THE HIGH SCHOOl DEBATE BOOK OBBINS LIBRARY University of California Class ' 1 • 6 '3 2_ THE HIGH SCHOOL DEBATE BOOK THE HIGH SCHOOL DEBATE BOOK BY E. C. ROBBINS DEBATE COACH AT THE STATE UNIVERSITY OF IOWA • } > 9 • • • S < CHICAGO A. C. McCLURG & CO. 1911 Copyright A. C. McCLURG & CO. 1911 Published November, 1911 PRESS OF THE VAIL COMPANY COSHOCTON, U. S. A. PREFACE FEW secondary schools offer courses in debate, and in consideration of this fact the present volume has been prepared. It is hoped that it will be of service to those who wish to engage in public discussion and yet who are unable to secure the advantages of special training. The theoretical side of the subject and its technical di- visions, except those germane to the construction of debate, have been purposely avoided, and the suggestions and ex- amples given are largely based on the personal experiences of the author. The foremost object has been to present a book that will be useful to the pupil in the high school. To that end every reference in each bibliography has been evaluated, and citations to periodicals that are not available to the average library have been intentionally omitted. There is nothing more exasperating and disheartening to a debater than to have in his possession a large number of references to which he does not have access. With each question, however, bibliography sufficient for a thorough discussion has been included. The chapters which appear under the title of " Intro- ductory Information " emphasize the fact that there are definite laws governing debate, and that their mastery is within the reach of those who are willing to work. Some of the more important rules have been set forth somewhat in detail, and a study of the briefs which follow will give V 227161 vi PREFACE the essential information concerning the framework around which a debate is built. It should be understood that the debater is not to transfer bodily to his speech the argu- ments here presented. They merely illustrate the way in which various points may be grouped effectively. In securing material the author has been assisted by a large number of friends, both within and without the Uni- versity. Special acknowledgment is here made of the gen- erous assistance and helpful suggestions of Miss Margaret W. Brown, the librarian of The Iowa State Traveling Library, whose work in supplying material for debate has brought her into close touch with the particular needs of high-school pupils. e. c. robbins. The State University of Iowa, Iowa City, Iowa, July, 1911. CONTENTS PAGE Preface v INTRODUCTORY INFORMATION CHAPTER 1 The Value of Debate ,...,..... 1 Origin of debate; What constitutes formal debate; Who may debate; The purposes in debate; Means employed; Benefits of debate. II Preliminary Work 7 Framing the question; Sources of information; Taking notes. III Briefing the Question 16 The introduction; Body of the Brief; Basic arguments; Symbols used; Refutation in the brief proper; The con- clusion; A brief in detail. IV Preparing the Speech -. . 28 Writing the debate; Committing the debate; Preparing rebuttals. BRIEFS FOR DEBATE Age Pensions Introduction 33 Affirmative 34 Negative 36 Bibliography 39 Capital Punishment Introduction 44 Affirmative 44 Negative . 46 Bibliography 47 CONTENTS PAGB Central Bank of the United States Introduction 50 Affirmative 50 Negative 52 Bibliography 53 Commission Form of Municipal Government Introduction 57 Affirmative 58 Negative 60 Bibliography 61 Conservation of Natural Resources Introduction 65 Affirmative 66 Negative . . . .■ 72 Bibliography 75 Federal vs. State Rights Introduction 79 Affirmative 80 Negative . 81 Bibliography 84 Government Ownership of Railways Introduction 88 Affirmative 89 Negative 93 Bibliography 96 Immigration, Further Restriction of Introduction 100 Affirmative 101 Negative 102 Bibliography 104 Income Tax, a Graduated Federal Introduction 109 Affirmative 110 Negative 112 Bibliography 117 CONTENTS PAGE Initiative and Referendum Introduction 121 Affirmative 122 Negative 125 Bibliography 127 Municipal Ownership Introduction 134 Affirmative . 135 Negative 138 Bibliography 141 Philippine Islands, Permanent Retention of Introduction 146 Affirmative 147 Negative 150 Bibliography 154 Primaey, Nominations by the Introduction 158 Affirmative 159 Negative 161 Bibliography 165 Repeal of the Fifteenth Amendment (Negro Suffrage) Introduction 168 Affirmative 169 Negative 171 Bibliography 173 Saloon as a Soc?ial Factor Introduction 177 Affirmative 177 Negative 180 Bibliography 183 Ship Subsidy Introduction 189 Affirmative 189 Negative 192 Bibliography 194 CONTENTS PAGE Woman Suffrage Introduction 196 Affirmative 196 Negative 198 Bibliography 199 Yellow Peril Introduction 204 Affirmative 205 Negative 207 Bibliography 209 APPENDICES Appendix A — A Model Constitution for a Literary So- ciety 215 Appendix B — List of Questions for Debate upon which the Library of Congress has Issued Bibliographies . 222 ABBREVIATIONS AND FULL TITLES OF PERIODICALS INDEXED Am. Jour, of Pol. — American Journal of Politics. Am. J. 8oc. — American Jour- nal of Sociology. American Political Science As- sociation Proceedings. Ann. Am. Acad. — Annals of the American Academy of Polit- ical and Social Science. Arena. — Arena. Atlan. — Atlantic Monthly. Blackw. — Blackwood's Edin- burgh Magazine. Bookm. — Bookman. Cent. — Century. Char. — Charities and The Com- mons. Chaut. — Chautauquan. City Hall— City Hall. Columbian Magazine. Contemp. — Contemporary Re- view. Cosmopol. — Cosmopolitan. Cur. Lit. — Current Literature. Everybody's. — Everybody's Magazine. Everywhere. — Everywhere. Fortn. — Fortnightly Review. Forum. — Forum. Gunton. — Gunton's Magazine. Harper. — Harper's Monthly Magazine. Harp. W. — Harper's Weekly. Ind. — Independent. Johns Hopkins University Stud- ies in Historical and Political Science. J. Pol. Econ. — Journal of Po- litical Economy. Liv. Age. — Living Age. McClure. — McClure's Magazine. Moody. — Moody's Magazine. Municipal A ffairs. — Municipal Affairs. Municipal Gov't. — Municipal Government. Nation. — Nation. Nat. Conf. City Gov't.— Na,-^ tional Conference City Gov- ernment. National Magazine. — National Magazine. National Monthly. — National Monthly. New Eng. M. — New England Magazine. 19th Cent.— Nineteenth Cen- tury. No. Am. — North American Re- view. Northwestern Banker. — North- western Banker. Outlook. — Outlook. Pol. Sci. Q. — Political Science Quarterly. Pop. Sci. — Popular Science Monthly. Q. J. Econ. — Quarterly Jour- nal of Economics. Quar. — Quarterly Review. R. of Rs. — Review of Reviews, American. Sci. Am. — Scientific American. Scrib. M.— Scribner's Maga- zine. U. S. Indust. Com. — United States Industrial Commission. World To-Day.— World To- Day. World's Work.— World's Work. THE HIGH SCHOOL DEBATE BOOK CHAPTER I THE VALUE OF DEBATE PUBLIC discussion is one of the means by which man has sought to advance himself in the scale of civiliza- tion. It is said that from the earliest beginnings of human history down to the present time every race has carried on Origin of debate in some form. Argumentation is a Debate natural means of gathering and disseminating knowledge, and the fact is significant that the more civilized a nation becomes, the more skilful and exacting is its dis- cussion. The part debate has played in world affairs is seen on every page of history and it is one of the great educational forces. Debate, as the term is here used, has a more formal and specific meaning than mere public discussion. It presup- poses the selection of a definite topic which tutes Formal is to be argued. It assumes that teams or " sides," composed of two or three persons, have been selected, and that one team is prepared to affirm the proposition and that the other is ready to deny it. The discussion often takes place in public and before an im- partial j ury — usually three persons who have been asked 1 1 2 THE HIGH SCHOOL DEBATE BOOK tb act &s jildges of the debate. Each speaker is allowed a given amount of time for his main speech, generally twelve minutes in inter-collegiate debates, with five minutes for rebuttal. At the conclusion of the argument the judges render their decision as to which team has done the more effective work. They may vote either with or without con- ference. A plan which is growing in favor is to have each judge give his decision independently of the other two. There are few young people who do not possess some natural aptitude for effective work in public argument. Who May Successful debate is largely the result of Debate practice. In high-school athletics a contestant spends days and months in training before he becomes a consistent hurdler or fills his position creditably on the football team; so, also, in the field of debate the contestant must spend time in search of material, in sifting arguments, and in writing and rewriting his speech. Many inter- collegiate debaters have said that they never understood the full significance of what is required in debate until they met their first defeat. Be that as it may, it is training rather than a natural aptitude that leads to ultimate achieve- ment. Pupils, of course, will find a teacher's suggestions invaluable, but, for the most part, it is the individual per- severance of each boy and girl that leads to success. It is often the case that debaters in high school or uni- versity, on account of pleasing voices or naturally good stage presence, are able to make a better initial appear- ance than their opponents, and because of tnis advantage, become so self-satisfied that they will not work. They seem to think that they are bom debaters, and that it is not necessary for them to put forth a worthy effort. The outcome of such an assumption is inevitable. In the junior THE HIGH SCHOOL DEBATE BOOK S and senior years these same self-satisfied students find their places suddenly usurped by others^ who at the beginning apparently possessed fewer natural capabilities, but who devoted themselves earnestly to training. In some schools, the coaches, in order to win, have adopted the pernicious practice of writing speeches for their debaters. Nothing so quickly demoralizes the work of a debater or so effect- ively destroys his self-reliance as the writing of debate by a coach. Each pupil should go to his instructor for guid- ance, but he, himself, should gather his own material, and write and deliver his own speech. It is only as he con- scientiously does this work that he is worthy to be called a debater. There is but one object in debate. It is to induce the audience and judges to accept the speaker's explanation The Purpose °^ *^^ question under discussion. All other in Debate matters are insignificant to the debater when compared with the purpose of creating in the minds of his listeners such a strong sense of the correctness of what he is saying that, for the time being at least, all former con- victions are forgotten and the words of the speaker are taken as final. The purpose, then, is simple. It is to convince. Although the debater properly has but one purpose in mind, the means that he uses to accomplish his object are Means Em- varied. Every resource at the command of ployed |-jig speaker must be marshalled into service. These include personal appearance, voice, manner of speak- ing, earnestness, enthusiasm, persuasiveness, oratory, and kindred factors. They are as substantial elements in suc- cessful debate as the material which the debater has col- lected and the care with which he has prepared it. In 4 THE HIGH SCHOOL DEBATE BOOK other words, the debater is giving expression to his own naturalness. He is using those faculties which are a part of his natural being, but which, because they may have never been called into play in the particular manner in which he is now employing them, seem to him at first new, unnatural, and unreal. Nothing artificial is required or desirable. Educators are coming more and more to attach impor- tance to the fact that students who are active in their Benefits high-school and university debating societies of Debat© ^re the ones who later on are chosen by their fellow men to carry on the more difficult and important tasks in State and national life. A professor of philosophy recently said that he would rather have his son engage in debate than in any other form of student activity. When asked why he was so staunch a friend of debate, he replied that it was the only branch of work which forced the student to the limit of his ability and put him in the position of having gone to the very bottom of his resources. " It is a fine thing," he added, " for any young person to be pushed at some time to his very limit; to feel that he has exhausted every ounce of his power in trying to accomplish a given object. It is only after a young person has done this that he really comes to know his own points of strength and weakness.'* While the underlying element of debate is a struggle, there is something in the very nature of the contest that is compelling. It is doubtful if there is greater fascination than that of appealing to an audience, and thus having the opportunity to direct, at least for the time being, the channel of its thought. When a debater has once en- joyed such a privilege he does not soon forget the satis- faction it gives. The results are not alone those akin to THE HIGH SCHOOL DEBATE BOOK 5 personal aggrandizement. A debater can not present a subject for the enlightenment of an audience without being conscious of the responsibility which rests upon him. He is impelled to give the best of his time and thought to the work. Aside from these fundamental results, there are others, which^ while not so basic, perhaps, are none the less grati- fying. Debate teaches the student to become a careful and systematic reader. As he continues the work he acquires a more painstaking style of speech. Almost unconsciously he watches his enunciation and pronunciation, until the es- sentials of a well-rounded voice become, as it were, second nature. His personal appearance receives more attention than heretofore. He learns to give quick retort and to ana- lyze the issues involved in a given proposition. If called upon unexpectedly to speak in public, he can turn all the re- sources of his mind upon the point he is to discuss, and by his ease and unassuming manner quickly win the confidence and respect of his audience. Thus it is seen that debate is far-reaching. It affords an opportunity for systematic training, and it gives pleasure to those who participate in it. It paves the way for greater accomplishments in later life. A short time ago a well-known dean of a law col- lege, in speaking to members of a certain literary society, said in substance: " Some of my students go down to the football field, and for a brief time the papers are filled with accounts of their achievements. Then they graduate and go away. Scarcely ever again do I hear or see public mention of them. Other of my students enter the field of debate. For the time being it seems as if their rewards were less than those of the athlete. Then they, too, graduate and go away. But 6 THE HIGH SCHOOL DEBATE BOOK as the years pass, I continually hear and see public mention of them. Some are guiding the work of towns and cities in which they live. Others are occupying judicial positions of honor and responsibility. Still others are in the political arena. I read of them urging reforms in State legislatures. Their voices resound in the halls of Congress. As gov- ernors of States they are holding in their hands the des- tinies of many people. It is the high-school and university debaters who in after years take an active part in the work of the world.'* CHAPTER II PRELIMINARY WORK LET it be supposed that six pupils have been appointed by the program committee of a literary society * to prepare a public debate. The members, of course, will be divided into opposing teams with a leader and two others on each side. It will be assumed, also, that the pupils have had no previous experience in debate. They are in high school and have only such facilities for work on the question as are afforded by the average library. By following them through the various stages of their preparation for the contest, a fairly accurate idea of the essentials necessary to successful debate will be obtained. The first problem to be considered is the selection of a question for debate. This is a more important matter than Framinff the ^'^ generally supposed. The six debaters meet Question jj^ joint conference. A variety of subjects is suggested, but it is seen almost immediately that many of them are not debatable. Some are naturally one-sided as, for example, the proposition, Resolved, That criminals should be punished. The team on the negative side of a question so stated would find it extremely difficult, if not impossible, to secure satisfactory argument upholding its * In Appendix A, page 215, is found a model constitution for a high- school debating society. A large part of this constitution has heen taken directly from the records of a literary society which has been in existence for over fifty years, and is to-day a vigorous organization. 7 8 THE HIGH SCHOOL DEBATE BOOK side. Again^ it is often the case that where questions per- mit of an even division of sides, there is a dearth of availa- ble reference material. This is especially true of certain topics which interest the public only for a brief time. Still other questions, it will be observed, so appeal to prejudice that it is not advisable to discuss them. Before many audi- ences it would be inexpedient for a speaker to uphold the proposition that negroes should be given social equality with the whites. Another matter to be considered is whether the question is of general interest. Since the program is to be public, it is but good taste and sound judgment to select a subject which appeals to the audience as a whole. When a suitable and fair subject has been chosen, the next step is to secure a proper wording of the resolution. This is often a difficult task. The statement should be simple, yet so explicit that its meaning can not be misin- terpreted. It should place the burden of proof upon the affirmative. Even a slight mistake in wording may result in a question that is entirely one-sided. One of the most practical suggestions which can be made is that the debaters should not attempt to state the question. It should be submitted to an instructor, or, if possible, to a specialist who has in mind the vital points involved. If, for instance, the question deals with some phase of the national financial system, a banker undoubtedly would be able to make suggestions as to a statement of the question. If the proposition is of a legal or political nature, local attorneys should be asked concerning it. Wording the proposition is work which properly belongs to a mature mind. Even after some older person has stated the question, the debaters should be careful to observe that there are no THE HIGH SCHOOL DEBATE BOOK 9 words of ambiguous meaning, and that the question ex- presses exactly the idea in mind. Six high-school pupils decided to debate the question: "Resolved, That Arctic explorations are not justified." When, on the evening of the contest, the negative sought to introduce evidence in regard to the scientific discoveries made on Arctic trips, the affirmative immediately objected, claiming that the ques- tion was limited to the search for the North Pole. Cer- tainly there was nothing in the wording of the question which would lead a judge to believe that the affirmative was within the bounds of reason in trying to so limit the question, yet an investigation showed that when the question was first framed the two teams really had in mind nothing except the search for the North Pole. The question ought to be stated in the form of a simple resolution, with as much clearness and brevity as possible. The following are examples of well-worded questions: Resolved, That the United States should subsidize her merchant marine. Resolved, That the Federal Government should adopt a graduated income tax; constitutionality granted. Resolved, That government regulation of so-called mod- ern trusts is preferable to a law prohibiting the existence of such trusts. There is no doubt as to what is meant in these questions. All technical phrases have been avoided, and the general principle behind the question has been made the point of contention. With the question decided and carefully worded, the leaders draw cuts for choice of sides. Everything then is ready for actual work on the resolution. The two teams meet no more in joint conference. From now on the 10 THE HIGH SCHOOL DEBATE BOOK contest is one of friendly rivalry, and every honorable re- source to outwit and outgeneral the other side should be employed. Each team struggles not as three individuals but as one man. Debaters have three sources of information. Magazine articles bearing on the subject should be read. All refer- Sources of ^^^es in histories, encyclopedias, and other Information books must be given special attention. There should be personal conferences with well-informed persons, and correspondence with those known to be authorities on the subject. Saving of time and conserving of energy are invaluable features. Hence, the work should be divided between the members of the team. To one the leader should assign the task of compiling a magazine reference list, or bibliography, as it is commonly called. To a second should be given the work of looking up book references. The third member should conduct the personal interviews and the correspond- ence. With duties thus shared by each, the work will move along methodically and rapidly, and no one will feel that he is carrying an unduly heavy burden. The member who has the task of preparing the magazine reference list should go at once to the library and consult Poole's *' Index to Periodical Literature." If he is not already familiar with the use of this book, he should ask the librarian to explain the way in which the articles are indexed, as an accurate knowledge of how to read the refer- ences is indispensable. Since IQOO, Poole's "Index" has been supplemented by the " Reader's Guide to Periodical Literature.'* Both, however, have practically the same ar- rangement. The debater will find the indexes issued in volumes which cover one, five, and ten-year periods. Each THE HIGH SCHOOL DEBATE BOOK 11 volume should be searched for references, except where it is evident that there is a duplication of years. Not all the references on a given subject are found under one heading. For example, in compiling a bibliography on the subject of Compulsory Insurance for Workingmen, it is advisable to look under such headings as " Insurance," " Industrial Insurance/' " Workingmen's Insurance/' " Employer's Lia- bility," and similar topics. It is not always possible to think of the proper headings the first time a search is made for references, but the preliminary reading will ac- quaint the debater with the different phases of the subject, and he can then complete his reference list by looking under the new titles. Not a single reference should be ignored; it may be the most valuable one in the entire list. Great care should be exercised in copying references. It will be found advisable to write each one on a separate card or slip of paper, giving name of magazine, volume, page, raonth, year, brief title, and author. Then, after the copying is completed, it will be a comparatively simple task to arrange the slips or cards according to the various magazines. The references to a given magazine should, in turn, be arranged in order — the lowest volume number coming first, and the rest following consecutively. Such disposition saves both time and confusion. It enables the debater to go to the magazine shelves and get his volumes in the order in which they are commonly arranged. The member to whom has been assigned the book refer- ences should begin his work with the encyclopedias and similar works of reference. In the average library will be found such books as Bliss' " Encyclopedia of Social Re- form," ** The Statesmen's Year Book," and almanacs of various kinds. These books have recent statistics and 12 THE HIGH SCHOOL DEBATE BOOK information upon current questions. The library card cata- logue should be examined thoroughly, and every book of reference on the subject secured. Another source of in- formation is the bibliographies issued by the Library of Congress. These bibliographies are reference lists of both magazines and books. They cover a great variety of sub- jects and the number is constantly being increased. The debater should be sure to learn whether there is such a bibliography upon the particular question he is studying. They are sent free to all libraries, and sold to individuals at a nominal charge.* While the magazine and book reference lists are being compiled, the remaining member of the team is conducting personal interviews. These interviews, as far as possible, should be with people who are well read in public affairs. High-school teachers can almost always direct the debater to men who are proper persons to be interviewed upon a given subject. Directly following each interview, the debater should make careful and clear notes on the information gained. Care should be taken to learn why a man holds a certain opinion. The debater, if possible, must ascertain if there are political, religious, or social beliefs that influence the man's opinion. If such is found to be true, and he learns that a number of men are apparently directed by the same influence, an important fact has been discovered. It is more than likely that the majority of the audience, as well as the judges, will be influenced in the same manner. The debater should commence early to appeal to these opinions, * In Appendix B, page 222, will be found a list of subjects upon which Congressional bibliographies have been prepared. Still others are in the course of preparation. THE HIGH SCHOOL DEBATE BOOK 13 or prepare skilfully to combat them, as the case may re- quire. The deep-seated, almost unconscious, convictions which men get from political, religious, and social environ- ments are strong factors in shaping their opinions upon public questions, and it will tax the ingenuity of any de- bater to appeal to, or circumvent, such opinions. Personal letters to prominent authorities should not be forgotten. Many names can be secured as a result of the interviews. The written request should be brief, courteous, and specific. Always try to ask but one or two questions of one person, and make these questions clear and pointed. Prominent men are busy. They are constantly receiving similar inquiries, and, as a result, do not have either the time or inclination to answer long lists of questions. Many a debater has received but scant acknowledgment of his long and tiresome questions, when it is entirely probable that he would have received the information he desired, had he mailed a brief note, asking for facts on a given point. Do not neglect to enclose a stamped envelope in each letter sent out. After two or three days of searching for references and conducting interviews, the debaters should meet for their first conference. It can not be too strongly emphasized that at all these meetings, personal ambitions and signs of superiority should be laid aside. The leader is naturally chairman of the gathering, yet if he be tactful, he will so conduct the meeting that his co-workers will not be made to feel their secondary positions. At this time, the member who has had the work of collect- ing magazine references, should be able to furnish the other two with lists similar to his own. He should also give them such suggestions as he has secured, that are likely to save 14 THE HIGH SCHOOL DEBATE BOOK time and work. The student in charge of the book refer- ences should do likewise. The third member should care- fully explain the results of his conferences. He should read the notes he has made and later on, as the replies to his letters come in, he should be sure that the other members of the team see the answers immediately. With each debater thus supplied with systematized refer- ence lists, and a slight knowledge of the question, the work Taking ^^ gathering information is now begun in Notes earnest. Before commencing his reading, each debater should supply himself with a loose-leaf note book, or a large number of blank cards of appropriate size, say 3 by 5 inches. Notes on articles should be taken freely. Anything which seems likely to be of use later on should be copied. Not more than one note should be put on one page or card, and the debater should never use both sides of the sheet. The reference to the article from which the quotation is taken should be put in full at the top of the card or sheet, and particular care should be taken to see that it is copied accurately. When the debater finishes the reading of a given article, he should indicate on his reference list whether the article is general, affirmative, or negative. He can do this by using the symbols: " G," "A," and *' N," respectively. If the reference is found to be an especially good one, and de- serves a second reading, a small star should be placed alongside the letter which designates the character of the article. In a similar manner the notes taken should also be labelled. Work of this kind requires but little effort, and the consequent saving of time and confusion as the debate progresses is well worth while. Each debater, of course, should read every available THE HIGH SCHOOL DEBATE BOOK 15 article. There is nothing that so quickly gives an audience confidence in a speaker as to see that he has a comprehensive knowledge of his subject. On the other hand, there is nothing more disastrous than to have one speaker purposely avoid answering an argument. The practice sometimes per- mitted by coaches of allowing certain members of the team to read given articles is extremely hazardous and there is little, if any, excuse for it. In such a case it may easily happen that on the night of the contest a debater will be called upon to defend or oppose an issue upon which the other speakers have done the reading. Even though one of his colleagues later takes up the point in detail, it will not relieve the disappointment which the audience feels when the speaker avoids the issue. Note should be made of questions which constantly arise. Appropriate retorts and replies should be written in detail while they are still fresh in the mind. To the debater, such answers seem to be inevitable retorts when he first thinks of them, and he is often tempted to believe that they can be easily remembered. With the rush of new ideas, however, old ones are apt to slip away. The only safe method is to use a note book. At the next meeting of the team these jottings should be brought forth and discussed. Answers to questions should be carefully thought out and appropriate replies to all issues prepared. CHAPTER III BRIEFING THE QUESTION AS the work proceeds members of the team will find themselves in possession of an increasingly large amount of material. Manifestly there is more than can be used even by three speakers. Questions at once arise as to what material is desirable. What should be used? What eliminated.^ The ability to place true value upon a given argument is one of the important assets of a debater. While experience is doubtless the best teacher, there are certain methods which, if followed carefully, will be of assistance. It is said of the great debater, Abraham Lincoln, that often after his opponent had finished, he would arise and in a sincere and straightforward manner give a better sum- ming up of his opponent's position than that opponent himself had been able to do. Then Lincoln, with his unerring logic, would proceed to tear to pieces the argu- ment of the opposition. Audiences applauded enthusias- tically, and juries marvelled at the speaker's ability to answer, apparently upon a moment's notice, the well thought-out plans of his antagonist. Few people stopped to think that Lincoln had spent hours of quiet thought evaluating every argument for and against the topic he was to discuss; that he had analyzed in advance the points his opponents would present, and had made up his mind just how he would rebut every issue. What Lincoln did, every 16 THE HIGH SCHOOL DEBATE BOOK 17 successful lawyer does, every business man does, every de- bater must do. One of the best ways to get firmly in mind the underlying points of discussion is to make an outline of the whole question. In debate there is a special kind of outline used. It is called a brief, and the work of preparing this outline is known as briefing the question. The task is one likely to be ignored or shunned by the novice, but it is by all odds the most important step in preparing for the debate. Without a clear outline a debater, no matter how good a speaker he may be or how great his knowledge of the question, can not make his points clear. It is no more reasonable for a debater to expect satisfactory re- sults without briefing his question than for a farmer to drive his team into an unplowed field and, throwing the reins over the backs of the animals, let them drag the plough wherever they wish and expect a well-ploughed field. The appearance of the field and the student's debate would bear striking similarities. Order and system are cardinal doctrines of the debater. They are secured only by thorough briefing. The outline, or brief, contains three distinct divisions : — an introduction, a body, and a conclusion. An explanation of the functions of each of these parts is here given be- cause without an accurate understanding of the purpose of each, it is extremely difficult to prepare a practical brief. The purpose of the introduction is to give a proper set- ting to the discussion which follows. It paves the way The Intro- ^^^ *^^ direct argument. As in a painting duction j-jjg artist strives to secure a proper back- ground for the principal theme of his picture, so in debate 18 THE HIGH SCHOOL DEBATE BOOK the opening speaker should put before the audience those things essential to a correct understanding of the question. He must give the argument its background. Theoretically, an introduction should contain the defini- tion of any doubtful term. It should give such facts in connection with the history of the question as seem essen- tial to an intelligent understanding of the argument to be presented. It should set forth the main issues involved in the discussion. In actual debate, however, the theoretical form is not always realized. Often, if the opening speaker were to include all the phases commonly ascribed to the introduction, he would have no time left for the presenta- tion of direct argument. It frequently happens that it is not good debating tactics to state too much at the begin- ning of the debate. In a recent inter-university contest on the " closed shop," it seemed probable that the affirma- tive's definition of what constituted a " closed shop " would be a point about which the attack of the opposition would center. The opening affirmative speaker in this instance found a distinct advantage in delaying his definition of what constituted a closed shop until his speech was nearly over. Theoretically, the definition should have been given at the beginning. Practically, it proved advisable to at- tempt to prejudice the audience with actual argument before the definition was given. It may be added that the tactics proved entirely successful. The opposition found to its dismay that it could not attack the definition without first tearing down the argument that preceded it. This they were unable to do. Often it is not advisable to state too emphatically what the main points of contention are, since the opposition is likely to bring forth argument of a different character THE HIGH SCHOOL DEBATE BOOK 19 than has been anticipated. The length of the introduction and the things included in it depend almost entirely upon the nature of the particular question that is being debated. There is one general rule, however^ which holds good. Nothing should be permitted in the introduction that can- not readily be admitted by both sides. Debaters some- times imagine that by adroitly weaving biased testimony into the introduction they are subtly winning the judges to their side. To the average jury such deception is easily apparent and, as frequently happens, when the opposition calls attention to it, the result is disastrous. The debater, then, needs to keep in mind that the object of the introduction is to prepare the audience for the real argument, and that, as a consequence, this part of the outline must necessarily be expository in nature rather than argumentative. Lastly, the debater can not be too strongly cautioned against attempting to include matter in the in- troduction which can not be freely admitted by both sides. The second division is called the Body of the Brief. This part contains the argument. Its purpose is to present Body of evidence for, or against, the proposition under the Brief discussion in such a way as to convince the audience that there is but one side to the question. An argument, it should be remembered, is not a mere affirma- tion or denial of a given question. Rather, it is a state- ment that under given conditions certain results are sure to follow, and the presentation of evidence to prove that the statement made is correct. The mere affirmation by a debater that a thing is true or untrue, is worthless. What the debater must do is to give proof that his statements are correct. Thus it is seen that hi one respect, at least, the body of the brief is the antithesis of the introduction. 20 THE HIGH SCHOOL DEBATE BOOK for whereas nothing should be incorporated in the intro- duction that can not consistently be admitted on both sides, the body should contain nothing that can be admitted by both sides. In practically every question it will be found that there are a few basic arguments. These, by their very nature, Basic include the smaller points. It is the task Arguments ^f ^^g debater to divide the question into these major arguments, and group the minor ones logically under them. For example, it is often true that a propo- sition is feasible from a theoretical standpoint, but prac- tically it is undesirable. Again, it may be open to grave dangers from the political point of view, or it may be economically unsound. Often the fundamental principles underlying a proposition are wrong. Each broad argu- ment should be ferreted out and stated separately. One fundamental contention, well established, is worth a dozen objections that are only surface deep. Not the number, but the quality, of arguments counts. If a debater, in advocating the establishment of a United States Bank, for example, were to include in the body of his brief a state- ment that such a bank would give needed elasticity to our currency, and then give evidence to prove his contention, it would be a strong argument in his favor, for it is recog- nized that a serious defect in the currency system is its inelasticity. On the other hand, should the opposition be able to show that the proposed institution would be a political menace, that side would have scored an equally important point, for here, again, every one realizes the disaster which would result were so powerful an institution as a United States Bank to become a mere political foot- THE HIGH SCHOOL DEBATE BOOK 21 ball. Such arguments are the bone and sinew of the debate. A good method of ascertaining whether or not one has a mere statement or a real argument, is to see that the major argument is in the form of a direct and complete state- ment. The minor point, also, should be in the form of complete statements and should go directly to support the contention made in the major argument. In order to avoid confusion and to assist in an orderly arrangement of all arguments, symbols are commonly used to designate the various parts of the brief. The Roman number '* I " sets off the first major argument. The capital letter ** A " de- notes the first sub-argument under " I." The Arabic fig- ure " 1 " is employed to designate the first argument under Symbols " ^^" ^^^ ^^ ""*^^ ^^^ *^^ sub-arguments have Used been included. The number of sub-argu- ments will vary with the different questions, though they seldom run to more than four or five. A complete set of symbols would be as follows: I. A. 1. (1). (a). In considering the divisions of a brief, only what may be called positive argument has been discussed. A posi- tive argument is one that directly upholds the side of the question for which the debater is contending. Most briefs, however, contain another kind of 22 THE HIGH SCHOOL DEBATE BOOK argument; it is known as refutation. Its purpose is to re- fute or tear down an argument of the opposition. So im- portant is the element of refutation that each speaker is allowed special time for rebuttal. In every well-organized debate, however, there is more or less refutation found in the body of the brief. It is evident that when refutation is placed in the brief it must be used with considerable skill. The embarrass- ment would be obvious, were a debater, in the main part of his speech, to refute a point that the opposition had not presented at all. It takes a close, critical study of argu- ments for and against any proposition to be sure of what the opposition is likely to advance. There are two ways of including refutation in the body of the brief. One is to admit that the argument is an important issue of the debate. For example, a debater in advocating the establishment of a United States Bank would soon find that one of the chief objections is the argument that the proposed institution would become in- volved in politics, as did the first and second United States Banks many years ago. The debater faces the problem of showing that the institution which he advocates would avoid such difficulties. To do this it would be necessary for him to state, as his major contention, the negative of the objection raised by the opposition. This might be done substantially as follows: I. The argument that a United States Bank would become involved in politics is not valid, for, A. The proposed bank would avoid the weaknesses in organization that dragged the first and second United States Banks into politics, for. THE HIGH SCHOOL DEBATE BOOK 23 1. It would not have private individuals as stockholders, for, a. Stock would be held by the national banks of the country. 2. It would not be necessary to secure a re- newal of its charter every twenty years, as was the case with the first and second United States Banks, for, a. The charter given the proposed bank would be permanent, and revocable only for cause. B. The American people at the present time would not permit a bank to be made a political issue, for, 1. Banking problems in general are unhesi- tatingly turned over to the Federal Gov- ernment. a. Our present national banking system is controlled entirely by the Federal Government. b. Our present sub-treasury system is clearly under Federal jurisdiction, yet neither of those are involved in politics. The other method of including refutation in a brief is to change an argument that is commonly thought to be refutation, into a direct, positive contention. This form of refutation is probably as difficult as any piece of work in the field of debate. To accomplish it successfully re- quires much time and thought, but when once done its effectiveness well repays the effort. 24 THE HIGH SCHOOL DEBATE BOOK In a recent inter-university debate on the commission form of city government^ the affirmative team was con- tinually confronted with the argument that commission government failed to provide a separate council, as do the other systems of municipal organization. Each attempt to explain why a separate council was not necessary under the proposed form of government seemed to put the affirma- tive hopelessly on the defensive, until finally one of the debaters conceived the plan of calling the five men who would have charge of the government under the proposed plan, a " commission council/*. The affirmative's argument relative to the council was immediately changed from defensive refutation to positive contention in favor of the proposed plan. On the evening of the contest the negative was much surprised to have their opponents advance as one of the chief advantages of commission government the fact that it provided for a " commission council " — a particular kind of council which was peculiarly well fitted for American cities. The scheme was entirely successful. Not only did the affirmative escape the burden of explaining why the commission plan failed to meet the requirements of a well-rounded form of government, but they fairly forced the negative to defend the existing councils as compared with the so-called " com- mission council." In other words, they had taken an argu- ment which in the beginning was clearly refutation, and made it a direct, positive contention. The conclusion, at the end of each speech is, in fact, little more than a summary of the points. As a rule, it The Con- should include only the statement of the gen- clusion gj-aj contentions presented. These should be given as nearly as possible in the same language as in the THE HIGH SCHOOL DEBATE BOOK 25 body of the debate. The importance of the conclusion is that it brings in rapid review before the judges the whole outline of the debate. It fixes more clearly in mind the various arguments. Its effectiveness, however, is greatly impaired when the conclusion is long drawn out, or made to cover points that have not been entirely proved. Now that some of the more important phases of the brief have been explained, it may be well to brief a ques- Brief ^^^^ somewhat in detail. Let it be assumed in Detail ^.j^^^ ^^^ resolution upon which the six de- baters have been gathering material has to do with the conservation of the natural resources of the country, and that the particular issue is whether or not the work of conserving the resources should be carried on by the vari- ous State governments, or by the Federal Government. The question is stated: Resolved, That the power of the Federal Government should be paramount to that of the States in the conservation of natural resources, limited to forests, water-power, and minerals. If the note-taking has been done in accordance with the suggestions given in the first part of this chapter, it will be seen that the material gathered under the heading ** General " bears a striking resemblance to the matter that is to form the introduction of the brief, and that the affirmative and negative material has already been sepa- rated. No matter which side of the question has been chosen, each team should always make a complete brief of both sides of the question. Looking through the " General ** information gathered by the debaters, one is very apt to find such facts as these: That when the Federal Government was first organized all public lands were turned over to it. 26 THE HIGH SCHOOL DEBATE BOOK That the principle of regulating such lands in the in- terest of the public rather than of one State or section of the country was early adopted. That the Federal Government has always held more or less power as to protection and conservation, but it has not always seen fit to exercise that power. That the State governments also have exercised power over the natural resources within their borders. That at times there is much discussion as to whether the power should be exercised by the Federal Government or by the State Government.* The next task is selecting the points to be used by the affirmative. The important thing is to pick out the salient arguments — those that strike at the very heart of the question. One point that ought to suggest itself at once as being of importance is whether or not the policy of conservation is one that properly belongs to the Federal Government. Another of equal weight is whether or not the States could successfully conserve the resources, even though they were given paramount power. The probable future development of the natural resources is also a matter of extreme importance in this question. If the future de- velopment is to be carried on by individuals, as in the past, one problem is presented; whereas, if it is to be carried on by large corporations, the problem will be entirely different. If Federal control is practical, that point should be strongly emphasized. It would be well also to include as refutation the principal objection which is likely to be urged against the affirmative. The objec- tion in this case is apt to be that to give the Federal Government paramount power would be an unwarranted * These points arranged in outline form are found on page 65. THE HIGH SCHOOL DEBATE BOOK 27 usurpation of Federal authority and would be distinctly socialistic in its nature.* In much the same manner the negative case should be outlined. Reasons why the Federal Government should not take control should be grouped under some one general heading. The injustice of such a measure can be advan- tageously emphasized. If it can be shown that the plan is likely to have unfavorable results, that argument should also be used. Finally, the negative would do well to show that conditions at the present time are satisfactory, and that the States are working out the problem in a very commendable manner, f The points given above can serve merely as a model. It seems unnecessary to add that each team must work out its own brief. But it is believed that if the foregoing principles are studied carefully they will give an idea of the kind of matter that ought to appear in the brief; and the brief gives an idea of the proper form in which to state the various arguments. * These points arranged in outline form are found on page 66. t These points arranged in outline form are found on page 72. CHAPTER IV PREPARING THE SPEECH TT is the opinion of some authorities that when a debater -*- has made a thorough study of his question^ he has done all that is advisable until the time of the contest. Al- though such preparation may be sufficient for an experi- Writing enced speaker, any attempt to debate directly the Debate from the brief can result only in disaster for the beginner. It is necessary that the debater know defi- nitely what he is going to say. Either the leader of the team or the coach should assign to each speaker a certain portion of the brief. From this part of the brief, the debater writes his speech. The speech should contain no points or arguments that are not found in the brief, for the brief is the framework around which the speech is built, and the purpose of making the brief is to get clearly in the debater's mind each argument which he is to present. The debate should be written and rewritten until each point stands out clearly by itself. The debater should remember that his audience is not as familiar with the question as he himself is, and consequently he must make every step of his reasoning absolutely lucid. To accom- plish this the language must be simple, the sentences short, and long words and technical phrases carefully avoided. As soon as the speech has received its final revision, it 28 THE HIGH SCHOOL DEBATE BOOK 29 should be committed word for word. Here, again, authori- ties are at variance. Some insist that a debate should Committing ^^"^^^ ^^ memorized verbatim; but the person the Debate unused to appearing before audiences will find it a distinct advantage to know exactly the words in which he is to express his thoughts. If he has done his work conscientiously, prepared his own brief, and written his own speech, the debater need have no fear that he will appear mechanical or overtrained simply because he has committed his speech. The intensity of the work he has done, and his eagerness to present his side of the argument, should be sufficient to put spontaneity and life into every word he utters. The debater will find it advisable to prepare and com- mit many rebuttal arguments. Each point that the Prepared opposition is likely to advance should be Rebuttals answered in detail before the debate comes off. It may be that the particular way in which the oppo- sition presents its contention will make it necessary for the debater to change the wording of his rebuttal; but the very fact that he has previously thought out an answer to each argument and put it into definite words will, at the time of the contest, add greatly to the fluency and effectiveness with which he refutes the points. Much of the success of the debater depends on the man- ner of delivery. A debate is different from either an oration or a declamation. As suggested before, the prime object of a debate is to convince. Hence, the speaker should attempt to persuade his audience that he is correct in much the same way that he would try to convince a friend of the right or wrong of any question. It will be found advantageous to select certain ones in the audience, 80 THE HIGH SCHOOL DEBATE BOOK generally the judges^ and talk directly to them. Speak with clearness, and loud enough to be heard in every part of the room, but never become boisterous or undignified. Each argument should be presented with the utmost sin- cerity, and never for a moment should the speaker forget that the one purpose of debate is to convince. BRIEFS BRIEFS AGE PENSIONS Resolved, That a system of old-age pensions should be established in the United States. BRIEF INTRODUCTION I. The question of what to do with the poor and aged members of society has always been a matter of importance. II. Especially since the coming of the industrial revolu- tion, with its consequent " wearing out '* of men while they are yet but middle-aged in point of years, has the question been assuming larger and larger proportions. III. In many industries men who are over fifty years old are refused employment. IV. The theory is often advanced that society, that is, the various governments, should adequately provide for such members of society as are too old to earn a living for themselves. V. Some countries, including Australia, Denmark, France, Germany, and New Zealand, have systems of old-age pensions for such members. VI. The question is being more and more discussed as to whether or not some system of old-age pensions would be desirable in the United States. 3 83 84 THE HIGH SCHOOL DEBATE BOOK AFFIRMATIVE I. Old-age pensions are just; for, — A. The recipient of the pension has spent his life working for his country; for, — 1. He has been available for military service. 2. He has been a contributor to its revenues. S. He has been a producer of its economic greatness. 4. He has played his part in adding to the country's national prosperity. II. Old-age pensions come properly within the field of governmental activities; for, — A. Poverty is legitimately a national problem ; for, — 1. It is national-wide in its extent. 2. Its causes are common to the whole nation. 3. Its effects apply equally to all parts of the nation. B. It is the duty of every government to see that its subjects are relieved from suffering and poverty. C. The Government already provides pensions for soldiers, for those who perform heroic deeds, for Government employees in certain cases. III. Old-age pensions would benefit the Government; for, — A. They would tend to diminish crime; for, — 1. The necessities of poverty would no longer make criminals of men who in their younger days were honest, law-abiding citizens. B. It would greatly reduce the cost of maintaining alms-houses; for, — 1. A large percentage of the pauperism would be eliminated by the pension system. BRIEFS 35 2. Persons would not care to live in alms- houses when, by means of a pension, they would be enabled to reside as self-respect- ing citizens. IV. Old-age pensions would be a great incentive to good citizenship; for, — A. If workmen knew that pensions would be given only to sober, industrious persons, they would be extremely careful not to violate any of the re- quirements for a pension. B. It would permit each workman to live a well- rounded life. He would know that, if he gave his best efforts to society, society, in turn, would reward him in his old age. C. It would make many who now live in hopelessness and despair make an honest endeavor to labor; fc for, — 1 . They would be anxious to share in the bene- fits that society had provided. V. Old-age pensions are practical; for, — A. They have proved successful in Denmark. B. They have alleviated the condition of the poor in Australia. C. They have strengthened the industrial system of Germany. D. They are proving of untold benefit in New Zealand. VI. One of three plans could be adopted for old-age pensions in the United States: A. The Government could pay the pensions direct from the national revenues. B. The Government could hold back a certain per 36 THE HIGH SCHOOL DEBATE BOOK cent of the employee's wages during the active years of his service, and then pay it to him when he grows old. C. The Government could devise a plan for collect- ing the pension from the employers whom -the person had served. NEGATIVE I. Old-age pensions are indefensible from a sociological point of view; for, — A. They encourage shiftlessness and imprudence; for, — 1. They assure each individual that he will be provided for in his old age. B. They put a premium on spending; for, — 2. A man will not save his earnings, if he knows that some one will provide for him when his money is gone. C. They weaken individual responsibility; for, — 1. Under the proposed plan all responsibility for maintenance is shifted to the State. D. They demoralize attempts to make dependents work for the assistance that they receive from the State; for, — 1. Inmates would flock from the workhouses and apply for pensions. E. They destroy the effective work now being done by private insurance and fraternal organizations ; for, — 1. The proposed plan would take away all incentive for such societies to exist. BRIEFS 87 II. Old-age pensions are indefensible from a political standpoint, for — A. They are distinctly socialistic in their nature; for, — 1. They are founded upon the belief that the Government ought to aid the individual financially, B. They would open the way to increased fraud and corruption in our pension department; for, — 1. Bribes would be constantly offered to offi- cials by persons wishing to secure pensions, just as now we unearth pension frauds every year. C. They would encourage conniving politicians to work for large pension appropriations in order to catch the votes of the shiftless. D. They are distinctly at variance with the spirit of American government, namely, that each per- son should earn the salary that he is paid. III. Old-age pensions are indefensible from a practical standpoint, for, — A. There is no need of such grants being made in the United States; for, — 1. There is an abundance of work for every one. . 2. There is adequate provision now made for paupers and dependents. S, There are remarkable opportunities for per- sons to make provision for their old age. B. Such grants would demoralize industry; for, — 1. They would tend to make workmen careless and inefficient; for, — 38 THE HIGH SCHOOL DEBATE BOOK a. Employees would live only for the present day, and take no thought of the future. C. Such grants would destroy the home life of the workman; for^ — 1. There would be no endeavor on the part of the workman to provide a home for him- self; for, — a. He would depend upon the Govern- ment for aid. IV. No practical system of old-age pensions can be de- vised; for, — A. To make Government pay the pensions would be unwise; for, — 1. It would greatly increase the rate of taxa- tion. 2. It would take an army of men to perform the work. S. It would be turning over to the Govern- ment, functions that by their very nature should, if performed at all, be done by pri- vate parties. B. To assess the individual income of each workman would not be feasible; for, — 1. It would be an unwarranted interference with his personal liberty. 2. Each person ought to be permitted to ex- pend or invest his earnings as he sees fit. C. To assess former employers would be unjust; for, — 1. They have already paid the workman for his services. BRIEFS 89 2. They are not to blame because the depend- ent has not been frugal and saving. S. No just means of apportionment between the various employers could be devised. GENERAL REFERENCES BOOKS, PAMPHLETS, AND DOCUMENTS Booth, Charles. Pauperism, a picture, and the Endowment of old age, an argument, pp. 167-68; 180-206; 207-214. Mac- millan. New York, 1892. Lewis, Frank W. State insurance; a social and industrial need, pp. 148-170. Houghton, Boston, 1909. Mackay, Thomas. Methods of social reform ; essays critical and constructive, pp. 173-212. John Murray, London, 1S96. Old-age pensions : A collection of short papers. Macmillan, New York, 1903. Reeves, William Pember. State experiments in Australia and New Zealand, Vol. II, pp. 243-300. Grant Richards, London, 1902. Rogers, Frederick and Millar, Frederick. Old-age pensions; are they desirable and practicable? (pro and con series). Isbister, London. The New Zealand official year book, 1901. Prepared by E. J. von Dadelsizen, pp. 460-66. Wellington, N. Z., 1901. United States Commissioner of Education, Report for the year 1894-1895, Vol. LVII, 1152. " Pensions for teachers," Chap- ter XX, pp. 1079-1113. Washington, D. C. Address Superin- tendent of Documents. MAGAZINES Arena, 23: 635-646. Je. '00. Old-age pensions, Germany and New Zealand. H. H. Lusk. Char. 8: 297-301. Ap. 5, '02. Railroad old-age pensions and old-age pensions in Denmark. Char. 9: 409-10. N. 1, '02. Committee appointed to investi- gate old-age accident and sickness insurance. 40 THE HIGH SCHOOL DEBATE BOOK Char. 20: 128-29. Ap. 25, '08. Denmark's old-age pension. Char. 21: 31-3. O. 3, '08. The English old-age pension act. Char. 21: 409-10. D. 12, '08. Old-age pensions in Massachu- setts. Chaut. 51: 9-10. Je. '08. Old-age pension problem in France. Contemp. 78: 430-41. S. '00. Old-age pensions in Denmark. Edith Sellers. Cosmopol. 38: 524-27. Mar. '05. Old-age pensions in New Zea- land. Earl of Ranfurly. Everybody's, 21 : 355-61. S. '09. What shall we do with the old? Everybody's, 21: 545-51. O. '09. What other nations do with the old. Germany, Denmark, Belgium, New Zealand, England, Canada. R. W. Child. Ind. 53: 2205-6. S. 9, '01. Old-age pensions in Denmark. Ind. 61: 834-35. O. 4, '06. Old-age pensions in Australia. Ind. 64: 661-62. Mar. 26, '08. Old-age pensions in France. Ind. 64: 1063-64. My. 14, '08. Old-age pensions. The new English pension law. Ind. 64: 1103-4. My. 14, '08. The old-age pension. The Eng- lish pension law. Ind. 65: 174-75. Jl. 23, '08. Old-age pensions in England. Nation, 54: 165. Mar. 3, '92. Old-age pensions in England. Nation, 82: 169. Mar. 1, '06. French bill for old-age pensions. 19th Cent. 45: 681-88. Ap. '99. Old-age pension. England. S. Walpole. No. Am. 189: 304-8. F. '09. Old-age pension law in England. Outlook, 60: 703. N. 19, '98. Old-age pensions in New Zealand. Outlook, 61: 576. Mar. 11, '99. Old-age pensions. The old-age pension act in New Zealand. Outlook, 62: 828-29. Aug. 12, '99. Old-age pensions in Eng- land. Outlook, 89: 591-92. Jl. 18, '08. England's new industrial pen- sions. Outlook, 91: 571-73. Mar. 13, '09. Old-age pensions in Eng- land. B. of Rs. 22: 95-7. Jl. '00. Old-age pension systems. French, Belgium, German, Danish, New Zealand, Italian. BRIEFS 41 B. of Bs. 22: 726-57. D. '00. Pensions for Italian operatives. B. of Bs. 27: 84-5. Ja. '03. Old-age insurance in Germany. B. of Bs. 38: 345-46. S. '08. Old-age pensions in England. Guernsey Jones. B. of Bs. 38: 746. D. '08. State-aided old-age and disability insurance in Italy. World's Work, 3: 2019-20. Ap. '02. Old-age insurance in Ger- many. AFFIRMATIVE REFERENCES Am. J. of 8oc. 2: 501-14. Ja. '97. An American system of labor pensions and insurance. Paul Monroe. Char. 18: 275-78. Je. 1, '07. Old-age pensions. Edward Ever- ett Hale. Char. 21: 10-12. O. 3, '08. Old-age pensions. Henry R. Seager. Chaut. 33: 122. My. '01. The law in New Zealand, Australia, Denmark. Chaut. 61: 159-74. Ja. '11. Problem of old age. P. Alden. Chaut. 61: 391-94. F. '11. Helping people in their homes. S. K. Bolton. Contemp. 61: 555-63. Ap. '92. 'The endowment of old age. J. Frome Wilkinson. Contemp. 93: 94-107. Ja. '08. The government and old-age pensions. Harold Spender. Cosmopol. 35: 168-72. Je. '03. Old-age pensions. Edward Everett Hale. Foi-um, 28: 677-86. F. '00. A plea for old-age pensions. Michael Davitt. Gunton, 14: 393-96. Je. '98. Teachers' pensions. Harp. W. 43: 781. Aug. 5, '99. Old-age pensions in New Zea- land. Ind. 51: 799-802. Mar. 28, '99. Old-age pensions. Edward Tregear. Ind. 61: 705-6. S. 20, '06. Old-age pensions in England. Ind. 63: 937-38. O. 17, '07. Old-age pensions. Edgar Yates. Nation, 69 : 14'6-47. Aug. 24, '99. Old-age pensions. 19th Cent. 60: 372-78. S. '06. Old-age pensions. Thomas Burt. 42 THE HIGH SCHOOL DEBATE BOOK Outlook, 96: 530. N. 5, '10. Australian old-age pension system extended. R. of Bs, 15: 700-11. Je. '97. Teachers' pensions. Elizabeth A. Allen. B. of Bs. 37: 85-6. The European business man in retirement. Andre Tridon. World's Work, 4: 224,2. Je. '02, The development of the pen- sion system. l^EOATIYE REFERENCES Am. J. of Soc. 14: 182-96. S. '08. The problem of poverty and pensions in old age. F. L. HoflFman. (Same: Conf. Char, and Correc. 1908: 219-34.) Char. 21 : 356-59. D. 5, '08. Old-age pensions in Great Britain and Ireland. Francis R. Morse. Char. B. 10: 147-48. Je. '00. Old-age pension movement. Chaut. 57: 334-36. F. '10. Civil pensioners and old-age pen- sions. Contemp. 61: 382-96. Mar. '92. Mr. Chamberlain's pension scheme. William Lewery Blackley. Contemp. 65: 887-902. Je. '94. Old-age pensions in practice. Henry W. Wolff. Contemp. 93: 147-57. F. '08. Old-age pensions and the "be- longingless" poor. Edith Sellers. Contemp. 94: 743-47. D. '08. Pensions and homes. D. C. Pedder, Forum, 28: 687-700. F. '00. Why I oppose old-age pensions. H. W. Lecky. Harp. W. 52: 20. Je. 20, '08. Old-age pensions in England. Sydney Brooks. Ind. 51: 2662-65. O. 5, '99. Shall we give old-age pensions? W. E. H. Lecky. Nation, 82: 96-7. F. 1, '06. Old-age pensions in Australasia. 19th Cent. 44: 807-18. N. '98. Fallacies about old-age pen- sions. C. S. Loch. 19th Cent. 19: 351-68. F. '11. National insurance against in- validity and old age. E. J. Schuster. Outlook, 59: 903. Aug. 13, '98. Old-age pensions. BRIEFS 43 Q. J. Econ. 24: 713-42. Aug. '10. Old-age pension schemes; a criticism and a program. F. S. Baldwin. Quar. 174: 505-33. Ap. '92. State pensions for old age. Quar. 209 : 144-67. Jl. '08. Old-age pensions, especially in Eng- land. jB. of Rs. 23: 530-31. F. '01. Old-age pensions in Australasia. JB. of Rs. 23: 724. Je. '01. Old-age pensions in Australia. World's Work, 16: 10636-37. S. '08. Will England surrender to socialism? CAPITAL PUNISHMENT Besolved, That capital punishment should be abolished in the United States. BRIEF INTRODUCTION I. There is at the present time considerable sentiment ' in the United States in favor of the tothl abolition of capital punishment. II. The number of offences punishable by death is con- tinually decreasing. III. Certain foreign countries, and some of the common- wealths of the United States, have already passed lavrs prohibiting this form of punishment. IV. The question at issue is, Ought this prohibition be ex- tended to every State in the Union? AFFIRMATIVE I. Capital punishment is unnecessary; for, — A. The ends of justice may be secured by imprison- ment; for, — 1. Society is adequately protected by the in- carceration of the offender. B. Life imprisonment is more feared by criminals than death itself; for, — 1. It often inflicts greater suffering upon the victim. 44 BRIEFS 45 II. Capital punishment has evil effects upon the com- munity; for, — A. It diminishes the sacredness in which human life is, held, for, — 1. If the State claims that it is justified in killing those of its citizens who commit given offences, then individuals feel that they are vindicated for taking life under similar circumstances. B. It tends to lower the moral sense of the public ; for, — 1. Capital punishment is usually accompanied by nauseating publicity. 2. Capital punishment is frequently accompa- nied by actual cruelty. C. It often leads to such public sympathy that the ends of justice are thwarted; for, — 1. Many juries would rather acquit a man than sentence him to death. III. Capital punishment is unsound sociologically; for, — A. It does not try to reform the prisoner; for, — 1. Death usually follows closely upon con- viction. B. It arouses the worst passions in men; for, — 1. It is nothing more than the survival of the old Mosaic law — an eye for an eye, and a tooth for a tooth. IV. Capital punishment is not practical; for, — A. It has signally failed to check crime ; for, — 1. Statistics show that in those States and countries where capital punishment is in force, crime is on the increase. 46 THE HIGH SCHOOL DEBATE BOOK V. Reformatory methods should replace capital punish- ment; for^ — A. Such methods are sound sociologically. B. Such methods are more humane. C. Such methods actually decrease crime. NEGATIVE I. Capital punishment is desirable from the standpoint of society; for, — A. It insures a speedy and effective remedy in those cases where grave crimes are committed against the State. B. It is the only real preventive of crime; for, — 1. In those States and countries where capital punishment has been abolished crime has greatly increased. C. It is more economical; for, — 1. It saves the enormous expense of guarding and housing many prisoners. D. It prevents hardened criminals from being again permitted to prey on communities. II. Capital punishment is desirable from the standpoint of the criminals themselves; for, — A. Its severity acts as a deterrent of crime; for, — 1. If a person knows he will be killed if he commits a murder, he is more likely to keep his passions under control than he would be if he would be only imprisoned, with the possibility of pardon later on. B. It is more humane than life imprisonment; for, — 1. It disposes of the criminal simply and quickly. BRIEFS 47 III. The* objections urged against capital punishment are not valid; for, — A. The lives of innocent persons are rarely taken; for, — 1. Courts do not inflict death penalty unless the evidence is conclusive. B. Capital punishment is used only for the most severe crimes; for, — 1. Imprisonment is sufficient for minor crimes. C. The State must be severe, if it is to maintain law and order ; for, — 1. A laxity of law enforcement or lenient regulations would result in a great increase in crime; perhaps in anarchy. 2. It is the business of the State to protect its citizens, no matter how severe a penalty is necessary. GENERAL REFERENCES BOOKS, PAMPHLETS, AND DOCUMENTS Fanning, C. E. Selected articles on capital punishment (De- baters' handbook series). H. W. Wilson Company, Minneapolis, 1909. Hugo, Victor. Le dernier jour d'un condamn6. Hetzel, Paris. Hugo, Victor. Claude Gueux. Hetzel, Paris. Palm, A. J. Death penalty. (Questions of the day series.) Putnam, New York, 1891. Lalor's "Cyclopedia op Political Science," Vol. I, p. 721. « Death penalty." C. E. Merrill, New York, 1893. United States Bureau of Education. Circular of information No. 4, 1893, pp. 409-10. (Bibliography.) United States 54th Congress. 1st Session house report, 108, pp. 12-22. (Bibliography.) 48 THE HIGH SCHOOL DEBATE BOOK MAGAZINES Ann. Am. Acad. 17: 366-€9. Mar. '01. Death penalty as a pre- ventive of crime. Ann. Am. Acad. 29: 601-18. My. '07. Crime and judicial in- cflBciency. J. W. Garner. Harper, 105: 569-72. S. '03. Headsman. A. Repplier. Harp. W. 50: 1289. S. 8, '06. Meaning. M. Shipley. McClure, 24: 163-71. D. '04. Increase in lawlessness in the United States. S. S. McClure. No. Am. 133: 534-59. D. '81. Death penalty. George B. Cheever, Samuel Hand and Wendell Phillips. No. Am. 144: 221-22. F. '87. Should women be hanged? Helen Mar. Wilks. B. of Bs. 21: 608. My. '00. Is capital punishment justified? AFFIRMATIVE REFERENCES Am. Jour, of Pol. 2: 323-32. Mar. '93. Capital punishment. Ann. Am. Acad. 29: 6; 8-21. My. '07. Legislative tendencies. S. J. Barrows. Ann. Am. Acad. 29: 625-9. My. '07. Homicide and the death penalty in Mexico. M. Shipley. ^ Arena, 1: 75-83. Ja. '90. Crime of capital punishment. Hugh O. Pentecost. Arena, 2: 513-23. O. '90. Death penalty. George F. Shrady. Arena, 38: 259-63. S. '07. Anomaly of capital punishment. T. S. Mosby. Arena, 41: 525-34. Aug. '09. I cannot keep still; capital pun- ishment in Russia, L. N. Tolstoi. Char. 15: 248-9. N. 18, '05. Capital punishment denounced. Cur. Lit. 29: 190-92. Aug. '00. Shall hanging end? J. Old- field. Harp. W. 48: 196-98. F. 6, '04. State manslaughter. W. D. Howells. Harp. W. 50: 1028-29. Jl. 21, '06. Does capital punishment tend to diminish capital crime? T. S. Mosby. Harp. W. 50: 1903. D. 29, '06. Plato on capital punishment. M. Shipley. BRIEFS 49 Harp. W. 51: 890. Je. 15, '07. Homicide and the death pen- alty in France. M. Shipley. Ind. 61: 1124-25. N. 8, '09. Abolishing the death penalty in France. Liv. Age, 258: 349-57. Aug. 8, '08. Government by executions. L. N. Tolstoi. Nation, 84: 376-7. Ap. 25, '07. Whitely case and the death penalty. l^No. Am. 62: 40-70. Ja. '46. Punishment of death. No. Am. 116: 38-i50. Ja. '73. Rationale of the opposition to capital punishment. E. S. Nadal. !^ Outlook, 90: 1-3. S. 5, '08. Russian torture chamber. Outlook, 9^'. 518. O. 30, '09. In darkest Russia. E. A. Gold- cnmeiser. ^ B. of Rs. 34: 368-69. S. '06. Capital punishment and capital crime. B. of Rs. 40: 219-20. Aug. '09. Does capital punishment pre- vent convictions? 'NEGATIVE REFERENCES Ann. Am. Acad. 29: 622-5. My. '07. Capital punishment and lynching. J. E. Cutler. Arena, 21: 469-72. Ap. '99. Failure of the death penalty. C. G. Garrison. Forum, 3: 381-91. Je. '87, Capital punishment. J. M. Buckley. Harp. W. 53: 8. Jl. 3, '09. Should capital punishment be abol- ished? Charles Spitzka. Nation, 8: 166-G7. Mar. 4, '69. Death penalty. Nation, 16: 193-4. Mar. 20, '73. Substitute for hanging. Nation, 16: 213-4. Mar. 27, '73. Arguments against capital punishment. Nation, 24: 263-4. My. 3, '77. Crime and hanging in Maine. B. of Rs. 21: 608. My. '00. Is capital punishment justified? Dr. E. B. McGilvray. CENTRAL BANK OF THE UNITED STATES Resolved^ That the Federal Government should establish I central bank of the United States. BRIEF INTRODUCTION I. Certain evils characterize the present banking system of the United States. Among them may be noted: A. The inelasticity of the system. B. The lack of cooperation among banks. C. The defective plan of bank reserves. D. The cumbersome, independent treasury system. II. The question at issue is whether or not a central bank of the United States would remedy these evils without subjecting the financial system of the country to still other evils of a serious character. AFFIRMATIVE I. A central bank would remedy the defects of the pres- ent system; for, — A. It would give an element of elasticity to bank reserves; for, — 1. The reserves could be conveniently massed in the central bank and loaned out to those sections of the country needing money. 50 BRIEFS 51 B. It would fortify the present system of independ- ent banks; for, — 1. A central bank would have the combined strength of the independent banks of the country. 2. A central bank would have the credit of the Federal Government back of it. C. It would take the place of the present unwieldy and unscientific sub-treasury system. D. It would cooperate with independent banks to check abnormal interest rates and to prevent over-expansion of credit. II. A central bank would be a fitting cap-stone for the present system of independent banks; for, — A. It would be built upon the framework of the present banks; for, — 1. The national banks, for example, might be the stockholders in the new institution. B. It would unify the present system of competitive banking; for, — 1. As stockholders, the national banks would be interested in the welfare of the central institution. III. The experience of foreign countries shows that a cen- tral bank is practical; for, — A. Central banks have met with marked success in England, France, Germany, and Japan. IV. A central bank would provide more efficient monetary supervision; for, — A. Federal officials would constantly inspect it. B. The independent banks as stockholders would be eager to see that it was properly conducted. 52 THE HIGH SCHOOL DEBATE BOOK C. It would control the discount rate, and thereby fortify the country's gold supply. V. A central bank would greatly strengthen public confi- dence; for, — A. It would have the combined resources of the in- dependent banks and of the Federal Government behind it. B. It would come to the aid of distressed banks at the proper time. C. It would contract loans as well as expand them. NEGATIVE I. There is a fundamental distinction between the bank- ing problem in the United States and the banking problem in European countries; for, — A. In the United States the task is to check the out- flow of capital, while in foreign countries it is to induce an inflow of capital. II. The United States is too large for the successful operation of a central bank, for, — A. The extent of its territory is too great. B. The diversity of its sectional interests is too pro- nounced. III. To have Congressional control over a central bank would be extremely unwise; for, — A. Any new political party coming into power could completely alter the original idea of the bank. B. There would be a great temptation for the bank to seek Congressional favor. 1. This is exactly what happened with the Second United States Bank. BRIEFS 53 IV. A central bank would easily result in a powerful financial monopoly; for, — A. The moneyed interests of the country would soon control it. V. A central bank could not operate successfully in the United States; for, — A. The independent banks would be opposed to it; for, — 1. It would necessarily have to compete with them; for, — a. It would mean the withdrawal of public deposits from independent banks. 2. It would inevitably create bitterness be- tween the independent banks and the Fed- eral Government; for, — a. Independent banks would want the Federal deposits. VI. A central bank is unnecessary; for,— A. The evils of the present banking system can be easily remedied by altering the system slightly. 1. Some system of asset currency, such, for example, as Canada now has, might be used successfully. GENERAL REFERENCES BOOKS, PAMPHLETS, AND DOCUMENTS BoLUES, A. S. Money, banking and finance. American Book Co., New York, 1903. Cankon, J. G. Clearing houses: their history, methods, and administration. Appleton, New York, 1900. 54 THE HIGH SCHOOL DEBATE BOOK Catteral, Ralph C. H. (The) second bank of the United States. University of Chicago Press, 1903. Cleveland, Frederick A. (The) bank and the treasury. Long- mans, New York, 1905. GooKiJsr, F. W. Our defective American banking system. Lit- erary club, Chicago, 1909. Hepburn, A. B. History of coinage and currency in the United States and the perennial contest for sound money. Macmillan, New York, 1903. Ireton, R. E. (A) central bank. Stumpf, New York, 1909. Laughlin, J. L. Latter-day problems, p. 205. Scribner, New York, 1909. United States National Monetary Commission. Special re- port on banks of United States. Address Superintendent of Doc- uments, Washington, D. C. White, Horace. Money and banking. Ginn, Boston. Revised ed., 1904. RoBBiNS, E. C. Selected articles on a central bank of the United States. (Debaters' Handbook Series.) H. W. Wilson Co., Minne- apolis, 1910. Shaw, Leslie M. Current issues, pp. 255-373. Appleton, New York, 1908. MAGAZINES Chaut. 34: 359-60. Ja. '02. A bank of the United States. Forum, 29: 1-14. Mar. '00. Government deposits in banks. George E. Roberts. Nation, 70: 24. Ja. 11, '00. The government deposits. Nation, 70: 218. Mar. 22, '00. The new bank currency. Nation, Tit 220. S. 17, '03. Treasury and Deposit Banks. Nation, 82: 62. Ja. 18, '06. Our faulty monetary system. F. W. Gookin. Nation, 83: 426. N. 15, 'OQ. The deficit New York bank re- serves. Nation, 85: 407. O. 31, '07. The bank panic and its probable sequence. No. Am. 174: 329-37. Mar. '02. The banking and treasury sys- tem of the United States. J. H. Walker. BRIEFS 55 No. Am. 177: 487-93. O. '03. The government and the banks. James H. Eckels. No. Am. 178: 388-97. Mar. '04. Elasticity and sound banking. Frederick A. Cleveland. Northwestern Banker (Des Moines), 15. No. 1: 21-23. Ja. '10. A central bank symposium. Outlook, 84: 898. D. '06. Secretary Shaw and the Currency. World's Work, 15: 9519-34. N. '07. The money kings. C. M. Keys. AFFIRMATIVE REFERENCES Ann. Am. Acad. 31: 345-54. Mar. '08. Need of a central bank, G. E. Roberts. Ann. Am. Acad. 31: 361-66. Mar. '08. Clearing house certifiT cates and the need for a central bank. W. A. Nash. Ann. Am. Acad. 36: 523-37. N. '10. Utilization of bank re- serves in the United States and foreign countries. G. E. Roberts. Harp. W. 54: 28. Mar. 26, '10. Side-lights on the central bank idea. F. Escher. Ind. 63: 1539-41. D. 26, '07. Central Bank. G. E. Roberts. Moody, 8: 273-75. O. '09. Central bank plan. G. M. Reynolds. Moody, 9: 271-5. Ap. '10. The advantages of a central bank. Andrew J. Frame. No. Am. 185: 34-43. My. 3, '07. Financial legislation. George E. Roberts. No. Am. 191: 12-17. Ja. '10. Government banking. W. A. Peffer. No. Am. 191: 1-6. Ja. '10. Evolution of central banking. C. A. Conant. Q. J. Econ. 25: 67-95. N. '10. Central bank of limited scope. O. M. W. Sprague. R. of Rs. 37: 35-37. Ja. '08. Currency reform; a central bank. Robert Emmett Ireton. R. of Rs. 41: 216-17. F. '10. Evolution of central banking. C. A, Conant. World's Work, 19: 12394-97. D. '09. What a central bank would do. R. L. McCabe. 56 THE HIGH SCHOOL DEBATE BOOK NEGATIVE REFERENCES Ann. Am. Acad. 31: 355-60. Mar. '08. Central bank as a men- ace to liberty. G. H. Earle, Jr. Ann. Am. Acad. 31: 39S-4il2. Mar. '08. Panic, preventions and cures. Henry W. Yates. Ann. Am. Acad. 385-97. Mar. '08. Diagnosis of the world's elastic currency problems. Andrew J. Frame. Arenn, 39: 272-5. Mar. '08. Recent panic and present deadly peril to American prosperity. A. O. Crozier. Allan. 105: 124-27. Ja. '10. Essential financial and banking reforms. Charles N. Fowler. Moody, 8: 445-55. D. '09. Dangers of a central bank of issue. A. S. Brown. Nation, 74: 85. Ja. 30, '02. Federal clearing houses. Nation, 85: 313. O. 3, '07. Steps toward currency reform. Nation, 89: 270-71. S. 23, '09. Plan for a central bank. Nation, 89: 450. N. 11, '09. Aldrich on the currency. No. Am. 183: 1171-78. D. 7, '06. Credit currency. A. B. Hep- burn. No. Am. 191: 6-12. Ja. '10. The central bank plan. Victor Morawetz. Pol. 8ci. Q, 18: 713-17. D. '03. Reviews. W. M. Daniels. " The second bank of the United States, by Ralph C. H. Catterall." Q. J. Econ. 22: 300-3. F. '08. Proposals for securing the main- tenance of bank reserves. C. W. Mixter. Q. J. Econ. 23: 363-415. My. '09. Proposal for a central bank in the United States. O. M. W. Sprague. World To-Day, 19: 720-29. Jl. '10. Central bank: the objec- tions to it, and the substitutes for it in the United States. C. G. Dowes. COMMISSION FORM OF MUNICIPAL GOVERNMENT Resolved, That the commission form of city government should be adopted by American cities. BRIEF INTRODUCTION I. That the general results of the council plan of city government are not satisfactory, is seen in the many changes that are being made in municipal charters. A. New York, as early as 1830, attempted to move away from the plan of ward representation. It passed an act which provided that " the executive business of the corporation of New York shall be hereafter performed by distinct depart- ments." B. The city of Des Moines abandoned the " old " council plan of ward representation and a sepa- rate city council in an election on June 20, 1907- II. The characteristic features of the plans of govern- ment to be considered in the discussion are these: A. The council form of government in vogue in most American cities provides that: 1. The city be divided into small geographical divisions called wards. From each ward a single representative, called an alderman, is elected. 57 58 THE HIGH SCHOOL DEBATE BOOK 2. The city council be composed of the alder- menj and a mayor, who is elected at large. 3. The mayor be the only member of the coun- cil who receives a regular salary. 4. There be a separation of the legislative and administrative functions of govern- ment. The council legislates. The mayor, or men under him, administer. B. The commission form provides that: 1. The commission be (usually) made up of five men: an executive, who is called the mayor-president, and four commissioners, or councilmen. 2. The commissioners devote all their time to carrying on the business of the city. 5. The commissioners shall receive regular salaries for their services. 4. The commissioners are elected at large on a non-partisan ballot. 5. The commissioners both legislate and admin- ister. AFFIRMATIVE The commission form gives responsibility; for, — A. Each commissioner is placed at the head of and made responsible for some one department of government. B. Subordinate officers are made directly responsi- ble to their superiors. Authority for each de- partment is centralized in the head thereof. BRIEFS 59 II. The commission form does away with useless boards and committees; for, — A. The commissioners themselves attend to work that was formerly done by committees. III. The commission form secures administrative efficiency; for, — A. It assumes that the city is an administrative unit. B. It simplifies the work of administration; for, — 1. It takes the full time of a few men, instead of a little time from many men. 2. It does away with the cumbersome system of initiating legislation by one body, and executing that legislation by another body. IV. The commission form is superior from a legislative standpoint; for, — A. The same men legislate that administer. B. They are intimately acquainted with the needs of each department. C. They can easily be held accountable for every legislative act passed. V. The commission form is more democratic; for, — A. The commissioners represent the choice of the majority of the voting electorate; for, — 1. They are elected by a vote of the whole city; not just one ward. VI. The simplicity of the commission form is desirable; for, — A. It induces good men to take office. B. It makes it comparatively easy for the voters to discover cases of inefficiency and graft. 60 THE HIGH SCHOOL DEBATE BOOK VII. Experience has amply demonstrated the effectiveness of the commission form; for, — A. It has proved successful in such cities as Gal- veston, Houston, Des Moines, Cedar Rapids, and many others. NEGATIVE I. The commission form is un-American; for, — X; A. It violates a fundamental precept of the present . form of American government; namely, the | separation of governmental machinery into legislative, administrative, and judicial di- visions. II. The commission form is unsuited to the needs of a large city; for, — A. It does not provide for efficient legislation ; for, — .1. A few commissioners elected at large can- not possibly know the needs of a great metropolis. X" III. The commission form makes no provision for checks and balances in government; for, — A. The one body, the commissioners, carry on all the work — legislative, executive, and j udicial. IV. The commission form is fundamentally defective ; for, — A. Good men can not be induced to give all their time to the work of governing a city; for, — 1. It would be necessary for them to sacrifice their private business. B. The plan provides for no responsibility in legis- lative matters; for, — BRIEFS 61 1. One commissioner can lay the blame on another for failure to pass measures. C. The commissioners are subject to the whims of popular control, instead of the right or wrong of their own judgment; for, — 1. They are likely to be recalled, if they do not obey the popular cry. D. The political boss has a greater opportunity than ever to bring about corruption and graft in the city affairs; for, — 1. His operations are confined only to three or four men. V. The commission form is unnecessary; for, — A. The results claimed for it can easily be secured by altering the present plan; for, — 1. Non-partisan elections can be secured. I 2. Ward representation can be eliminated. 3. Responsibility for administration can be centred in the hands of the mayor. 4. Responsibility for legislation can be cen- tred in the hands of the council. GENERAL REFERENCES BOOKS, PAMPHLETS, AND DOCUMENTS Deming, H. E. (The) government of American cities. Put- nam, New York, 1909. Fairlie, J. A. Municipal administration. Macmillan, New York, 1901. GooDNOw, F. J. Municipal government. Century, New York, 1909. Hamilton, J. J. Dethronement of the city boss. Funk, New York, 1910. 62 THE HIGH SCHOOL DEBATE BOOK MuNRo, W. B. (The) government of European cities, pp. 109- 208. Macmillan, New York, 1909. Bobbins, E. C. Selected articles on the commission plan of mu- nicipal government. (Debaters' Handbook Series.) H. W. Wil- son Co., Minneapolis. Revised ed., 1910. RowE, L. S. Problems of city government. Appleton, New York, 1908. Steffens, J. L. (The) shame of the cities. McClure, New York, 1905. MAGAZINES Arena, 32: 377-91. O. '04. Democracy and municipal govern- ment. B. O. Flower. Arena, 41: 38-41. Ja. '09. Better city government. L. F. C. Garvin. Ind. 62: 1367. Je. 6, '07. One-man city government. Johns Hopkins University Studies in Historical and Political Science, 7: 155-87. Ap. '89. Municipal history of New Orleans. William W. Howe. Pol Sci. Q. 15: 426-51, 675-709. S. D. '00. Council government versus mayor government. E. D. Durand. Pol. Sci. Q. 17: 609-30. D. '02. Referendum and initiative in city government. J. R. Commons. Pol. Sci. Q. 21: 434-46. S. '06. Municipal codes in the middle west. J. A. Fairlie. jR. of Bs. 36: 623-34. N. '07. Spread of Galveston plan of city government. AFFIRMATIVE REFERENCES Arena, 38: 8-13. Jl. '07. Galveston and Houston. G. W. James. Arena, 38: 144-49. Aug. '07. Houston and its city commission. G. W. James. Arena, 38: 431-32. O. '07. Unguarded commission government. Arena, 38: 432-36. O. '07. Des Moines plan: a model of guarded city government. Arena, 41: 38-41. Ja. '09. Better city government. L. G. C. Garvin. BRIEFS 63 Cent. 74: 970. O. '07. Des Moines plan of city government. H. E. Sampson. Chaut. 50: 168-70. Ap. '08. Municipal government by commis- sion. Chaut. 51: 110-24. Je. '08. Galveston plan. W. B. Munro. Gunton, 27: 559-70. D. '04. Government of municipalities by boards of commissioners. C. Arthur Williams. Ind. 56: 1382. Je. 16, '04. New Galveston. W. B. Slosson. Ind. 62: 806-7. Ap. 4, '07. Way to decent city government. Ind. 63: 195-200. Jl. 25^ '07. Government by commission in Texas. W. B. Slosson. Ind. 64: 1409-10. Je. 18, '08. Three great experiments. Ind. 66: 194-95. Ja. 28, '09. Example of Haverhill. DeMont Goodyear. McClure, 27: 610-20. O. '06. Galveston: a business corporation. G. K. Turner. Nation, 83: 322. O. 18, '06. Municipal government by commis- sion. W. T. Arnst. Outlook, 82: 5. Ja. 6, '06. Concentration of power in the hands of the mayor at Houston. Outlook, 83: 54. My. 12, '06. Experiments. Outlook, 85: 834-35. Ap. 13, '07. Texas idea. Outlook, 85: 839-43. Ap. 13, '07. Texas idea: city government by a board of directors. H. J. Haskell. Outlook, 86: 127-28. My. 25, '07. Municipal efficiency. Outlook, 89: 495-97. Jl. 4, '08. Spread of the commission plan. Outlook, 92: 865-«6. Aug. 14, '09. City government. World To-Day, 7: 1462. N. '04. New Galveston. C. Arthur Williams. World To-Day, 11: 943-46. S. ^OQ. Governing cities by com- mission. C. Arthur Williams. World's Work, 14: 9419-26. O. '07. City government by fewer men. C. W. Elliot. World's Work, 18: 11533. My. '09. Des Moines plan of city government. World's Work, 18: 11639. Je. '09. Another city for commission government. 64 THE HIGH SCHOOL DEBATE BOOK NEGATIVE REFERENCES American Political Science Association Proceedings, 1906, 3: 58- 66. Newport (L. I.) Charter. Rear- Admiral F. E. Chadwick. Beale, J. H., Jr. City government by commission. Address before economic club of Boston, Ja. 21, '08. Boston. Chaut. 51: 125-26. Je. '08. Newport plan of city government. Rear-Admiral F. E. Chadwick. City Hall, 10: 258-61. Ja. '09. Municipal government by com- mission. Discussion by Messrs. Grosser, Gemunder, and Oliver. City Hall, 10: 273-74. Ja. '09. Control of Municipal public utilities by States. Robert O. Brennan, City Solicitor of Des Moines. IviNS, William M. City government by commission. An ad- dress by chairman of committee on the revised charter of New York before the economic club of Boston, Ja. 21, '08. National Municipal League, Proceedings of the Providence Con- ference for Oood City Government, 1907, pp. 166-77. Newport Plan. Rear-Admiral F. E. Chadwick. National Municipal League, Proceedings of Providence Confer- ence for Good City Government, 1907, pp. 178-92. How Chicago is winning good government. George C. Sikes, Secretary of Mu- nicipal Voters League of Chicago. Texas, Bulletin of the University of, Je. 1, '05. Some funda- mental political principles applied to municipal government. Sam- uel Peterson. Webster, Walter A. Commission is an oligarchy. 6 Beacon St., Boston. (Leaflet mailed gratuitously.) Webster, Walter A. Government by commission. Webster, Walter A. Problem of city government. CONSERVATION OF NATURAL RE- SOURCES Resolved, That the power of the Federal Government should be paramount to that of the States in the conserva- tion of natural resources, limited to forests, water-power, and minerals. BRIEF INTRODUCTION I. When the Nation was formed, all public lands owned by the several colonies were turned over to the Federal Government. II. According to the principles laid down in the Ordinance of 1787, the public lands were to be regulated in the interests, not of the people of one State or section, but of all the people of the entire Nation. III. Although the power to protect and conserve natural resources when the national welfare demands it has always belonged to the Federal Government, that power has not always been exerted; for, — > A. It is not the duty of the Federal Government to exert a power until the need to do so becomes apparent. IV. When the necessity of conserving natural resources became apparent, the Federal Government reserved certain areas within the public domain, that the 5 65 66 THE HIGH SCHOOL DEBATE BOOK development of the resources therein might be so regu- lated that there would be neither waste nor over-pro- duction, nor an unequal distribution of the wealth created. V. To this policy of the Federal Government many per- sons have objected. The majority of those who opposed Federal control have been inhabitants of the States in which the areas lie. The objections have been urged; for, — A. Many believe that under the present dual form of government conservation is properly a func- tion of the States. B. Many believe that the work can be done better by the States. VI. The question for debate then becomes: Should re- sources such as have been reserved from entry be re- tained by the Federal Government, and their develop- ment be regulated by the Federal Government, or should they be turned over to the States in which they lie, and be developed as the various States see fit. AFFIRMATIVE I. The conservation of these resources is properly a function of the central government; for, — A. It is a work that will affect every person in the nation; for, — 1. Some of the resources, such as water-power an4 phosphate, are to a large degree lim- ited to the specified areas. 2. All other resources are in private hands, and even though conserved, only those (a BRIEFS 67 comparatively few wealthy people) who own them will receive the benefits. 3, India and China^ once wealthy and pros- perous, are to-day suffering with hunger and cold because their resources were not conserved. The same is true to a lesser extent of many other nations. B. Though conservation will have an important ef- fect upon the political and social welfare of the nation, it is not in itself a political or social problem; for, — 1, Conservation means simply investigating, experimenting, and administrating — regu- lating the development of the public lands, that resources used may be put to the very best use, and that only resources for which there is an actual need may be developed, the rest being conserved for future genera- tions. It is with this end in view that Federal officials are working at the present time. 2, This is not a work that will rob the people of any of their inherent rights or that will materially change their habits, customs, or relations with each other. 3, It is essentially a work of administrating and regulating. It is a work the purpose of which is to guarantee to all the people a reasonable share of the natural resources. It is the very kind of work for which cen- tral governments are established. C. It is a principle of the Federal Government that 68 THE HIGH SCHOOL DEBATE BOOK when a work of regulating and administrating is of such scope as to affect the people of more than one State, it shall be carried on by the central government rather than by the State governments. For example: 1. The carrying of mail, the building the Panama Canal, the irrigating of the West, and similar projects are performed by the Federal Government. II. The resources will not be properly conserved if put into the hands of the inhabitants of the Western States in which they lie; for, — A. The welfare of these people demands that the resources be not conserved; for, — 1. The immediate interest of any people is to accumulate wealth. 2. A rapid and wasteful development such as has gone on in the past will most quickly make these States rich. 3. Conservation will put a stop to the waste- ful methods that most quickly create wealth. B. It is because the people of the Western States do not want conservation that they object to Federal regulation; for, — 1. Their principal objection is that areas are shut up so that the resources therein can- not be used as the people see fit. C. It is universally true that when persons possess a large amount of resources or other material goods, they cannot properly appreciate their value. BRIEFS 69 III. The resources still within the public domain are largely of such nature that they must be developed by powerful corporations. A. The work of developing the forests, mineral lands, and water-power of the mountainous Western States will be mostly done by corpora- tions; for, — 1. To construct reservoirs and power-plants and to carry electricity to the places needed requires a great deal of capital. 2. Similarly, to work a mine or use the products of a mountain forest profitably and yet not wastefuUy, demands that the work be conducted on a large scale. IV. In practically every instance the corporations that are fitted to develop the natural resources will do an inter- state business, for the whole nation will have need of their products. Corporations doing an interstate business can be controlled better by the Federal Gov- ernment than by the State governments; for, — 1. State laws do not have the force that Fed- eral laws do, and consequently are much less apt to be obeyed. a. State laws, representing the will of fewer people, are not backed up by public opinion to the extent that Fed- eral laws are. b. People take less interest in the work of the State Legislature than in what is done in Congress, and make less effort to enforce State laws; for, — (1) Most affairs that directly 70 THE HIGH SCHOOL DEBATE BOOK affect the citizens' daily welfare are looked after through county, town, and township organizations. 2. Powerful corporations can easily corrupt State Legislatures and thus obtain special privileges; for, — a. It is easy to have men elected who will favor them, for the people are willing to elect almost any one who desires to go to a State Legislature. b. A dishonest and shrewd representa- tive of the corporation can exert a great influence over the average mem- ber of a State Legislature. S. Even if all officials were honest, the States working separately could not control powerful interstate corporations; for, — a. The corporations are incorporated in some State such as New Jersey, whose laws are very liberal. It is then impossible for other States to control, effectually, within their own borders, the actions of such corpora- tions. b. The lack of uniformity that would come with State control would make it impossible to enforce all the con- flicting laws, which would leave the corporations to do about as they please. c. The corporations know that State control of conservation would BRIEFS 71 practically mean no control, for which reason they are heartily in favor of it. V. Federal regulation is the more practicable plan; for, — A. Only those resources which affect the welfare of the whole nation are to be conserved by the Federal Government as a permanent public do- main. B. The work of regulating and protecting can best be done by Federal officials; for, — 1. Officials in charge will be of a higher qual- ity; for, — a. Fewer of them will be needed. b. The Federal Government will select the best in the nation, rather than the best in some one State. 2. Work can be carried on with greater effi- ciency ; for, — a. There will be better organization. b. Greater facilities for investigating and experimenting will be afforded. c. The department in charge can benefit by what is learned in all the other Federal departments. 3. Work will be more economically carried on. a. Repetition will be eliminated. b. Better organization will mean stricter accounting. c. Supplies can be bought in large quan- tities. 72 THE HIGH SCHOOL DEBATE BOOK 4. Each State will be directly benefited by everything learned in all the other States. 5. Federal control will mean uniformity and efficiency; not the confusion and inefficiency characteristic of many State laws. VI. The argument that Federal conservation means so- cialism or centralization is not valid; for, — A. Only a limited area is to be retained by the government. B. The duty of government officials will be simply to protect, and to regulate the manner of de- velopment. C. All those functions which properly belong to the States will be left with the States and carried out by State officials. D. The government will act simply as an owner, and regulate the methods of using resources which belong to all the people. NEGATIVE I. The Federal Government is not the proper body to conserve natural resources; for, — A. The central government cannot know local con- ditions as well as the State governments; for, — 1. It is not familiar with local conditions. 2. It does not have persons on the ground. 3. It could be informed only through hap- hazard reports of committees or annual statements of inspectors. B. The central government would not have the in- terest in conservation that State governments would; for, — BRIEFS 73 1. Conservation to the central government would mean only an added burden, but to the State government conservation is a matter of vital concern; for, — a. The States' citizens are owners of the resources. b. The occupation of a large number of the States' citizens depends upon the proper development of the re- sources. C. The work of conservation falls rightly within the sphere of State activities; for, — 1. The natural resources would naturally be- come the property of citizens of the State. 2. They would give employment to her citi- zens. 3. They would form a vital part of the life of the State. II. Federal conservation would be manifestly unjust; for, — A. It would be an inexcusable usurpation of the rights of the States; for, — 1. The various States are now conducting their policies of conservation satisfactorily. B. It would deprive the States of a very important source of revenue; for, — c 1. It would turn over to Federal control the most valuable resources in the State. III. Federal conservation would result in graft and cor- ruption; for, — A. Federal methods are extravagant and wasteful. 1. The post-office department generally has 74 THE HIGH SCHOOL DEBATE BOOK an annual deficit when it should be a money- making department. B. Congress would give undue concessions to indi- viduals and corporations; for, — 1. Congress would be seeking political favors. 2. Political bosses would control appointments to office. C. All control would center in the Federal Govern- ment, and as a result it would be much simpler to bribe officials than where control is divided among a number of State governments. 1. Conditions in Alaskan coal fields and for- ests are good examples. 2. Irrigation and land frauds among Federal officials are being constantly unearthed. IV. Federal conservation would be both paternalistic and socialistic; for, — A. It would tend to give the corporate wealth of the country control over vast concessions. B. It would be a direct step toward socialism; for, — 1. Government ownership of railroads, tele- graph lines, etc., would be the next logical step. This step would, in fact, be neces- sary before national conservation could be made practical. C. It would tend to transfer ownership from indi- viduals to corporations. D. It would be essentially un-American both in spirit and operation. V. Federal conservation is not necessary; for, — A. Each State is now working out its own problems along the most advantageous lines; for, — BRIEFS 75 1. The citizens of the various States are realizing the importance of plans for suc- cessful conservation. B. There are no great frauds in State conserva- tions; for, — 1. The operations of the State governments are so simple and so close to the people that corruption and inefficiency are easily detected. C. There is no demand on the part of the American people for Federal conservation; for, — 1. Most citizens are satisfied with the progress that the various States are making in the matter. GENERAL REFERENCES BOOKS, PAMPHLETS, AND DOCUMENTS Conference of governors in the white house, Washington, D. C. Proceedings, May 13-15, 1908 (to consider measures for the conservation of the country's natural resources) Washington, D. C. 1909. Address Superintendent of Documents. Hill, J. J. Highways of progress, pp. 309-28. Doubleday, New York, 1910. National conservation commission. Annual reports. Wash- ington, D. C. Address Superintendent of Documents. National lumber manufacturers' association. Annual re- ports. Chicago. PiNCHOT, GiFFORD. Fight for conservation. Doubleday, New York, 1910. Plunkett, Sir H. C. (The) rural life problem of the United States. Macmillan, New York, 1910. United States Reclamation service. Annual reports. Wash- ington, D. C. Address Superintendent of Documents. Vak Hise, C. R. Conservation of natural resources in the United States. Macmillan, New York, 1910. 76 THE HIGH SCHOOL DEBATE BOOK MAGAZINES Ann. Am. Acad. 33: 679-85. My. '09. Production and waste of mineral resources and their bearing on conservation. J. A. Holmes. Outlook, 88: 582-84. Mar. 14, '08. Government control of water power. Outlook, 88: 760. Ap. 4, '08. Water rights and the nation. Outlook, 94: 99-100. Ja. '10. Federal control of water power. Outlook, 96: 90-1. S. 17, '10. Conservation: federal or state. Outlook, 96: 375. O. 15, '10. Lost — a policy. P. P. Wells. R. of Rs. 41: 238-39. Je. '10. Common-sense plan to save the forests of the nation. AFFIRMATIVE REFERENCES Ann. Am. Acad. 33: 566-82. My. '09. The scope of state and federal legislation concerning the use of waters. Charles Edward Wright. Ann. Am. Acad. 33: 597-601. My. '09. Federal control of water-power in Switzerland. Treadwell Cleveland. Ann. Am. Acad. 33: 583-596. My. '09. The necessity for state or federal regulation of water-power development. Charles Whit- ing Baker. Ind. 58: 618-50. Mar. 9, '05. The waste of Niagara. McClure, 33: 35-39. My. '09. The national water-power trust. Judson C. Welliver. Outlook, 82: S65-66. Ap. 21, '06. Bill before Congress to save the falls. Text of Burton bill. Outlook, 88: 898-99. Ap. 25, '08. Water-power wealth. Outlook, 90: 142-43. S. 26, '08. Preservation of water-powers. Outlook, 92: 910-11. Aug. 21, '09. Editorials on Oregon's con- trol of water-power and Mr. Pinchot's address before the Irriga- tion Congress, Spokane. Outlook, 94: 260-64. Ja. 29, '10. Conservation and rural life; an Irish view of two Roosevelt policies. H. C. Plunkett. Pop. Sci. 73: 289-305. O. '08. Spoliation of the falls of Niag- ara. Dr. J. W. Spencer. B. of Rs. 41: 14-17. Ja. '10. Is there a power trust? BRIEFS 77 B. of Es. 41: 47-48. Ja. '10. Water-power sites on the public domain. Richard C. Ballinger. World's Work, 17: 11191. F. '09. A real monopoly that threat- ens the people. World's Work, 19: 12309-10. D. '09. The water-powers action now or trouble later. IfEGATlVE REFERENCES [The majority of references on the negative of this question are ones which oppose the general policy of Federal control, rather than set forth specific objections to the policy of conservation.] Ann. Am. Acad. 32: 185-211. JL '08. Federal usurpations. John Sharp Williams. Ann. Am. Acad. 32: 225-34. Jl. '08. Railway regulation in Texas. James L. Slayden. Ann. Am. Acad. 33: 583-96. '09 (especially p. 108). The necessity for State or Federal regulation of water-power develop- ment. Charles Whiting Baker. Ann. Am. Acad. 35: 260-65. Mar. '10. State forests of Mich- igan. F. Roth. Arena, 38: 314-17. S. '07. The industrial autocracy and cen- tralized government. Arena, 41: 269-74. Mar. '09. Harmonizing our dual govern- ment. J. W. Bennett. Borah, Senator W. E. Speech in the Senate June, 1910. Con- gressional Record, 61st Congress, 2d Session. Vol. 45, Pt. 8, pp. 8509-34. (An especially valuable article.) Conference of Governors of the United States at the White House, 1908, p. 169. (Government publication.) Harper, 85: 240-50. Jl. '92. The growth of the Federal power. Henry Loomis Nelson. Ind. 64: 1066-69. My. 14, '08. The political situation. John A. Johnson. Ind. 66: 207-9. Ja. 28. '09. Centralization in state affairs. Ind. 68: 697-99. Mar. 31, '10. Why east and west differ on the conservation problem. Leslie M. Scott. Nation, 45: 453-54. D. 8, '87. State rights. 78 THE HIGH SCHOOL DEBATE BOOK Nation, 83: 526. D. 20, '06. How to magnify the states. Nation, 88: 383. Ap. 15, '09. Jefferson on Centralization. Nation, 89: 326. O. 7, '09. Democratic self-government. Wil- liam P. Malburn. National Conservation Commission Report. Vol. 2, Senate Doc- ument, 60th Congress, 2d Session, p. 724. No. Am. 132: 407-26. My. '81. Centralization in the Federal government. David Dudley Field. No. Am. 183: 1321-26. Autocracy or democracy. No. Am. 184: 101-03. Ja. '07. A blow at personal freedom. No. Am. 184: 742-54. Ap. '05. Jackson and Roosevelt — a parallel. George Harvey. No. Am. 187: 684-701. My. '08. The state and the federal gov- ernment. Woodrow Wilson. No. Am. 186: 34-40. S. '07. The powers of the states in the union and the necessity of preserving and exerting them. John T. Morgan. No. Am. 188: 321-35. S. '08. The constitution and the new federalism. Henry Wade Rogers. No. Am. 190: 515-^3. O. '09. States with ideas of their own. Philip Loring Allen. No. Am. 191: 465-81. Ap. '10. Other side of conservation. G. L. Knapp. Outlook, 96: 90-91. S. 3, '10. Conservation: federal or state. World's Work, 12: 7590-91. Je. '06. Decline of state govern- ment. FEDERAL VS. STATE RIGHTS Resolved, That the present arrangement of power be- tween the Federal and State governments is not adapted to modern conditions, and calls for readjustment in the direction of further centralization. BRIEF INTRODUCTION I. From the days when the constitutional convention met to organize our present form of government, down to the present time, there has always been a question as to how much power should be given to the Federal Government, and how much should be given to the various State governments. II. Some of the most prolonged and bitter fights in our national history have been controversies over the rights of the States. III. The question has been given unusual emphasis in the last few years because of the new and important issues that have come up for solution. IV. The point at issue is whether as a nation it is advisable to move in the direction of placing added powers and duties in the hands of our central government, or whether these powers and duties should be assumed by the governments of the several States. 79 80 THE HIGH SCHOOL DEBATE BOOK AFFIRMATIVE I. Further centralization would be in harmony with the evolution of bicameral governments in general; for, — A. The history of bicameral organizations shows a distinct tendency to give increased power to the central government. 1. This is manifestly true of the German Em- pire. 2. It is true also of France. 3. Switzerland is an example in hand. II. Such a step would be in harmony with the evolution of government in the United States; for, — A. The changes have constantly tended toward the granting of more power to the Federal Govern- ment; for, — 1. From the very beginning of the govern- ment, whenever an issue has become na- tional in scope, it has been placed in the hands of the central government. a. Control of finances. b. Control of slavery. c. Control of railroads. III. The State governments are inefficient; for, — A. They cannot successfully cope with many pres- ent-day problems which confront them, such as 1. Adequate marriage and divorce laws. 2. Regulation of large corporations. 3. Conservation of natural resources. 4. Uniform income and inheritance taxes. 5. Settlement of disputes between capital and labor. BRIEFS 81 IV. State power is often dangerous; for, — A. States can easily embarrass the Federal Govern- ment, as in the case of, 1. The attempted Nullification Acts of North Carolina. 2. The recent Japanese school situation in San Francisco. 3. Disturbances along the Mexican border line, V. Increased Federal power is highly desirable; for, — A. It would give uniformity of action in problems that by their very nature are national in im- portance ; for, — 1. The laws would be uniform and apply to the whole country. B. It would insure an adequate enforcement of all laws; for, — 1. Each statute would have the power of the Federal Government behind it. C. It would greatly simplify the work of admin- istration; for, — 1. All authority would be centred under one head. 2. Responsibility would be secured. 3. Direct and speedy action could be eiFected. NEGATIVE I. Further centralization of State power would seriously cripple many of the present State activities; for, — A. It would take from the States activities from which they now receive revenue for taxes; for, — 82 THE HIGH SCHOOL DEBATE BOOK 1. The Federal incorporation of Inter-State corporations, for example, would be a se- vere financial loss to the States. B. It would make the enforcement of State laws more difficult; for, — 1. Offenders immediately go into the realm of Federal authority for protection. a. This was true in South Carolina when State officials tried to enforce railroad legislation. C. It would cause needless interference on the part of the central government in purely local affairs. II. Further centralization would tend to create a plu- tocracy in government; for, — A. Our Federal Government is already becoming top-heavy; for, — 1. It attempts to dominate every phase of our national life. B. The Federal Government responds quickly to the interests of the moneyed class; for, — 1. This class can bring tremendous pressure to bear upon Congress and Federal offi- cials; for, — a. It can maintain expensive lobbies. b. It gives vast contributions to national campaign funds. 2. The Federal Government is more dependent upon the capitalistic interests; for, — a. Its sources of revenue come from taxes that are assessed largely upon the rich, even though they be later shifted to the poor. BRIEFS 8S C. Wall Street even now influences to a great extent the activities of the United States Treasury. III. Further centralization would be a national menace; for, — A. It would deprive the people of much of their local government. B. It would create bitterness and strife between State and National officials. C. It would render popular control of many mat- ters well-nigh impossible; for, — 1. The Federal Government is too far removed from the people to be responsive to local desires. 2. There would be no way of expressing pop- ular approval or disapproval, except by the tedious and clumsy method of Congressional election. IV. There is no need of further Federal centralization; for, — A. The Federal Government is not suffering from want of sufficient power; for, — 1. It is capable of administering its laws at home. 2. Its power is acknowledged and respected abroad. B. The State governments are able to cope with all present problems; for, — 1. They are constantly revising their laws to meet changing conditions. 2. They are close to the people and hence re- sponsive to the popular will. 3. State laws are rightly enforced. 84 THE HIGH SCHOOL DEBATE BOOK GENERAL REFERENCES BOOKS, PAMPHLETS, AND DOCUMENTS Bryce, James. (The) American Commonwealth, Vol. I, pp. 312-58. Macmillan, New York, Ed. 3, 1905. GooDKow, Frank J. Politics and administration, pp. 255-63. Macmillan, New York, 1900. Pierce, Franklik. Federal usurpation. Appleton, New York, 1908. Stimson-, F. J. (The) law of the federal and state constitutions of the United States, pp. 218-59. Boston Book Co., 1908. Thatcher, O. J., Ed. (The) idea of state sovereignty (in his ideas that have influenced civilization), Vol. 8, pp. 96-108. Rob- erts-Manchester Publishing Co., Boston, 1902. WiLSOK, Woodrow. The State, pp. 475-497; 350-59. Heath, Boston, 1897. MAGAZINES Atlan. 96: 525-35. O. '05. Our changing constitution. Alfred Pearce. Forum, 38: 435-54. Ap. '07. American politics. Henry Litch- field West. Forum, 42: 391-99. N. '09. Shall the constitution be amended? Henry Litchfield West. Ind. 63: 655-56. S. J9, '07. Conflicts of federal and state au- thority. President Edmund J. James. Nation, 85: 318-19. O. 10, '07. The new states' rights issue. Nation, 86: 580-81. Je. '08. Federal usurpation. Franklin Pierce. No. Am. 183: 1239-50. D. '06. The United States can enforce its law. Anti-federalist. Scrih. M. 33: 280-81. Mar. '03. The supreme court of the United States. David J. Brewer. World's Work, 16: 10409-10. Jl. '08. Mr. Roosevelt on state rights. BRIEFS 85 AFFIRMATIVE REFERENCES Ann. Am. Acad. 32: 212-17. Jl. '08. Development of the fed- eral government. Theodore E. Burton. Ann. Am. Acad. 32: 235-39. Jl. '08. Corporation regulation by state and nation. Henry M. Hoyt. Forum, 38: 435-54. Ap. '07. American politics. H. L. West. Ind. 62: 1365-67. Je. 6, '07. Mare's nest. Ind. 63: 171-72. Jl. 18, '07. Infelicities of government. Nation, 82: 131-32. F. 15, '06. New fields for federal power. Nation, 85: 508. D. 5, '07. Injunction-proof laws. No. Am. 133: 338-52. O. '81. The state and the nation. George F. Edmunds. No. Am. 185: 147-76. My. '07. National tendencies and the constitution. William V. Rowe. Outlook, 54: 719-20. O. 24, '96. Federal authority and state rights. Outlook, 84: 948-49. D. 22, '06. Secretary Root and states' rights. Outlook, 86: 705-6. Aug. 3, '07. North Carolina and states' rights. Outlook, 87: 20-36. S. 7, '07. The constitution and the corpora- tions. Charles F. Amidon. Outlook, 87: 833-35. D. 21, '07. A lawless legislature. Outlook, 88: 801-03. Ap. 11, '08. The limitations of the states. Outlook, 96: 617-21. N. 19, '10. Election and progressive prin- ciples. L. Abbott. Outlook, 97: 57-9. Ja. 14, '11. Nationalism and progress. T. Roosevelt. Outlook, 97: 96-101. Ja. 21, '11. Nationalism and progress. T. Roosevelt. Outlook, 97: 145-48. Ja. 28, '11. Nationalism and progress. T. Roosevelt. Outlook, 97: 253-56. F. 4, '11. Nationalism and progress. T. Roosevelt. Outlook, 97: 304-6. F. 11, '11. Nationalism and progress. T. Roosevelt. 86 THE HIGH SCHOOL DEBATE BOOK Outlook, 97: 383-85. F. 25, '11. Nationalism and progress. T. Roosevelt. Outlook, 97: 488-92. Mar. 4, '11. Nationalism and the judi- ciary. T. Roosevelt. Outlook, 97: 532-36. Mar. 11, '11. Nationalism and progress. T. Roosevelt. Outlook, 97: 574-77. Mar. 18, '11. Nationalism and progress. T. Roosevelt. Outlook, 97: 622-25. Mar. 25, '11. Nationalism and progress. T. Roosevelt. NEGATIVE REFERENCES Ann. Am. Acad. 32: 185-211. Jl. '08. Federal usurpations. John Sharp Williams. Ann. Am. Acad. 32: 225-34. Jl. '08. Railway regulation in Texas. James L. Slayden. Arena, 38: 314-17. S. '07. The industrial autocracy and cen- tralized government. Arena, 41: 269-74. Mar. '09. Harmonizing our dual govern- ment. J. W. Bennett. Harper, 85: 240-50. Jl. '92. The growth of the federal power. Henry Loomis Nelson. Harp. W. 51: 4-5. Ja. 5, '07. Ind. 64: 1066-69. My. 14, '08. The Political situation. John A. Johnson. Ind. 66: 207-9. Ja. 28, '09. Centralization in state affairs. Nation, 45: 453-54. D. 8, '87. State rights. Nation, 83: 526. D. 20, '06. How to magnify the states. Nation, 88: 383. Ap. 15, '09. Jefferson on centralization. Nation, 89: 326. O. 7, '09. Democratic self-government. Wil- liam P. M album. No. Am. 132: 407-26. My. '81. Centralization in the federal government. David Dudley Field. No. Am. 183: 1321-26. Autocracy or democracy. No. Am. 184: 101-3. Ja. '07. A blow at personal freedom. No. Am. 184: 742-54. Ap. '05. Jackson and Roosevelt — a parallel. George Harvey. BRIEFS 87 No. Am. 187: 684-701. My. '08. The state and the federal gov- ernment. Woodrow Wilson. No. Am. 186: 34-40. S. '07. . The powers of the states in the union and the necessity of preserving and exerting them. John T. Morgan. No. Am. 188: 321-35. S. '08. The constitution and the new federalism. Henry Wade Rogers. No. Am. 190: 515-23. O. '09. States with ideas of their own. Philip Loring Allen. World's Work, 12: 7590-91. Je. '06. Decline of state govern- ments. GOVERNMENT OWNERSHIP OF RAILWAYS Resolved, That the railroads of the United States should be owned by the Federal Government. BRIEF INTRODUCTION I. The railroads contribute a peculiar and important part to present social and economic life. Thousands of lives are annually dependent upon their careful operation, while their charges regulate to a consider- able degree the prices paid for the luxuries and necessities of life. In fact, the railroad touches al- most every phase of present-day existence, both as a nation and as individuals. II. It is seen, then, that the question of proper manage- ment and ownership of railroads is one of vast im- portance. III. There are three means by which railroads may be owned : A. There can be private ownership. B. There can be State ownership. C. There can be Federal ownership. IV. The question under discussion is, which of these meth- ods is most desirable for the United States. 88 BRIEFS AFFIRMATIVE Federal ownership would remedy the evils of the present system; for, — A. The Federal Government would eliminate dis- criminating rates; for, — 1. It is contrary to the policy of the Federal Government to give special privileges to any class. a. The post-office department offers no special rates to given classes. 2. The Federal Government would have no ob- ject in granting rebates; for, — a. All danger of cut-throat competition would be past. 3. The Federal Government has no private in- terest to promote. Its object is to serve all the people equally and justly. B. Present excessive rates and fares would be low- ered; for, — 1. The government would not own the rail- roads merely to make money. 2o The large salaries now paid to hundreds of presidents, vice-presidents, and the like, would be eliminated; for, — a. There would be no need of so many different high-salaried heads; for, — (1) Many of the offices could be advantageously combined. (2) High salaries of many offi- cers are now merely a means of hiding monopoly profits. 90 THE HIGH SCHOOL DEBATE BOOK C. The present economic wastes could be eliminated; for, — 1. All competition would be stopped; for, — a. The government would have no ob- ject in maintaining competitive lines. 2. Parallel lines would be done away with; for, — a. The government could maintain single lines more efficiently and more economically than it could three parallel lines. II. Government ownership is the proper solution; for, — A. Private ownership has proved itself inadequate, for, — 1. The tendency to monopolistic control has worked various evils; for, — f • A,4>> Rates have been raised. i^'^^r^^^nb. iFares have been raised. c. Service has not been improved pro- portionately. d. Discrimination has been practised. e. Excessive profits have been realized at the expense of the general public. f. Disastrous speculation has been en- couraged. g. Political corruption has been aug- mented. B. State ownership is impractical; for, — 1. State control of inter-state commerce is constitutionally prohibited. 2. The individual states could devise no feasi- ble means of proportional charges and BRIEFS 91 profits on shipments passing through their confines. S. The State's power does not extend beyond its own borders. C. The Federal Government would have the power to control the railroads; for, — 1. It is the business of Congress to control and regulate inter-state commerce. D. Federal control would give better and more effi- cient service; for, — 1. All the time of officials would be spent in trying to better the service; for, — a. There would be no attempt to reap exorbitant profits. b. They would not have to continually guard against competitors. 2. Lines would be built to places needing them; for, — a. The government would have only the best interests of the people at heart. III. Federal ownership is practical; for, — A. Foreign countries have proved that governments can successfully own and operate railway sys- tems; for, — 1. England has bettered its railway service by government ownership. 2. Germany has reduced its rates by govern- ment ownership. 8. France gives lower fares under government service. 4. New Zealand realizes large profits from its 92 THE HIGH SCHOOL DEBATE BOOK railway operations in addition to furnishing excellent service and giving low rates. B. The Federal Government has shown its capabil- ity to conduct work of a similar and equally important nature; for^ — 1. It conducts a national system of finance. 2. It owns and operates arsenals and fac- tories that manufacture ammunitions to provide for the national defence. C. The argument that government ownership is not practical because the government has not suffi- cient money to purchase the roads, is not valid; for, — 1. The lines could be secured gradually; the trunk lines first, and the smaller branches bought with the profits realized from oper- ating the trunk lines. D. The argument that government ownership is not practical because such ownership would re- sult in waste and extravagance, is not valid; for, — 1. Great publicity could be given to the man- agement of affairs. 2. Civil service would secure the most compe- tent and careful employees. 3. Extravagance or negligence would be cause for dismissal from service. E. The argument that government ownership is not practical, because such a plan is socialistic in its nature and contrary to the spirit of American institutions is not valid; for, — 1. It is the duty of every government to see BRIEFS 93 to it that public service corporations are operated in the interest of the public, and not as money-making schemes. 2. The American people have time and time again advocated the eliminating of all kinds of monopolistic agreements, such as railroad pools, rebates, etc. 3. The sentiment in favor of government ownership is constantly increasing. NEGATIVE I. Government ownership would be an unwarranted in- fringement of private enterprise; for, — A. It would take from the hands of private parties the greatest and most complex undertaking of modern times. B. It would take millions upon millions of private capital out of remunerative investment, and force it to seek other channels of trade. C. It would be compelling private parties to give up a business which they have spent years and fortunes in making, and which rightfully be- longs to them. D. It would demoralize other private enterprises; for, — 1. The throwing of such gigantic sums of money into the industrial field would upset our whole industrial system. II. Government ownership would be unwise from a busi- ness standpoint; for, — A. It would result in extravagance; for, — 94 THE HIGH SCHOOL DEBATE BOOK 1. Government employees are notoriously care- less and wasteful in their use of materials. a. It costs the government about four times as much to conduct the post- office department as it would cost to conduct the work under private ownership and management. 2. Government employees have no incentive to be careful; for, — a. Their promotions come through, a stereotyped process of civil service, in which efficiency and carefulness are but minimum factors. B. The government could not secure competent management for the roads; for, — 1. The great captains of industry who now operate the roads would never consent to become mere government employees; for, — a. They would seek fields that would give play to their individual initiative. 2. Congress would be continually dictating the way in which the railroads should be managed. C. The undertaking is too vast; for, — 1. If Congress met in daily session, it could not legislate sufficiently; for, — a. There would be literally thousands of acts to be passed every day rela- tive to the railroads. 2. It would necessitate as large a govern- mental force to conduct the railroad busi- BRIEFS 95 ness alone, as is now required to conduct affairs for the whole nation. III. Government ownership would be unwise from a finan- cial standpoint; for, — A. The government could never get money enough to pay for the roads; for, — 1. It would take billions of dollars. B. The attempt to purchase the roads would play havoc with the money markets; for, — 1. There would have to be a general read- justment of all investments. C. The slightest mismanagement would result in loss to the government. To-day such loss falls on private owners. IV. Government ownership would be unwise from a po- litical standpoint; for, — A. Government ownership would necessarily impose enormous burdens upon Congress, which would materially detract from congressional service in other branches of government; for, — 1. It would be a physical impossibility for Congress to keep adequately informed in regard to so many activities. B. Congress would make the railroads an object of political patronage; for, — 1. Tremendous pressure could be brought to bear on congressmen from all over the country compelling them to secure jobs for their constituents. C. Political parties would make questions of rail- way management party issues, and thus inevitably 96 THE HIGH SCHOOL DEBATE BOOK drag the railroads themselves into the political arena, just as the Second United States Bank was dragged into politics. V. The argument that American railroads charge higher rates than do foreign roads is not valid; for, — A. American service is superior in every way to foreign service; for, — 1. Trains run at greater speed. 2. Greater number of trains are maintained. 3. Trains run with greater regularity. 4. American equipment is more expensive. 5. American railroad men are paid higher GENERAL REFERENCES BOOKS, PAMPHLETS, AND DOCUMENTS Edwards, Clement. Railway nationalization (Social questions of to-day). Methuen, London, 1898. Haines, H. S. Restrictive railway legislation. Wiley, New York, 1905. Hole, James. National railways, an argument for state pur- chase. Cassell, London, 1895. Meyer, B. H. Railway legislation in the United States (The citizens' library of economics, politics and sociology). Macmillan, New York, 1903. Prentice, E. P. Federal power over carriers and corporations. Macmillan, New York, 1907. Ripley, "W. Z. Railway problems. Ginn, Boston, 1907. MAGAZINES Ann. Am. Acad. 19: 61-73. Ja. '02. Government ownership of railroads. Martin A. Knapp. Ann. Am. Acad. 33: 138-56. Jl. '08. Five years of railroad rate-regulation by the states. G. G. Huebner. BRIEFS 97 Arena, 33: 533-26. My. '05. Common sense and the railway question. Arena, 34: 533-34. N. '05. Concrete illustrations of how the private-car monopoly robs the producers and consumers. Arena, 36: 103-5. Jl. '06. Government regulation of railway rates. E. P. Irwin. Arena, 36: 622-Q6. D. '06. Is railroad rate-regulation a step to government ownership? E. F. Gruhl and E. E. Robinson. Chaut. 43: 199-200. My. '06. Paternalism and state ownership in Japan. Everybody's, 14: 469-83. Ap. '06. Soldiers of the common good. C. E. Russell. "Everybody's, 16: 15-33. Ja. '07. Soldiers of the common good. C. E. Russell. Harp. W. 49: 730, 731. My. 30, '05. Effect of government rate- making upon internal commerce. A. J. Earling. Harp. W. 50: 544. Ap. 31, '06. State ownership of railways. Ind. 60: 786-88. Ap. 5, '06. State management of railways in Italy. G. V. del Ferro. Ind. 60: 810-11. Ap. 5, '06. Natural monopolies not for rail- road companies. Nation, 83: 507. Je. 31, '06. State operated railroads. E. H. Vickers. No. Am. 113: 31-61. Ja. '71. The government and railroad cor- porations. Charles F. Adams, Jr. Outlook, 79: 368-70. D. 17, '04. Government regulation of railroads. Outlook, 83: 818. Ap. 14, '06. Government ownership of rail- ways in Japan. Outlook, 89: 550-51. Jl. 11, '08. Government's purchase of the western railway. Pop. Sci. 351: 811-19. O. '97. A decade in federal railway regulation. H. T. Newcomb. E. of Rs. 31 : 483-87. Ap. '05. Proposed state control of Italian railways. jR. of Rs. 34: 346-47. S. '06. Effective railway rate regulation in Texas. E. Huston. U. S. Indust. Com. 4, Pt. 1: 133-31. Government ownership of railways and telegraphs. 7 98 THE HIGH SCHOOL DEBATE BOOK U. 8. Indust. Com. 9: intro. 193-203. Government ownership of public utilities, especially railroads. World's Work, 10: 6723-30. O. '05, Railroads and the square deal. R. Thomas. AFFIRMATIVE REFERENCES Ann. Am. Acad. 29: 310-22. Mar. '07. Prussian railway ad^ ministration. E. S. Bradford. Arena, 7: 209-12. Ja. '93. Nationalization of railroads. Sol- omon Schindler. Arena, 29: 91-2. Ja. '03. Extension of public ownership of railways. B. O. Flower. Arena, 35: 86-7. Ja. '06. Australia, government ownership and profits. Arena, 36: 653-i56. D. '06. Public ownership of natural monop- olies. Arena, 37: 113-20. F. '07. Railway experience of Germany. F. Parsons. Arena, 37: 309-10. Mar. '07. Mexico acquires full control of her railways. Arena, 38: 113-17. Aug. '07. Government-owned railways of New Zealand. A. A. Brown. Arena, 39: 630-31. My. '08. Government-owned railroads in Switzerland. Arena, 40: 156-63. S. '08. Railway nationalization in France. C. S. Vrooman. Arena, 40: 358-60. D. '08. New Zealand's master concern, the happiness and prosperity of the people. Aren^i, 41: 20-9. Ja. '09. Highly efficient state railway admin- istration. C. S. Vrooman. Arena, 41: 160-70. F. '09. Railway nationalization not confis- catory. C. S. Vrooman. Ind. 64: 932-33. Ap. 23, '08. Government railways in Switzer- land. Outlook, 82: 286-87. F. '10. German state-owned railways. Outlook, 82: 391-92. F. 24, '06. Ownership of natural products and railways not socialism. R. of Bs. 33: 353-54. Mar. '06. German state-owned railways. BRIEFS 99 NEGATIVE REFERENCES Ann. Am. Acad. 26: 629-41. N. '05. Limitations upon national regulations of railroads. O. E. Butterfield. Ann. Am. Acad. 29: 342-51. Mar. '07. Argument against gov- ernment railroads in the United States. W. A. Robertson. Ann. Am. Acad. 32: 120-24. Jl. '08. Trend of governmental regulation of railroads. E. R. Johnson. Arena, 34: 79-82. Jl. '05. Andrew D. White's special plea for private ownership. Harp. W. 49: 1512-13. O. 21, '05. How does government regu- lation of railway rates work? /. Pol. Econ. 14: 362-69. Je. '06. Disastrous results in Italy, of state railway building. H. R. Meyer. /. Pol. Econ. 14: 450-53 Jl. '06. Breakdown of state railway building in France. H. R. Meyer. No. Am. 180: 410-29. Mar. '05. Danger of governmental rate- making. D. Wilcox. No. Am. 180: 576-85. Ap. ^05. Common sense and the railroad question. F. G. Newlands. No. Am. 181: 873-85. D. '05. Difficulties of government rate- making. A. S. BoUes. Pol. Sci. Q. 15: 37-49. Mar. '00. The principles of government regulation of railroads. E. R. Johnson. B. of Bs. 36: 747-48. D. '07. Railroad control in Mexico. T .V IMMIGRATION, FURTHER RESTRICTION OF Resolved, That our present immigration laws should be so amended as to provide for a further material restriction of immigration. BRIEF INTRODUCTION I. The immigration problem has always been a most vital one to the American people. II. The United States has been peopled and developed largely by immigrants. III. There have been notable changes in the character of the immigration since the United States first became a nation. English immigration was largely super- seded by Irish and German. The Irish and German were in turn superseded by Scandinavians, Danes, etc. Then came the Italians and other nations of southern Europe. At present, large numbers of Russian Jews, Lithuanians, Asiatics, etc., are coming into American ports. IV. Many measures are proposed from time to time, look- ing toward a greater restriction of immigration. V. The question at issue is whether or not the present laws adequately discriminate between desirable and undesirable immigrants. 100 BRIEFS 101 AFFIRMATIVE I. The present laws are inadequate; for, — A. They admit many ignorant persons; for, — 1. There is no illiteracy test of any kind. B. They do not provide proper inspection; for,- 1. Steamship companies are able to land large numbers of criminally inclined and poverty- stricken people. 2. They also land many paupers and other dependents. C. They do not make a distinction in races ; for, — 1. With the exception of the Chinese and the Japanese, any race is freely admitted. II. Much of the present immigration is undesirable from the standpoint of the American vrorkmen; for, — A. Immigrants from southern Europe, Russia, and Asiatic countries constantly tend to break down the standard of living of the American labor; for, — 1. The immigrant works longer hours. 2. The immigrant works for less money. 3. The immigrant has no home life worth while. B. Immigrants flock into sweat-shops. C. Immigrants easily become the prey of large trusts. Through the use of immigrants, capi- talists are able to exploit the whole labor market. III. Much of the present-day immigration is undesirable from the standpoint of public safety; for, — A. Immigrants with wholly un-American ideals of government are admitted. 102 TKE HIGH SCHOOL DEBATE BOOK B. Immigrants easily become the victims of conspir- ing politicians; for, — 1. Many immigrants do not know the first principles of the duties of citizenship. '^ 2. Many immigrants will gladly sell their votes for a glass of liquor. C. Immigrants flock to the slums of the cities, creating breeding-places of disease and vice that become national menaces. IV. Immigration in large numbers is no longer needed; for, — A. There is no demand for more laborers in the ^"-'' United States. .bifjJiiiiig rpjjg supply of public lands is fast becoming ex- ,f,n- , ,. hausted. Greater intervals will follow the open- ing of every new reserve. C. There are plenty of men for military service. D. Additional races are not needed for the purpose of amalgamation. E. What is needed is efficiency rather than num- bers; a few strong races rather than many in- ferior ones; in a word, quality, not quantity. NEGATIVE I. The present laws restricting immigration are adequate to meet the needs of the country for some time to come ; for, — A. They provide for the exclusion of such unde- sirables as polygamists, anarchists, criminals, de- pendents, and those afflicted with loathsome, dangerous, and contagious diseases. BRIEFS 103 II. A further material restriction of immigration would prove unwise from the standpoint of American labor; for, — A Such restrictions would compel many American laborers to remain as cheap and unskilled help; for, — 1. Restriction would shut off the supply of unskilled labor from foreign countries. III. A further material restriction of immigration would prove unwise from the standpoint of American capi- tal; for, — A. It would cripple many large commercial under- takings; for, — 1. The supply of available labor would be diminished. 2. Wages would rise abnormally, with a re- sultant increase in cost of production. IV. A further material restriction of immigration would prove unwise from the standpoint of the American public; for, — * A. Prices would be raised; for, — 1. The increased cost of production would re- sult in higher prices. V. Further restriction is not needed; for, — A. The standard of living of the American laborer is not deteriorating; for, — 1. There is always a demand for the efficient laborer. 2. The evils of the slum districts are being rapidly decreased. 3. Political corruption is not due to immi- grants, but dishonest Americans. 104, THE HIGH SCHOOL DEBATE BOOK VI. Further restriction would be contrary to American principles and experiences; for, — A. We believe in giving an opportunity to every well-meaning person. B. Many of the best citizens and wisest statesmen that America has ever known, have come to this country as immigrants. C. Immigration is the thing that has made the nation strong and powerful. GE^^ERAL REFERENCES BOOKS, PAMPHLETS, AND DOCUMENTS Brandenburg, Broughtok. Imported Americans. F. A. Stokes Co., New York, 1904. CoMMOKS, J. R. Races and immigrants in America. Macmil- lan. New York, 1908. Edwards, R. H., Ed. Immigration (Studies in American social conditions. No. 3), pp. 16-32. R. H. Edwards, 237 Langdon St., Madison, Wis., 1909. Grose, H. B. Aliens or Americans. Eaton Mains Pub. Co., New York, 1906. Hall, P. F. Immigration and its effect on the United States (American public problems). Holt, New York, 1906. Latane, J. H. America as a world-power, 1897-1907, pp. 285- 302 (being Vol. 25 of Hart, A. B., American Nation), Harper, New York, 1907. Immigration Restriction League (The), 101 Tremont Tem- ple, Boston, Mass., issues pamphlets and tracts advocating more stringent immigration laws. Matthews, Brander. (The) American of the future, pp. 3-32. Scribner, New York, 1909. National Liberal Immigration League (The), 150 Nassau St., New York City, issues pamphlets and tracts favoring a liberal im- migration policy. BRIEFS 105 Seward, G. F. Chinese immigration in its social and economical aspects. Scribner, New York, 1881. Smith, R. M. Emigration and Immigration. Scribner, New York, 1908. Steiner, Edward Alfred. The immigrant tide, its ebb and flow. F. H. Revell Co., New York, 1909. Warne, F. J. (The) Slav invasion and the mine workers; a study in immigration. Lippincott, Philadelphia, 1904. Whelpley, J. D. (The) problem of the immigrant. Chapman, London, 1905. MAGAZINES Ann. Am. Acad. 24i: 161-65. Jl. '04. Diffusion of immigration. E. Norton. Cent. 65: 674-82. Mar. '03. In the gateway of nations, J. A. Riis. Char. 12: 127-28. F. 6, '04. Backwater of immigration. A. P. Kellogg. Ind. 55: 1771. Jl. 30, '03. Immigration for the fiscal year. 1902-1903. Ind. 59: 1413-14. D. 14, '05. All about immigration. Ind. 63: 1290-97. N. 28, '07. New aspects of American immi- gration. H. F. Sherwood. Nation, 73: 87-9. Aug. 1, '01. Slavaks at home. Nation, 88 : 94-5. F. 25, '09. Cause of immigration. No. Am. 173: 437-44. O. '01. Anarchist and the president. C. Johnston. No. Am. 178: 558-70. Ap. '04. New immigration. O. P. Austin. No. Am. 182: 115-22. Ja. '06. Hungarian emigration law. L. de Levay. No. Am. 187: 106-16. Ja. '08. What America pays Europe for immigration labor. C. F. Speare. No. Am. 188: 383-94. S. '08. Foreign criminals in New York. T. A. Bingham. Outlook, 71: 783-88. Jl. 26, '02. Leaven and the lump. E. H. Abbott. Outlook, 74: 969-71. Aug. 22, '03. Making of Americans. 106 THE HIGH SCHOOL DEBATE BOOK Outlook, 77: 681-83. Jl. 23, '04. Who shall regulate immigra- tion? Outlook, 91 : 656-57. Mar. 27, '09. Blackmail and murder. Pop. Sci. 65: 164-69. Je. '04. Causes of immigration. A. Mc- Laughlin. Pop. Sci. 65: 224-27. Jl. '04. Immigrant, past and present. A. McLaughlin. Pop. Sci. 65: 341-49. Aug. '04. Italian and other Latin immi- grants. A. McLaughlin. Pop. Sci. 65: 432-42. S. '04. Hebrew, Magyar, and Levantine immigration. A. McLaughlin. R. of Rs. 33: 480-81. Ap. '06. Significance of German emigra- tion for Germany and for the United States. R. of Rs. 36: 119-20. Jl. '07. Rapid increase in Polish emigra- tion. Scrib. M. 29: 301-11. Mar. '01. Among the immigrants. A. Henry. World's Work, 4: 2644-55. O. '02. Americans in the raw. E. Lowry. World's Work, 8: 5254-59. S. '04. International control of im- migration. J. D. Whelpley. AFFIRMATIVE REFERENCES Ann. Am. Acad. 241 : 169-84. Jl. '04. Selection of immigration. P. F. Hall. Arena, 27: 254-60. Mar. '02. Argument for suspension. J. Chetwood. Cent. 67: 466-69. Ja. '04. EfPorts to restrict undesirable immi- gration. H. C. Lodge. Cent. 67: 470-73. Ja. '04. Need of closer inspection and greater restriction of immigrants. F. P. Sargent. Char. 12: 34-35. F. 6, '04. Are we shouldering Europe's bur- den? F. H. Ainsworth. Chaut. 39: 13-22. Mar. '04. Social and industrial problems. Chaut. 39: 217-25. My. '04. Amalgamation and assimilation. J. R. Commons. Forum, 32: 686-94. F. '02. How to assimilate the foreign ele- ment of our population. J. T. Buchanan. BRIEFS 107 Ind. 53: 2850-52. N. 28, '01. Annual immigration. Ind. 54: 2696-98. N. 13, '02. New immigration. A. F. Sanborn. Ind. 64: 216-17. Ja. 23, '08. Alien spirit. No. Am. 175: 53-60. Jl. '02. Immigration and the public health. T. V. Powderly. No. Am. 179: 226-37. Aug. '04. Restriction of immigration. R. de C. Ward. No. Am. 179: 731-40. N. '04. Alien colonies and the children's court. E. K. Coulter. No. Am. 180: 856-67. Je. '05. Control of emigration in Europe. J. D. Whelpley. Outlook, 72: 710-11. N. 29, '02. Perils increasing. Outlook, 81 : 956-67. D. 23, '05. Americans in the rough. Outlook, 83: 15-16. My. 5, '06. Control. Outlook, 92: 794-97. Jl. 31, '09. Black hand and the immigrant. R. Watchorn. Po'p. Sci. 62: 230-36. Ja. '03. Americans' distrust of the immi- grant. A. J. McLaughlin. [Also negative argument.] Pop. Sci. 64: 232-38. Ja. '04. Immigration and the public health. A. J. McLaughlin. Pop. Sci. 66: 166-75. D. '04. Agricultural distribution of im- migrants. R. D. Ward. R. of Bs. 28: 50-58. Jl. '03. This year's high-tide of immigra- tion. S. E. Moffitt. NEGATIVE REFERENCES Am. J. Sac. 7: 386-404. N. '01. Social assimilation. S. E. Simons. Ann. Am.. Acad. 24: 153-58. Jl. '04. Immigration problem. F. P. Sargent. Ann. Am. Acad. 24: 187-205. Jl. '04. Immigration and its rela- tion to pauperism. K. H. Claghom. Ann. Am. Acad. 24: 223-36. Jl. '04. Proposals affecting im- migration. J. J. D. Trenar. Ann. Am. Acad. 27: 653-75. My. '06. Americanization of the immigrant. G. G. Huebner. Arena, 32: 596-602. D. '04. Immigration bugbear. E. Crosby. 108 THE HIGH SCHOOL DEBATE BOOK Atlan. 86: 535-48. O. '00. Our immigrants and ourselves. K. H. Claghorn. Atlan. 102: 745-59. D. '08. Races in the United States. W. Z. Ripley. Cent. 65: 683-92. Mar. '03. Coming race of America. G. Michand and F. H. Giddings. Char. 19: 453-55. J a. '08. Assimilation and nationality. J. Lee. Ind. 55: 2064-66. Aug. 27, '03. Blunders about immigration. 19th Cent. 56; 813-19. N. '04. Japanese emigrants. W. Crewdson. JVo. Am. 178: 414-24, Mar. '04. Menace to America's Oriental trade. Wong Kai Kah. No. Am. 188: 360-71. S. '08. Common sense view of the immi- gration problem. W. S. Rossiter. Outlook, 76: 9QS-33. Ap. 16, '04. Solving the immigration prob- lem. G. C. Speranzo. Outlook, 77: 461-64. Je. 25, '04. Immigration problem. C. H. Matson. Outlook, 83: 891-93. Aug. 18, '06. Foreign born Americans. J. E. Robbins. Outlook, 89: 247-52. My. 30, '08. From the Lovckin to Guinea Hill. E. A. Steiner. Outlook, 89: 587-88. Jl. 18, '08. Flow of immigration. Pop. Sci. 62: 230-36. Ja. '03. The American distrust of the im- migrant. A. J. McLaughlin. Pop. Sci. 63: 25-32. My. '03. Slavic immigration. A. J. Mc- Laughlin. INCOME TAX, A GRADUATED FEDERAL Resolved, That the Federal Government should adopt a graduated income tax; constitutionality granted. BRIEF INTRODUCTION I. The question of establishing a general income tax is a matter of immediate interest to the people of the United States. It is being discussed by prominent statesmen and in leading journals. II. The fact that the expenditures of the government fluc- tuate from surplus to deficit, and vice versa, and that an income tax has been suggested by some as a means of relieving this situation, has doubtless had much to do with the present discussion of the question. III. The income tax is not a new plan of assessment. It is found in many civilized countries. During the Civil War the United States established such a tax. Again, in 1894, an income tax was adopted by the Federal Government, but the law creating it was declared to be technically unconstitutional. In many of our States at the present time income taxes are before the people for ratification. 109 110 THE HIGH SCHOOL DEBATE BOOK AFFIRMATIVE I. The United States needs a new supplementary tax; for, — A. The present system is fast growing inadequate as a revenue producer; for, — 1. Expenditures are increasing with the grow- ing complexity of civilization. 2. Contrary to general foreign customs, the United States has not expanded its Fed- eral taxing system. 3. Figures show the immediate need of ad- ditional revenue; for, — a. Although it is conceded that there is field for economy, still this argu- ment is overbalanced by the demand of unfinished improvements; etc. 4. There is universal desire to reduce tariff materially; for, — a. It is believed to be a cause of exorbi- tant prices on common articles. b. The advisability of limiting tariff solely to an industrial policy is recognized. B. The present system needs an elastic element; for, — 1. At critical times it is found to be entirely inadequate. 2. It does not respond to large budgetary changes; for, — a. The result of changing the tariff is always uncertain. BRIEFS 111 b. Revenue changes respond but slowly to tariiF changes. 3. The changes in it involve industrial uncer- tainty. C. The present system needs an equitable element; for, — 1. It now constitutes merely a tax on expendi- ture. 2. The rich are bearing gradually a smaller share of the Federal taxes. II. The inherent qualities of an income tax levied by the Federal Government, point to it as a logical remedy , for present defects; for, — A. The income tax is reliable; for, — 1. This has been proved by experience of the British tax, and our own Civil War tax. 2. A change in the rate of taxation will pro- duce a corresponding change in revenue received. B. The income tax would give an element of elas- ticity to the present system; for, — 1, It will make possible a balance between receipts and expenditures. 2. The British tax is elastic. C. The income tax is equitable; for, — 1. The burden of it falls in proportion to the* ability of a man to pay. 2. It will offset the regression of the present Federal taxes. III. Judged as an assessment measure, the income tax is efficient and practicable in operation; for, — A. It can be effectively collected; for, — 112 THE HIGH SCHOOL DEBATE BOOK 1. The justice of the graduation appeals to all. B. Ninety per cent of the incomes can be assessed. As the sources of this amount, corporations ap- proximate fifty per cent, real estate approxi- mates thirty-two per cent, and salaries eight per cent. C. It can be collected at a minimum cost; for, — 1. The machinery for collection is already in- stalled. a. Corporation tax provisions can be uti- lized. b. Post-office and census bureaus can be used. 2. Cost of collecting English income tax is small. 3. Cost of collecting the present Federal cor- poration tax is small. NEGATIVE I. An income tax is not necessary from a fiscal stand- point; for, — A. It is not needed as a revenue producer; for, — 1. The primary purpose of any tax is to raise revenue, and present financial conditions do not demand an additional tax; for, — a. All governmental deficits are rapidly diminishing. b. Present financial conditions are not unusual. 2. The present taxing system is adequate to care for future needs; for, — BRIEFS 113 a. The practice of economy by govern- mental employees will mean reduced expenditures and increased receipts. b. The internal taxing system can be greatly expanded. c. The tariff will continue for many years to be an enormous revenue- producer. (1) Tariff revision will mean in- creased revenue. B. It is not needed to secure an equilibrium between ordinary receipts and expenditures; for, — 1. It is impossible to estimate correctly in- come and outgo. 2. The argument that England secures desira- able estimates by means of the income tax is not valid; for, — a. The close balances in England are secured by the use of modern budg- etary methods. II. An income tax is not necessary from the standpoint of equity; for, — A. The present Federal system is essentially equita- ble; for, — 1. All indirect taxes are provided for by in- creased wages. 2. Excises are levied on luxuries. 3. The tariff is two-fold. a. As a tax it is not a heavy burden. b. As a protective policy, any evils of over-protection may be remedied directly. 114 THE HIGH SCHOOL DEBATE BOOK B. The argument that a Federal income tax would cure the evils of our present taxing system is not valid; for, — 1. Present evils of taxation are confined to the general property tax of the States. The negative admits that a general property tax is not adapted to modern conditions. It was instituted before intangible property began to exist. III. An income tax is undesirable; for, — A. It would result in multiple taxation; for, — 1. The tax reaches the same wealth as is reached in the State-taxing systems. 2. The tax would be an unjust encroachment upon the field of State taxation. B. It is essentially a general property tax ; for, — 1. In England ninety per cent of the tax comes from property schedules. C. All the evils of State taxation would be intro- duced into the Federal system. IV. An income tax is impracticable; for, — A. There are but two kinds of assessment — self assessment and assessment at the source. 1. Assessment at the source is a failure; for, — a. It has failed in Italy. Private busi- ness, forming thirty per cent of the wealth, pays only four per cent of the tax. b. It has failed in Prussia. ** In Prus- sia, incomes have been rated at less than one-third of their value." — J. A. Hill. BRIEFS 115 c. It has failed in England. In sched- ule ** D " alone, the report of 1906 says that over $400,000,000 escaped through assessment. d. It has failed in the American State income taxes. For this reason the various States have largely abandoned the tax. e. It has failed in the Federal income tax of 1861. The income continually diminished through the period of its administration. It was for this rea- son that the tax was repealed. f . It has failed in our personal-property tax. So much evasion occurs under the property tax that such taxes have become almost a joke. In Cook county, Illinois, the report of the tax commission for 1897 says that only thirteen per cent of the total valua- tion is assessed. 2. The only practicable way of reaching a man's income is through assessment at the source; but assessment at the source would not be practical with an income tax; for, — a. There are two kinds of incomes — those which are collected at their source, and those which have no tangible source. The former are represented by incomes from corpora- tion dividends, salaries, rents, etc.; 116 THE HIGH SCHOOL DEBATE BOOK the latter, by those from business, professions, and trades. (1) The latter class cannot be reached by assessment at the source, as they have no tangible source. (2) Incomes which are collected at the source are not free from evasion; for, — (a) Salaries will pay the full tax because they can be caught and held at their source, but almost all sal- aries will fall under the ex- emption; or at least they should, as the tax is in- tended to relieve the sal- aried class. (b) Incomes from rentals really depend upon self- assessment. The gross income can be easily deter- mined, but this is not taxa- ble. To find the net income which is taxable, all the expenses of the land- owner must be known. To learn this the word of the individual must be relied upon. This is virtually self-assessment. (3) Incomes from corporations, BRIEFS 117 which comprise the great pre- ponderance of the nation's wealth, are not reached by as- sessment at the source; for, — (a) Corporation profits are not always declared in divi- dends. (b) Corporation books con- ceal the company's true profits. GENERAL REFERENCES BOOKS, PAMPHLETS, AND DOCUMENTS Bastable, C. F. Public Finance (Direct taxation compared with indirect), pp. 349-59. Various meanings of direct taxation, pp. 271-72; 347-49. Rev. ed. Macmillan, New York, 1903. Dewey, Davis Rich. Financial history of the United States (direct taxes, pp. 62, 65, 107, 109, 139, 140, 277, 427, 457), Long- mans, New York, 1903. Foster, Roger and Abbot, E. V. Treatise on the federal in- come tax under the act of 1894. Hill, D. B. No income tax. Great speech on the tariff bill and income tax delivered in the United States Senate, April 9, 1894. Ivers, New York, 1894. KiNSMAK, D. O. (The) income tax in the commonwealths of the United States (in American economic association publications, Ser. 3, Vol. 4, No. 4). Macmillan, New York, 1903. Phelps, E. M. Selected articles on the income tax with special reference to graduation and exemption (Debater's handbook series). H. W. Wilson Company, Minneapolis, 1909. Seligman^, E. R. a. The income tax. Macmillan, New York, 1911. Wells, David Ames. The theory and practice of taxation. Ap- pleton. New York, 1900. 118 THE HIGH SCHOOL DEBATE BOOK MAGAZINES Ann. Am. Acad. 4: 557-89. Ja. '94. Federal revenues and the income tax. F. C. Howe. Cur. Lit. 47: 129-33. Aug. '09. Income tax and the constitu- tion. Fortn. 75: 791-98. Ap. '01. Income tax and Gladstone. S. Buxton. Forum, 41: 513-20. Je. '09. Shall incomes be taxed? H. L. West. Ind. 62: 352-53. F. 14, '07. Income tax in France. Ind. 67: 1497-501. D. 30, '09. Amending the constitution. J. A. Woodburn. /. Pol. Econ. 3: 311-37. Je. '85. Legislative history of the second income tax. G. Tunell. Outlook, 85: 503-8. Mar. 2, '07. Advantages and disadvan- tages. P. S. Post. Q. J. Econ. 8: 416-52. Jl. 94. Civil war income tax. J. A. Hill. Quar. 206: 331-53. Ap. '07. Income tax in England and other countries. B. Taylor. B. of Bs. 33: 736-37. Ja. '06. Movement in England toward a graduated income tax. AFFIRMATIVE REFERENCES Arena, 35; 213. F. '06. Progressive income tax in Victoria, Australia. Arena, 36: 659. D. '06. England's revenue from her income tax. Chaut. 54: 324-26. My. '09. Passage of the income tax bill in France. Contemp. 85: 58-64. Ja. '04. Taxation of foreign investments. F. W. P. Laurence. Forum, 17: 14-18. Mar. '94. Income tax; reasons in its favor. U. S. Hall. Ind. 61: 1501-2. D. 20, '06. Income or inheritance tax. Ind. 62: 1516-19. Je. 27, '07. Income tax in France. J. Sieg- fried. BRIEFS 119 Ind. 67: 178-82. Jl. 22, '09. Reasons for the income tax. A. B. Cummins. /. Pol. Econ. 3: 255-88. Je. '85. National finances and the in- come tax. A. C. Miller. Nation, 9: 452-53. N. 25, '69. Way the income tax ought and ought not be collected. Nation, 71 : 197. S. 6, '00. English income tax by J. A. Hill. 19th Cent, 61: 56-67. Ja. '07. Evolution. G. McCrae. No. Am. 182: 824-28. Je. '06. Graduated taxation of incomes and inheritances. W. Mac Veagh. Outlook, 49: 312-13. F. 17, '94. Income tax in England. E. Porritt. Outlook, 93: 602-3. N. 13, '09. Tax and service. Pol. Sci. Q. 16: 701-11. D. '01. Taxation in the Philippines. C. C. Plehm. Q. J. Econ. 20: 287-300. F. '06. British income tax in recent years. W. H. Price. Q. J. Econ. 23: 296-306. F. '09. Present period of income tax activity in the American states. D. O. Kinsman. NEGATIVE REFERENCES Ann. Am. Acad. 30: Sup. 82-106. S. '07. Income in relation to taxation. C. H. Swan. Blackw. 178: 279-84. Aug. '05. Tyranny of the income tax. Fortn. 87: 807-17, My. '07. Graduation of the income tax. B. Taylor. Forum, 17: 1-13. Mar. '94. Income tax; is it desirable? D. A. Wells. Forum, 18: 537-42. Ja. '05. Is the existing income tax imcon- stitutional? D. A. Wells. Forum, 19: 513-20. Jl. '95. Salutary results of the income tax decision. G. F. Edmunds. Har^p. W. 52: 32. Je. 6, '08. Nevvr French income tax. M. L. Girault. Nation, 26: 162-63. Mar. 7, '78. Income tax and the silver agitators. Nation, 26: 287. My. 2, '78. Income tax here and in England. 120 THE HIGH SCHOOL DEBATE BOOK Nation, 58: 24-25. Ja. 11, '94. Graver evils of the income tax. Nation, 58: 133-34. F. 22, '94. Beauties of the income tax law. Nation, 60: 217. Mar. 21, '95. Income tax. F. J. Lippitt. Nation, 60: 272. Ap. 11, '95. Income tax decision. No. Am. 130: 236-46. Mar. '80. Communism of a discriminat- ing income tax. D. A. Wells. No. Am. 160: 601-6. My. '95. Spirit of the tax. Plain speaker. Outlook, 93: 328-29. O. 16, '09. Justice of an income tax. Pol. Sci. Q. 4: 37-65. Mar. '89. Income and property taxes in Switzerland. G. Cohn. INITIATIVE AND REFERENDUM Resolved, That the optional initiative and optional refer- endum should be adopted in State legislation. BRIEF INTRODUCTION I. Certain evils existing in the various State governments have aroused widespread discussion as to possible means of their elimination. II. Many statesmen and reformers are advocating, as a remedy, the adoption of the optional initiative and optional referendum. III. The fundamental idea behind the initiative is that the voters in a State may at their own option suggest and vote upon given measures, irrespective of any action by the State legislature. If a majority of those cast- ing ballots vote in favor of the measure, it becomes a law. If a majority be against the measure, it does not become a law. IV. The referendum operates in much the same way. If the legislature passes a measure which does not meet with popular approval, the voters may by means of the referendum have the question submitted to a pop- ular vote. The legislature is forced to abide by the decision of the voters as expressed at the election. V. The initiative and referendum are in use in several 121 122 THE HIGH SCHOOL DEBATE BOOK foreign countries^ and in a number of American States and cities. AFFIRMATIVE I. The initiative and referendum are logical and natural outgrowths in the development of American govern- ment; for, — A. They are in harmony vrith the development that has preceded them. This development has in- cluded : 1. The New England town meeting. 2. The organization of representative govern- ment. 3. The restrictions that are more and more being placed upon the power of the legis- lature, such as, a. Governors were formerly selected by the legislatures. Now they are elected by a direct vote of the people. b. Presidential electors were formerly selected by the legislatures. Now they are chosen by a direct vote of the people. c. Members of the judiciary were for- merly selected by the legislatures. Now they are chosen by a direct vote of the people. d. Constitutional amendments were for- merly drafted and passed by the legislatures. Now, in nearly all States, they are submitted to the peo- ple for final ratification. BRIEFS 123 B. They begin at the point where the previous re- form measures leave off. II. The initiative and referendum will secure better gov- ernment; for, — A. They will raise the standard of citizenship; for, — 1. A higher respect for law will be inculcated; for, — a. The voters, themselves, will be the law-makers. They will respect their own laws. 2. The measures will have profound educa- tional effect; for, — a. The voters will be instructed con- cerning the issues before them. b. Actual participation in the voting will be educational in itself. B. They will put legislation on a business-like basis ; for, — 1. There will be a complete separation of po- litical issues from the personality of candi- dates for office. Each will be considered upon its own merits. C. They will do away with undesirable legislation, either intentional or unintentional; for, — 1. The power of political machines will be broken; for, — a. The people will have an opportunity to vote directly upon the issues be- fore them. Important questions will not be left to the discretion of a few party leaders. 124 THE HIGH SCHOOL DEBATE BOOK 2. Lobbying will be eliminated from politics; for, — a. The voters, themselves, will actually decide the important measures. b. The knowledge that measure may at any time be put before the people for ratification will cause members of legislatures to vote for each question upon its own merits, rather than be influenced by persons who have in- terests at stake. S. The incentive for bribery will be taken away; for, — a. With the possibilities of the measure being referred to the voters, the legis- lator can no longer promise to " de- liver " the votes. III. The initiative and referendum are practical; for, — A. They require only the ordinary election machin- ery. B. They are exceedingly simple in operation. C. They are comparatively inexpensive. IV. The initiative and referendum have proved uniformly successful; for, — A. ** Boss " rule has been eliminated in South Dakota. B. Granting of special privileges has been pre- vented in Oklahoma. C. Corporate domination has been done away in Oregon. D. Switzerland has been signally successful in using the measures. BRIEFS 125 NEGATIVE I. The initiative and referendum are contrary to the fundamental principles of American government; for, — A. They strike at the very root of representative government; for, — 1. They weaken the power of the legislature; for, — a. They take from it final authority. 2. They take away the responsibility of mem- bers of the legislature. S. The measures are based on the assumption that the members of the legislatures are either corrupt or ignorant. 4. The measures assume that the mass of the people are more intelligent and wiser than the persons whom they choose to represent them. B. They encourage hasty and unwise action; for, — 1. They are based upon the idea that the popular demand is always the course that should be followed. II. The argument that the initiative and referendum will eliminate political corruption is not valid; for, — A. It is a very simple matter to secure fraudulent signatures on initiative and referendum petitions ; for, — 1. Petitions are circulated in saloons and similar places. 2. Petitions are often left lying around in stores for days at a time. 126 THE HIGH SCHOOL DEBATE BOOK III. The argument that the initiative and referendum will give a conservative tone to legislation is not valid; for, — A. The initiative and referendum are almost always used in times of public excitement. IV. The initiative and referendum are impractical in actual operation; for, — A. Voters have failed to show any permanent in- creased interest in public affairs; for, — 1. As soon as the novelty of the plan has worn away, they have neglected to come to the polls to vote. B. Voters have been very superficial in their investi- gations of pending problems; for, — 1. They have evidenced neither interest nor care in voting upon measures. C. Voters have used the measures only spasmod- ically, and have thus kept legislatures in contin- ual doubt as to what course to pursue. D. Special interests have found it comparatively easy to circularize the State and secure the pas- sage of measures particularly favorable to them. V. Present conditions do not warrant the adoption of such measures as the initiative and referendum ; for, — A. State governments are comparatively free from abuses; for, — 1. With but few exceptions, legislators try honestly to represent their constituents. 2. The legislators are men of unusual ability and intelligence. B. In those instances where unworthy or inefficient legislators are in power, the evil can be remedied BRIEFS 127 by the voters coming to the polls and electing good men to office. The responsibility rests en- tirely with the people even at the present time. GENERAL REFERENCES BOOKS, PAMPHLETS, AND DOCUMENTS Barnes, O. M, The popular initiative and referendum. Mich- igan political science association. Vol. Ill, No. 2, Ap. '98. Ann Arbor, 1898. Bradford, Gamaliel. The lesson of popular government. Mac- millan. New York, 1899. Bryce, James. The American Commonwealth, Rev. Ed., Vol. I, Chap. 39. Macmillan, New York, 1895. Cree, Nathan. Direct legislation by the people. McClurg, Chicago, 1892. GoDKiN, E. L. Unforeseen tendencies of democracy, pp. 96-144. Houghton, New York, 1898. Lecky, W. E. H. Democracy and liberty. New Ed., pp. 277-94. Longmans, New York, 1899. Lloyd, Henry Demarest. A sovereign people; a study of Swiss democracy. Doubleday, New York, 1907. Oberholtzer, E. p. Referendum in America. Scribner, New York, 1900. Phelps, E. M. Selected articles on the initiative and referen- dum (Debater's handbook series). H. W. Wilson Co., Minneap- olis, 1909. Walker, M. E. Direct legislation; the initiative and referen- dum. Howard & Wilson Publishing Co., Chicago, 1898. MAGAZINES Am. M. 65: 527-40. Mar. '08. V. Ren, legislative blacksmith of Oregon. J. L. Steifens. Arena, 34: 234-40. S. '05. Direct popular legislation. C. S. Lobingier. Arena, 36: 186-88. Aug. '06, Triumphant democratic victory in Oregon. 128 THE HIGH SCHOOL DEBATE BOOK Arena, 36: 516-18. N. '06. Present status of the referendum movement in Maine. A. W. Nichols. Arena, 37: 198-202; 312-19; 546-50. F.— My. '07. Initiative and referendum. R. Albertson. Arena, S7 : 627-30. Je. '07. Direct legislation through the initia- tive and referendum. Arena, 39: 661-65. Je. '08. Proposed direct legislation constitu- tional amendment for New York. F. C. Leubuscher. Arena, 41: 238-39. F. '09. Direct legislation in Michigan. R. E. Bisbee. Cur. Lit. 28: 310-11. Je. '00. Direct legislation. J. R. Commons. Ind. 66: 1444-47. Je. 25, '08. Oregon election. G. A. Thacher. Ind. 67: 222-23. Jl. 29, '09. Cleveland referendum. 1909. E. W. Bemis. Municipal Gov't. 150-55. Participation of the people in city government. F. J. Goodnow. Nation, 81: 394. N. 16, '05. Referendum votes. Nation, 83: 550-51. D. 27, '06. Unrecognized referendum. Nat. Conf. City Gov't. 1906: 368-81. Initiative and the refer- endum. L. F. Post. Nat. Conf. City Gov't. 1908: 75-85. Initiative, referendum, and recall in cities. Nat. Conf. City Gov't. 1908: 223-46. Initiative, referendum, and recall in American cities. R. T. Paine, Jr. Nat. Conf. City Gov't. 1909: 309-25. Practical workings of in- itiative and referendum in Oregon. J. N. Teal. Nat. Conf. City Gov't. 1909: 334-53. Referendum in Massachu- setts. 1776-1907. Outlook, 72: 867-88. D. 13, '02. Referendum in Ontario. Outlook, 83: 612-14. Jl. 14, '06. Significance of the Oregon ex- periment. G. A. Thacher. Outlook, 89: 313-14. Je. '08. Singular political situation in Oregon. Outlook, 89: Je. 20, '08. Responsible government. R. of Rs. 28: 480-81. O. '03. Direct legislation in New Zea- land. jR. of Bs. 34: 172-73. Aug. '06; 38: 21. Jl. '08. Initiative and referendum in Oregon. J. Schafer. BRIEFS 129 AFFIRMATIVE REFERENCES Arena, 25: 317-23. Mar. '01. Direct legislation and social prog- ress. E. Pomeroy. Arena, 26: 425-30. O. '01. Imperative need of the referendum. B. O. Flower. Arena, 27: 533-38. My. '02. Organized labor and direct legis- lation. Arena, 28: 119-24. Aug. '02. Democratic versus aristocratic government. E. Pomeroy. Arena, 28: 428-32. O. '02. Preserving free government through majority rule. B. O. Flower. Arena, 28: 464-70. N. '02. Initiative, referendum, and recall. E. Pomeroy. Arena, 28: 517-23. N. '02. Progress of optional referendum and initiative. G. H. Shibley. Arena, 29: 75-76. Ja. '03. Meaning of direct legislation. E. Pomeroy. Arena, 29: 173-85. F. '03. Victorious march of majority rule. G. H. Shibley. Arena, 29: 270-75. Mar. '03. Initiative and referendum in Ore- gon. W. S. V'Ren. Arena, 29: 421-24. Ap. '03. Referendum and public owner- ship in Switzerland. Arena, 29: 625-37. Ja. '03. Progress of the campaign for ma- jority rule. G. H. Shibley. Arena, SO: 96-98. Jl. '03. Back to the source of free govern- ment. B. O. Flower. Arena, 30: 268-72. S. '03. Direct legislation in New Zealand. H. G. Ell. Arena, 30: 613-16. D. '03. Judges attack Oregon amendment for majority rule. G. H. Shibley. Arena, 31: 153-57. F. '04. Arguments against direct legisla- tion. E. Pomeroy. Arena, 31: 284-85. Mar. '04. Majority rule system constitu- tional. G. H. Shibley. Arena, 31: 561-68. Je. '04. Direct legislation in Illinois. D. L, Cruice. 9 130 THE HIGH SCHOOL DEBATE BOOK Arena, 32: 128-31. Aug. '04. Operation of initiative and refer- endum in Oregon. W. S. V'Ren. Arena, 82: 377-91. O. '04. How Brookline is ruled. B. O. Flower. Arena, 32: 406-8. O. '04. Voters always sovereign. F. M. Doty. Arena, 33: 367-69. Mar. '05. Nevada referendum victory as an illustration of democratic progress. E. Pomeroy. Arena, 33: 549-50. My. '05. Referendum victory in municipal government. Arena, 34: 142-46. Aug. '05. Vast educational scheme. E. Pomeroy. Arena, 34: 462-64. N. '05. Guarded representative government. G. H. Shibley. Arena, 35: 46-8. Ja. '06. Initiative a democratic safeguard against class government. E. Pomeroy. Arena, 35: 146-50. F. '06. Democracy's call to the statesman- ship of to-day. B. O. Flower. Arena, 35: 271-73. Mar. '06. March of direct legislation. E. Pomeroy. Arena, 35: 523-26. My. '06. Oregon, a concrete example of practical democracy. Arena, 35: 507-11, 600-3; 36: 45-54. My.— Jl. '06. Primer of direct legislation. Arena, 35: 641-43. Je. '06. Movement for guarded representa- tive government. Arena, 38: 71-79. Jl. '07. Honest objectors who distrust democracy. Arena, 38: 80-85. Jl. '07. Direct legislation in Oregon and misrepresentations of the press. Arena, 38: 288-95. S. '07. Bugaboo of direct legislation. L. Satterthwait. Arena, 38: 321-25. S. '07. Practical workings of direct legisla- tion in Switzerland and America. Arena, 38: 515-19. N. '07. Taft and Lodge as upholders of the machine rule. G. H. Shibley. Arena, 39: 131-41. F. '08. Direct vote system. W. D. Mac- kenzie. BRIEFS 131 Arena, 39: 449-^5. Ap. '08. Appeal to the friends of popular government. Arena, 39: 4-51-55. Ap. '08. Campaign against popular rule in Oregon. Arena, 39: 608-11. My. '08. Direct legislation and popular government. Arena, 39: 643-50. Je. '08. Restoration of popular rule. R. L. Owen. Arena, 39: 650-61. Je. '08. Direct legislation campaign in the empire state. B. O. Flower. Arena, 40: 142-50. S. '08. Initiative and referendum in prac- tical operation in Oregon. G. H. Shibley. Arena, 40: 239-41. S. '08. Triumphant democratic victory in Oregon. Arena, 40: 245-46. S. '08. Oregon election. R. Albertson. Arena, 40: 283-86. O. '08. Lincoln's ideal carried out in Ore- gon. R. T. Paine, Jr. Arena, 40: 546-51. D. '08. Victorious campaign for direct leg- islation in Maine. K. B. Piper. Arena, 41: 109-10. Ja. '09. Progress of direct legislation in American municipal government. R. T. Paine, Jr. Char. 17: 973-74. Mar. 2, '07. Assertion of the people's right to the referendum. G. Taylor. Chaut. 36: 354. Ja. '03. Referendum on the referendum. Ind. 54: 429-31. F. 20, '02. Referendum in United States. J. B. Clark. Ind. 54: 2789-90. N. 20, '02. Advance of initiative and referendum. Ind. 64: 595-96. Mar. 12, '08. Direct legislation movement. Ind. 66: 421-23. F. 25, '09. Initiative and referendum in Okla- homa. L. J. Abbott. Munic. A fairs, 6: 781-86. Winter '03. Referendum and initia- tive in relation to municipal ownership. G. H. Shibley. Nation, 74: 864. My. 8, '02. Municipal referendum. J. B. Ramage. New Eng. M. n. s. 40: 405-11. Je. '09. Initiative and referen- dum; effective ally of representative government. L. J. Johnson. No. Am. 177: 78-85. Jl. '03. Constitutional initiative. L. F. C. Garvin. 132 THE HIGH SCHOOL DEBATE BOOK No. Am. 185: 69-74. My. 3, '07. People as legislators in Ore- gon. C. W. Fulton. Outlook, 72: 916-17. D. 20, '02. Victory for direct legislation, 1902. Outlook, 74: 442-43. Je. 20, '03. Gains for direct legislation. Outlook, 89: 831-32. Aug. 5, '08. Experiments in democracy. Pol. Set. Q. 23: 577-86. D. '08. Popular legislation in the United States; the development of the system. 'C. S. Lobingier. jR. of Rs. 21 : 87. Ja. '00. Demand for the referendum. B. of Rs. 35: 748-51. Je. '07. Democracy and the referendum in Oregon. World To-Day, 11: 1268-72. D. '06. Referendum at work in Maine. W. M. Raine. World To-Day, 15: 857-60. Aug. '08. Oregon the home of di- rect legislation. E. E. DeCou. NEGATIVE REFERENCES Am. J. Soc. 10: 713-49. My. '05. Popular initiative as a method of legislation and political control. W. H. Brown. Arena, 24: 47-52. Jl. '00. Referendum in America. E. Maxey. Arena, 24: 493-505. N. '00. Direct legislation in America. E. P. Oberholtzer. Atlan. 63: 433-41. Ap. '89. People in government. H. C. Merwin. Atlan. 73: 517-26. Ap. '94. Referendum in Switzerland and America. Abbott Lawrence Lowell. Atlan. 97: 792-96. Je. '06. Constitution amending and the in- itiative. F. Foxcroft. Contemp. 67: 328-44. Mar. '95. The referendum in Switzerland. N. Droz. Ind. 53: 329-30. F. 7, '01. The referendum. Ind. 62: 1407-10. Je. 13, '07. Initiative and referendum in oper- ation. A. S. Hardy. Ind. 66: 421-23. F. 25, '09. Initiative and referendum in Okla- homa. L. J. Abbott. Nation, 58: 206. Mar. 22, '94. Referendum. BRIEFS 183 Nation, 59: 152-53. Aug. 30, '94. How the referendum would work. Nation, 59: 193-94. S. 13, '94. Vox populi in Switzerland. A. B. Hart. No. Am. 185: 202-13. My. 17, '07. The referendum and initia- tive in Switzerland. M. W. Hazeltine. No. Am. 190: 222-30. Aug. '09. Representative government ver- sus the initiative and primary nominations. H. M. Campbell. Pol. Sci. Q. 20: 443-55. S. '05. Direct legislation and its pros- pects in the United States. W. R. Peabody. Pol. Sci. Q. 23: 587-603. D. '08. Popular legislation in the United States: the value of the system. J. B. Sanborn. jB. of Bs. 22: 224. Aug. '00. Objections to referendum. MUNICIPAL OWNERSHIP Resolved, That for American cities, the municipal ownership of those public-service corporations which furnish water, light, and transportation, is preferable to private ownership. BRIEF INTRODUCTION I. The term " public-service corporation " may be defined as follows: A public-service corporation is a corpora- tion that is operated in the interest of the public good. An example of what is meant by a public-service cor- poration is seen when reference is made to companies which operate street-car systems, lighting-plants, tele- phone lines, and water-works. A. Public-service corporations are of three kinds: 1. Privately owned. 2. Privately owned, but inspected and regu- lated by public authority. S. Publicly owned. II. The problem of the proper control of public-service corporations is of vital importance; for, — A. Directly or indirectly, these corporations affect the welfare, health, and safety of the inhabitants of every city. 134 BRIEFS 135 III. Some of the worst instances of graft and scandal in municipal history have been connected with public- service corporations. A. New York, Philadelphia, St. Louis, and San Francisco are good examples of conditions at given times in some of the larger cities. IV. The particular question under discussion arises when an investigation is made of the most feasible way of conducting public-service corporations. AFFIRMATIVE I. Private ownership of those public-utility corporations furnishing light, water, and transportation is theoretically indefensible; for, — A. The work of supplying such utilities to the com- munity is a public duty, and as such should be performed by the public. B. The streets and alleys of municipalities are pub- lic property, and as such should not be used for the aggrandizement of private parties. C. Private ownership takes no thought of public welfare; for, — 1. Its sole object is to get the largest financial returns from the consumer. D. The duty of furnishing such utilities is a public one. Therefore, the responsibility should be placed squarely upon the public, and not left to private companies. II. Private ownership has proved a failure in actual prac tice; for, — A. It has resulted in extortionate charges; for, — 1S6 THE HIGH SCHOOL DEBATE BOOK 1. Private companies often make rates mo- nopolistic. a. New York Street Railway. B. It has resulted in conditions that are a public menace; for, — 1. Cheap and inexperienced men are employed as motormen and conductors on city rail- ways, with resulting accidents and loss of life. 2. In many cities private companies furnish inadequate fire protection; drinking water is bad; lighting is insufficient. C. It has resulted in political corruption ; for, — 1. Private companies have not hesitated to bribe city councils and municipal commit- tees whenever the companies wished to ob- tain a valuable concession. 2. In many cities valuable franchises have been given to corporations in return for po- litical favors. 3. Private corporations have not hesitated to corrupt State legislatures in order to secure the passage of favorable legislation. a. Conditions in New York, Pennsyl- vania, and Missouri are typical examples. D. It has resulted in gross over-capitalization of public-utility corporations all over the land; for, — 1. Private companies dare not permit the pub- lic to learn of the exorbitant profits they reap. BRIEFS 137 III. Private ownership, coupled with public inspection and control, is ineffective; for, — A. It causes endless delays and court litigations. B. It increases the municipal expense. C. It has not, where tried, resulted in improved service. IV. Municipal ownership would remedy the defects inci- dent to private ownership ; for, — A. It will cure the evil of over-capitalization ; for, — 1. A municipality would have no desire to hide its profits. The city's criterion would be efficient service rather than large dividends. B. It would make possible the lowering of many rates that at present are exorbitant; for, — 1. The goal toward which each city would strive would be to give the best service to the largest number of its citizens at a mini- mum charge. C. It would eliminate political corruption; for, — 1. With municipal ownership in operation there would be no valuable franchises to be sold or given away. Hence, the incentive to bribery would be eliminated. D. It would give efficient service ; for, — 1. Part of the money now sacrificed in abnor- mal profits on watered stock could be used to secure experienced and high-grade labor. V. Municipal ownership is thoroughly practical; for, — A. It has been in operation in European cities for many years with gratifying success. 1. Cities in England, France, and Germany all operate public-service plants. 138 THE HIGH SCHOOL DEBATE BOOK 2. Glasgow, Scotland, has found municipal ownership not only efficient, but highly profitable. B. It has been a success in the United States ; for, — 1. A number of cities at the present time are successfully operating part or all of their public-service plants. VI. A feasible plan of municipal ownership would be to have the plants under the inspection and nominal con- trol of a non-partisan State commission, such as is now already in operation in some of our States. This plan would have the following advantages : A. It would insure regular and thorough inspection — much the same as our banks are now inspected. B. It would eliminate the possibility of exploitation by a corrupt city council. C. It would do away entirely with the possibility of undue political influence being used in connection with appointments and removals. D. It would insure adequate publicity in all opera- tions of the plant. E. It would, in fact, compel the city to run the plants efficiently, economically, and in the inter- est of the entire municipality. NEGATIVE I. Private ownership has certain advantages unobtainable under municipal ownership; for, — A. It gives greater opportunity for individual initia- tive; for, — 1. As President Hadley, of Yale, says. BRIEFS 139 " Initiative is synonymous with private en- terprise." B. It makes possible the operation of interurban lines. No municipality could own and operate interurban lines; for, — 1. A city's rights and privileges do not extend beyond the city limits. C. It gives more economical management; for, — 1. Private companies for their own financial advantage desire to have their rates so rea- sonable that they will reach a point where they can supply the largest number with the greatest amount of service. 2. Private companies have stricter super- vision. 3. Private companies have the results of years of experience in operating. 4. Private companies do not pay excessive or useless salaries. 5. Private companies are more favorable to better equipment. 6. Private companies are not subjected to po- litical pressure. D. Experience has proved that private ownership is thoroughly practical; for, — 1. It has been tried by every city in the United States. 2. It has not been shown to be undesirable; for,— a. Where corruption has existed there have been other reasons besides pri- vate ownership. 140 THE HIGH SCHOOL DEBATE BOOK If II. The argument that public-service corporations should be municipally owned simply because some of the pri- vate companies are over-capitalized is not valid ; for, — A. The proper method of preventing over-capitali- zation is to pass and enforce rigorous State laws against over-capitalization. B. The United States Supreme Court has decided that, if the municipalities wish to take over the plants of public-service corporations, they must pay dollar for dollar to the private companies for the stock, whether it be watered or not. III. Municipal ownership would be inefficient; for, — A. Cities are unbusinesslike; for, — 1. Their operations are characterized by red tape, political machinations, short terms of service, and unexpected and uncalled-for removals from office. 2. The initiative of a municipal officer is de- stroyed; for, — a. If he wishes to remain in public favor, he must many times give way to the popular fancy, rather than use cool, sound business judgment. IV. Municipal ownership is impracticable; for, — A. The municipalities could never secure money enough to purchase the plants from private com- panies without imposing enormous burdens upon the taxpayers; for, — 1. The value of privately owned public-service plants in the United States is over three billion dollars. BRIEFS 141 V. Municipal ownership is unnecessary; for, — A. Private companies can be put under proper in- spection and regulation; for, — 1. There can be State public-utility commis- sions established in the various States to inspect and regulate the private companies, as has been done in Massachusetts and Wisconsin. 2. There can be strict municipal control, as il- lustrated by regulations enforced by the city of Chicago in dealing with the street- car company. 3. There can be an equitable division of the corporation earnings, between the compa- nies and the municipalities. 4. There can be more rigorous municipal in- spection and regulation. GENERAL REFERENCES BOOKS, PAMPHLETS, AND DOCUMENTS American economic association, Public finance, Committee of. (The) relation of modern municipalities to quasi-public works (in American economic association Publications, Vol. II, No. 6). American Economic Association, New York, 1888. Bemis, E. W., Ed. Municipal monopolies: a collection of papers by American economists and specialists. Crowell, New York, 1899. Darwin, Leonard. Municipal ownership. Dutton, New York, 1907. FooTE, A. R. Municipal public-service industries. Other Side Publishing Co., Chicago, 1899. Francisco, M. J. (The) business of municipalities and private corporations compared. Francisco, Rutland, Vt., 1905. 142 THE HIGH SCHOOL DEBATE BOOK James, E. J. (The) relation of the modern municipality to the gas supply (in American economic association Publica- tions, Vol. I, Nos. 2-3). American Economic Association, New York, 1887. Meyer, Hugo Richard. Municipal ownership in Great Britain. Macmillan, New York, 1906. Pond, O. L. Municipal control of public utilities. Columbia University, New York, 1906. Porter, R. P. Dangers of municipal ownership. Century, New York, 190T. Seabury, Samuel. Municipal ownership and operation of public utilities in New York City. Municipal Ownership Publishing Co., New York, 1905. SuLLivAx, J. W. Municipal and private operation of public util- ities, New York, 1908. MAGAZINES Ann. Am. Acad. 15: 476-77. My. '00. Municipal lighting com- mission of Baltimore. Ann. Am. Acad. 25: 304-8. Mar. '05. Municipal functions in the U. S. J. A. Fairlie. Ann. Am. Acad. 27: 200-33. Ja. '06. American municipalities and the gas service. Ann. Am. Acad. 29: 357-400. Mar. '07. Port administration and harbor facilities, symposium. Ann. Am. Acad. 30: 577-92. N. '07. Relation of the municipal- ity to its water supply, symposium. Arena, 33: 377-82. Ap. '05. Municipal ownership and league organization. W. R. Brown. Arena, 37:. 89-90. Ja. '07. Taxation fallacy. Arena, 37: 181-90. F. '07. Opposing views. Arena, 37: 310-12. Mar. '07. Public ownership of public utili- ties. F. Parsons. Arena, 38: 556-59. N. '07. Municipal lighting in 1907. R. Albertson. Chaut. 36 -.177-82. N. '02. Municipal problem. C.R.Woodruff. Ind. 53: 2633-36. N. 7, '01. Municipal administration of public utilities. J. R. Commons. BRIEFS 143 Ind. 63: 264-66. Aug. 1, '07. Public ownership and the civic federation. J. R. Commons. Ind. 65: 582-5. S. 10, '08. Physical valuation of public utilities. J. R. Commons. No. Am. 172: 445-55. Mar. '01. Municipal ownership of natural monopolies. R. T. Ely. Outlook, 68: 139-40. My. 18, '01. Gains and losses. Outlook, 74: 11-13. My. 2, '03. Public ownership conflicts. Ow^Zoofc, 74: 261-62. My. 30, '03. Home rule of city monopolies. Outlook, 76: 965-67. Ap. 23, '04. Fear of municipal socialism. Outlook, 83: 101-2. My. 19, '06. Fixing gas rates by law. Outlook, 86: 621-23. Jl. 27, '01. Municipal ownership pro and con. Q. J. Econ. 23: 161-74. N. '08. Civic federation report on pub- lic ownership. W. B. Munro. B. of Rs. 34: 342-34. S, '06. Investigating municipal ownership at home and abroad. E. W. Bemis. U. 8. Indust. Com. 9: (Intro.) 239-52. Municipal public utilities. AFFIRMATIVE REFERENCES Ann. Am. Acad. 28: 359-70. N. '06. Municipal ownership as a form of governmental control. F. A. Cleveland. Arena, 25: 198-209. F. '01. City ownership of street railways. F. Parsons. Arena, 30: 392-400. O. '03. Should people, or corporations, light our cities? F. F. Ingram. Arena, 33: 128-34. F. '05. Expansion of municipal activities. C. R. Woodruff. Arena, 34: 45-7. Jl. '05. Municipal ownership and league or- ganization. (Reply) E. W. Bemis and F. F. Ingram. Arena, 34: 644-47. D. '05. Growth of sentiment in favor of mu- nicipal ownership. Arena, 35: 526-29. My. '06. Five reasons why we favor munici- pal ownership. Arena, 37: 396-400. Ap. '07. McKarrows' argument against municipal ownership. F. Parsons. 144 THE HIGH SCHOOL DEBATE BOOK Arena, 37: 408-11. Ap. '07. Public ownership. Arena, 37: 530-32. My. '07. False claims of the servants of public-service corporations exposed. Arena, 38: 401-8. O. '07. National civic federation and its new report on public ownership. F. Parsons. Arena, 41: 235-36. F, '09. Municipal ownership of lighting plants. W. Parry. Chaut. 40: 565-75. F. '05. American municipal social service. E. G. Routzahn. Contemp. 76: 856-67. D. '99. Corruption and the municipal ownership of monopolies in America. J. W. Martin. (Same — i^iv. Age, 224: 73-82. Ja. 13, '00.) Ind. 54: 1497-99. Je. 19, '02. Electric railroads. Ind. 55: 93-96. Ja. 8, '03. Municipal ownership of electric lighting. V. Rosewater. Ind. 58: 1019-20. My. 4, '05, Gas business in cities. Ind. 60: 449-52. F. 22, '06. Municipal ownership a blessing. J. Burns. Ind. 60: 1153-57. My. 17, '06. First municipal railway in America. A. M. Parker. No. Am. 182: 701-8. My. '06. Municipal ownership of public utilities. G. S. Brown. Outlook, 68: 111-14. My. 11, '01. All sorts of municipal owner- ship. C. R. Woodruff. Outlook, 70: 726-27. Mar. 22, '02. Municipal ownership and corrupt politics. H. C. Adams. Outlook, 80: 266-68. Je. 3, '05. Where is the line to be drawn? Outlook, 82: 504-11. Mar. 3, '06. Principles of municipal own- ership. R. Donald. Outlook, 86 : 49-51. My. 11, '07. Problem of municipal ownership. Outlook, 88: 251-52. F. 1, '08. City as a business corporation. World To-Day, 9: 'll2\-^ii. Jl. '05. Municipal ownership and graft. F. W. Parker. World To-Day, 9: 901. Aug. '05. Municipal steamship service. A. E. S. Beard. BRIEFS 145 NEGATIVE REFERENCES Am. J. Soc. 10: 787-813. Public ownership versus public con- trol. H. Robbins. Am. J. Soc. 12: 328-40. N. '06. Public ownership and popular government. W. H. Brown. Ann. Am. Acad. 25: 283-89. Mar. '05. Municipal building. A. K. Chalmers. Ann. Am. Acad. 28: 371-78. N. '06. American municipal serv- ices from the standpoint of the entrepreneur. C. L. Jones. Ann. Am. Acad. 31: 701-2. My. '08. Moderation in control of public-service corporations. W. A. Bancroft. Arena, 30: 505-9. N. '03. Charles Francis Adams' mistakes about public ownership. W. P. B. Holmes. Harp. W. 51: 1344. S. 14, '07. Problem of municipal owner- ship. R. Phillips. Ind. 52: 1165-68. My. 17, '00. Failure of municipal ownership. H. H. Vreeland. Nation, 75: 25. Jl. 10, '02. Municipal lighting. Nation, 77: 428-89. N. 26, '03. Municipal trade. L. Darwin. Nation, 83: 386-87. N. 8, '06. Case of municipal ownership. New Eng. M. n. s. 35: 338-42. N. '06. Experiment conducted at Norwich, Connecticut. No. Am. 182: 853-60. Je. '06. Arguments against municipal ownership. Outlook, 83: 143. My. 19, '06. Cannot municipal ownership be avoided? Qtiar. 205: 420-38. O. '06. Municipal socialism. Quar. 209: 409-31. O. '08. Municipal trade. L. Darwin. R. of Rs. 31: 236-37. F. '05. Municipal trading a dead loss. World To-Day, 12: 374-9. Ap. '07. Municipal ownership of electric-iight plants. J. R. Cravath. World To-Day, 12: 621-5. Je. '07. Municipal ownership of public utilities not best. J. W. Hill. 10 PHILIPPINE ISLANDS, PERMANENT RETEN- TION OF Resolved, That the United States should retain perma- nent possession of the Philippine Islands. BRIEF INTRODUCTION I. Ever since the Spanish-American War the possession of the Philippine Islands by the United States has been a source of politic discussion both at homeland abroad. II. It is recognized that the permanent possession of the Islands would mark the beginning of the new colonial policy by the United States. III. There are four ways in which the Philippine question could be settled: A. The Islands might be given their independence. B. The Islands might be sold to some foreign power. C. The United States could establish a protectorate over the Islands. D. The United States can retain permanent posses- sion of the Islands. IV. The question at issue is, of course, which of these four policies should be adopted by the United States. 146 BRIEFS 147 AFFIRMATIVE I. Permanent possession is the only feasible plan for the United States to follow ; for, — A. The independence of the Islands is undesirable; for, — 1. The natives are incapable of self-govern- ment. 2. The natives do not desire independence. B. The disposal of the Islands to a foreign povs^er is unadvisable; for, — 1. It would be in violation of implied agree- ments that the United States has with for- eign nations. 2. It would be contrary to all American precedents. 3. It would cause antagonism between foreign powers and the United States. C. The establishment of a protectorate would be im- practical; for, — 1. Protectorates generally have resulted only in, expense, confusion, and failure. 2. The natives are not capable of government, even under a protectorate. This is illus- trated by conditions in Cuba, San Domingo, and the Five Indian Tribes. D. Permanent possession is in harmony with the past policies in dealing with non-contiguous territory. I. Alaska, Hawaii, Porto Rico are examples. E. Permanent possession is solving the problem in the Islands; for, — 148 THE HIGH SCHOOL DEBATE BOOK 1. Conditions there are rapidly improving. 2. The policy is meeting with increased favor, both at home and abroad. II. Permanent possession is a direct benefit to the United States; for, — A. The Islands are valuable from a military stand- point; for, — 1. Their possession by a foreign foe would be nothing less than a catastrophe; for, — a. It would shut the United States out of the Eastern Pacific. 2. They furnish needed coaling and supply stations for our navy. S, They furnish a point at which we could easily mobilize an army. B. The Islands are valuable from a commercial standpoint; for, — 1. They furnish a profitable source of trade for the United States; for, — a. They send us much-needed raw ma- terial, such as hemp, sugar, lum- ber, and minerals. b. They purchase large quantities of our finished products. (1) During the last year their im- ports from the United States amounted to many millions of dollars, and the total is con- stantly increasing. 2. They will furnish a basis for future Ori- ental trade; for, — BRIEFS 149 a. They are located at the very door of the Eastern markets. (1) American foreign trade of the future lies in the Orient. (2) All the important nations of the world already possess val- uable trading stations in the Pacific. III. Permanent possession is a benefit to the Islands them- selves; for, — A. Permanent possession is of great social advan- tage; for, — 1. It insures rapid and consistent education of the population. 2. It insures improvement of sanitary conditions. 3. It insures the building of roads, and the undertaking of extensive public works. B. Permanent possession is of great political advan- tage; for, — 1. It insures a satisfactory and proper form of representative government, both State and local. C. Permanent possession would be of great military advantages; for, — 1. It insures domestic tranquillity. 2. It insures protection from foreign foes. D. Permanent possession would be of inestimable economic value; for, — 1. It is developing the natural resources of the Islands. 150 THE HIGH SCHOOL DEBATE BOOK 2. It is increasing the foreign trade of the Islands. S. It is establishing factories and railroads in the Islands. 4. It is causing American capital to flow into the Islands. 5. It is giving employment to the population of the Islands. IV. The United States is the only nation that can insure the necessary social, political, military, and economic advantages; for, — A. The natives themselves can not carry out the necessary policies of government; for, — 1. They do not have the requisite ability. B. Every colonial possession of foreign countries in the tropics has resulted, not in the building up of the colony, but in the exploitation of it by the mother country. This has been true of Eng- land's possessions; of Belgium's possessions; and of Germany's possessions. NEGATIVE I. Permanent possession is not in harmony with the American theory of government; for, — A. The policy of the United States has been to hold only territory lying within the Western Hemisphere. B. The spirit of the Monroe Doctrine is that Amer- ica shall not hold territory in the Eastern Hemisphere. BRIEFS 151 C. The American government is founded upon the belief that every voter shall have a voice in the government under which he lives. II. Permanent possession would be unjust to the inhabit- ants of the Islands; for, — A. It would deprive them of the right of self- government. B. It would tend to keep them in a condition of servitude; for, — 1. If they became too well educated, they would be in constant rebellion against the United States. 2. It would take away their incentive to be- come a strong people. C. It would be depriving them of liberty that really belongs to them; for, — 1. The United States has no moral right to the Islands; for, — a. They were gained through conquest of war, and might does not make right. D. It would be refusing to give them independence that they well deserve; for, — 1. They have struggled valiantly for freedom. This was seen in their struggle against Spain and against the United States. III. Permanent possession would be unwise; for, — A. It would greatly add to national expenses ; for, — 1. It would be necessary to maintain a larger army; for, — a. The Federal Government would never 152 THE HIGH SCHOOL DEBATE BOOK know at what moment we might be called upon to defend the Islands. In fact, America would have to keep a standing army in the Islands; for, — (1) If she did not, rebellion and guerilla warfare would be con- stantly breaking out. 2. It would be necessary to build a larger navy; for, — a. Without a strong Pacific fleet, it would be folly to try to retain the Islands permanently. 3. It would be necessary to construct extensive military stations on the Islands. 4. It would be necessary to spend vast sums in endeavoring to improve the Islands; for, — a. As they now are they would be use- less to the country. B. It would tend to embroil the United States in Oriental troubles; for, — 1. Being a property owner in the Orient, we would inevitably be dragged into the con- troversies that constantly arise there. C. It would eventually arouse the bitter enmity of European nations; for, — 1. They would believe that the United States was attempting to dominate the Orient. D. It would certainly arouse the antagonism of China and Japan; for, — • 1. Japan and China would consider perma- BRIEFS 153 nent possession on the part of the United States as an encroachment upon their ter- ritory, just the same as America would consider the occupation of Mexico by for- eign powers an infringement of the Mon- roe Doctrine. IV. There is no need for permanent possession; for, — A. The Filipinos are capable of self-government; for, — 1. Many of them are well educated. 2. They possess much native ability. B. A protectorate system would give the United States all the advantages of permanent posses- sion without incurring the evils of permanent possession; for, — 1. It would provide coaling and military sta- tions for the United States on the Islands; for, — a. It is customary to allow these privi- leges to the country extending the protection. 2. It would give the United States preference in commercial matters; for, — a. The natives would naturally be brought in closer touch with Americans. S. It would give the Islands their independ- ence, and at the same time insure them ade- quate safeguards against stronger powers; for, — a. A protectorate would mean that the natives could enjoy self-government. 154 THE HIGH SCHOOL DEBATE BOOK while at the same time the United States would see to it that foreign nations did not prey upon the Islands. GENERAL REFERENCES BOOKS, PAMPHLETS, AND DOCUMENTS Atkikson, Fred W. The Philippine Islands. Ginn, New York, 1905. Bryan, William J. Republic or empire. The Philippine ques- tion, Independence Co., Chicago, 1899. CoPELAND, Thomas Campbell. American colonial handbook. Funk & Wagnalls, New York, 1899. Jordan, David Starr. Imperial democracy. Appleton, New York, 1899. Millard, Thomas F. F. America and the far eastern question. Moffat, New York, 1909. Randolph, Carman F. The law and policy of annexation, with special reference to the Philippines, together with observations on the status of Cuba. Longmans, New York, 1901. Schurman, Jacob G. Philippine affairs; a retrospect and out- look. Scribner, New York, 1902. Stuntz, Homer C. The Philippines and the Far East. Eaton, New York, 1904. WiLLouGHBY, WiLLiAM Franklin. Territories and dependen- cies of the United States; their government and administration. Century, New York, 1905. MAGAZINES Ann. Am. Acad. 30: 130-34. Jl. '07. Problem of the Philip- pines. L. L. Seaman. Arena, 25: 577-87. Je. '01. Parallel between Rome and the United States. S. C. Parks. Chaut. 31: 5-7. Ap. '00. In what sense is annexed territory ours? BRIEFS 155 Fortn. 76: 226-38. Aug. '01. American imperialism. S. Brooks. Gunton, 19: 216-Q2. S. '00. Types of anti-expansionists. Harp. W. 44: 477. My. 26, '00. Our future colonial policy. C. M. Depew. Ind. 53: 989-01. My. 2, '01. Question of the Philippine Islands and a solution. A. R. Jurado. Ind. 57: 1001-3. N. 3, '04. American Imperialism. G. Washburn. Nation, 69: 461. D. 21, '99. Our policy in the Philippines. H. White. Nation, 70: 216. Mar. 22, '00. Hole and corner imperialism. Nation, 71: 228. S. 20, '00. Cure for the imperial dog-bite. J. C, Fraley. Nation, 71: 303-4. O. 18, '00. Conquerors and conquered. 19th Cent. 57: 361-72. Mar. '05. Democracy and reaction. J. Morley. 19th Cent. 63: 151-65. Ja. '08. True imperialism. Curzon. 19th Cent. 66: 29-37. Jl. '09. Creed of imperialism. W. F. Lord. Outlook, 63: 966-81. D. 23, '99. Territorial system for our new possessions. H. K. Carroll. Outlook, 64 : 662-4. Mar. 24, '00. Expansion but not imperialism. Outlook, 67: 132. Ja. 12, '01. Expansion and growth. Outlook, 93: 620-22. Closed question. Pol. Scl Q. 16: 68-78. Mar. '01. How may the United States govern the Philippines? W. W. Cook. Pol. Sci. Q. 23: 47-74 Mar. '08. Progress of the Philippino toward self-government. B. of Bs. 36: 370-72. S. '07. Bryan-Beveridge debate. AFFIRMATIVE REFERENCES Arena, 20: 453-59. O. '08. Duty of the United States in the Philippines. E. D. Weed. Forum, 26: 641-49. F. '99. Why the treaty should be ratified. C. Denby. Forum, 29: 401-8. My. '00. Do we owe independence to the Philippines? C. Denby. 156 THE HIGH SCHOOL DEBATE BOOK Forum, 29: 703-12. Jl. '00. Present and future of the Philip- pine Islands. F. F. Hilder. Ind, 54: 2993-07. D. 18, '02. Russian view of American im- perialism. F. de Martens. Ind. 55: 2296-97. S. 24, '03. Exit and anti-imperialism. Ind. 64: 475-76. F. 27, '08. Philippines not for sale. 19th Cent. 48: 393-406. S. '00. American imperialism. B. Martin, Jr. No. Am. 166: 757-760. Je. '98. Strategical value of the Philip- pines. Truxtun Beale. No. Am. 171: 246-58. Aug. '00. Imperialism America's his- toric policy. W. A. PeflPer. Outlook, 62: 196-98. My. 27, '99. Self-government for the Phil- ippine Islands. Outlook, 64: 204-5. Ja. 27, '00. Mutually profitable. Outlook, 64: 244-45. F. 3, '00. Self-government in the colonies. Outlook, 65: 672-74. Jl. 21, '00. What is self-government? Outlook, 91 : 75-82. Ja. 9, '09. What shall we do with the Phil- ippines? E. A. Filene. B. of Es. 32: 99-100. Jl. '05. Philippines for Americans. NEGATIVE REFERENCES Arena, 21: 736-40. Je. '99. The "National Duty" delusion. W. H. Davis. Arena, 23: 1-4. Ja. '00. Why we do not want the Philippines. Mrs. J. Davis. Arena, 23: 458-63. My. '00. Natural rights of self-government. Arena, 25: 465-70. My. '01. Will the Philippines pay? F. Doster. Arena, 28: 173-78. Aug. '02. Why I oppose our Philippine pol- icy. R. E. Bisbee. Arena, 37: 238-40. Mar. '07. Justice to victims of mission- aries. R. L. Bridgman. Arena, 41: 231-33. F. '09. Democracy of anti-imperialism. R. E. Bisbee. Cosmopol. 26: 351-54. Ja. '99. Shall they be annexed? Gunton, 23: 33-41. Jl. '01. True Americanism. G. F. Hoar. BRIEFS 157 Harp. W. 44: 490-01. My. 26, '00. Message of McKinley and the Philippines. A. Mabini. Nation, 70: 158-59. Mar. 1, '00. Issue of imperialism. Nation, 81 : 159-60. Aug. 24, '05. Gospel of efficiency. Nation, 82: 47-8. Ja. 18, '06. Plan for independent govern- ment recognized internationally. Nation, 86: 4. Ja. 2, '08. Imperial fatalism. Nation, 86: 415-16. My. 7, '08. Another weary Titan. No. Am. 168: 112-20. Ja. '99. Objections to the Philippine Is- lands. G. G. West. No. Am. 175: 811-18. D. '02. Anti-imperialist faith. E. Winslow. No. Am. 175: 811-18. D. '02. Anti-imperialist faith. E. Winslow. No. Am. 184: 135-49. Ja. 18, '07. Philippine independence — when? J. H. Blount. No. Am. 185: 365-77. Je. 21, '07. Philippine independence — why? J. H. Blount. No. Am. 189: 708-18. My. '09. Conditions and the future of the Philippines. E. Winslow. Outlook, 65: 938-40. Aug. 18, '00. Address on imperialism. PRIMARY, NOMINATIONS BY THE Resolved, That State, district, county, and city officers should be nominated by direct primaries held under State regulation rather than by delegate convention. BRIEF INTRODUCTION I. There is at the present time much agitation in favor of doing away with the nomination of candidates by delegate convention, and substituting therefor nom- ination by direct primary. II. This agitation doubtless had its origin in the discovery that under the present system fraudulent and corrupt means are sometimes used to secure nominations. III. The plan of nominating candidates by a delegate con- vention started in 1824. According to this plan, the voters of a given party, by means of caucuses held in their respective localities, elected delegates to meet in a general convention. This convention, in turn, nominated candidates for the various offices. It was the intention of its founders that the delegate con- vention should be a representative, deliberative body. IV. The primary system of nomination is of comparatively recent origin. Under the primary plan a voter wish- ing to become a candidate for a given office secures a petition signed by a small number of qualified voters 158 BRIEFS 159 — which petition contains announcement of his desire to become a candidate. A ballot containing the names of all aspirants is prepared, and a general election held, at which the persons receiving the highest num- ber of votes cast are declared the candidates for their respective offices. The regular election follows as usual. AFFIRMATIVE I. The delegate convention system has lost its democ- racy; for, — A. Candidates are no longer elected by the will of the majority, but receive their nominations through the dictation of party leaders. 1. In the national campaign of 1872, for ex- ample. General Grant found that he was a mere figurehead; that the party leaders dic- tated the nominations. B. It has become customary for a few leaders to make out " slates," assigning the places to be filled to certain persons; for, — 1. By preparing such a list in advance, they can secure and solidify the support of enough candidates to give them a majority in the convention. II. The delegate convention system has lost the force of its former appeal to the mass of the voters; for, — A. The conditions which formerly surrounded the convention have greatly changed; for, — 1. To-day the average voter is informed through the daily newspaper and the magazines. He does not have to go to a 160 THE HIGH SCHOOL DEBATE BOOK convention to deliberate over his political views. B. The imperfect organization of the delegate con- vention has become apparent to every one; for, — 1. It has been customary for "bosses" to " pack " caucuses with disreputable citi- zens. Then the convention in turn is uti- lized by the small coterie that dominated the various caucuses. The average voter has no voice in the convention. III. The delegate convention system has encouraged po- litical corruption; for, — A. It has made "boss" rule comparatively easy; for, — 1. A few fair party leaders, through the aid of their henchmen, have dominated the caucuses and controlled the delegates on the convention floor. B. Corporations have found it a simple matter to bribe the political leaders; for, — 1. Such leaders, under the delegate convention system, have been far removed from the people. IV. The present tendency is to give the people direct participation in governmental matters; for, — A. The authority to nominate the president has been taken from Congress and given to the people. B. The Australian ballot has been introduced. C. The Initiative and Referendum have been provided. D. The primary system of nomination has come into being. BRIEFS 161 V. The direct primary has certain inherent advantages; for, — A. It gives proper expression to the popular will; for, — 1. The voter can choose his candidate unmo- lested; for, — a. Party " bosses " are not permitted to interfere with the primary. B. It makes fitness for office, rather than pledges to political leaders, the criterion by which the voter judges the candidate. C. It eliminates the intricate and vicious system of party committees, which is an inherent part of the delegate convention. D. It removes opportunity for corruption; for, — 1. Ward politicians and corporations cannot bribe a majority of the voters; for, — a. The task is too prodigious, even to them. 2. Candidates for office are compelled to pub- lish their campaign expenses, and tell from whom they received campaign contributions. E. One general primary takes the place of many caucuses and conventions. NEGATIVE I. The primary system is contrary to the present theory of American government; for, — A. It substitutes direct popular control for repre- sentative, deliberative control; for, — 11 162 THE HIGH SCHOOL DEBATE BOOK 1. It would eliminate the delegate convention system. 2. It would turn the work of selecting candi- dates over to the popular will. II. The primary system is un-American; for, — A. While appearing to be a democratic institution, it is, as a matter of fact, thoroughly undemo- cratic ; for, — 1. Candidates desiring nominations are put to an enormous expense; for, — a. It is necessary to conduct a State- wide campaign even for an insignifi- cant office. b. Only the rich or those having the support of powerful and interested corporations can afford to conduct successful primary campaigns. III. As a reform measure the primary system is ineffective; for, — A. It does not put the best men into office; for, — 1. The candidate who can make the biggest showing before the people captures the vote. He may be — in fact, often is — a mere demagogue. 2. The primary is essentially undeliberative in character. It represents the popular whim of the moment- — not the cool judg- ment of men with years of experience in public affairs. 3. Modest, dignified citizens will not undergo the " mud slinging " incident to primary elections just to secure a public office. BRIEFS 163 B. It can not maintain the public interest; for, — 1. The people soon tire of going to the polls merely to nominate candidates. C. It puts a premium on instability in governmental matters; for, — 1. A person in order to court popular favor must respond instantly to the popular de- mand, even though that demand be not for the best permanent good of the community or State; for, — a. If he does not agree with the popular fancy, he cannot hope to be nom- inated at the primary. IV. The primary system is expensive to the State; for, — A. It is equivalent to holding a general State election. B. The machinery necessary for it is complicated and costly; for, — 1. Ballots must be printed. 2. Notices of primary election must be printed. 3. Election officials must be employed. V. The primary system has signally failed when put into actual operation; for, — A. Voters of one party have purposely voted for and nominated poor candidates on the opposing ticket, in order to insure the defeat of their opponents at the regular election that follows. B. The plan has not brought forth as good candi- dates for office as were nominated by the delegate convention. C. The plan has not maintained the popular inter- est; for, — 164 THE HIGH SCHOOL DEBATE BOOK 1. When a demagogue was not stirring up a " scandal/' the people have not even come out to the polls to vote. D. In many places the plan has enabled political " bosses " to usurp positions of honor and trust formerly occupied by honest, conservative citizens. VI. The objections urged against the delegate convention are not valid; for, — A. If corruption has existed in connection with delegate conventions, it has been due either 1. To a lack of proper safeguards; or, — 2. To a lack of public interest, neither of which are defects in the convention system itself, and both of which can be reme- died without destroying the convention system. B. If caucuses have been " packed,** it has been be- cause the people have not cared enough about affairs of government to come out and nominate candidates; for, — 1. If the voters would come to the caucuses, it would be impossible for ** bosses " to " pack " the meetings. V. The delegate convention system is a vital part and essential part of the machinery of government; for, — 1. It gives a ballast and poise to the popular will. 2. It tends to check hasty and unwise action. 3. It substitutes calm deliberation for popular frenzy and excitement. 4. In a word, it gives what the framer of the BRIEFS 165 constitution intended that the country should have — a truly representative government. GENERAL REFERENCES BOOKS, PAMPHLETS, AND DOCUMENTS Fuller, R. H. Government by the people, etc., pp. 31-53. Macmillan, New York, 1908. Merriam, Charles Edward. Primary elections; a study of the history and tendency of primary election legislation. University of Chicago Press, Chicago, 1908. Meyer, E. C. Nominating systems; direct primaries vs. con- ventions in the United States. Published by author, Madison, 1902. Michigan political sciekce association. Papers and address on primary reform, 1905, Vol. VI, No. 1. Michigan political sci- ence association, Ann Arbor, 1905. MAGAZINES Ann. Am. Acad. 25: 203-17. Mar. '05. Municipal nomination reform. H. E. Deming. Am. M. 67: 407-14. F. '09. Old order changeth. W. A. White. Arena, 28: 585-95. D. '02. Theory and practice of the new pri- mary law. William Hemstreet. Arena, 29: 71-5. Ja. '03. Primary election reform. Edward Insley. Arena, 41: 377-78. Mar. '09. Governor Hughes on direct pri- maries. Arena, 41: 461-66. Jl. '09. People's rule in Oregon. C. H. McColloch. Arena, 41: 550-56. Aug. '09. Direct primaries vs. boss rule. I. M. Brickner. Atlan. 79: 450-67. Ap. '97. The nominating system. E. L. Godkin. Chaut. 38: 9-10. S. '03. Progress of primary reform. Clinton B. Rogers. 166 THE HIGH SCHOOL DEBATE BOOK Har'p. W. 46: 1070. Aug. 9, '02. Direct primaries. Ind. 52: 2495-97. O. 18, '00. Minnesota's new primary election law. Samuel M. Davis. Nation, 77: 6-Q. Je. '03. Primary reform. Nation, 79: 290. O. 13, '04. Progress of primary reform. Nation, 82: 28-9. Ja. 11, '06. New phases of primary reform. Nation, 89: 46. Jl. 15, '09. Interest in direct primaries. No. Am. 137: 257-69. S. '83. Facts about the caucus and the primary. George Walton Green. B. of Rs. 17: 583-89. My. '98. The movement for better pri- maries. William H. Hotchkiss. B. of Bs. 24: 465-68. O. '01. The Minnesota primary election law. A. L. Mearkle. World's Work. 6: 3715-16. Aug. '03. The progress of the " di- rect primary reform." D. '09. Nomination reform in America. AFFIRMATIVE REFERENCES Ann. Am. Acad. 20: 616-26 N. '02. Test of the Minnesota primary election system. Frank M. Anderson. Ann. Am. Acad. 20: 640-43. N. '02. County primary election. Ann. Am. Acad. 25: 203-17. N. '05. Municipal nomination re- form. Horace E. Deming. Arena, 35: 587-90. Je. '06. Direct primaries. I. Cross. Forum, 33: 92-102. Mar. '02. The primary election movement. Albert Watkins. Forum, 42: 493-505. C. R. Woodruff. Ind. 54: 2694-95. N. primary system. T. M. Ind. 66: 924-25. Ap. Nation, 33: 486-87. primary. 19th Cent. 4: 695-712. Edward D. J. Wilson. Outlook, 57: 950-52. M. Brooks. Outlook, 58: 176-77. G. McConachie. 13, '02. Knapp. 29, '09. D. 22, Results of the Minnesota direct Is it a moral issue? '81. The regeneration of the O. '78. The caucus and its consequences. D. 18, '97. The nominating ballot. F. Ja. 15, '98. The nominating ballot. L. BRIEFS 167 Outlook, 58: 261-62. Ja. 29, '98. An essential reform. Outlook, 58: 266-68. Ja. 29, '98. Primary election reform. Outlook, 58: 753-54. Mar. 26, '98. Primary law in Illinois. Outlook, 59: 411-12. Je. 18, '98. Primaries in Georgia. Outlook, 63: 8-9. S. 2, '99. Concurrent primaries. Outlook, 63: 475. O. 28, '99. Direct primaries in Kansas and Missouri. Outlook, 65 : 761. Aug. 4, '00. Direct primaries make headway. Outlook, 66: 91-2. S. 8, '00. Primaries, direct and indirect. Outlook, 66: 861-62. D. 8, '00. Direct primaries in Pennsyl- vania. Outlook, 67: 477-78. Mar. 2, '01. Direct primaries demanded. Outlook, 68: 396-99. Je. 15, '01. The rights of man: a study in twentieth century problems. Lyman Abbott. Outlook, 70: 745. Mar. 29, '02. Gains and losses for direct primaries. Outlook, 72: 486-87. N. 1, '02. Direct nominations in Massachusetts. Outlook, 74! : 537. Je. 4, '03. The joint primary plan in Massachusetts. Outlook, 75: 237. O. 3, '03. More victories for direct primaries. E. of Rs. 31: 337-41. Mar. '05. Political movements in the northwest. Charles Baldwin Cheney. NEGATIVE REFERENCES Arena, 30:295-301: S. '03. Caucus or king. William Hemstreet. Chaut. 52: 324-26. N. '08. Defects in the direct nomination system. Ounton, 14: 155-57. Mar. '98. Reform of primaries. Gunton, 26 : 23-8. Ja. '04. Caucus diseases. William Hemstreet. Ind. 66: 730-32. Ap. 8, '09. How the primary system works. J. C. Hemphill. Nation, 34: 74-5. Ja. 26, '82. The primary in California. A. B. Nye. Nation, 75: 85-7. Je. 31, '02. Direct nominations. Outlook, 59: 797. Jl. 30, '98. The dark side of the direct primaries. Outlook, 60 : 146. S. 10, '98. Direct primaries in South Carolina. REPEAL OF THE FIFTEENTH AMENDMENT (NEGRO SUFFRAGE) Resolved, That the fifteenth amendment to the con- stitution of the United States should be repealed. BRIEF INTRODUCTION I. The question has to do primarily with Section I of the fifteenth amendment of the constitution of the United States, which reads as follows : " The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of race, color, or previous condition of servitude/' II. The fifteenth amendment was one of three that were passed at the close of the Civil War with the purpose in view of giving the negro the same freedom, pro- tection, and rights which had theretofore been granted to the whites. The particular amendment under dis- cussion relates to the negro's right of suffrage. III. Ever since the passage of the measure there have been those who have insisted that the action was un- warranted and inadvisable. The years intervening since the passage of the act have not lessened dis- cussion relative to the matter. 168 BRIEFS 169 AFFIRMATIVE I. The circumstances surrounding the passage of the amendment were unfortunate; for, — A. Congress was deeply embittered toward the South; for, — • 1. The Civil War was scarcely closed. 2. Lincoln had just been assassinated. B. Very little time was given to deliberation; for, — 1. The amendment was looked upon as a final war measure. C. The protests of the Southern States were given no consideration; for, — 1. The South was forced to choose between accepting the amendments or losing the right of suffrage. II. The amendment was forced through Congress largely by two classes of people: A. The " carpet baggers," who wished to use the negro votes as political power to crush the southern democrats. B. A few sentimentalists who were willing to give the negro anything that a person would suggest. III. The passage of the amendment was inadvisable from the standpoint of the negro; for, — A. It placed him upon apparent political equality with the white man, a place which in the very nature of things he could not fill acceptably; for, — 1. The centuries of savagery and slavery through which he had just passed were not , the proper training for citizenship. 170 THE HIGH SCHOOL DEBATE BOOK 2. He did not have the slightest conception of what was expected of him. 3. No preparatory training of any kind had been provided for him. 4. His attempts to exercise his right of suf- frage angered the South and eventually dis- gusted the North. IV. The passage of the amendment was inadvisable from the standpoint of the South; for, — A. It created immediate hostility between the south- ern whites and blacks; for, — 1. The whites knew from experience that the negroes were not capable of handling the ballot intelligently. B. It caused misunderstanding between the North and South that has taken years to efface. V. The passage of the amendment was inadvisable from the standpoint of the North; for, — A. It created much sentimental feeling favorable to the negro, that in after years was proved to be not only misdirected, but positively harmful. B. It led the North to believe that the South was endeavoring to shirk its duty so far as the wel- fare of the negro was concerned. VI. Present conditions have proved that the amendment is working great injury; for, — A. The negro has clearly shown himself incapable of handling the ballot; for, — 1. He is easily bribed. 2. He shows no judgment or intelligence in voting. S. He is the prey of the political demagogue. BRIEFS 171 B. Race hatred between southern whites and negroes is constantly increasing; for, — 1. The insolent attempts of negroes to dom- inate elections stirs the anger of the whites. 2. The whites will never submit to negro dom- ination in political matters. C. It is creating a disrespect for law of the con- stitution; for, — 1. In some of the States schemes have been devised for defeating the purposes of the amendments. 2. In other States the measure remains almost as a dead letter on the statute book. 3. Federal officials dare not insist upon an enforcement of the measure; for, — a. It would result in rioting and blood- shed throughout the entire South. NEGATIVE I. The basic principle of the amendment is just; for, — A. The mere color of a man's skin should be no reason for denying him the right of franchise; for, — 1. He may be as worthy as men of other color. 2. He may be as well educated as men of other races are. II. The passage of the amendment was advisable; for, — A. It was necessary for the North to take definite stand in favor of the negro; for, — 1. The South would have been glad to keep the negro in a condition of servitude. 172 THE HIGH SCHOOL DEBATE BOOK B. It was the duty of the North to assure the negro the same rights and immunities that it did the whites. C. If the amendment had not been passed at the time it was, it doubtless would have resulted in increased animosity between the North and South; for, — 1. As the South gained in strength it would have opposed with increasing bitterness any attempt to pass any measure looking to the betterment of the negro's condition. III. The argument that because some negroes are not able to exercise wisely the right of suffrage, all of them should be disfranchised, is not valid; for, — A. There are many whites who do not know how to use their ballots wisely, yet no one argues for a total disfranchisement of all whites on that ground. IV. The negroes are fast learning the duties of citizen- ship; for, — A. Many of them vote intelligently; for, — 1. An increasingly large number are gradu- ates of schools and colleges. B. They are intensely patriotic and loyal. C. For the most part, they are industrious and law abiding. V. The argument that the fifteenth amendment has cre- ated hostility between the negro and the southern whites is not valid; for, — A. The southern whites always have been hostile toward the negro. It took a civil war to make them release him from actual slavery. BRIEFS 173 VI. The repeal of the amendment at this time would be especially inadvisable; for, — A. It would be unwarranted; for, — 1. The South is not suffering on account of amendment. B. It would create immediate hostility between the southern whites and the negroes; for, — 1. The latter would know that they were be- ing deprived of one of their privileges which rightfully belongs to them. C. It would be opposed to all precedents in Ameri- can history; for, — 1. No part of the constitution has ever been repealed. 2. It is highly desirable that there be as few changes as possible in the constitution; for, — a. It is the fundamental law of the land and should not be changed. VII. If disfranchisement is at all necessary, it should come in such a form as to apply equally to whites and blacks; for, — A. An ignorant voter is dangerous no matter whether he be white or black; for, — 1. Ignorance is no respecter of the color line. GENERAL REFERENCES BOOKS, PAMPHLETS, AND DOCUMENTS Beown, William Garrott. The lower south in American his- tory, pp. 245-271. Macmillan, New York, 1902. ' Murphy, Edgar Gardner. Problems of the present South. Macmillan, New York, 1904. 174 THE HIGH SCHOOL DEBATE BOOK PiLLSBURY, Albert E. The disfranchisement of the negro. George H. Ellis Co., Boston, 1903. Sinclair, William A. The aftermath of slavery. Small, May- nard & Co., Boston, 1905. MAGAZINES Chaut, 37: .931-32. Je. '03. Fifteenth amendment and the negro. Chaut. 37: 332. Jl. '03. Reconstruction law annulled. Forum, 29: 720-25. Aug. '00. Negro problem in the south. C. H. Grosvenor. Forum, 30: 215-19. O. '00. Negro problem in the south. W. O. Underwood. Ounton, 24: 544-46. Je. '03. Negro suifrage in the south. Gunton, 25: 95-101. Aug. '03. Suffrage and representation. Ounton, 27: 453-62. N. '04. Shall we have a sixteenth amendment? Har'p. W. 48: 438. Mar. 19, '04. Negro and the fourteenth amendment. H. Alexander. Har'p. W, 49 : 80-81. Ja. 21, '05. Southern view of the fourteenth amendment. Ind. 60: 151-54. Ja. 18, '06. Southern representation in Con- gress. S. J. Bowie. Nation, 77: 187. S. 3, '03. Unconstitutional abridgment of suf- frage. I. W. Griscom. Nation, 81: 4-5. Jl. 6, '05. Franchise in Maryland. Outlook, 74: 399-403. Je. 13, '03. Negro suffrage in the south. Outlook, 74: 632-35. Jl. 11, '03. Educational solution of the negro problem. Outlook, 79: 11-15. Ja. 7, '05. Reduction of southern repre- sentatives in Congress. Outlook, 79: 169-71. Ja. 21, '05. Reduction of representation in the south. J. B. Knox. Outlook, 79: 1047-49. Ap. 29, '05. Is the negro disfranchised? W. H. Smith. Outlook, 87: 63-6. S. 14, '07. Suffrage in Georgia. A. J. Kelway. B. of Rs. 22: 273-75. S. '00. Suffrage amendments in the south. BRIEFS 175 R. of Rs. 26: 656-^8. D. '02. South and negro suffrage. Scrib. M. 36: 15-24. Jl. '04. Disfranchisement of the negro. T. N. Page. World's Work, 6: 3491-92. Je. '03. Supreme court and negro suffrage. AFFIRMATIVE REFERENCES Ann. Am. Acad. 15, 493-97. My. '00. Lynching and the fran- chise rights of the negro. Arena, 31: 481-88. My. '04. Has the fifteenth amendment been justified? J. E. Boyle. Cent. 72: 101-111. My. '06. Reflex light from Africa. Charles Francis Adams. Chaut. 37: 20-31. Je. '03. Failure of negro suffrage. Forum, 14: 797-804. F. '93. Negro suffrage a failure: shall we abolish it? John C. Wickliffe. No. Am. 175: 534-43. O. '02. Suffrage restriction in the south: its causes and its consequences. C. H. Poe. No. Am. 188: 92-100. Jl. '08. Repeal of the fifteenth amend- ment. T. B. Edgington. Outlook, 73: 950-52. Ap. 25, '03. A national problem. Lyman Abbott. Outlook, 74: ia-14. My. 2, '03. Suffrage for the negro. Outlook, 74: 2Q^6Q. My. 30, '03. Lincoln's position and the reconstruction. Outlook, 82: 69-73. Ja. 13, '06. President Johnson and negro suffrage. J. Schouler. NEGATIVE REFERENCES Am. J. Soc. 6: 248-54. S. '00. Fourteenth amendment and the race question. M. West. Atlan. 88: 433-37. O. '01. Reconstruction and disfranchise- ment. Atlan. 94: 72-81. Jl. '04. Why disfranchisement is bad. A. K. Grimke. Harp. W. 47: 1144. Jl. 11, '03. Discussion of the fifteenth amendment. 176 THE HIGH SCHOOL DEBATE BOOK Ind. 55: 400-1. F. 12, '03. Is negro suffrage a failure? Ind. 55: 1277-78. My. 28, '03. Shall the fifteenth amendment be repealed? Ind. 55: 2021-54. Aug. 27, '03. Enfranchisement no blunder. J. W. Hood. Nation, 76: 144. F. 19, '03. Reaction towards slavery. Nation, 77: 28. Jl. 9, '03. Constitutional government and the alternative. I. W. Griscom. Nation, 77: 182. S. 3, '03. Caste notion of suffrage. Outlook, 74: 280-81. My. SO, '03. Mr. Beecher on reconstruc- tion. Henry Ward Beecher. SALOON AS A SOCIAL FACTOR Resolved, That as society is constituted at present, the liquor saloon performs desirable social functions. BRIEF INTRODUCTION I. The liquor saloon has always been a source of, contention. II. The root of the controversy apparently is found in the fact that great evil has resulted from excessive drinking in such saloons. As a consequence, many thoughtful-minded citizens bitterly oppose the exist- ence of the liquor saloon. III. It is admitted by both sides, however, that the question under discussion is confined wholly to the social aspect of the liquor saloon, and the fact that it also admin- isters to man's physical desire for intoxicants, does not in itself form a part of the discussion. AFFIRMATIVE I. The liquor saloon offers a practical social retreat to which all classes can go; for, — A. It is a place of meeting where every one is welcome. B. It is a place in which the rich and the poor are on a par for the time being. 12 177 178 THE HIGH SCHOOL DEBATE BOOK C. It is a place to which persons can always go, either as individuals or in groups. D. It maintains hours that are suited to all classes. E. It furnishes sociability at a minimum cost; for^ — 1. There is no paying of admission or com- pulsory buying. II. The liquor saloon stimulates social fellowship; for, — A. It often provides separate lounging-rooms ; for, — 1. The proprietors desire to cultivate the good-will of the men. 2. The proprietors wish to administer to the comforts of their patrons. B. It maintains requisites for social entertainment; for, — 1. The place is made headquarters for athletic information of all kinds; for, — a. Bulletin boards are kept on which can be found telegraphic reports of practically every athletic contest of importance. b. Athletic trainers and those personally interested gather to converse. 2. Daily papers and magazines are found on the reading tables. 3. Card rooms can be had for the asking. 4. The place is made the centre of political information; for, — a. Practical politicians there come together. b. The men talk freely of political situ- ations and candidates. BRIEFS 179 5. Lunches are often provided; sometimes free, sometimes at actual cost. 6. Adjacent rooms for lodge and other meet- ings are maintained. 7. There is absolute social freedom, so long as one person does not transgress the rights of another. III. The liquor saloon contributes certain additional social benefits; for, — A. It serves in the capacity of a free labor bureau; for, — 1. Contractors and employers, seeking each other, congregate there. 2. The proprietors keep well informed as to the needs of employers and those looking for employment. B. It provides a place where men may, during the cold weather, find relief from the cold. C. It meets social needs that are supplied in no other way; for, — 1. The church does not meet them; for, — A. Its principal object is to emphasize and stimulate the religious side of man's nature. 2. Clubs, lodges, and similar organizations do not meet them; for, — a. They all cover more or less restricted fields; for, — (1) Their memberships are lim- ited. (2) Their times of meeting are limited. 180 THE HIGH SCHOOL DEBATE BOOK (3) They charge fees or annual dues. (4) Their places of meeting are limited. D. It makes men more sympathetic and charitable; for, — 1. At the liquor saloon all men mingle unre- servably. They are all placed on a com- mon footing. IV. The argument that society might be able to meet the social needs of all classes were the saloons to be abolished, is not valid; for, — A. The question under discussion is properly con- fined to conditions as they exist at the present time. B. Facts show that society is not administering to the social needs in ways that the saloon does; for, — 1. No adequate provision is made to meet man's social wants. 2. The fact is that men do go to the liquor saloons to find satisfaction for their wants. NEGATIVE I. The liquor saloon is not the proper place in which social instincts should be nurtured; for, — A. The atmosphere of the liquor saloon is unques- tionably immoral and degrading; for, — 1. The worst types of men are found there. 2. No attempt is made to maintain order or decency. BRIEFS 181 3. Temptations of every kind are placed in the patrons' ways. B. Saloonkeepers are not desirable persons to mould American social life; for, — 1. They have no thought of the moral welfare of those who frequent saloons. 2. They have no concern for their patrons, except to secure as much of their money as possible. II. The liquor saloon breeds a degenerate social life; for, — A. It has a tendency to detract from a man's home affairs; for, — 1. He soon forms the habit of spending his evenings at the saloon. B. It encourages shif tlessness ; for, — 1. Men loaf at saloons when they should be working. C. It breaks down a man*s strength of character; for, — 1. The coarser things of life are constantly emphasized around a saloon, so that soon all desire that a man may have to cultivate the better qualities of his nature is crushed out. D. It causes a man to lose his self-respect; for, — 1. He gradually grows to consider himself no better than the loafers who frequent the saloons. E. It causes a person's friends to lose confidence in him; for, — 1. They can not tell at what moment he 182 THE HIGH SCHOOL DEBATE BOOK will yield to one of the manifold tempta- tions that surround him in the saloon. F. It places a negative value on the influence of religion in a man's life; for, — 1. Church membership is a subject for jests. 2. Ministers are held up to ridicule. III. The liquor saloon constantly encourages wrong-doing; for, — A. It is conducive to intemperate drinking; for, — 1. No restrictions are placed upon the amount a man shall drink. 2. It is considered no disgrace to be drunk. S. Social treating by friends leads to excessive drinking. B. It gives a strong impetus to gambling; for, — 1. All the essentials to gambling are fur- nished; for, — a. Rooms, cards, and tables are free. b. Professional gamblers haunt the sa- loons night and day. C. It encourages crime ; for, — 1. Criminals are permitted to lounge around the saloons and wait for victims. 2. Criminals find the saloons ideal resorts in which to plan crimes of all sorts. D. It puts a premium on vice, and deprecates those things that go to make up a well-rounded life; for, — 1. Profanity is constantly heard. 2. Drunkenness is common. 3. Coarseness and vulgarity are seen on every hand. BRIEFS 183 IV. There is no real necessity for the social life of the liquor saloon; for, — A. Most citizens have homes to which they can go, and they should find their social pleasure with their families. B. Adequate social stimulus for those who do not have homes can be found in lodges, church ac- tivities, public libraries, Y. M. C. A. rooms, thea- tres, and the like. GENERAL REFERENCES BOOKS, PAMPHLETS, AND DOCUMENTS Allen's M. M. Alcohol a dangerous and unnecessary medicine. W. C. T. U., New York, 1900. Billings, J. S., and others. (The) liquor problem. Houghton, Boston, 1905. Burns, Caine, and Hoyle. Local option. Sonnenschein, Lon- don, 1896. Edwards, R. H. (The) liquor problem. (Studies in American social conditions. No. 1.) Published by author, Madison, 1908. Freeman, Rev. J. E. If not the saloon — what? the point of view and the point of contact. Baker, New York, 1903. Henderson, C. R. " Preventive agencies and methods." (In Henderson, C. R., edition, correction and prevention. Vol. Ill, pp. 199-232.) Russell-Sage foundation. New York, 1910. HoMAN, J. A. Prohibition. Christian liberty bureau, Cincin- nati (n. d.). Koren, John. Economic aspects of the liquor problem. Houghton, Boston, 1899. MiJNSTERBERG, HuGo. American problems from the point of view of a psychologist, pp. 67-102. Moffat, New York, 1910. Warner, H. S. Social welfare and the liquor problem. Inter- collegiate prohibition association, Chicago, 1909. 184 THE HIGH SCHOOL DEBATE BOOK MAGAZINES Ann. Am. Acad. 32: 482-96. N. '08. Work of the anti-saloon league. J. C. Jackson. Ann. Am. Acad. 32: 531-38. N. '08. Saloon problem. H. F. Fox. Ann. Am. Acad. 32: 582-90. N. '08. Business test of prohibi- tion. A. R. Heath. Ann. Am. Acad. 32: 591-97. N. '08. Economic aspects of pro- hibition. A. A. Hopkins. Arena, 40: 325-30. O. '08. March of temperance. P. G. Wallmo. Allan. 94: 240-48. Aug. '04. Concerning temperance and judg- ment to come. M. B. Dunn. Atlan. 95: 302-8. Mar. .'05. Drift away from prohibition. F. Foxcroft. Cent. 76: 462-66. Jl. '08. South and the saloon. W. G. Brown. Char. 20: 525-26. Aug. 1, '08. Saloon commission. Char. R. 9: 500-7. Ja. '00. Penal aspects of drunkenness. E. Cummings. Chaut. 36: 355. Ja. '03. Will prohibition be abandoned? Chaut. 37: 11. Ap. '03. State prohibition discarded by Vermont. Chaut. 39: 347-50. Je. '04. Railroad temperance regulations. W. E. Johnson. Cur. Lit. 44: 347-50. Ap. '08. Prohibition tidal wave. Ind. 53: 2722-23. N. 14, '01. Liberal excise law. Ind. 65: 243-46. Jl. 30, '08. Anti-saloon league. F. C. Lockwood. Ind. 65: 589-96. S. 10, '08. What I know about saloons. Ind. 65: 988-93. O. 29, '08. A little more about saloons. McClure, 32: 419-26. F. '09. Scientific solution of the liquor problem. H. S. Williams. McClure, 33: 528-43. S. '09. Beer and the city liquor problem. G. K. Turner. Outlook, 65: 675-76. Jl. 21, '00. Sensible temperance. Outlook, 66: 100-1. S. 8, '00. Intemperate methods of temper- ance reformers. Outlook, 66: 707-7. N. 17, '00. 996-9. D. 22, '00. Temperance text-books. BRIEFS 185 Outlook, 70: 115-6. Ja. 11, '02. Two temperance experiments. Outlook, 70: 124-28. Ja. 11, '02. Rescue of a neighborhood. A. P. Doyle. Outlook, 73: 415. F. 21, '03. Prohibition and law enforcement in Maine. Outlook, 73: 699. Mar. 28, '03. New Hampshire abandons prohibition. Outlook, 73: 864-68. Ap. 11, '03. Why prohibitionists are dis- couraged. O. W. Stewart. Outlook, 73: 868-73. Ap. 11, '03. Pro and con. Outlook, 88: 9-10. Ja. 4, '08. Preparations for prohibition. Outlook, 88: 524. Mar. 7, '08. Chicago's Sunday closing fight. Outlook, 88: 581-82. Mar. 14, '08. Saloon in the south. Outlook, 91 : C12-13. Mar. 20, '09. Saloon on Sunday. Outlook, 91 : 758-59. Ap. 3, '09. To limit Sunday liquor selling. R. of Bs. 23 : 259-CO. Mar. '01 American temperance movement. B. of Bs. 37: 468-76. Ap. '08. Nation's anti-drink crusade. F. C. Iglehart. B. of Bs. 39: 601-4. My. '09. Another year of defeat for the American saloon. F. C. Iglehart. Scrib. M. 29: 5T1-79. My. '01. Saloons. R. A Stevenson. World To-Day, 11: 848-50. Aug. '06. Work of the anti-saloon league. W. F. McClure. World To-Day, 15: 1257-60. D. '08. Modern temperance move- ment. J. K. Shields. World's Work. 16: 10303-4. Je. '08. Will prohibition fail again? AFFIRMATIVE REFERENCED Am. J. Soc. 3: 1-12. Jl. '97. Social value of the saloon. E. C. Moore. Am. J. Soc. 6: 11-15. Jl. '00. One aspect of vice. E. C. Moore. Arena, 39: 315-18. Mar. '08. Sixty years' futile battle of legis- lation with drink. P. Rappaport. Char. 19: 1603-4. F. 15, '08. Brewers' positions. H. F. Fox. Char. 19: 1736-37. Mar. 14, '08. Social control of saloons. 186 THE HIGH SCHOOL DEBATE BOOK Char. 20 i 682. S. 5, '08. Give the brewers a chance. L. H. Schwab. Char. 21: 487-88. D. 26, '08. Liquor dealers' view. Char. 21: 121-23. Ja. 23, '09. Brewers as reformers. H. F. Fox. Cosmopol. 44: 558-60. My. '08. Temperance or prohibition. G. Pabst. Cur. Lit. 34: 217-18. F. '03. Temperance reform. W. O, Atwater. (Same — Outlook, 72: 678-83; 732-37. N. 22-29, '02.) Cur. Lit. 44: 304. Mar. '08. Christian ministers' defence of strong drink. Harp. W. 52: 6-7. [numbered by weeks] Ap. 25, '08. Fight against alcohol. Harp. W. 52: 9. [numbered by weeks] F. 1, '08. Liquor men's license law. Ind. 53: 341-2. F. 7, '01. Saloon and its competitors. Ind. 63: 564-67. S. 5, '07. Growth of prohibition and local op- tion. J. F. O'Reilly. McClure, 31: 438-44. Aug. '08. Prohibition and social psychol- ogy. H. Miinsterberg. Munic. affairs, 1: 576-77. S. 97. Social value of the saloon. Munic. affairs, 5: 876-80. D. '01. Social function of the saloon. F. Adler. 19th Cent. 65: 994-1004. Je. '09. Future of the public house. E. Barclay. No. Am. 188: 910-17. D. '08. Salient weaknesses of prohibition in the light of Christian ethics. P. G. Duffy. Outlook, 69: 115-18. S. 14, '01. Why working men drink. G. L. McNutt. Outlook, 72: 678-83. N. 22, '02: 732-37. N. 29, '02. Temper- ance reform. W. O. Atwater. (Same, cond.— Cur. Lit. 34: 217-18. F. '03.) Outlook, 73: 857-59. Ap. 11, '03. Prohibition or temperance, which? Outlook, 76: 788-93. Ap. 2, '04. Competing with the saloon. W. H. Tolman. Outlook, 77 : 872-74. Aug. 13, '04. Subway tavern, an experiment. BRIEFS 187 World's Work, 4: 2295-97. JI. '02. Lifting up the liquor sa- loon. W. H. Tolman. NEGATIVE REFERENCES Ann. Am. Acad. 16: 494-97. N. '00. Unique public trust to re- duce the evils of alcoholism. Ann. Am. Acad. 32: 576-81. N. '08. Prohibition as a present political platform. W. G. Calderwood. Arena, 38: 610-19. D. '07. One hundred years' battle with the poison trust. C. R. Jones. Allan. 101: Q24i-29. Je. '08. Broader motive for school hygiene. W. H. Allen. Char. 19: 1441-42. Ja. 25, '08. Onslaught on the saloon. Char. 20: 154. My. 2, '08. Prohibition and southern local prob- lems. F. H. McLean. Char. 20: 695-96. S. 19, '08. America inspired or America sober. Char. 20: 705-8. S. 19, '08. Social basis of prohibition. S. N. Patten. Cosmopol. 44: 554-58. My. '08. Why I am a total abstainer. A. Alison. Ind. 54: 317-18. F. 6, '02. Substitute for the saloon. B. Booth. Ind. 63: 709. S. 19, '07, Plea from a convict camp. Ind. 64: 1304-5. Je. '08. National fight for prohibition. McClure, 31 : 704-12. O. '08. Alcohol and the individual. H. S. Williams. (Same, cond.— JB. of Rs. 38: 619-20. N. '08.) McClure, 31: 713-14. O. '08. Peasant saloon-keeper — ruler of American cities. McClure, 32: 154-61. D. '08. Alcohol and the community. H. S. Williams. McClure, 32: 557-66. Mar. '09. Evidence against alcohol. M. A. and A. J. Rosanoff. McClure, 33: 426-30. Aug. '09. Story of an alcohol slave as told by himself. Nation, 85: 460-61. N. 21, '07. War on the saloon. 188 THE HIGH SCHOOL DEBATE BOOK Nation, 86: 230. Mar. 12, '08. Foreign anti-liquor movements. 19th Cent. 63: 707-21. My. '08. Will the licensing bill promote sobriety? T. P. Whittaker. No. Am. 189: 410-15. Mar. '09. Prohibition and public morals. H. Colraan. Outlook, 67: 371. F. 9, '01. Drinking and drunkenness. C. Wright. 108-10. S. 14, '01. Substitutes for the saloon. 84-5. My. 12, '06. Evening in a suburb. 384-85. F. 22, '08. Saloon on the defensive. 587-89. Mar. 14, '08. Prohibition and the negro. Outlook, 69; Outlook, 83: Outlook, 88: Outlook, B. T. Washington. Outlook, 89: 505-6. Jl. 4, '08. Against the saloon. Outlook, 91: 397-402, F. 20, '09. America sober. S. J. Barrows. B. of Rs. 38: 91-2. Jl. '08. Does prohibition pay? B. of Bs. 38: 619-20. N. '08. Alcohol and the individual. H. S. Williams. SHIP SUBSIDY Resolved, That Congress should pass an act providing for some form of ship subsidies. BRIEF INTRODUCTION I. The origin of the question is found in the following general conditions: A. The desirability of carrying on extensive inter- national trade is to-day generally admitted. B. The chief agency by which international trade is transported is a merchant-marine. C. All the leading powers, except the United States, have comparatively strong merchant-marines for this purpose. II. This condition has naturally given rise to the question of the advisability of subsidizing our own marine with the hope that the United States may develop a means of carrying on extensive international trade. AFFIRMATIVE I. The history of shipping subsidies shows that such bounties are practical; for, — A. England has used subsidies with marked success. 1. Practice of granting subsidies started as 189 190 THE HIGH SCHOOL DEBATE BOOK early as 1651. It has continued down to the present time. a. The free ship policy adopted in 1850 is an example of England's adroit- ness in attempting to isupply the world with steel and iron vessels. 2. England's subsidizing policy has had the following results: a. It has gained for England the largest merchant-marine in the world. b. It has secured for England markets in every country in the world. c. It has raised the British merchant- marine from a business of merely pri- vate concern to an enterprise of na- tional importance. S. Comparing England's policy with results gained in the United States where no sub- sidy is used, we note the following marked contrasts : a. England carries ninety-two per cent of her own goods, and sixty-five per cent of ours. We carry none of Eng- land's trade, and but six per cent of our own. b. England realizes annually $200,000,- 000 from carrying our goods. We realize nothing from carrying Eng- lish goods. Instead we pay out an- nually $300,000,000 in ocean freight. 4. England is constantly adding to the size and power of her merchant-marine. We BRIEFS 191 are aimlessly drifting along, and are really in far worse condition than we were fifty years ago. B. Results achieved by France, Germany, and Japan have been equally as noteworthy; for, — 1. In each country the amount of tonnage has been greatly increased. 2. Many new steamship lines have been established. 3. Foreign trade has greatly increased. 4. Great headway has been made in the con- struction of steel and iron vessels. II. There is actual need of assisting the American mer- chant-marine; for, — A. Foreign vessels now carry ninety per cent of our international trade. B. We have no direct lines with South America. C. Our trade in the Orient is suffering from the lack of an efficient merchant-marine. D. The cost of constructing vessels in the United States is greater than the cost in Europe. III. A subsidy is the best way of aiding our marine; for, — A. It would enable American ship-builders to com- pete successfully with foreign builders. B. It would increase our trade with Europe, and open new markets in the Orient and South America. IV. In addition to extending our foreign trade, a subsidy would be highly desirable; for, — A. It would give employment to a large number of our citizens. B. It would furnish protection in time of war by 192 THE HIGH SCHOOL DEBATE BOOK supplying an American marine, manned by American seamen, that could act as transports, supply-boats, and auxiliaries upon almost in- stant notice. V. A ship subsidy would be in harmony with our general policy of protection; for, — A. We have aided many enterprises of a similar nature. B. We have made ourselves an independent nation by encouraging our home industries. NEGATIVE I. There is no urgent need of a large merchant-marine at the present time; for, — A. Foreign countries can carry our goods for us more cheaply than we ourselves can. B. As long as we have goods to carry we shall never lack for some one to transport them. II. A subsidizing policy would be unwise; for, — A. It would start bitter competition with all our foreign rivals. B. It would make it necessary to spend vast sums of money. C. It would bring undesirable pressure to bear in congressional legislation. III. Ship subsidies are wrong in principle; for, — A. They are a tax on the many for the benefit of a few. B. They would assist only those receiving the bounties; for, — 1. Foreign ships now transport goods as BRIEFS 193 cheaply as could American vessels with a subsidy. IV. Experience with ship subsidies does not warrant the adoption of such a policy; for, — A. The attempt in the United States was a failure. B. The merchant-marine of France has actually de- creased since the adoption of the subsidy policy. C. England has found it necessary to give re- muneration only for services actually rendered. D. In all countries trying the plan the tendency toward grafting and special privileges has been increased. GENERAL REFERENCES BOOKS, PAMPHLETS, AND DOCUMENTS Bacon, Edwin M. All about Ship Subsidies. McClurg, Chi- 'cago, 1911. Bates, W. W. American navigation. Houghton, Boston, 1906. DuNMORE, W. T. Ship subsidies. Houghton, Boston, 1907. Johnson, E. R. Ocean travel and inland water transportation, pp. 209-322. Appleton, New York, 1906. Lodge, H. C. (The) American merchant-marine. Government, Washington, 1906. Marvin, Winthrop L. (The) American merchant-marine. Scribner, New York, 1902. Meeker, Royal. History of shipping subsidies. Columbia University studies. New York, 1905. Spears, J. R. Story of the American merchant-marine. Mac- millan. New York, 1910. United States merchant-marine commission. Report on de- velopment of the American merchant-marine, and American mer- chant-marine and American commerce, together with the testimony taken at the hearings. (3 Vols.) Government, Washington, 1905. Wells, David Ames. Our merchant-marine, how it rose, in- 13 194 THE HIGH SCHOOL DEBATE BOOK creased, became great, declined and decayed. (Questions of the day.) Putnam, New York, 1882. MAGAZINES Arena, 25: 148-^2. F. '01. Merchant seamen and the subsidy bill. W. Macarthur. Forum, 29: 532-44. Jl. '00. Ship subsidy bill. E. T. Chamberlain. No. Am. 177: 533-43. O. '03. New Cunard steamship contract. E. T. Chamberlain. Sci. Am. 86: 166. Mar. 8, '02. How various countries subsidize their mercantile marine. Sci. Am. 94: 226. Mar. 17, '06. Shipping bill in a nutshell. AFFIRMATIVE REFERENCES Atlan. 104: 433-41. O. '09. American ships and the way to get them. W. L. Marvin. (Same, cond.— J2. of Bs. 40: 627-29. N. '09.) Ounton, 19: 333-43. O. '00. Ship subsidies and bounties. A. R. Smith. Ind. 53: 10-15. Ja. 3, '01. Ship subsidy bill. M. A. Hanna. Ind. 60: 1459-63. Je. 21, '06. Meaning and necessity of ship subsidy. W. P. Frye. Ind. 62: 9-13. Ja. 3, '07. American ships on the Pacific. J. D. Spreckels. Ind. 67: 1169. N. 26, '09. Senator Root's plea for subsidies. No. Am. 172: 285-90. F. '01. Substitutes for ship subsidies. Reply. A. R. Smith. No. Am. 180: 360-74. Mar. '05. Merchant-marine investigation. J. W. Garner. No. Am. 182: 446-55. Mar. '06. Pending shipping legislation. W. E. Humphrey. B. of Bs. 40: 627-9. N. '09. American ships and the way to get them. W. L. Marvin. {Same — Atlan. 104: 433-41. O. '09.) Sci. Am. 84: 18. Ja. 12, '01. Ship subsidy bill. Sci. Am. 86: 68. F. 1, '02. Ship subsidy bill. BRIEFS 195 Sci. Am. 94: 166. F. 24, '06. Ship subsidy bill. Sci. Am. 98: 291. Ap. 25, '08. Improvement of the American merchant-marine. W. P. Hunger. 'NEGATIVE REFERENCES Arena, 23: 606-16. Je. '00. Should our marine be subsidized? J. C. Watson and R. Runke. Arena, 35: 201-2. F. '06. Ship subsidy and its missionaries. Gunton, 19: 113-25. Aug. '00. Sound shipping protection. W. W. Bates. Ind. 53: 185-88. Ja. 24, '01. Objections to the ship-subsidy bill. J. D. W. Warner. Ind. 61: 1299-301. N. 29, '06. Subsidies for trade with South America. Nation, 70: 123. F. 15, '00. Subsidies of various kinds. Nation, 71 : 503-4. D. 27, '00. Clyde on ship subsidies. Nation, 72: 389-90. My. 16, '01. Bounties and subsidies. Nation, 73: 410. N. 28, '01. Shipping trust. Nation, 80: 45-6. Ja. 19, '05. Trouble with our ship building. Nation, 81 : 352-53. N. 2, '05. History of shipping subsidies. Nation, 89: 456. N. 11, '09. Ship-building subsidies in the past. F. B. C. Bradlee. No. Am. 172: 113-21. Ja. '01. Substitutes for ship subsidies. L. Windmuller. Outlook, 67: 98-99., Ja. 12, '01. Better than ship subsidy. Outlook, 67: 336-38. F. '01. Subsidy bills worst feature. Outlook, 67: 387-88. F. 16, '01. Ship subsidies abroad. Outlook, 84: 815-17. D. 1, '06. Plea against ship subsidies. Outlook, 85: 300-1. F. 9, '07. Ship subsidies and special privilege. Outlook, 85: 816. Ap. 6, '07. Anti-subsidy side. O. Howes. Outlook, 88: 815-16. Ap. 11, '08. Argument against ship subsidies. Outlook, 88: 819-21. Ap. 11, '08. Revival of ship subsidies. L. Windmuller. R. of Rs. 21 : 325-28. Mar. '00. Policy of steamship subsidies. A. T. Hadley. WOMAN SUFFRAGE Resolved^ That the women of the United States should be granted equal suffrage with men. BRIEF INTRODUCTION I. Better education for women during the last half cen- tury has brought about a demand for the granting of more rights and privileges to women. II. One of the most important of these demands is woman suffrage. III. There is an agitation for woman suffrage in practi- cally all of the leading countries. IV. The demand has doubtless received its chief support from those who believe that through woman suffrage political conditions would be improved. AFFIRMATIVE I. Woman suffrage is just; for, — A. Women should be allowed equal privileges with men; for, — 1. They are as fully deserving of privileges as are men. B. There are many women who are tax-payers. Without the right of suffrage they have no rep- resentation in legislation that affects taxation. 196 BRIEFS 197 II. Woman suffrage would purify politics; for, — A. Woman has a greater sense of moral responsi- bility than man. B. Women generally have higher ideals of justice and fair play than do men. III. Woman suffrage would give greater democracy in government; for, — A. It would extend the right of suffrage to prac- tically all mature citizens. B. It would give a better expression of the senti- ment of the majority of the citizens on given matters. IV. Woman suffrage would result in an increase in intel- ligent voting; for, — A. Women are becoming better educated than men; for, — 1. The schools and colleges show a pre- ponderance of women. 2. Women students are ranking higher than men students in scholarship. V. Woman suffrage would be a benefit to women; for, — A. It would awaken in them a still greater interest in political and civil affairs; for, — I. By means of the ballot they would come vitally in touch with the pending issues of the day. VI. Woman suffrage would result in the nomination of better candidates for office; for, — A. Political leaders would know that women would not vote for corrupt and inefficient candidates. B. Women would demand capability and honesty in candidates rather than party affiliation. 198 THE HIGH SCHOOL DEBATE BOOK C. Women would have no political pledge to keep or party debts to pay. NEGATIVE I. Woman suffrage is unwarranted; for, — A. The men are capable of conducting the affairs of government. B. There is no need of a change in our present method of suffrage; for, — 1. The general progress of political and civic matters is satisfactory. C. Women as a rule do not desire suffrage; for, — 1. They are not interested in political issues; for, — a. They have their home duties to en- gage their attention. 2. They do not study the political and eco- nomic questions of the day; for, — a. They prefer social activities and the study of literature. II. Woman suffrage would be unwise; for, — A. It would inevitably lead to a demand on the part of women to hold office; for, — 1. They would feel that they should be re- warded for their political patronage. B. It would materially detract from woman's house- hold duties. C. It would, in some cases, at least, cause family altercations. III. Woman suffrage would result disastrously; for, — A. Political bosses could easily influence women to vote for undesirable measures; for, — BRIEFS 199 1. The women would not have a practical un- derstanding of the issues involved. B. Government stability is often threatened because of too much suffrage at the present time. IV. Woman suffrage has not resulted successfully when put to practical tests; for, — A. There have been no lasting benefits; for, — 1. Enthusiasm in Colorado, Utah, and Okla- homa was but short-lived. 2. In school-board elections, etc., where wom- en have been permitted to vote they have scarcely ever gone to the polls after the novelty of voting has passed. 8. Better candidates have not been put into office as a result of the women voting. GENERAL REFERENCES BOOKS, PAMPHLETS, AND DOCUMENTS Clough, E. R. study of Mary WoUstonecraft and the rights of woman. Loughmans, London, 1898. DiLKE, A., Mrs. Woman suffrage (Imperial Parhament Series). Sonnenschein, London. Jacobi, M. p. Common-sense applied to woman suffrage (Ques- tions of the Day). Putnam, New York, 1894. Lecky, W. E. H. Democracy and liberty. Vol. II. Lilly, W. S. On Shibboleths, pp. 151-87. Chapman, London, 1892. McCracken", Elizabeth. (The) women of America. Macmil- lan. New York, 1904. Phelps, E. M. Selected articles on woman suffrage (Debaters' Handbook Series). H. W. Wilson Company, Minneapolis, 1910. Stakton, Mrs. Elizabeth (Cady) and others. Editors' his- tory of woman suffrage. (4 Vols.) Anthony, Rochester, N. Y., 1902. 200 THE HIGH SCHOOL DEBATE BOOK Sumner, H. L. Equal suffrage. Harper, New York, 1909. Weir, James. Religion and lust, pp. 175-98. Chicago Medical Book Co., Chicago, 1905. MAGAZINES Chaut. 34: 482-84. F. '02. Colorado legislation and results. W. M. Raine. Chaut. 35: 433-34. Aug. '02. Equal suffrage in Australia. Chaut. 37: 334-35. Jl. '03. Woman suffrage defeated in New Hampshire. Fortn. 87: 857-67. My. '07. Sex and suffrage. M. A. Stobart. Fortn. 88: 417-22. S. '07. Women's rights in realms afar. J. Davidson. Harp. W. 44: 949-50. O. 6, '00. Female suffrage in the U. S. J. D. Whelpley. Harp. W. 48: 121-22. Ja. 23, '04. Women voters in Australia. Harp. W. 51 : 1443. O. 5, '07. Present status. Ind. 60: 1388. Je. 7, '06. Woman suffrage in Russia and England. Ind. 63: 49-50. Jl. 4, '07. Progress of woman's suffrage. Ind. 64: 930-32. Ap. 23, '07. Tactics of woman suffrage. Ind. 65: 1078-79. N. 5, '08. British Amazons. Ind. 66: 1056-70. My. 20, '09. Woman suffrage in operation. Outlook, 90: 848-89. D. 19, '08. Theodore Roosevelt and Elihu Root on woman suffrage. B. of Bs. 34: 744-47. D. '06. Campaign in England and France.. AFFIRMATIVE REFERENCES Arena, 40: 92-4. Jl. '08. Shall our mothers, wives, and sisters be our equals or our subjects? F. Parsons. Fortn. 89: 634-44. Ap. '08. Ideals of a woman's party. A. Grove. Harp. W. 47: 933. Je. 6, '03. Political women. M. G. Hay. Harp. W. 50: 1558-59. N. 3, '06. Stock objections. Harp. W. 50: 1702. D. 1, '06. Positive arguments. Harp. W. 51: 975-76. Jl. 6, '07. Improved prospects. Harp. W. 52: 6. [numbered by issues] Ap. 11, '08. Stock argu- ment against woman suffrage. BRIEFS 201 Harp. W. 52: 20-1. Ap. 25, '08. Votes for women. B. D. Knobe. Ind. 52: 414-17. F. 15, '00. Fifty years of work for women. S. B. Anthony. Ind. 54: 2526-28. O. 23, '02. Australian laws. H. T. Burgess. Ind. 54 : 2621-22. N. 6, '02. Mrs. Stanton to President Roosevelt. Ind. 56: 1309-11. Je. 9, '04. Woman's suifrage in Australia. Lady Holder. Ind. 64: 392-95. F. 20, '08. American impressions. Mrs. A. Cobden-Sanderson. Ind. 64: 901-3. Ap. 23, '08. Militant movement for woman suf- frage. B. B. Wells. Ind. 64: 1090-92. My. 14, '08. Women and the future. Mrs. L. H. Harris. Ind. 65: 192-95. Jl. 23, 08. International woman suffrage. I. H. Harper. Ind. 66: 333-34. F. 11, '09. Suffrage song. Ind. 66: 1091-92. My. 20, '09. Experiences of woman's suffrage. 19th Cent. 56: 105-12. Jl. '04. Political women in Australia. V. Goldstein. 19th Cent. 58: 306-7. Aug. '05. Woman's suffrage from a common-sense point of view. 19th Cent. 63: 819-24. My. '08. Protection of women. J. P. Margoliouth. 19th Cent. 64: 495-506. S. '08. Women and suffrage. E. Gore- Booth. 19th Cent. 64: 1018-24. D. '08. Representation of women; a consultative chamber of women. C. E. Stephen. No. Am. 178: 362-74. Mar. '04. Would woman suffrage benefit the state and herself? I. H. Harper. No. Am. 179: 30-41. Jl. '04. Why women cannot vote in the United States. I. H. Harper. No. Am. 183: 689-90. O. 5, '06. Necessity. No. Am. 183: 830-31. O. 19, '06. Woman's inherent right to vote. No. Am. 183: 1080-82. N. 16, '06. Newspapers on woman suffrage. No. Am. 184: 556-58. Mar. 1, '07. Essential requisite of reformation. 202 THE HIGH SCHOOL DEBATE BOOK No. Am. 184: 558-60. Mar. 1, '07. Woman's arguments against. No. Am. 186: 55-71. S. '07. Woman suffrage throughout the world. I. H. Harper. No. Am. 190: 664-74. N. '09. Woman's right to govern herself. A. E. Belmont. Outlook, 75: 997-1000. D. 26, '03. Women in Colorado under the suffrage. M. G. Slocum. Outlook, 82: 622. Mar. 17, '06. Child labor and woman suf- frage. F. Kelley. Outlook, 85: 1002. Ap. 27, '07. Plea for unconscious slaves. R. V. Phelan. Outlook, 91: 780-84. Ap. 3, '09. Case for woman suffrage. J. W. Howe. R. of Rs. 27: 338. Mar. '03. Woman's suffrage in Australia. H. H. Lusk. R. of Rs. 39: 624-25. My. '09. Shall women vote? a study of feminine unrest. NEGATIVE REFERENCES Atlan.92:QQ9-96. S. '03. Why women do not wish the suff'rage. L. Abbott. Atlan. 96: 750-59. D. '05. Woman suffrage in the tenements. E. McCracken. Gunton, 20: 333-44. Ap. '01. Scientific aspects of the woman suffrage question. Mrs. M. K. Sedgwick. Liv. Age. 257: 84-8. Ap. 11, '08. Woman's plea against woman suffrage. Liv. Age. 261: 67-84. Ap. 10, '09. Argument against woman suffrage. A. V. Dicey. 19th Cent. 56: 833-41. N. '04. Check to woman suffrage in the United States. F. Foxcroft. 19th Cent. 63: 381-85. Mar. '08. Woman's plea against woman suffrage. E. M. Massie. 19th Cent. 64: 64-73. Jl. '08. Women and the suffrage; in- evitable loss to women. A. M. Lovat. 19th Cent. 66 : 1051-57. D. '09. Then and now. E. B. Harrison. No. Am. 178: 103-9. Ja. '04. Woman's assumption of sex su- periority. A. N. Meyer. BRIEFS 203 No. Am. 190: 158-69. Aug. '09. Impediments to woman suf- frage. Mrs. G. E. Jones. Outlook, 64: 573-74. Mar. 10, '00. Argument against woman suffrage. Outlook, 65: 430-31. Je. 23, '00. Woman suffrage in the west. Outlook, 68: 353-55. Je. 8, '01. Ought women to vote? L. Abbott. Outlook, 73: 418. F. 21, '03. New Hampshire and woman's suffrage. Outlook, 75: 737-44. N. 28, '03. Woman's suffrage in Colorado. E. McCracken. Outlook, 85: 786-88. Ap. 6, '07. Women and politics. Outlook, 90: 774-75. D. 5, '08. Indifference of women. I. A. W. Outlook, 91: 784-8. Ap. 3, '09. Assault on womanhood. L. Abbott. Outlook, 91: 836-40. Ap. 10, '09. Profession of motherhood. L. Abbott. Quar. 210: 276-304. Ja. '09. Arguments against woman suf- frage. A. V. Dicey. World To-Day, 12:. 418-21. Ap. '07. Housekeeper's need of the ballot. M. Warren. World To-Day, 15: 1061-66. O. '08. Shall women vote? V. B. LeRoy. YELLOW PERIL Resolved, That the rapid awakening of the Mongolian race is perilous to the Caucasian supremacy of the world. BRIEF INTRODUCTION I. Since the ports of Japan were opened for foreign commerce by Perry in 1854, the Japanese have shown remarkable ability in adapting themselves to modern conditions. A. The Japanese-Russian War illustrated how ef- fectively the Mongolian can use modern imple- ments of warfare. II. The Chinese also are beginning to adapt themselves to modern conditions; for, — A. China is providing means for the general dif- fusion of knowledge. B. Great factories are being built in that country, C. Her great mineral resources are being developed. D. Great railways are being constructed throughout the empire. E. Her people are adopting the Caucasian style of dress. III. By awakening we mean the rousing of the Mongolian race from their long slumber to the activities of the twentieth century. 204 BRIEFS • 205 IV. It is also agreed that Caucasian supremacy is that dominating influence which the Caucasian race now exerts over the industrial^ educational, and military ^ world. AFFIRMATIVE I. From an industrial standpoint Mongolian awakening would be disastrous to Caucasian supremacy; for, — A. China has vast mineral resources that are of great worth which would come into immediate competition with Caucasian-owned resources. For example: 1. Her coal mines cover an area of over four hundred thousand square miles. 2. Her silver and gold mines are very rich. 3. Much of her soil is extremely fertile. B. Mongolian natives are establishing great cotton mills which are producing goods more cheaply than can Caucasian countries; for, — 1. The standard of living of the Mongolian is lower than the Caucasian standard. 2. Wages are very much lower than paid by Caucasians. 3. The great mass of the Mongolian popula- tion live from their daily labor alone. C. Japan has already sounded the alarm for the safety of Caucasian industrial supremacy ; for, — 1. As far back as 1902, she exported three million yens of manufactured goods from a territory less in extent than New Mexico. D. The exports of China ware alone from China amount to many millions of dollars each year. 206 THE HIGH SCHOOL DEBATE BOOK II. Mongolian awakening is perilous to Caucasian com- mercial supremacy; for^ — A. Japan has already captured a large share of the transportation business of the Pacific; for, — 1. The Japanese carry freight cheaper than can Caucasian vessels; for, — a. Mongolian wages are lower. b. She secures her coal for less money. c. She transports her own goods to Cau- casian markets while making the same trip. B. What is now true of Japan is becoming more and more true of China; for, — 1. The Chinese are more intelligent than the Japanese. 2. The Chinese are stronger physically than the Japanese. 3. The Chinese are being instructed by the Japanese ; for, — a. Japan wishes to hasten the day of Mongolian supremacy. III. Mongolian awakening is dangerous to Caucasian su- premacy from the standpoint of population; for, — A. An awakening among nations or a race always results in extensive emigration and immigration; for, — 1. Men go from place to place endeavoring to better their condition. B. When Caucasian and Mongolian are placed side by side the Caucasian will lose in the contest; for, — BRIEFS 207 1. He can not successfully compete against the lower standard of living of the Mongolian. 2. Mongolian ideals are distinctly different from those of the Caucasian. IV. Mongolian awakening is perilous to Caucasian mili- tary supremacy; for, — A. The vast numbers of Mongolian troops could be put into service; for, — f 1. Both China and Japan have many millions of able-bodied citizens. B. Both China and Japan are raising and training new armies; for, — 1. They fear the present Caucasian power. 2. They wish to protect their growing com- mercial interests. C. Mongolian superiority was illustrated in the Japanese-Russian War. NEGATIVE I. There is no likelihood of governmental domination by the Mongolian race; for, — A. The Mongolian race is inferior in native ability; for, — 1. While it is old in point of years, it has never built any great governmental structures. 2. It has not even kept abreast with civilization. 208 THE HIGH SCHOOL DEBATE BOOK II. There is no danger of industrial domination by the Mongolian; for, — A. Caucasian capital will always be necessary to develop Mongolian resources; for, — 1. The Mongolian has never been able to con- serve his capital. He lives a hand-to- mouth existence. B. The industrial development of the Mongolian is dependent upon Caucasian trade; for, — 1. Without this trade the Mongolian can never become a world-power. C. Cheap Mongolian labor will not harm the Cau- casian; for, — 1. It is efficiency that decides the economic value of labory not its cheapness. III. There is no danger of Mongolian military domina- tion; for, — A. Naturally defective eyesight makes the Mon- golian inefficient with small arms. B. Caucasians have always proved themselves su- perior from a strategic standpoint. C. The example of Japanese victory over Russia is not sufficient proof of Mongolian superiority; for, — 1. Russia is not a leading Caucasian power, while Japan is the leading Mongolian power. IV. There is no danger of Mongolian domination in intel- lectual matters; for,— A. The Mongolian is being civilized according to Caucasian standards and in a manner prescribed by the Caucasian. BRIEFS 209 V. On the other hand, beneficial results are certain to follow the awakening of the Mongolian race; for, — A. Such an awakening will create a healthy com- petition between Mongolians and Caucasians. B. Such an awakening will open up new markets for Caucasian trade. C. Such an awakening will give a supreme oppor- tunity for Caucasian civilization, ideals, and religions to dominate the whole world. GENERAL REFERENCES BOOKS, PAMPHLETS, AND DOCUMENTS Bancroft, H. H. Essays and Miscellany (Chinese exclusion), pp. 309-418. History Company, San Francisco, 1890. CooLiDGE, Mrs. (Mary Elizabeth Burroughs [Roberts] Smith). Chinese immigration. H. Holt & Company, New York, 1909. CuRzoK, G. N. C. (Kedleston, 1st Baron). Problems of the far east, pp. 13-81. Archibald Westminster, 1896. GuLiCK, Sidney Lewis. The white peril in the far east. F. H. Revell, New York, 1905. Leroy, Beaulieu p. P. (The) awakening of the east; Siberia, Japan, China. Putnain, New York, 1900. Millard, Thomas Franklin Fairfax. America and the far east question. Moffat, New York, 1909. Seward, G. F. Chinese immigration in its social and econom- ical aspects. Scribner, New York, 1881. Sparks, E. E. National development, 1877-85, pp. 229-50 (be- ing Vol. 23 of Hart, A. B., American Nation). Harper, New York, 1904-08. U. S. Immigration, Bureau of. Compilation of laws, treaty and regulations (to Oct. 1, 1900), relating to exclusion of Chinese; submitted by Mr. Foraker, Washington, D. C, 1902. (Treasury Department Document, 2190.) (U. S. 57th Congress 1st session Senate document 291, in Vol. 20; 4239.) 14 210 THE HIGH SCHOOL DEBATE BOOK U. S. Senate. Excerpts and arguments in opposition to passage of law to prohibit immigration of Chinese into United States (U. S. 57th Congress 1st session Senate document 106, in Vol. 12; 4230). Washington, D. C, 1902. U. S. Senate. Papers urging Congress to amend Chinese ex- clusion bill so as to forbid employment of Chinese on vessels flying American flag. (U. S. 57th Congress 1st session Senate document 281. In Vol. 20; 4239.) (Same with additions, as Senate docu- ment 254, 57th Congress 1st session.) Superintendent of Docu- ments, Washington, D. C, 1902. Whitney, J. A. (The) Chinese and the Chinese question. Thompson, New York, 1880. MAGAZINES Arena, 24: 21-30. Jl. '00. Will the Chinese migrate? J. M. Scanland. Contemp. 87: 628-39. My. '05. Menace of the east. T. H. Reid. Forum, 34: 131-37. Jl. '02. Chinese exclusion. C. Denby. Harp. W. 51: 82-84. Ja. 19, '07. Reasons for California's de- fiant decrees against the Japanese in her public schools. W. Inglis. Ind. 54: 12-15. Ja. 2, ^02. Chinese exclusion and the problems of immigration. B. Penrose. No.^m. 186: 375-83. N. '07. Real yellow peril. H. H. Lusk. Outlook, 76: 963-65. Ap. 23, '04. Chinese exclusion. Outlook, 84: 1040-42. D. 29, '06. Secretary Metcalfs report on the Japanese in San Francisco. Outlook, 85: 883-88. Ap. 20, '07. Yellow man's burden. A. J. Brown. Outlook, 86: 460-62. Je. 29, '07. Attacks on Japanese. R. of Its. 32: 218-20. Aug. '05. Is Japan really preparing the yellow peril? B. of Rs. 35: 220-22. F. '07. President, California, and the Japanese. World's Work, 13: 8690-93. Mar. '07. Oriental problem, as the coast sees it. J. A. Hart. World To-Day, 8: 553-54. My. '05. Rebuilding Chinatown. F. J. Dyer. BRIEFS 211 World To-Day, 11: 1310-13. D. '06. San Francisco and the Japanese. W. H. Thomson. AFFIRMATIVE REFERENCES Ann. Am. Acad. 34: 231-38. S. '09. Support of the anti-orien- tal movement. J. P. Young. Ann. Am. Acad. 34: 257-61. S. '09. Misunderstanding of the eastern and western states regarding Oriental immigration. A. G. Burnett. Arena, 32: 113-22. Aug. '04. Dragon in America. C. F. Holder. Blackw. 178: 568-73. O. '05. International perils. Forum. 33: 53-8. Mar. '02. Why the Chinese should be ex- cluded. T. Beale. Harp. W. 44: 746-47. Aug. 11, '00. Chinese tong wars in San Francisco. J. E. Bennett. Ind. 56: 947-48. Ap. 28, '04. Chinese exclusion. S. Gompers. Liv. Age, 252: 323-32. F. 9, '07. Japan and the United States. S. Brooks. Liv. Age, 254: 359-66. Aug. 10, '07. Old Chinese quarter in San Francisco. H. ScheflFauer. No. Am. 173: 663-76. N. '01. Why the Chinese should be ex- cluded. J. D. Phelan. -NEGATIVE REFERENCES Arena, 27: 260-66. Mar. '02. Chinese exclusion. R. C. Bryant. Arena, 32: 352-54. O. '04. Chinese exclusion act. C. H. Miller. Forum. 32: 598-607 Ja. '02. Chinese in America. Sunyowe Pang. Forum, 33: 59-67. Mar. '02. Why the Chinese should be ad- mitted. R. Hutcheson. Harp. W. 51: 298-300. Mar. 2, '07. Japan and the San Fran- cisco school incident. W. Inglis. Ind. 54: 692-94. Mar. 20, '02. Woman's view of Chinese exclu- sion. C. E. Hamilton. 212 THE HIGH SCHOOL DEBATE BOOK Ind. 54: 801-5. Ap. 3, '03. Chinamen in America. Ng. Poon Chew. Ind. 54: 858-60. Ap. 10, '02. Our suicidal Chinese policy. O. O. Howard. Nation, 74: 303. Ap. 17, '02. Chinese exclusion act. No. Am. 173: 314-30. S. '01. Chinese exclusion a benefit or a harm. Ho Yow. No. Am. 173: 782-89. D. '01. Chinese and the exclusion act. J. Miller. No. Am. 179: 263-68. Aug. '04. Folly of Chinese exclusion. H. H. Bancroft. No. Am. 180: 48-57. Ja. '05. Japan and Asiatic leadership. P. S. Reinsch. Outlook, 76: 971-77. Ap. 23, '04. Chinese exclusion. C. Holcombe. Outlook, 86: 246-52. Je. 1, '07. Japanese in the San Francisco schools. G. Kennan. Outlook, 91: 227. Ja. 30, '09. California and the Japanese. B. of Rs. 22: 80-81. Jl. '00. Our attitude toward the Chinese. R. of Rs. 35: 13-14. Ja. '07. Japanese in the San Francisco schools. APPENDICES APPENDIX A A MODEL CONSTITUTION FOR A LITERARY SOCIETY The following constitution is submitted as a model to be followed in organizing a high-school debating or literary society. CONSTITUTION Article I Name. — This organization shall be known as the So- ciety of the . Article II Object. — The object of this society shall be the intellectual, social, and moral culture of those connected with it. Article III Motto. — The motto of this society shall be , Article IV Sec 1. Eligibility. — No person shall become a member of this society who is not at the time of his or her election to membership connected with the [name of school to be inserted here]. Sec 2. Proposal of Names and Election to Membership. — The name of any eligible person shall be proposed at least one week before it is balloted upon; and if, upon balloting, no more than three (3) ballots be cast against his admission, he shall become an active member upon paying to the society the sum of , and signing the constitution and by-laws; provided he do so within three (3) weeks from the time of his election to membership; and no name, when laid upon the table, can be taken therefrom at a regular business meeting. 215 216 THE HIGH SCHOOL DEBATE BOOK Article V Sec. 1. To become inactive. — An active member becomes inactive upon receiving honorary membership from this society; and any member at his own request may become inactive by a majority vote at any regular business session; provided he shall have settled, or satisfactorily arranged, all dues to the society; and provided, also, that there be at the time of his retirement active members remaining in the society. Sec. 2. Privileges of Inactive Members. — No inactive member shall take part in society business; nor shall he hold any office under this constitution and these by-laws, nor appear on any pro- gram except as a substitute. Sec. 3. To Become Active. — An inactive member may become active, either at his own request, or through another member, by a majority vote of this society. Sec. 4. Society Representatives. — Any person, while represent- ing this society, or the —. , or any inter-scholastic, prelimi- nary, or class debate, shall be excused from attendance at any open or closed session during such time. Nor shall he, during such time, be put on any program. The privileges of this section may be extended to any member of this society doing special work for the society by a two-thirds vote. Article VI Sec 1. Punishments. — The punishments of this society shall be fines, removal, and expulsion. Sec 2. Fines. — All fines not hereinafter specified shall be levied by the President or society. Sec 3. Expulsion. — Any member for sufficient cause may be ex- pelled from this society; the proceedings being the same as for removal. Sec 4. Delinquent Members. — When the financial obligations to the society shall amount to two (2) dollars or more, he shall be notified of the fact by the treasurer in writing. If he does not discharge such obligation within three weeks of the receipt of the notification, the treasurer shall serve a second written notice, and unless the obligation is discharged within one week after the sec- ond notice, said member shall suffer suspension de facto, such APPENDICES 217 suspension to be announced by the treasurer at the next regular meeting of the society. And it is further provided that unless said member shall, within one month after his suspension, discharge in full his obligation to the society, he shall permanently forfeit his membership. Any active member who shall absent himself from both roll-calls for four consecutive regular meetings without valid excuse, after due notice, shall thereby be expelled from the society. Article VII Sec. 1. Oncers. — The officers of this society shall consist of President, Vice-President, Recording Secretary, Corresponding Secretary, Treasurer, and two Sergeants-at-Arms, each of whom, excepting the Treasurer, shall hold office during one society term, or until his successor is installed. The Treasurer shall be elected in the election just before commencement, to serve for the term of a year. Sec. 2. Society Term. — The school year shall be divided into three terms, ending as follows: The first at the opening of the holiday recess; the second, on the last Friday preceding March gOth ; and the third, with the end of the school year. Sec. 3. Standing Committees. — The standing committees of this society shall be the executive, auditing, program, music, and historian. Article VIII Sec. 1. Duties of President, Vice-President, and Recording Sec- retary. — The duties of the President, Vice-President, and Record- ing Secretary shall be such as are prescribed in Roberts' " Rules of Order"; and it shall be the further duty of the Secretary to call the roll at the open and regular business sessions, to keep a record of all absences and failures to appear on the program, and to report all fines to the Treasurer at the close of each business ses- sion, and to keep the minutes of the society and its open programs copied in permanent records of the society. Sec. 2. Duties of Corresponding Secretary. — It shall be the duty of the Corresponding Secretary to take charge of the correspond- ence and bulletins of the society; and it shall further be his duty to see that the program of each open session is properly posted be- 218 THE HIGH SCHOOL DEBATE BOOK fore 8 :30 a. m. of the day, on the evening of which the program is to be given. Sec. 3. Duties of the Treasurer. — It shall be the duty of the Treasurer to collect all dues and take charge of all moneys belong- ing to the society, to disburse the same upon the written order of the President and Secretary, to make such reports as the society may require, to keep a debit and credit account, and to give such notice to delinquent members as is provided for in Article VI, Section 4, of this constitution. Sec. 4. Duties of the 8ergeants-at-Arms. — It shall be the duty of the Sergeants-at-Arms to attend the society during its sittings, to aid in the enforcement of order under the direction of the pre- siding ofl&cer; to execute the commands of the society from time to time, and to act as ushers in public sessions. Sec. 5. Executive Committee. — This committee shall consist of the President, Vice-President, and Recording Secretary. It shall be the duty of this committee to act for the society in all incidental matters and to audit all accounts of the Treasurer. Sec. 6. Program Committee. — This committee shall consist of two members to be appointed by the President at the first meeting of each term, to hold office during one society term. The duties of this committee shall be to arrange the programs of the literary exercises; to see that each member is placed on the program at least once each term; to keep a permanent record of the appear- ance of each member; to report programs at least four weeks in advance and for the first four meetings of the following term. Sec. 7. Historian. — It shall be the duty of the historian to take charge of and file all records, and other material of interest, in the historical library of the school. Articlk IX Penalty for Delikquency. — Any member reported in arrears by the Treasurer shall be deprived of the privileges of speaking and voting in the business session until said arrears are paid. Article X How Amended. — This constitution may be altered or amended by a two-thirds vote of the active members present at any regular business meeting; notice of such alteration or amendment having APPENDICES 219 been read before the society and filed with the Secretary at least three weeks in advance. BY-LAWS Article I Sec. 1. Sessions — when held. — The public literary sessions of this society shall occur on evenings. Sec. 2. Special Meetings. — Special meetings shall be called by the President, at the request of five active members. Sec. 3. Secrecy of Business. — The business sessions of this so- ciety shall be held with closed doors. Secrecy with regard to the business of the society shall be enjoined on all members. Sec. 4. Quorum. — A quorum shall consist of two-fifths of the active members of the society. Article II Sec. 1. Election by Ballot. — All elections in the society shall be by ballot; a majority of all votes cast being necessary to a choice. Sec 2. Nominations. — All nominations shall be by informal bal- lot. The three active members receiving the highest number of ballots shall be nominees. Sec. 3. Election of Oncers. — The election of oflScers for the suc- ceeding term shall be held at the last regular meeting of each term. Article III — Taxes Sec. 1. Special Taxes. — At any regular business session an equal tax may be levied on all active members by a two-thirds vote. Sec 2. When due. — A tax shall be due one week after it is levied. Sec 3. On whom Binding. — Any member having been active at the time of any business session in a society term shall be held for all taxes levied during that term; said tax or taxes, if voted while he is a retired member, to be due when he shall become active. Article IV Sec 1. Fines for Non-performance. — Any active member fail- ing to perform any duty assigned to him, unless excused from 220 THE HIGH SCHOOL DEBATE BOOK such duty by a two-thirds vote, shall be fined fifty (50) cents; provided that in case of non-performance of duty on the program, the fine shall be $1.00. Sec. 2. Fines for Absence, etc. — Any member absenting himself from roll-call at the open session, or who shall leave the room dur- ing the open session without permission of the President, shall stand fined ten (10) cents, and for leaving the room during busi- ness session without permission of the President shall stand fined fifteen (15) cents, and any member absenting himself from roll- call of the business session shall stand fined fifteen (15) cents; said fines to be reported to the Secretary by the President. Article V Rules of Order.— Roberts' " Rules of Order " shall be the standard of parliamentary usage in this society. Article VI Rules of Order. — The following rules of order shall be binding upon the society: Rule 1. Yeas and Nays. — Upon the ordering of the yeas and nays, each active member shall without debate give his vote unless especially excused before the voting commences. Rule 2. Protest. — Any member offering a protest against any of the proceedings of this society may have the same, if in respect- ful language, entered in full in the minutes. Rule 3. Order of Business. — The following shall be the order of exercises for the regular sessions of this society: Public Literary Session. I. Roll call. II. Program. III. Adjournment. Business Session. I. Reading and disposition of minutes. II. Critic's report on program. III. Reading of programs by program committee. IV. Treasurer's report and excusal of fines. V. Initiation, signing constitution, and paying of initiation fee. APPENDICES 221 VI. Balloting on names of candidates for membership. VII. Suggestion and proposal of new names. VIII. Election of officers. IX. Reports of committees. X. Unfinished business. XI. New business. XII. Roll call. XIII. Adjournment. APPENDIX B LIST OF QUESTIONS FOR DEBATE UPON WHICH THE LIBRARY OF CONGRESS HAS ISSUED BIBLIOGRAPHIES Arbitration. Select list of references on industrial arbitration; compiled under the direction of A. P. C. Griffin, Chief Bibliogra- pher. 1903. 15 pp. List of references on international arbitration; compiled under the direction of A. P. C. Griffin, Chief Bibliographer. 1908. 151 pp. Includes references on the Conferences at the . Hague, Limitations of armaments, Collection of debts of foreign countries, French occupation of Mexico, Venezuela case. The San Domingo question, 1904-1905, and the Monroe doctrine, and war and peace. Banks and Banking. List of the more important works in the Library of Congress on banks and banking; compiled under the direction of A. P. C. Griffin, Chief Bibliographer. 1904. 55 pp. (New Issue.) In Preparation. List of works relating to the 1st and 2nd banks of the United States; compiled under the direction of A. P. C. Griffin, Chief Bibliographer. 1908. 47 pp. Indicates material complementary to that given in " Select list relating to currency and banking." Doc- umentary material contained in the American State Papers and in the Congressional documents forms a separate section. List of references on guaranty of bank deposits. In Preparation, Boycotts. Select list of references on boycotts and injunctions in labor disputes. In Press. Budget. Select list of references on the budget of foreign coun- tries; compiled under the direction of A. P. C. Griffin, Chief Bibli- ographer. 1904. 19 pp. 222 APPENDICES 223 The titles in this list have been brought together to meet requests in regard to public expenditures of for- eign countries. It includes a number of titles of works showing the growth of public expenditures, with dis- cussions of the causes of increases. Cabinets. Select list of books on the cabinets of England and America; compiled under the direction of A. P. C. Griffin, Chief Bibliographer. 1903. 8 pp. Child Labor. List of books (with references to periodicals) re- lating to child labor; compiled under the direction of A. P. C. Griffin, Chief Bibliographer. 1906. 66 pp. Chinese Immigration. Select list of references on Chinese im- migration; compiled under the direction of A. P. C. Griffin, Chief Bibliographer. 1904. 31 pp. Colonization.* List of books (with references to periodicals) relating to the theory of colonization, government of dependencies, protectorates, and related topics; by A. P. C. Griffin, Chief Bibli- ographer. 1900. 131 pp. 2d ed., with additions. 1900. 156 pp. Includes references on Government of dependencies, Protectorates, Climate and colonization, Expansion of the United States, British, French, German, Dutch, Italian, Spanish, and Portuguese colonies, Cuba under Spain, and Philippines under Spain. Reprinted in U. S. Bureau of statistics (Treasury department). Colonial administration, 1800-1900. In monthly summary of commerce and finance. Oct., 1901, pp. 1576-1626; and March, 1903, pp. 2941-3000. Currency. Select list of books, with references to periodicals relating to currency and banking, with special regard to recent conditions; compiled under the direction of A. P. C. Griffin, Chief Bibliographer. 1908. 93 pp. This list is principally concerned with works on banking and currency systems of the world and with plans and discussions of currency reform in this coun- try, including recent phases of the question. The list of works relating to 1st and 2nd Banks of United States supplements this. Deep Waterways List of works relating to deep waterways from the Great Lakes to the Atlantic Ocean, with some other * Exhausted. 224 THE HIGH SCHOOL DEBATE BOOK related works; compiled under the direction of A. P. C. Griffin, Chief Bibliographer. 1908. 59 pp. The list contains references to discussions of the more recently suggested plans of development, as well as the older plans, whether merely suggested or ac- tually carried out. Eight-Hour Day. List of books relating to the eight-hour work- ing day and to limitation of working hours in general; compiled under the direction of A. P. C. Griffin, Chief Bibliographer. 1908. 24i pp. It refers to the official publications of Belgium, France, and Great Britain as well as the United States. Eight pages are devoted to articles in peri- odicals; these are followed by a list of the sets of periodicals in the Library of Congress dealing with the labor question exclusively. Elections. Select list of references on corrupt practices in elec- tions ; compiled under the direction of A. P. C. Griffin, Chief Bibli- ographer. 1908. 12 pp. Contains references on such subjects as the money power in politics, machine politics and public patron- age, as well as to publicity and other efforts to pre- vent corruption. Employers' Liability. Select list of works relating to employ- ers' liability; compiled under the direction of A. P. C. Griffin. 1906. 25 pp. Far East. Select list of books (with references to periodicals) relating to the Far East; compiled under the direction of A. P. C. Griffin, Chief Bibliographer. 1904. 74 pp. Includes references on Russia, Russian expansion, Trans-Siberian railroad, Tibet, Manchuria, Japan, Korea, Russo-Japanese relations, American relations in the Far East, Anglo-Russian relations, China. Federal Control. Select list of references on federal control of commerce and corporations; compiled under the direction of A. P. C. Griffin, Chief Bibliographer. 1903. 8 pp. List of more recent works on federal control of commerce. 1907. 16 pp. APPENDICES 225 Fourteenth Amekdmext. List of discussions of the fourteenth and fifteenth amendments, with special reference to negro suffrage; compiled under direction of A. P. C. Griffin, Chief Bibliographer. 1906. 18 pp. Goverkmejtt Ownership. Select list of references on govern- ment ownership of railroads ; compiled under the direction of A. P. C. Griffin, Chief Bibliographer. 1903. 14 pp. Immigration. List of books (with references to periodicals) on immigration ; compiled under the direction of A. P. C. Griffin, Chief Bibliographer. 1904. 76 pp. 2d issue, with additions. 1905. 99 pp. 3d issue, with additions. 1907. 157 pp. Impeachment. Select list of references on impeachment; com- piled under the direction of A. P. C. Griffin, Chief Bibliographer. 1905. 16 pp. Income Tax. Select list of works relating to taxation of in- heritances and of incomes ; compiled under the direction of A. P. C. Griffin, Chief Bibliographer. 1907. 86 pp. Includes a list of Congressional documents and de- bates relating to direct taxation and a list of treatises on the Constitution of the United States which give consideration to the taxing power. Initiative. List of references on initiative and referendum. In Preparation. Insurance.* List of works relating to government regulation of insurance. United States and foreign countries; compiled under the direction of A. P. C. Griffin, Chief Bibliographer. 1906. 46 pp. Select list of references on workingmen's insurance — Gen- eral, United States, Great Britain, Germany, France, Belgium; compiled under the direction of A. P. C. Griffin, Chief Bibliog- rapher. 1908. 28 pp. This list supplements the list of references on old- age and civil-service pensions, published in 1903. The ■ arrangement is by broadly classified references to the general subject grouped under the name's of countries that have developed the subject to any extent, with an author index at the end. * Exhausted. 15 226 THE HIGH SCHOOL DEBATE BOOK Labor. Select list of books (with references to periodicals) on labor, particularly relating to strikes; compiled under the direc- tion of A. P. C. Griffin, Chief Bibliographer. 1903. 65 pp. Municipal Affairs. Select list of books on municipal affairs, with special reference to municipal ownership; compiled under the direction of A. P. C. Griflan, Chief Bibliographer. 1906. 34 pp. This list is intended to afford a ready-to-hand guide for the ordinary investigator to writings for and against municipal ownership and to material showing conditions in various municipalities. Negro Question.* Select list of references on the negro ques- tion ; compiled under the direction of A. P. C. Griffin, Chief Bibli- ographer. 1903. 28 pp. Occupation of Philippines. List of works relating to the American occupation of the Philippine Islands, 1898-1903; by A. P. C. Griffin, Chief Bibliographer. Reprinted from the list of books (with references to periodicals) on the Philippine Islands, 1903, with some additions to 1905. 1905. 100 pp. Pensions. Select list of references on old-age and civil-service pensions; compiled under the direction of A. P. C. Griffin, Chief Bibliographer. 1903. 18 pp. A list complementary to this is entitled. Select ifst on workingmen's insurance. Political Parties. List of works relating to political parties in the United States ; compiled under the direction of A. P. C. Griffin, Chief Bibliographer. 1907. 29 pp. Contains titles of books and articles on the forma- tion and history of political parties in the United States. It does not include works on the general po- litical history of the nation, unless they treat of party organization or party action. "While the list is not exhaustive, it includes, besides the better-known writ- ings, some others which are of particular interest to the special investigator. Party proceedings, and, as a rule, biographical studies are omitted, nor has an exhibit of source material been attempted, the purpose being rather to note the literature of parties as in- terpreted by their historians. * Exhausted. APPENDICES 227 Postal Savings. List of books relating to postal savings banks; compiled under the direction of A. P. C. Griffin, Chief Bibliogra- pher. 1908. 23 pp. Includes a list of articles in United States Con- sular reports. Primary Elections. List of references on primary elections, particularly direct primaries; compiled under the direction of A. P. C. Griffin, Chief Bibliographer. 1905. 25 pp. Railroads. A list of books (with references to periodicals) on railroads in their relation to the government and the public, with appendix containing list of references on the Northern Securities case; compiled under the direction of A. P. C. Griflto, Chief Bib- liographer. 1904. 72 pp. 2d issue. 1907. 131 pp. In this reprint are introduced some works showing the operation of government ownership in foreign countries, both from a critical and a favorable stand- point. The legislation which resulted in the inter- state commerce law of 1906 is represented in the government documents listed. The list is mainly con- cerned with material in the Library of Congress on railroads in the United States in their economic and political relations. It embodies treatises on the theory and history of railroad combinations, governmental in- vestigations, speeches in Congress, and reports on inter-state commerce, with references to some judicial decisions, and references on the Northern Securities Select list of references on the valuation and capitalization of railroads; compiled under the direction of H. H. B. Meyer, Chief Bibliographer. 1909. 28 pp. This list was printed as manuscript to meet an immediate call for references on railroad valuation. The subject was found to be so interwoven with that of railroad capitalization that it proved inexpedient to separate the two. The list therefore includes both subjects, with emphasis only on railroad valuation. A few works on the economics of railroad construc- tion have been included because of their relation to the subject. 228 THE HIGH SCHOOL DEBATE BOOK Railroads. Select list of books on railroads in foreign countries. Governmental regulation. General, Continental Europe, Interna- tional freight agreement, Great Britain, France, Germany, Belgium, Switzerland, Italy, Austria-Hungary, Russia; compiled under the direction of A. P. C. Grif&n, Chief Bibliographer. 1905. 72 pp. Reciprocity. List of references on reciprocity; books, articles in periodicals. Congressional documents; compiled under the direc- tion of A. P. C. Griffin, Chief Bibliographer. 1902. 38 pp. Also printed as Senate document 317, 57th Con- gress, 1st session, in serial No. 4241. 2d ed., with additions by H. H. B. Meyer. 1910. 137 pp. This edition includes the references on Canada is- . sued in 1907 with additions, also sections on reciproc- ity with Hawaii, with Cuba, and reciprocity under the McKinley act, 1890-1894. Select list of booko with references to periodicals, on reci- procity with Canada; compiled under the direction of A. P. C. Griffin, Chief Bibliographer. 1907. 14 pp. Briefly calls attention to the official sources of in- formation, such as the publications of the Bureau of Statistics of the United States Department of Com- merce and Labor, the Canadian Department of Cus- toms and Department of Trade and Commerce, as well as the consular reports of the United States and Great Britain. Recognition-. A list of references on recognition in interna- tional law and practice; compiled under the direction of A. P. C. Griffin, Chief Bibliographer. 1904. 18 pp. (New issue.) In Preparation. Representation. A list of books (with references to period- icals) relating to proportional representation; compiled under the direction of A. P. C. Griffin, Chief Bibliographer. 1904. 30 pp. (New issue.) In Preparation. Senators.* Debates in federal convention on election of Sena- tors, with extracts from federal list and bibliography; compiled by A. P. C. Griffin, Chief Bibliographer. 1902. 14 pp. Also printed as Senate document 404, 57th Con- gress, 1st session, in serial No. 4245. * Exhausted. APPENDICES 229 Senators. List of references on the popular election of Sena- tors; compiled under the direction of A. P. C. Griffin, Chief Bibli- ographer. 1904. 39 pp. This is a rearrangement with additions of Senate document 404, 57th Congress, 1st session. Subsidies. A list of books (with references to periodicals) on mercantile marine subsidies; compiled under the direction of A. P. C. Griffin, Chief Bibliographer. 1900. 43 pp. Also printed as Senate document 61, 56th Congress, 2d session, in serial No. 4033. Sugar. Select list of references on sugar, chiefly in its economic aspects; compiled under the direction of H. H. B. Meyer, Chief Bibliographer, 1910. 238 pp. Emphasis has been placed on the economic side. It seemed desirable, however, to include writings on the culture and growth of sugar-producing plants, and on the chemistry and technology of sugar. These three divisions of the subject have pointed the way to the most natural arrangement of the material under three main headings: General and Economic, Agri- culture, Chemistry and Manufacture. Supreme Court. List of works relating to the Supreme Court of the United States; compiled under the direction of H. H. B. Meyer, Chief Bibliographer. 1909. 124 pp. The list is in four sections: The first containing general works on the court; the two next, the reports and digests; and the last, biographical material on the chief justices and associate justices. Some of the more important writings of the chief justices are noted. Tariff. Select list of references on the British tariff movement (Chamberlain's plan) ; compiled by A. P. C. Griffin, Chief Bibliog- rapher. 1904. 37 pp. Trusts. A list of books (with references to periodicals) relat- ing to trusts; by A. P. C. Griffin, Chief Bibliographer. 1900. 20 pp. 2d edition, with additions. 1902. 41 pp. 3d ed., with supplementary select list. 1907. 43 pp. Wages. List of references on wages. In Preparation. t:-"- »• ■' .,/4,.. :' UNIVERSITY OF CALIFORNIA LIBRARY BERKELEY Return to desk from which borrowed. This book is DUE on the last date stamped below. mZ 7 IS. JUL -6 1970 6 In stacks juni*"* JAN 1 6 195G Riro LD >AUG 1 1 I^R 3^9700 4 0-9AM2Xi LD 21-100to-7,'52(A2528s16)476 UNIVER3ITY OF CALIFORNIA LIBRARY