Democratic Sentinel, Volume 9, Number 8, Rensselaer, Jasper County, 20 March 1885 — AID TO EDUCATION. [ARTICLE]

AID TO EDUCATION.

SPEECH OF HON. THOMAS J. WOOD. OF INDIANA, Delivered in the House of Representatives, Friday, Feb. 13, 1885.

Mr. Speaker: The Blair and Willis educational bills provide that certain sums of money shall be distributed to the several States of the Union in proportion to the illiteracy of the people in each of them.— The provisions of these bills do not interfere with the educational system of any State, but direct that the money shall be used tor educational purposes by aiding the common schools therin. The troublesome question is the power of Congress to pass one of these bills. There is no express power in any provision of the Constitution authorizing Congress to enact a law for the purpose stated in either of them. The several powers of the Constitution are— Firstw-Express powers. Second —Implied powers. Third— ’ nciuentai powers. Fourth —Inherent powers. There is no controversy about the first power, i hold that Congress has power to pass one of these educational bills under any one of the other three powers. I will consider them in their order. As to the second power 1 say there is not in the whole Constitution grant of powers which does not draw after it other powers nut expressed. Jiut essential and vitafito their exercise; not independent but auxiliary to the grant itself.— No provision of the Constitution expressly excludes implied and incidental powers as did the articles of confederation. This subject is well considered in the Federalist, where cogent reasoning is applied to it.

tVhat is the grant of power in the Constitution bearing upon the subject of these bills? Section 4 of the fourth article of the Constitution declares that— The United States shall guarantee to every State in this Union a republican form of government. Here is a naked declaration of power. No way is pointed out, no means ate defined to inform Congress how this power shall be executed. Now, every means that can be used consistent with the power to carry it into effect is implied from the nature of the original grant. Congress may adopt proper means to carry into effect this express power, whether it be military forces, peace commissioners, or by a compromise of the complaints of the people of the State against a republican form of government.

Many reasons might be assigned why the people of a State would not desire to maintain a republican form of government, but one strong one, amongall others, might be that the people through ignorance were incapable of self-govern-ment; incapable by illiteracy of participating in the affairs of the State through the exercise of suffrage.

If general ignorance is the cause Congress may exercise power to remove it, though years are required to do so. by! liberal grants of money for the purpose of diffusing general intelligence and thereby creating respect among the people for a government republican in form, and a decent regard for the rights of mankind. The Indians are incapable of self-government through illiteracy, and no republican form of government would be maintained by them, and now the Govern ment is providing, as it

has often done, for their education and mental elevation in order to make them law abiding citizens and capable of self government, and therefore fit to live under and support a republican form of governm’nt in the State where they may reside It is conceded that the colored people as a body in the South, where large numbers congregate, are incapable of understanding and maintaining a republican form of government in the absence of intelligent white people. In such cases Congress may

exercise the power to promote inte'ligence and education among them in order to make them self-governing,and therefore capable of nfaintaing independently of the power of the General Government a republican form of government. If general illiteracy among the people of |a State is the cause of the failure of a republican form of government, Congress may donate money to remove the cause through educational means, tend that is true where illiteracy is so dominant as to constitute a balance of power against intelligence or is a standing menace to the safety of the Commonwealth. In such cases Congress may provide means to remove the cause and all threatening danger to a republican form of government. What is a grant of power without the employ-

ment of means necessary to its execution? The axiom is clearly established in law and in reason that whatever is required to be done the means to that end are authorized. When ever a general power to do a thing is given every particular power necessary for doing i t is given. ' Suppose there is universal famine in a State, and the people thereof, starving in all its borders, organize in open rebellion against all State law and constitutional authority and annihilate the republican form ot government therein existing? •

In such a case Congress co d order troops with bayonets, powder and lead, to reduce tlie people to submission, or it may appropriate money to buy them bread and thus allay their opposition to State authority, and 1 estore to the State a republican form of government. Ihere is no defined way to execute thi* general power of the Constitution. > ongress itself is the sole judge of the means necessary to carry into effect this grant of power Congress is the sole judge of the means necessary to carry into effect any grant of power in the Constitution, provided, always, that the means employed are properly incident ,ro the express power. No one 'would claim that means used entirely foreign to the object to execute a power would be a pi o per execution of it. The manner of carrying into effect the great powers of the 011stitucion is left to the wisdom and conservative judgment of the legislator where the means of execution are not defined. Otherwise the creation of naked powers would be absurd, as they would remain forever dormant or in a paralytic state Judge Story, writing on this question, aptly says;

It would be almost impracticable, if it were not useless, to enumerate the various instances in which ongress, in the progress of the Government, have made use of incidental and implied means to execute its powers. They are almost infinitely varied in their ramifications and details. incidental powers are expressly conferred on Congress by the Constitution, and in these words: To make all laws which shall be necessary and proper for carrying into execution the foregoing powers,and all other powers vested by this Constitution in the Government of

the United States, or in any department or office thereof. This provision constitutes Congress the judge of what laws are necessary to carry into effect the powers of the Constitution Although it is surplusage under the reasoning of judicial decisionsand eminent writers on constitutional powers, as it existed already as an incident, biit it does prove that the framers of. the Constitution intended to leave the means of executing the powers to the deliberate judgment of the legislator. Then the question is, Is general intelligence and enlightenment of the people supportive of a government republic an in form? Does the intelligence of the people aid and maintain such a government? If so, Congress may adopt measures to that end. 1 have briefly discussed the incidental powers of congress and the implied powers of the Constitution, and I pass on* to the inherent power of that instrument.. This power sounds strange, but hear me through. In order that the application of this power may be more readily understood 1 make a statement of facts: The real purpose of these ■ measures is to provide means for the education of the colored people in the Southern States, although they embrace all classes of illiterate people in every State.

A few years ago 4,000,000 of illiterate colored people were released from slavery and the adult males clothed with all the rights, duties and conditions of American citizenship. No one pretends that they possessed .any mental qualifications to become good citizens and an intelligent factor in tlie administration of the Government The old ex-slaves can not be materially improved but the young people can be taught the superiority of republican government, the i ignts and pri vileges it confers upmi the citizen, respect and obedience tor the laws of the State and Federal Union. w hat is the foundation of me federal Union? What is to e basis of the General Gov- ' eminent? The theory is that it rests only upon the consent oi tlie governed. Who are the governed? > answer, all classes of the people, white and black. The people of their own free will can enlarge or 1 estrict its powers or change the system entirely and do so peaceably and rightfully. The people are the sovereign. * hey jule through their own selected agents, who act by defined official powers. These are re- , sponsible to no sovereign, save the sovereignty of the people, who hold them accountable wr violations of official duties. In a word, the Federal system is 111 the hands of the people, liiey control by the elective franchise. Shall it be by an elective franchise? They maintain it by consent and self-, government. Need it be said that such a system of government can only be sustained i and perpetuated by the virtue and intelligence of the people, and without which it could not long survive.

Now, there is a large per centage of unintelligent and illiterate people in this country exercising a fundamental power in the enactment and administration of law, who can know nothing of the effect or benefit of it. Can they safely and independently execute so great a trust without any ini tclligent conception of the rights and duties of citizenship? Are they fit to deposit the ballot that may determine the destiny of the Republic? Are they fit to deposit the ballot to determine any policy of the Government? How can they select proper agents to administer the Government when they have no understanding of its powersand I purposes? They can not Dass

judgment upon any polio;» oeneficial or injurious to the commonwealth. This Government t as been preserved thro’ the predominance of general ntelligence,.and all will concede that it would long since have disappeared had ignor - mce and illiteracy dominated. There are several hundred thousand of illiterate colored citizens in the Southern States who were suddenly granted the obligations of citizenship without knowledge of its duties and responsibilities, and the number is increasing. This mass of ignorance suddenly granted the highest boon in he pc wer of mankind, American citizenship, may join a langerous crusade against the best interests of the whole country, it is a lurking enemy around the basis of i epubican institutions, and a powerful element, if left alone, that may strike our Federal vystem and threaten civil liberty. Jt is a mercenary and menacing power that may be •eady to rend the Constitution itself. I ask, does not the whole Constitution as a means of Governmedt, permit the exerise of power to preserve itself? Can this organic law be dis solved because there is no express power therein given to preserve it against any pre- < conceive 1 contingency? hen he foundation of republican government is being undermined, shall we say there is 10 power given to preserve it? Does not the organization of rhis Government as a whole < ;arry with it, at all times, inherent po\ er 2 which may be exercised for its own safety?— I answer, is not the power of preservation innate, iuwro’t in the organization, so as to be inseparable from the Government itself, inseparable as the 'inherent qualities of the magnet.” inseparable as the inker- . mt rights of men t j life and iberty? Is not preservative power so interwoven in the ;;reat framework that it can i iot be excluded? 1 would saj preserve the Constitution and i he Federal Government by express powers, if any there be, out if none, still preserve the Government, though in doing so employed means not named in the organic laws, yet I would have the Government left to all by the exercise of ahem.

When the very foundation of this Government, to wit, in- ■ and virtue of Hie people is being affected by •to wi ngilliteracy.can not pow er be rightfully exercised to prevent its continuance and □reserve the structure? The central life of government □olds ready all power on earth for its own preservation. All •ay there is ample power of preservation against all armed .v ar fare. But is it the idea t at the only mode of preseration is force, military force? ■Jan not there be peaceful means used to oreserve the Government, or is the military force the only one? When the ucreasing illiterate populaion, white and black, now lumbering over 2,000,000 voters, uniting with powerful factions, give consent for some < )ther worse form of government, then it is too late for peaceful remedies. The will of the people to dissolve this Government for mother is irresistable and ■here would be no contest about it, but if the will of the people is an intelligent one, tn enlightened one, the theory is it would stand as Ihe best ver founded by mankind, jut an illiterate or ignorant vwill might destroy the best for he worst ever produced. War •lowers, not given by any law, nay be exercised as a State iecessity. Peace powers may oe assumed as a state necessity, Xor lhe Government may be peacefully dissolved as well as forcibly by war. The Government has A right to fortify itself against the attack of growing illiteracy, and in doing so it aids itself. When intelligence W generally diffused the (institution is aided and strengthen ed. Is that a harmful exercise of power? i think lot, because it gives me my Government, after its exercisz, founded than it was bjorST and that can not a

vio uti< n o; tie UoubUiuiiod.B The manu nitted slaves enfranchised forced end un xpected mass cf illiteracy into a political power in the affairs bis government- L was the result of state recessity. which continues its self to make this new political force an intelligent urn! supportive power to the Government We are brought face to face with with a proposition that unoerlies the Govcrnmen and all i»s civil institutions All will admit that class ignorance and general illiteracy is inimical to a government! founded on pop ular intelligence It has contempt lor Jaw andall government policv. and is a sure element of distuibance and de situation wherever foil id. Men exclaim there is no damrer, that the Illiterate population is impotent foi evil I answer that the illiterate population of the whole country is a powerful factor for evil- It now boids the balance of political power. The census returns of ISBO show 10000,000 voteis in the United States and Territories. The total number over 21 years of age who cau not read or write is 4.204.863, of whom 2,056.463 are whites and 2 147,900 are colored, including 300o'() fn Hans and 100,0’10 Asiatics. Assume one half are females, which leaves over 2,000,00 u fflitera e voters who can not write their names or read their bal lots. The illiterate voters constitute one-fifth of the whole voting population; one voter in five can not read his ballot or write bls name. Generally they are in the power of low dt magoaues. and possess uo higher aim thau prejudice. Jealousy, and revenge. They can not tell the Constitution of their country, if under the eye, from the advertisemee. of a horse jockey. They know nothing of h e laws of the State wherein they reside. To them the Declaration of Independence is a dark blame and the Rill of Rights an enigma. I read a part of the report of the committee on this subject: The illiterat voter- pf Maine, New Hampshire, d assaeiiusettj. ami Connecticut, of New York, New - ersey Pennsylvania, Ohio, in short of evtry Middle. Southern, and most of the Western Sta'es, have power, if combined, to decide any political issue that is now, o>for years is likely to be pending between p<. titfcal parlies. They represent ten of our fiftv millions of peoplt.

Sta es and Territories. White. Col’rd.* Total. Alabama 60,174 906,878 267.052 Arizona 3.550 633 4,183 Arkansas 50,234 68.444 118.679 California 22.625 29,100 44 725 Colorad* 7,055 465 7.490 Connecticut 23,339 1,497 $4,836 Dakota 3,20 458 3,664 Delaware 6.462 7,935 14,397 District of Columbia.. 3,569 19,447 23.016 Florida 10,885 g 9,753 50,638 Georgia 71,593 2*7.318 319,011 Idaho 510 943 1,453 Illinois 99.356 10.397 109,753 Indiana 77,076 8,806 8s,88» lowa 35.815 1.958 37.773 Kansas 17,095 11,498 28.593 Kentucky 124,7-3 90,738 215.461 Louisiana 34,81 s 178,789 213,601 Maine 16,234 335 16.569 Maryland 34,155 66,357 100,512 Massachusetts 81,671 2,221 83,892 Micliigan 48,291 3,758 52,049 Minnesota 27,645 769 28,414 Mississlpi 27,78 208,122 235,011 Missouri 89,9 40,(57 130.261 ontana 5 • 777 1 302 Nebraska 7,6 ■ 496 8,31. Nevada 1,8 . I 1,63- 3,445 New Hampshire 10,81: I 81 10,775 New Jersey 37,3 | 7,844 45.192 New Mexico 33.6 I 5,109 38,832 New York.. 182,b. 10,134 192,184 North Carolina 116,4.. i 174,152 ->60,389 Ohio 12.61. 14,152 106,768 Or gon 2,90 l 2,387 5,291 Pennsylvania 174,280 15,551 189.8h7 Rhode Islam 1 18,611 ( 1,131 1;',750 South Carolina 34,335 200,063 231,-,08 Tbnuessee 1!d,«34 126,939 215.67:, Texaa| 65,117 121,827 186 944 Utah 5 385 518 5.903 Vermont. 12.872 129 13,001 Nirginia 71,004 214,340 285,34-1 Wasiiiugti.n . l,011( 1,884 2,695 West Virginia 45.840 7 539 53 879 Wisconsin 45,798 981 46.779 Wyoming .... 285 144 429 Total .....12.056463 2,147900 4,1-04 363

’■lncluding Indians and Asiatics. The people who intelligently support the General Government have a right to ask aid to arrest the growth of i literacy. Their social relations, their business affairs, their personal safety are threaten - ed by this element growing in their midst. Thers was a time when a certain class in Europe and America refused education of tbeir children- Now they ask for it, not only on account of its elevating influence over the vices and on mind aud morals, but for the aptitude and intelligence it gives to the manner of labor. They know now that an Intel)! gent laborer is worth mote than an ignorant one the world over. Intelligent labor means 1 quick work, better work, and more work. Au intelligent (Carpenter or bricklayer will Co more and better work than an ignorant one, command better wanes and higher re-peet <>t the employer, all <f which iniTpißregard ami dignity for labor. In w<ry business relation tire intelligent laborer is the best and safest employe, makes more for his employer, makes better wages for himself, and is a belter citixon. The poor workmen of overcrowrted Europe see the preferment ot intelligent labor beeause of correctness of work and the saving of materials to the employer, and are using all means at cornmand to educate their bildren. The old governments have responded liberal ly io heir call, as I show by the [•>!• rowing statistics beginning with France : Government aid to primary education—l tn 1860 the Govern meat aid to pr im, ary education a ounted to 5,424.(136 fiance; in 1870(under lhe empire)-,817,. sto irunes; in 1877 (under the republic , 22,035.760 francs. In 1882 the Cover - ment iiu will be about 50,0 v.n()i) francs in order to enable ail the communes to enforce the obligatery .school law. n addition to the above amount the departments spend thia year 25.0d0,C00 1-ancs, and the communes 6C ooo,ioo francs for primary educat week* from Arpil 15“ to April 3n. .&82 the Government has spont 1,241,835 franca for new school-houses. The total amount spent try the Government aioAe in 1881.’82 tor all phases of instruction amounts; to 114,353,Ml francs, or *22 717,880.

2. Belsium. The following table shows the Government grants to education from 1881 to 1882; s Francs. 1881 ; 217,000 1848 ' 466,000 1845 71J.000 1853 1,230’0(0 1857 1,680,000 1884 8,707.000 18'0 6 525,000 1878 11,503.000 1882 20,4.0-000

The population of Belgium i - 5,403 • 006. In 1880, when Belgium separated from Holland, there were only 1.149 ! public primary schools. In 1875, there ■ were 4.152 pubi c primary schools and 2.6 5 adult svh< ols. In 1847 41,06 per ' r ent, of the conscripts were illiterate; 1 i 185 ', 35,35 per cent; and in 1878. only 19 59 per centa. Italy. Italy has a population of 28.209.620 and a school population (6-12) of 4,-27,-282- Of this number 2.057, 977 attend school, against 1,601.978 in 1879 The numoer of public elementary schools has risen from 32 782 in 1880 to 41,108 iu 1879. The annual gr-nt tothese schools in 1882 is 31.0M.000 lire f*6.200.000). The 7,422 privatet eiementarv schools receive no state iitl. In 1873 the Government gran- wa< lire (83,000 0'>0); in 1876 20,(F 0,000 lire (st* 000,(00); and in 1878, 24 000,000 lire ($4,800,00'1). This shows an increase oi 16.000 000 lire- or $3,200-oiio si nee 1873. Tbe above grants are . ade in addition to 1 rge nuildings and gardens given for educational purposes in nearly every city aud town of the kingdom. According to the census of 1861, out of a population of 2! .777,334, there were 16,999.701 who could neither r°ad nor write—7,889.238 males, aud 9.110,463 females. In 1871, out of a population of 2.869. 144, there were 19.533.792 who could neither read nor write. The present minister of public instruction has taken energitic steps to provide accommodations for all the children of school age. and to enforce the law which makes ati .-nuance at school obhgatoi.y for all children between the age-i of 6 and 12.

4. England. Tne annual parliamentary grants to elementary schools in England and Wales was. In 1840, £3O/-00; in iB6O, £180,110; in 1858-£668,873, in 1862<£774, 743; m 1863, £821,386. in 1«66, £649.006; in 1867, £G82,201, in 1865, £680,429; in 1869. £ 8 40,7J1; in 1870 £913 721; tn 1873 £1,313.< 78; in 1875, £l. 566-271; in 1877’ £2.127,730; i»i 1879, £2.733,404- in 1882, £2.749,863 The number of schools has risen from 1' ,751 in 1872 to 17,-14 in 1880; the number of seats from 2,397.745 in 1872,' to 4,240,753 in It-80; and tbe average number of children it» attendance from 1,445,326 in 1372 to 2 5 ',916 in 188 >. The population of England and IPales ! s 26.968.286. fi- Scotland Population- 3,734,370 The parliamentary grant to elementary schools amounts to £468-5 2 for I 882-.’83. The number Of e ementary sclm.iis ..as lucres e from 1 962 in 1872 to 3.056 in 1880; th i number of seats from 267,412 in 1872 to <02,054 in 1880, and the number of children in average attendance from 206,°90 in 1572 to 434,618 in 18806. Ireland. Population, 5,159,839- Number of elementary schools, 7.522. Number of pupils, 1.081,995. The parliamentary grants for popular educitian in Ireland amounted 1 > a otal of £2,948.669 n, 'he ten years iB6O ’69; in 1868 it was £370.195; in 1872 £430-390; a •>(! in 18«2-»83 it amounts to £729.868 7 Prussia. Population. 27.25i.967. The government exp'-ndiuire t< r oircati >n amounts to sll-458.(56 in 1882 flo iin- $l0,0 ( 'o,ooo in l o tl. r- 4 iii- ,r v uh tin- Prussian schools derive income fr >m endowments. ,he governimnt grants are chiefly devoted to the establishment o new schools and the improvement of eld ones. 8- Russia. Russia with a population 0f73.500.e0 >, and a school population of 15, » 0.000 has only 28.35 elenfentary schools and 1-213,325 pupil. The annual government grant 10 ad grades of schools amounts to $9,000.000. Of this amount only $475,"00 is devoted to elementary education I ho finances ot Russia exhibit laige anuuil deficits, caused partly by an en >rmaus exend'ture ior war, and partly by tbe construction <f railways. Aceondiug to official return-, the total war outlay i-curied by Russia dun: g the four ye n's 1876-’79 amounted to $728,984,635. Tlie muss of the population of Russia is as yet without education. in 1836 > only two out of every hundred recruits levied for the army were able to read and write, bur the proportion had large y increased in ls7o, when elev- 11 out ot . very one hundred were found to be possessed of tht.se elements of knowledge. I>. Austria. EilucHimn mi’ll ucenUv wi: in n b-W. > Au "a. 1.1. e bulk o' the agi icub Ural popuiai i<m t e< m-i itm ir g two thiids of the empire, being alincst entirely •illiterate- During the last twelqe years, however, the Government has made vigorous efforts to bring about an improvement by founding new schools at the expanse of 1 lie state when-, eve-the conveniences were t"o poor- A law was passed in 1868 making ethical ion obligiatmy for II children between the age/, of 6 and 14. The Government e.Ym.,>ddure for public e lueaiion has m? . ast-d fro u $2,800,000 in 1870 to $6,5 ( .. ~m ,in )881 iuthis connection, as illustrating the educatio i-ii imimise mo.vi.g the whole British Enpir.-. we anm-x the fol’lcoAing data ot scmml ■ i 1 the Province on Ontario ■ ■The t>'ituia-imr of Ontari G 1-911,46>. and the .-imo.-.l population 489,824. In 1844 there wer - in the province 2,505 B C hools. with 9:>,756 pupil; in 1875 5 - 0. 8 school-, witii 494 165 pupil:-; and in 18SO. 5,-z45 sohcWs, with 596,555 pupils The lot.. 1 expends for ■ducaiion were $275,000 in 1844. §2.297 ?>)4 in ]BBt $3,258,125 m 1873, :>3.433,210 in IB7s, anti

$.414 267 in 188(>. It will be observed that in every instance cited the ph.iuk resumes the duty and exercises the :>o<v -i ;il >- >ily of w bur of coiitrolli<i.r t i>e subdivisions which makes u,> ihe whole and provides for compulsory a'tr-ndance of the child The principle is, fully recognized that when the general welfare demands, individuals and subdivisions must submit, if necessary tor any cause, to receive compulsory blessing, coupled with which is the duty which implies the I right ot the whole to provied for the protection and safty of all the parts by I the utmost exercise of its powers. True, their governments are not so complex as ours, but the rriniclple is still the sama. Self-preservation dictates this policy everywhere. These statistics show that foreign governmcLti aid the poorer classes to I

edoeauv t. . cunur... i (J grants, «rd they do so upon the ground 1 that It makes a better, more morn), and I more useful people. It makes life and ; property safer, and tbe Government i stronger. It makes labor better and I useful in every condition of lif e , you can tmet intelligence and sail . hut vou must watch ignorance ail the time. The action of the old governments of I ea-t is c iiehisive on tbe question of ■ policy They are not founded upon or dependent upon the will or intelligence ot their people, wht e our Government is If important to them to encurage general «ducat’cn of the masse- ot ihe people how much more importand it is to our own country, resting as it does upon the masses of the peoDie, aud moie importaht to this coumry still because it is new and deveiopeng and in.fixed, i in comuaris 'ii with tbe old <-ovcri'm-nts. This Govnument is met with u solved problem- <>i legislation growing out < f iipw com i ious •- , Hitiuu ! «)iy niisin , which require intelligent thought ly the people . nd their patient foioc.u ;. iKe until wisdom leads the way though; and more still, tiec. u e >n this country there is a clash ot conflicting in er sts arising from our mu iin|;ed resources rapid development, and quick n-rowil', w hich d > not exist in any corn a ati e degree--n iheob. g..v< i ll!11H

wrh iffen. dificrent interests are permantently ,fix-d and moved along in regui.tr grooves, while iu (his country reward eidurte development is con, st utly gmng .11, uhan.iog and over--l ado.viiig ; reV.ous Couuion- , which 'f en taxe; t. e p.t'c.ni bearing ot uu int lligeut pet-pic bei<.re a, satisfactory ai j astment is es.ab ished- AH must see therefore- Hr t general in'elligeuce is the oi-ly anchor ot don estic sally and the Certain guarantef of peace. 1 desire 10 read a part of the statement made I y the committee on the Blair educational nil', wnich shows tne numltei ■ f illiterates in each IS!ale and the proportion of money due eacn under Ibis bill.

Number oil Pronortion St-tes aud Terri toiles. illiterut,, of $15,000,- , • i n u a e.i OUO to cueb * , b iiC .. SlUttl. A.abauin 370 27! $1,127.869 83 Arizona 5,19..: 16,7d0 82 Arkansas 153, Jzl 466,73 b 5, Cdl't'or.. a 48.5 a. 147,983 62 Colored fl 32 ZU.373 77 Com,, cticut 20.t0t 6.1,934 34 Dalicta ; , y 0,424 33 Delaware 1(> al 51514 96 District ot U.'lumbi.,.. 65,6,3 c‘J iJ'lor; r 70 219 21 .’,867 07 Georgia 4j6,630 1,360,596 42 Idaho 1 3J4 4,215 66 Illinois 96,8)9 294,880 21 Indiana 70,000 213,244 37 lowa 28,117 85,644 38 li.uus.B , 20,5UJ 77,682 14 Kentucky . 25b,1&, 736,434 iSB Louisiana 297,312 905,612 35 •Maine 18,141 55,37 a 31 Maryland 111,387 339,8 80 Mas achusetts 75,635 230,-0121 Michigan 47,11-z 143,503 15 Minnesota 20,551 62 5683. Mississippi 315 61 flvl 35115 Missouri. 138.81 b 42.8,963 Mouta a 1,53 v 4,630 33 Nebraska 7,83 23,850 18 Nevada.... 3,70-_ . U,-79;84 New Hampshire li <8- 30,497 17 New Jersey 39.136 119,208 26 New Mexico 52,991 161,41972 New York 166.60.; 507,539 75 North Carolina 367,-9 1, 2u,693 94 0hi0......... 1 o ,i.m- ,61.2'0Gk Oregon ... j 5.Ji. H 1 375 30 Pennsylvania I 14., lo.s 445.13 s 85 Rhode Island - 1 > r.i.i. oj. South U.iro.ina j' 321,t00 Sti.-.lUbu Teuhessc i 394, 38j 1,2): .2’117t Texas | 256.223 780 iof> l.' j Uiali | 4.8. n ;4 .16 Li Vermont 12.993 a./ZOSG Virginia :.63,19. 1,0.8 ‘67 7, vVasningtoc. 0,191 •■■7.9,9 Wept Virginia 51.04 158..>0> ..y Wisconsin i. 8,69 i,7,350b.Wyoining 42 < .1,300 64 T0ta1.... t 4,923,451 $15,000,000 Mr. Chait man, I plead for the purpose of these measun-s because I desire to see •White and black, the poor and tl.e ignorant, tducale't. I plead for them becaused t. e purpose is to create independent thought on all questions among tiie people receiving the benefits. 1 plead for them because they mean general intelli e ic,- and enliglitenmi ui. Am.i iastlt, 1 ■ tor them became tiiey w'.:j s.tilrr?- m;r sucre I cml the ballot • m.<ie- p.ir'e> which will ever up.i ii‘t and maintain a republican form of coyeiumem in 'very State wf the Uni n mid make stronger and better the b >'’.••■ w, holding the States logetle' •r,.i'u ■ purp .s?s of th; . est governm nt iiil