The times., 1899-05-21
1 DECISION IN FAVOR
OF GEORGETOWN
Columbian Defeated in the IN
tercollegiate Debate.
Students Vie With Each Other in
0ratory and Logic.
An Enthusia-tic and Attentive Audi
ence Present at she Lafayette
square Opera House.

Georgetown and Columbian Universities
which has been held for four years took
place last night at the Lafayette Square
Opera House, and resulted in a decision
in favor OF Georgetown.
The question discussed was: Resolved,
Thai the right OF suffrage should BE- re-
stricted by an educational qualification
The affirmative side was argued by George
town, and the negative by the Columbian
students three debaters representing
each school as follows:
GeorEetown-Martin T. Conboy, A. B..
Ii. B., New York, James II. Higgins. a.
b.. Rhode Island; John J. Kirby, A. N,
Massachusetts.
Walter 5. Smith. Alabama;
Alyah W. Patterson, Oregon: Francis W
II. Clay. Kentucky.
The judges who decided the contest were:
Hon. j. ". Griggs United States Attorney
General; Hon. George Gray, United States
District Judge; Hon. Shelby NJ. Cullom,
United States Senator.
The friends Of both schools thrOnged
the theatre. and no opportunity was lost
In giving the contestants the most hearty
applause and encouragement The college
yells OF the rival institutions WED with
each other in noise and frequency The
arguments were preceded and interspersed
affair was marked throughout with thai
enthusiasm characteristic OF college life.
Seated on the stage were many men
prominent In Washington educational. re-
ligious and business circles, and when the
debate began there was not vacant seat
in the house.
The debate WAS presided over by the
presidents OF the two societies, James w.
Crooks, OF Columbian, and w. Edwin
Knowles. of Georgetown. Mr.. Crooks
made brief introductory speech, and pre-
sented Mr Conboy to open the debate for
the Affirmative. Each speaker was allowed
twenty minutes and after the applause
which followed their introduction, each
Immediately launched into his argument
with earnestness and determination Mr..
.Conboy opened his argument as follows;
ITO give expression to even a mild dis
sent from what has hitherto been held
to be a fundamental conception in the
theory OF the government Of ones own
country is certainly an ungracious and
perhaps opprobrious venture. But when
even q superficial observation discovers
political evils existing by reason Of
tenacious holding TO theories formerly
widely accepted-and IL is certain that the
erigencies of the moment are but fore
runners Of prospective evils-judicious leg
islstion is attempted that shall meet the
present and eVer-rising emergencies and
give expression TO ever progressive ideas.
The speaker referred to the political Diff
ficulties in the South, and elected applause
by quoting the following sentiment
expressed by Abraham Lincoln in
letter addressed by him to
the Governor OF Louisiana: = woulf
grant the suffrage only TO the more
intelligent Of the negroes" The same
words were also written BY Mr. Lincoln's
successor. Andrew Johnson, 10 the Gov
ernor of Mississippi
Continuing on this point, Mr.. ConbOy
said: The history Of the South from the
DAYS OF the reconstruction to the present is
what many have been pleased TO term the
great dogma OF political republicanism,
universal manhood suffrage. What is the
test TO b. in answer TO this question? 1
can do no better than. 20 quote the words
OF Garfield, who said: J am fully per-
suaded that some degree Of intelligence and
culture should be required as a qualifica-
ton for the suffrage. l have no doubt
II would be better II no man were allowed
10 vote who cannot read the Constitution
OF the United States and copy in a legibie
hand sentence from the Declaration Of
Independence
After arguments against the ignorant
ballot the speaker concluded as follows:
Now, my friends, we understand that
each man. no matter how ignorant ne may
be. has an interest In the Government in
which he lives no less than q man of in
telligence. The best protection Of his own
interests is when the political control OF
the State is in the hands of persons pos
sessing qualifications OF Intelligence"
Mr.. Smith. of the negative, opened his
argument by saying that the Government
Of the United States was founded 10 secure
liberty and justice to the people, in con
tra-distinction TO the fayoritism which
characterized the Governments OF Europe
He urged the benefits Of universal suffrage
saying il was upheld by the Constitution.
which was founded on the principle OF the
equality of all persons before the law.
Equality Of right was the foundation stone
o: all government structure, he main
tained. and where equal obligations were
imposed equal rights should be given.
Mr.. Higgins. the second speaker for the
affirmative. said that ls per cent of the
voters OF the country were unable tn eth T
read or write. That an educational quail
ificatlon would eliminate from the voting
lists this class OF voters. and insteal of
being governed by a mixed and motley
number Of i6o00,0 000 voters, We woulf be
controlled by about Il, 4,000, 600 voters, every
one OF whom would be able 10 read and
write al least, and 10 comprehend at least
the importance OF the vote. He nsintsine
there was no excuse for a person 10 lie en-
tirely illiterate in our country today. with
all It's educational advantages.
Mr.. Patterson advocated the axiom.
Each Cor the good Of all. and all for Inc
good of each There was no relation. n,
maintained, between the ability 20 read
and write. and desire 10 be a good citi-
zen. The ballot was means Of educayins
men. II would be more difficult 10 manage
illiterate men If the ballot were tak L
away from them. BY lifting up the isnor-
ant the Government would be made
stronger. man Was more OF man be-
cause he has been recognized as such and
treated as one.
Mr. Kirby, the last speaker on the az
firmatiye side, proved to be heavyweight
and did much In gaining the day FOL
Georgetown. He first showed that suffrag,
was not a natural right but privilege. anC
that no question OF It's expansion could b,
justified on the grounds Of justice alone
but OF Justice combined with expsdiency
He took up the objections OF the two op,
ponents who preceded him against the gen,
eral theory and against the practical ef
fects OF the educational policy. and CLOSED
with 4 burst OF eloquence on the benefit.
10 be derived from an intelligent suffrage
Mr.. Clay. the last speaker for the mega
tive proved 10 be the wit OF the evening
He scored many amusing points agains
his opponents, and was the hardest one fo
the time-keepers to stop when his twentl
minutes had been exhausted. In conelu
sion I've minutes was given TO Mr.. Conhol
10 close the debate. He used this time I,
splendid advantage. and left the afnrma
tive side 10 good shape for the consfdeFa
fion OF The Judges
The judges occupied the centre box /;
the theatre, and shortly after the las
speaker had finished. appeared on the stag