Printer Friendly
The Free Library
14,709,857 articles and books
Member login
User name  
Password 
 
Join us Forgot password?

Created Equal? The Complete Lincoln-Douglas Debates of 1858.


JUST one hundred years ago Abraham Lincoln and Stephen A. Douglas were stummping in Illinois for the office of United States United States, officially United States of America, republic (2005 est. pop. 295,734,000), 3,539,227 sq mi (9,166,598 sq km), North America. The United States is the world's third largest country in population and the fourth largest country in area.  senator. They made a total of 83 appearances before the voters of that state, seven of which were in the form of joint debates. Now, on this anniversary of that famous contest, the University of Chicago Press The University of Chicago Press is the largest university press in the United States. It is operated by the University of Chicago and publishes a wide variety of academic titles, including The Chicago Manual of Style, dozens of academic journals, including  has performed a service in bringing these debates to the public in a new and scholarly edition. In addition to complete texts, the volume contains an introduction by its editor, Paul M. Angle, and many illuminating sidelights from newspaper accounts of the time.

The prospective reader should be cautioned, however, not to raise his expectations too high. Despite the important place they hold in American political history, these clashes are not of uniformly high forensic quality. A large amount of time was taken up with incrimination and recrimination A charge made by an individual who is being accused of some act against the accuser.

Recrimination is sometimes used as a defense in actions for Divorce. Traditionally the underlying theory was that a divorce could be granted only when one individual was innocent and the
. Each candidate charged the other with being party to a "conspiracy." Lincoln claimed that Douglas had entered into a conspiracy to make the institution of slavery national, by inserting a provision in the Nebraska Bill which would remove the restriction imposed by the Missouri Compromise Missouri Compromise, 1820–21, measures passed by the U.S. Congress to end the first of a series of crises concerning the extension of slavery.  and eventually make it unconstitutional for any state to prohibit slavery. Douglas claimed that Lincoln had entered into a conspiracy with certain leaders to dissolve the old Party and the Democratic Party by "abolitionizing" them, in return for which he was to get a seat in the Senate. These charges were aired and parried at nearly every meeting.

There is no doubt, however, about the real issue, which was what to do about slavery. And though he won the election, there is no doubt that Douglas got the worse of the argument. In the final debate he was reduced to the demagoguery Demagoguery
Hague, Frank

(1876–1956) corrupt mayor of Jersey City, N. J., for 30 years. [Am. Hist.: NCE, 1173]

Long, Huey P.

(1893–1935) infamous “Kingfish” of Louisiana politics. [Am. Hist.
 of attacking Lincoln's record in Congress on the Mexican War Mexican War, 1846–48, armed conflict between the United States and Mexico. Causes


While the immediate cause of the war was the U.S. annexation of Texas (Dec., 1845), other factors had disturbed peaceful relations between the two republics.
 ten years earlier. In intellect Douglas was not even a little giant. Lincoln, on the other hand, was a master of argument, and his method was one that Douglas was peculiarly unfitted to cope with. I would suggest that it is from the methods of the two men that the philosophic historian and the student of public affairs Those public information, command information, and community relations activities directed toward both the external and internal publics with interest in the Department of Defense. Also called PA. See also command information; community relations; public information.  can learn most. It is apparent from the first that Lincoln was primarily a dialectician di·a·lec·ti·cian  
n.
1. One who specializes in the study of dialects.

2. One who practices or is skilled in dialectic.

Noun 1.
, engaged in trying to define certain terms. Douglas was replying to him as a rhetorician, and a rather poor one at that. In this role Douglas allowed himself to be caught doing the one thing which any person with a good logical mind is most studious stu·di·ous  
adj.
1.
a. Given to diligent study: a quiet, studious child.

b. Conducive to study.

2.
 to avoid: he allowed himself to be caught playing around in the excluded middle.

The law of logic says that between two contradictories there is no middle ground. And Douglas kept trying to steer away from any commitment. The question was: What is the Negro? Is he a man? Is he a slave? Is he a free and equal citizen? Douglas would never say. As far as argument goes, any one of these alternatives would have been better than the position he took, which was that every state and territory had the right to answer the question in its own way, and that there the matter must rest. The nature of the Negro was therefore for him purely a matter of political determination.

Lincoln, on the contrary, took a stand, though it was a very limited one, and I do not doubt that many of his admirers will be surprised to learn how conservative he was on the race question. In replying to Douglas in the debate at Ottawa, he declared:

I have no purpose to introduce political

and social equality "Equal Rights" redirects here. for the motto, see Equal Rights (motto)

Social equality is a social state of affairs in which certain different people have the same status in a certain respect, at the very least in voting rights, freedom of speech and assembly, the extent of
 between the white

and black races. There is a physical difference

between the two which in my

judgment will probably forever forbid

their living together upon the footing of

perfect equality, and inasmuch as in·as·much as  
conj.
1. Because of the fact that; since.

2. To the extent that; insofar as.


inasmuch as
conj

1. since; because

2.
 it becomes

a necessity that there must be a

difference, I, as well as Judge Douglas,

am in favor of the race to which I belong

having the superior position.

Earlier, in a speech at Springfield, he had said: what I would most desire would be a separation of the white and black races."

Lincoln's definition was simply that the Negro was a creature entitled to the fruits of his own toil. That, he argued insistently, was the definition implied by the Declaration of Independence, and his object was to place slavery where he thought the Founders of the Republic had placed it, namely, in a position pointing toward ultimate extinction.

SINCE Lincoln was willing to say what he thought the Negro was, and Douglas was not, the argument as argument could have but one outcome. Minimal as his definition was, it gave Lincoln a position from which he could attack and defend. Douglas had no defense except rhetorical appeals to a vague abstraction called "popular sovereignty popular sovereignty, in U.S. history, doctrine under which the status of slavery in the territories was to be determined by the settlers themselves. Although the doctrine won wide support as a means of avoiding sectional conflict over the slavery issue, its meaning " and to the prestige of the Supreme Court, which had just handed down the Dred Scott decision Dred Scott decision
 formally Dred Scott v. Sandford

1857 ruling of the Supreme Court of the United States that made slavery legal in all U.S. territories.
. Douglas's apostrophes to this as "the law of the land," to be regarded as final and unquestionable, sound curiously like those being used today to protect the "desegregation desegregation: see integration. " order from attack. Lincoln had no such reverence for this "law of the land" and said expressly that he expected to get it changed. "Somebody has to reverse that decision, since it is made, and we mean to reverse it," he asserted.

Lincoln did provide Douglas with one opening which the latter exploited with a degree of success. This was his famous statement to the effect that a house divided against itself cannot stand. Douglas was quick, if not very skillful skill·ful  
adj.
1. Possessing or exercising skill; expert. See Synonyms at proficient.

2. Characterized by, exhibiting, or requiring skill.
, in pointing out that such doctrine, if pushed to its logical limit, is the principle of despotic government. "Uniformity is the parent of despotism despotism, government by an absolute ruler unchecked by effective constitutional limits to his power. In Greek usage, a despot was ruler of a household and master of its slaves.  the world over, not only in politics but in religion," he answered. Lincoln had to spend a lot of time in subsequent speeches digging himself out of that one, explaining that "it would be foolish for us to insist on having a cranberry law here in Illinois, where we have no cranberries, because they have a cranberry law in Indiana, where they have cranberries."

The issue was a potent one, of course, because it involved the idea of nationalization nationalization, acquisition and operation by a country of business enterprises formerly owned and operated by private individuals or corporations. State or local authorities have traditionally taken private property for such public purposes as the construction of  and the extent to which a state composed of many units should centralize its laws. Despite his disclaimer, Lincoln never made a very convincing case for states' rights states' rights, in U.S. history, doctrine based on the Tenth Amendment to the Constitution, which states, "The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people. . Douglas, on the other hand, never sounded very convincing in his real or pretended moral indifference to slavery, which he expressed by saying that he did not care whether slavery "was voted up or voted down." And furthermore, Lincoln was protected by the very limited claim he made for the Negro, which would allow the states to make about any regulations for him they chose as long as his bondage was removed.

No case, of course, is 100 per cent one way, and if Lincoln was the better controversialist, Douglas was the better prophet. I believe, moreover, that these facts are very closely related to their respective characters as dialectician and rhetorician. It is the work of the dialectician to form definitions and to work out their logical implications. It is the work of the rhetorician to take cognizance The power, authority, and ability of a judge to determine a particular legal matter. A judge's decision to take note of or deal with a cause.

That which is cognizable to a judge is within the scope of his or her jurisdiction.
 of prevailing values

and of the urgency of historical forces.

Douglas had said in a speech at Chicago:

"Mr. Lincoln advocates boldly

and clearly a war of sections, a war of

the North against the South, of the

free states those of the United States before the Civil War, in which slavery had ceased to exist, or had never existed.
- Abbott.

See also: Free
 against the slave states-a

war of extermination-to be conducted

relentlessly until one or the other

shall be subdued. . . ." Lincoln said

that anything like that was very far

from his conception. Yet it was only a

few years until the prophecy was

fulfilled. If Lincoln was the better

logician, Douglas had the better

intuition of the situation.

What if Lincoln had been opposed then and in 1860 not by a third-rate rhetorician, but by a great one (who must by definition be also a pretty fair dialectician)? What if he had been opposed by someone of the caliber of Patrick Henry or Daniel Webster, who might have realized for the people with irresistible vividness the danger in the explosive forces which had built up? It is only speculation, but Lincoln might have polled considerably less than the 40 per cent of the vote he received nationally, and the United States might have missed having its most mythogenic President.
COPYRIGHT 1990 National Review, Inc.
No portion of this article can be reproduced without the express written permission from the copyright holder.
Copyright 1990, Gale Group. All rights reserved. Gale Group is a Thomson Corporation Company.

 Reader Opinion

Title:

Comment:



 

Article Details
Printer friendly Cite/link Email Feedback
Author:Weaver, Richard M.
Publication:National Review
Article Type:Book Review
Date:Nov 5, 1990
Words:1397
Previous Article:The Image of the City and Other Essays.
Next Article:Movie musings, 1990. (special issue: 35th Anniversary 1955-1990)
Topics:



Related Articles
Amusing ourselves to death.
Author of His Country.(Review)
Dumbing Down the Public: Why It Matters.(Brief Article)
Scientific Research Corp.(Government Activity)(Brief Article)
NEWS LITE\Mother Nature spares car dealer.(News)
The Lincoln-Douglas Debates.(Brief Article)(Book Review)
South Eugene junior nabs debate honor.(Schools)(Jeremy Schifberg is second in a national forensic tournament)
Outbound.(Outbound: The Curious Secession of Latter-Day Charleston )(Brief Article)(Book Review)
Baptist Church Discipline.(Book Review)
Words and history.(Lincoln's Sword: The Presidency and the Power of Words)(The Gettysburg Gospel: The Lincoln Speech That Nobody Knows)(Book review)

Terms of use | Copyright © 2009 Farlex, Inc. | Feedback | For webmasters | Submit articles