusted debate resource provider. We help students become Champions - individuals who excel at critical thinking, public speaking, performance, and argumentation while positively contributing to the community. We offer comprehensive guides for Public Forum and Lincoln-Douglas debate topics.

  20. Second Debate: Freeport, Illinois

    Second Debate: Freeport, Illinois. It was a cloudy, cool, and damp day. Special trains brought people from Galena, Chicago, Rockford, and other cities in northern Illinois. Estimates as high as 15,000 were reported in various newspaper accounts. Lincoln answered the seven questions Douglas posed at Ottawa and then asked four of his own.

  21. Fact-Checking Trump's Claims About Harris, Race and More at NABJ

    She appeared on a panel as an emerging leader in the Black community in a 2006 conference. And in a 2009 speech to a Los Angeles-area high school about Black history, Ms. Harris spoke of her ...

  22. No, JD Vance didn't fuck a couch. But saying he did is free speech

    WATCH: Minnesota Gov. Tim Walz says he'll debate JD Vance if Vance is "willing to get off the couch." Walz was referencing a now-deleted X post that has morphed from fringe joke into mainstream political consciousness.. X user @rickrudescalves posted on July 15: "can't say for sure but he might be the first vp pick to have admitted in a ny times bestseller to fucking an Inside-out latex ...

  23. Start Here: Teaching Lincoln-Douglas

    Lincoln-Douglas Debate (LD) is a one-on-one event where debaters argue against one another on a specified resolution. Students prepare cases and then engage in an exchange of cross-examinations and rebuttals in an attempt to convince a judge that they are the better debater in the round. LD explores questions of how society ought to be and is ...

  24. Seventh Debate: Alton, Illinois

    Seventh Debate: Alton, Illinois. People were charged one dollar for a round trip ticket to ride a steamboat from St. Louis. It was a cloudy day with only 5,000 in attendance despite the fact that the Chicago and Alton Railroad offered half price fare from Springfield and other locations. Douglas attacked Lincoln's House Divided Speech and ...

  25. Donald Trump falsely suggests Kamala Harris 'happened to turn Black'

    Former President Donald Trump falsely claimed Wednesday that his 2024 Democratic rival, Vice President Kamala Harris, "happened to turn Black" a few years ago, saying that "all of a sudden ...

  26. Donald Trump to Kamala Harris: 'Let's go' as debate challenge accepted

    Here are seven takeaways from Wednesday's rally and other political events. Sharks, Hannibal Lecter, Christian voterMoments Trump foes say shows he's a 'weird' guy. 1. Trump's discussion at Black ...

  27. Resources

    Download our Fundraising Guide and Additional Fundraising Strategies for Speech and Debate Teams, co-written by Edco and the National Speech & Debate Association. resources. forms-manuals, team-management. 2019-02-25. Free. 2019 NSDA March Board Meeting Agenda. Download a copy of the 2019 NSDA March Board Meeting Agenda.

  28. Election 2024: Kamala Harris and Tim Walz hold first rally as running mates

    Transportation Secretary Pete Buttigieg tonight joked about his experience playing former Vice President Mike Pence in 2020 as Harris prepped for a vice presidential debate, indicating that he'd ...