:W^'.-' .^^ .° ^^^ \x^^ .^• -.^^ Si5M, - ''■•» t"^" o V •^ .,N^ 0^ .' A^" •^..aN^ rV V-. ■"^..•^' o r ,0 -^■^^ ,-^ °.. . - -V-^ .' .s-^' oV ^, .V*^^ « s''^ -U-,' ■' ,0 s''''* O -\' ^ " " ^ -%f. -7- ^/ '- ^-^ x"- . ''^ "' ^^ -i^' , . ^/ ^"'' ^^ x'' -''i- .0- "-P, ,■*- ■^ -^ .^^ ,0 X X^ ^ ' '/ c ,0' , ^ ' " . :-:^^ x^^ X'~ s^" >V ^ ^x ^ \ 1^ •^^ .X V* ^a^^y- t^^.x *- -- 1 - '. . . ^ ,ii^ ,C x\^^ - . - x^--^ '€ '' ' » (, s ^ A& . \X^ ,=filil=i - J- . , s * jA^S A \ ,0 ri^ ^^^ « 0* '>~ 0mw^^ '' ^ ^" ° ^^ r>0 % ^^r^ \^ m :t o v. v^ ^~::^* ,0- ■7-w. ^/ *-..o- ^0 ''^^_ ».i ^' X'^'' ,, '""/-* ,-^' .^^C S " \ r -?■, -Jj >-oX -o V y o x" •?; -y. - ^»5 0' N" .%r^%.#' ■■"a V - "j ■-'■' ,x^^' ,A , -^ J^.C X^ ' ^ N^-V_'> c,<^- ^» ^ V 1) ', -^ ^X^ 3s - J", ."^ X ^^ V* ~.><^#>.> ' ■^i. X X- s^"" ',, o. NATIONAL AID IN THE ESTABLISH MENT AND TEMPORARY SUPPORT OF COMMON SCHOOLS. THE EDUCATIOI BILL, By HENIIY W. BLAIR. COjSTTEISrTS. INTRODUCTION, page 2, cover. LETTER OF INTERIOR DEPARTMENT RELATIVE TO CENSUS, p. 3, cover. RESOLUTIONS OF THE NATIONAL WOMAN'S CHRISTIAN TEMPERANCE UNION, p. 3, cover. RESOLUTIONS OP ICNIGHTS OF LABOR, p. 3, cover. Similar resolutions by the Federatiou of Labor, tlie great teachers' associations, religious and other conventious, Trustees of the Peabody Fund, Johns Hopkins University, Union League, &c., &c., &c., are on the files of Congress. RESOLUTIONS OF REPUBLICAN NATIONAL PLATFORM OP 1884, p. 3, cover. RESOLUTIONS OF THE LEGISLATURE OF PENNSYLVANIA, PASSED APRIL, 1887, p. 3, cever. Like resolutions have been passed by the legislatures of Ohio, Alabama, Louisiana, North Carolina, Virginia, Tennessee, and several other States. OPINIONS OF PRESIDENTS AND TWENTY-EIGHT SENATORS OF THE UNITED STATES, p. 1. THE BILL AS PASSED BY THE SENATE MARCH 5, 1886, BY A VOTE OF 36 YEAS TO 11 NAYS, p. 49. THE BILL AS ORIGINALLY DRAFTED AND INTRODUCED BY MR. BLAIR, p. 48. THE BILL AS REPORTED FROM COMMITTEE ON EDUCATION AND LABOR BY MR. BLAIR, 48TH CONGRESS, p. 47. THE BILL AS PASSED BY THE SENATE, 48TH CONGRESS, APRIL 7, 18S4, BY 33 YEAS TO 11 NAYS, p. 47. SPEECH BY HON. HENRY W. BLAIR, FEBRUARY 9, 1886, ON THE BILL, pp. 3 to 48, INCLUDING REPORT OF COMMITTEE ON EDUCATION AND LABOR SUBMITTED BY MK. BLAIR, 48TH CONGRESS, pp. 4-14, AND SPEECH OF ME. BLAIR, MARCH 18, 1884, p. 14 and following. FORTY-FOUR TABLES COMPILED FROM CENSUS OF 1680 AND RETURNS OF NATIONAL BUREAU OP EDUCATION, AND FROM OTHER AUTHENTIC SOURCES, SHOWING THE ILLITERACY OF THE UNITED STATES AND THE NECESSITY OF NATIONAL AID TO COMMON SCHOOLS. These tables cannot be duplicated, and are the best historical authority for aU time. They are of inestimable and permanent value, for no Educational Statistics of the Census of 1880, except to a limited extent in the Compendium, were or now can be published. For captions of twenty-four of these tables see p. 28. SPEECH OF MR. BLAIK IN THE SENATE, MARCH 2, 1887, ON EDUCATION AND LABOR. INDUSTRIAL COMPETITION BETWEEN THE NORTH AND SOUTH— NATIONAL AID TO EDUCATION ALONE CAN PROTECT BOTH LABOE AND CAPITAL, ESPECIALLY IN THE NORTH, p. 50. 1887. INTRODUCTION. 'l"lic) Ediicatiou bill was introduced iu the Sonato of the United Scales December 6, 1881. As originally prepared by me it provided for tbo distribution of §105,000,000 in ten years by annual installments. As passed by the Senate, April 7, 1884, by a vote of 33 yeas to 11 nays, $77,000,000 were to be distributed in eight years, and as passed by the Senate, March .'>, 1880, by a vote of 36 yeas to 11 nays, the same amount in the same time, with a school-house fund of $2,00J,000. The bill and like measures have been very ably supported in the House of Representatives by Hou. A. S. Willis, General Wheeler, and many of their party friends, and the Republican members generally ; but, although there was a large majority of the House in favor of the bill in both the Forty-eighth and the Forty-ninth Congresses, its opponents have so far been able to defeat the consideration of this important measure upon its merits. Public interest iu the bill is increasing, and the necessity of its enactment is not diminishing. Judge Bynum, a loading jurist of North Carolina, last year candidate of the Republican party for chief justice of the State, in a letter to me dated June 20, 1887, urging continued effort to pass the school bill, says : "The South is poorer now tliau lifteen years ago, or since — I mean tho masses;" and this is, I fear, too near the truth outside the centers of transportation and mining and manufacturing industry, and even in them it is not clear that the mataes are much improving thcjr condition. Education alone gives the individual power which, combined with industry, enables its possessor to secure a larger share of the wealth produced liy the community. Mrs. Annie C. Peyton, a lady of high character and great distinction; in J'eply to my inquiries writes nie Iroin Hazelhurst, Miss., under date of June 15, 1887 : "The failure of tho Forty-ninth Congress to iiass the 'Blair education bill' was a national calamity. To ascertain tlio (;outinued . need of the relief proposed in the bill I have addressed letters of inquiry to county sHperiuteiulonts of education iu various portions of tho State, and all agree that some measure of national aid is a dbcessity." The Woman's National Christian Temperance .Union, the great teachers' associations, the Knights of Labor, the Federation of Labor, for this is the most important "labor bill" now before the country, religions denominations, and educational organizations such as the trustees of the Peabody Fund, the Johns Hopkins University, tho Union League, superintendents of public instruction, and many States in formal action through their legislatures and innumerable i^etitioners from all parts of tho country, to which should be added the national platform of the Republican party, are urgent, and will continue to he, for the passage of this bill. It is the unmistakable' voice of the people demanding tlioir own good — the creator requiring of its creature, the law-making power, the enactment of this measure into law. The measure will be vigorously pressed in both houses upon the assembling of the Fiftieth Congress, and it will continue to disturb tho Congress until the groat evil which demands its beneficent provisions is removed. It will be found impossible to evade the issue presented by this bill much longer, nor will misrepresentations of the measure itself or of the condition of popular education, or, rather, of the want of it in maujf parts of the country, suffice much longer to mislead the public miud and thwart tho public will. The debates in tho Senate, occupying about three weeks on each occasion, have been very elaborate, able, and exhaustive, some- times heated, but on the whole tho most thorough and complete and tho most elevated in tone that have transpired upon any public question for many years. I have prepared this litllo volume chiefly from tho matter iu those debates, partly because the further gratuitous 8Ui>ply of theim- meii.se demand hitherto and now existing upon my time and purse for information on this absorbing themi has become impossible, and. partly that the invaluable statistics contained in the reports of tho Senate Committee on Education and Labor and in my speeches are and always^will be otherwise inaccessible to the general public; There have been no educational or religious statistics of the tenth census published by Congress, except to a limited extent in tho compendium, and a reliable compilation is, as I am informed by the Bureau, now impossible. These tables wore prepared, many of them at my request and under my supervision, with special reference to the elucidation of this subject, by the Hou. John Eaton, so long Com- missioner of Education. But the larger portion are his own work, and are based upon such returns of tho census of 1880 as were then available and the data collected by the extensive and reliable machinery of the Bureau of Education. These tables must become more and more important as time goes on. They will be the only standard of comparison with future educational statistics, and their special adaptation to what seemed to me to be the most intelligible and impressive preseiitation of the appalling ignorance of many portions of the country will, I hope, assist others in like investigations which must continue so long as the American people care to he free. Those tables represent an indescribable amotiut of my personal work and weariness, and I may overestimate their importance; but however that may be, whoever gets them may be sure that he has tho best attainable, and that the educational condition of no people was ever so well delineated statistically as is that of our own in thi following pages. Strange as it may appear, this little work contains more thaa four hundred pages of an ordinary octavo book. It is published in quarto form, because in no other way can the tables bo nscd with convenience. I earnestly commend its contents to every citizen of the Republic, for these things concern our peace. HENRY W. BLAIR. Washington D. C, June 24, 1887. ICopyright.'] Entered according to act of Congress in the year 1887, by Henry W. Blair, in the office of tho Librarian of Congress, at Washington. PRESIDENTS WASHINGTON, GEANT, AND GARFIELD. ^K ^ George WasMngion — First annual message to Congress. "Nor am I less jiersuaded that you will agree with me that there is nothing which can better deserve your patronage than the i>ro- motion of science aud literature. Knowledge in every country is the surest basis of public happiness. In one iu which the measures of government receive their impressions so immediately from the sense of the community as in ours it is proportionably essential." Farewell address. "Promote, then, as a matter of primary importance institutions for the general diffusion of knowledge." President Grant— Message on ratification of 15th amendment, March 30, 1870. " I would therefore call upon Congress to take all the means within their constitutional powers to promote and encourage popular educa- tion throughout the country, and upon the people everywhere to see to it that all who possess and exercise political rights shall have the opportunity to acquire the knowledge which will make their share in the Government a blessing and not a danger. " By such means only can the benefits contemplated by this amend- ment to the Constitution be secured." President Garfield's inaugural address. " But the danger which arises from ignorance iu the voter can not be denied. It covers a field far wider than that of negro suffrage and the present condition of the race. It is a danger that lurks and hides iu the sources and fountains of power in every State. We have no standard by which to measure the disaster that may be brought upon us by ignorance and vice in the citizens when joined to corruption and fraud iu the suffrage. "The voters of the Union who make aud unmake constitutions, and upon whose wiU haug the destinies of our governments, can transmit their supreme authority to no successors save the coming generation of voters, who are the sole heirs of sovereign power. If that gen- eration comes to its inheritance blinded by ignorance and corrupted by vice, the fall of the Republic will be certain and remediless. "The census has already sounded the alarm in the appalling figures which mark how dangerously high the tide of illiteracy has risen among our voters and their children. " To the South this question is of supreme importance. But the responsibility for the existence of slavery did not rest upon the South alone. The nation itself is responsible for the extension of the suffrage, and is under special obligations to aid in removing the illiteracy which it has added to the voting population. For the North and South alike there is but one remedy. All the constitu- tional power of the nation and of the States and all the volunteer forces of the people should be surrendered to meet this danger by the savory influence of universal education." THE VIEWS OF 28 SENATOES OF THE UMTED STATES AS EXPRESSED IN DEBATE ON THE EDUCATION BILL. Senator Edmunds, Vermont. " We come, then, to the question as to what we ought to do. We do find, and aU agree as a fact, that in a great many of the States of this Union there is an undue and excessive proportion of people who are ignorant aud of children who are ignorant, and that in thos.e States it appears to be a fact that at this present time there are not BufScient resources available to provide from the taxable property of the inhabitants of those States for this emergency. It is therefore, as it seems to me, a case in which the common treasure of all the people may be fairly deyoted in aid of this great and necesary ob- ject for the preservation of real republican government." Senator Evarts, New York. "Now, then, in a word, Mr. President, I confront this immense, this dangerous, this growing, this threatening mass of ignorance. I find a deliberate, a concerted, a thoughtful, a valuable measure. I am heartily iu favor of the passage of this bill." Senator Sherman, Ohio. " I think the safety of the National Government demands that we should remove this dark cloud of ignorance that rests upon a portion of the people of the States. "Without reproaches to any section I am willing as one of the Senators of Ohio, * * * to vote from the national treasury a ■ large sum of money this year and from time to time, so long as the necessity exists, a liberal sum of mouey to aid iu the education of the illiterate children of the Southern and Northern States." Senator Lamar (noui Secretary of the Interior), Mississippi. " I have watched it with deep interest and intense solicitude. In my opinion it is the first step and the most important step this Gov- ernment has ever taken in the direction of the solution of what is called the race problem ; and I believe it will tell more powerfully aud decisively upon the future destinies of the colored race than any measure or ordinance that has yet been adopted in reference to it — more decisively than either the thirteenth, fourteenth, or fif- teenth amendments, unless it is to be considered, as I do consider it, the logical sequence and the practical continuance of those amendments. I think that this measure is fraught with almost un- speakable benefits to the entire population of the South, white and black. It will excite a new interest among our people; it will stimulate both State and local communities to more energetic exer- tions and greater sacrifices, because it will encourage them in their hopes in grapi>ling and struggling with a task before whose vast proportions they have stood appalled in the consciousness of the in- adequacy of their own resources to meet it." Senator Garland, Arkansas (now Attorney-General). " This bill might very aptly be styled a bill to extirpate illiteracy in the United States. For one I did not require any amendment to the old Constitution to enable mo to find the power of Congress to do this. * * In conclusion, I implore both sides, and all sides, to come together and vote for this bill, and be a unit upon it, as we have been talking about it and promising it for years and years past." Senator Voorhees, Indiana. "No discussion in this body since the war has been of greater importance, in my judgment, or will be more fruitful or far reach- ing in beneficial results than the one now drawing to a close. The measure itself now before the Senate has never been surpassed in the elevation and benevolence of its spirit nor in the magnitude and value of its immediate and ultimate purposes." Senator Soar, Massachusetts. " I profess to be the friend of this bill. I undertake to say that the legislature of this nation has a right to save the life of this nation against whatever danger. I think it is a better thing to try the experiment whether by educating a black man he can be made fit for American citizenship than without trying that experiment to cheat him out of his vote." NATIONAL AID TO COMMON SCHOOLS. Senator Piigh, Alahama. "Idouot believe that any measure approaching this in impor- tance has been before tho.Seuato or is likely to be before the Senate this session with aa much popular approval of its passage. My serv- ice on the Conimitteo on Education and Labor for live months dur- ing the last sninmor and fall enabled me to Icarn something of the public necessity. ICvory witness examined by the committee upon tho condition and needs of the public schools in the Southorn States nrged Federal aid to those States to enable them to extend tho bene- fits of a common-school education to their illiterate children." Senator Vance, North Carolina. "I feel that it is my duty to vote for this bill, and I shall do so." Senator Brown, Georgia. "As without education the voter, without giving him the knowl- edge whicb General Washington speaks of as iudisiiensable, * * ho cannot bo a citizen, at least a useful citizen. He cannot be a voter — a safe, intelligent voter. * * j am, therefore, very clearly of the opinion that there is no constitutional difficulty in the way of the passage of this bill." Senator Jonas, Louisiana. " I accept this bill in behalf of the jjeoplo whom I in i)art repre- sent as a great benefaotiou, as a great assistance to a people over- burdened by a charge laid upon them which they are unable to meet, but which they have every disposition to carry out to the best of their ability." Senator Cullom, niinoia. » " There is no enemy of the Republic who does not make the public- school system of this country the point of his attack, either open or insidious, as the case may be ; and there is no friend of the Kejiublic who should not do all that may be in his power to defend and strengthen it." Smator George, Mississippi. " Mr. President, I feel very deeply and very profoundly the grav- ity and importance of the measure now before the Senate. I know of no measure likely to engage the attention of Congress which has so much of benolit to the people whom I, in part, represent on this floor and also to the people of the United States." Senator Williains, Kentucky. "Mr. President, this is a proposition so manifestly humane and just that it is difficult for me to see how any one can withhold his support from it." Senator Gibson, Zouisiana. "In my opinion reflecting men in all parts of the country » • * have formed the deliberate judgment that the education of the people, the enlightenment of the sufl'rage, the elevation of the popular character and tho popular conscience, the awakening of a loftier and healthier sentiment of national patriotism, is abso- lutely indispensable to the preservation of constitutional liberty." Senator Sansom, North Carolina. "I will presume to say that I do not think it possible that any member of the Senate can be more anxious for the passage of this bill than I am." Senator Hampton, South Carolina. "Actuated by these motives I feel bound as a citizen, as a Senator, as a patriot, to supjiort the bill under consideration." Senator Logan, Illinois. "I have been in favor of education over since I have been old enough to make the matter a .study. I have always been in favor of common schools and schools of a high grade, and J am to-day." ^ Senator Call, Florida. " Mr. President, the measure is far above all ideas having their origin in partisan bitterness and sectional prejudice. I undertake to say, Mr. President, that you cannot appropriate too much money in this country to education." Senator Jones, Florida. "I think there is ample authority in the Constitution for the pas- sago of this bill." Senator Teller, Colorado. "Long ago, on this floor and elsewhere, I have committed myself unequivocally, unhesitatingly, unrestrictedly to the power of the General Government to contribute out of its great abundance to the support of public schools anywhere within its jurisdiction." Senator Jackson, Tennessee. " Mr. President, this measure may fail, but I esteem it a great per- sonal privilege, as well as a high patriotic duty, to give it my humble but cordial support." Senator Mahone, Virginia. " Mr. President, I could not bo more earnestly in favor of the meas- ure which this bill proposes to inaugurate than I have been and am." Senator Biddleierger, Virginia. "I am not ashamed to say here, on behalf of as good a people aa inhabit the State of Texas or of Kansas, that we do want it ; we ask for it ; and we think that it is due to us to have it." Senator Dolph, Oregon. "A large amount of illiteracy in any Government is a menace to it. The remedy for such an evil is to educate." Senator Miller, New Torlc. " I am willing to vote enough of the public money to make such a beginning in this matter that the Southern States shall be so lifted out of their darkness and illiteracy that when this $77,000,000 shall have been distributed such a public spirit will have been created in the South that from that time on they will be able to go on with their common-school system perfected, and carry it to complete perfection, as we have done at the North." Senator Harrison, Indiana. "Holding these views, Mr. President, I am sincerely solicitous that Federal aid should be extended to the States in such a way that the kindly impulses of that increasing body of Southern men who show a kindly disposition toward the elevation of the colored man shall be recognized and encouraged." Senator Blair, New Hampshire. " I also embrace this fitting opportunity to say that I fully believe that the States will everywhere disburse the moneys received under this bill if it becomes a law in good faith and with as sacred regard to tho demands of prudence and honor iu one section of the country as in the other. For a year or two there may be some possible con- fusion in setting up and testing machinery, but iu the existing con- dition of the public mind tlie' bolter way is to give outright to the States and hold them, as they desire to be held, to an undivided re- 8ponsil)ility, to bo rodeeined upon their honor. We shall not trust to that hon'oriii vain. Mr. Pn\s;(li>nt, the absolute necessities of this nation and of Iheso States, of ibeir darkened present and of their por- tentous future, dciniuid the ;iii|iroiniation oC public money from a tuU treasury to aid in the establishin.-.it and support of common schools throughout tho country. Sir, I appeal to the facts and entreat the Senate to pass this bill." lATIOML AID TO COMMON SCHOOLS. SPEECH HON. HEFRY W. BLAIE, OF NEW HAMPSHIRE, In the Senate of the TJnited States, Tuesday, February 9, 1886, On the bill (S. 194) to aid : Mr. BLAIR. Mr. President, this bill as originally introduced at this session and referred to the Committee on Education and Labor was the same in form as the bill passed by the Senate in the Forty-eighth Con- gress with the exception of the thirteenth section proposed to be stricken out by the amendment of the committee. It is a section providing a school-house fund of 512,000,000. That section was moved during the discussion in the last Congress in the form of an amendment to the bill by the Senator from IHinois [Mr. Logan] , but by a close vote it was lost in the Senate. As the bill was introduced at this session that amend- ment was incorporated as the thirteenth section; but in the consultar tions of the committee it was deemed better to report bacli the bill as it had received the sanction of the Senate by a three-fourths vote in the last Congress without alteration, and therefore the committee report it back recommending that the thirteenth section be stricken out, and sub- mit it in that form to the judgment of the Senate. In this immediate connection I wish to introduce a table which has been prepared showing the population of the whole country, of each State and Territory, except the District of Columbia, and how the whole amount proposed to be appropriated by this bill, $77,000,000, during the next eight years is to be distributed during that period. This table shows the whole amount distributed iu that time to each State and Territory that receives anything under the provisions of the bill, and the amount received by the whole country in each State and Territory during each year of the entire period covered by the biU: 17,000,000 to the whole country the first year, §10,000,000 in the sec- ond year, $15,000,000 in the third year, $13,000,000, in the fourthyear, $11,000,000 in the fifth year, $9,000,000 in the sixth year, $7,000,000 in the seventh year, and $5,000,000 in the eighth, and the amount proposed to be distributed to each State and Territory during each of these years successively under the provisions of the bill. I wish the table to appear as a part of my remarks. Preliminary computation of amounts to he received hy the States and Territories, excluding the District of Columbia, of $77,000,000 distributed on the basis of the number of persons who could not write in 1880, as.per Senate bill 194. [Prepared by the Bureau of Education, January, 1886, at the request of Hon. H. W. Blaie.] States and Territories. Quota of each State and Territory for the Whole time. First year. Second year. Third year. Fourth year. Fifth year. Sixth year. United States Alabama Arizona Territory Arkansas California Colorado Connecticut Dakota Territory , Delaware Florida Georgia Idaho Territory Illinois Indiana Iowa Kansas ,, Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota '. Mississippi Missouri Montana Territory Nebraska JTevada .t New Hampshire New .lersey New Mexico New York North Carolina Ohio Oregon Pennsylvania , IMiode Island South Carolina Tennessee Texas Utah Territory Vermont Virginia Washington Territory West Virginia Wisconsin Wyoming 50,155,783 6,214,180 1,262,505 40,440 802,525 864,694 194, 327 622,700 135, 177 146,608 269,493 1,542,180 32, 610 3,077,871 1,978,301 1, 624, 615 934, 943 1,783,0S5 1,636,937 780, 783 1,131,597 2,168,380 39, 159 452,401 62,266 346, 991 1, 131, 116 119,565 5,082,871 1,399.750 3,198,062 174, 768 4, 282, 891 276, 531 995,577 1,542,359 1,591,749 143,963 332, 28« 1,512,565 75, 116 618, 457 1,315,497 20,789 433,447 5,842 202,015 53,430 10,474 28,424 4,821 19,414 80,183 520, 416 1,778 145, 397 110,761 46, 609 39,476 348,392 318,380 22,170 134,488 92,980 63,723 34,546 373, 201 208,754 1,707 11,528 4, 069 14, 302 53, 249 67, 156 219,600 463,975 131,847 7,423 228,014 24, 793 5, 370, S48 45 72, 388 30 2,503,170 97 662,051 95 129,7.83 50 352,202 22 59,737 09 240,559 17 993, 548 79 6,448,482 66 22,031 23 1, 801, 616 46 1,372,441 26 577,532 84 489, 147 72 4,316,930 63 S, 945, 051 48 274,708 81 1, 660, 4-42 88 1,152,116 61 789,592 67 428, 060 02 4, 624, .339 33 2,586,674 03 21,151 46 142,843 63 50,419 04 177,216 30 6.59,809 18 708,220 88 2,721,066 98 5,749,121 37 1,633,718 21 91,978 52 2,825,324 98 307,210 44 4,582,792 26 5,089,262 62 3,920,913 78 109, 3B3 10 196, 236 51 5,332,498 25 48, 188 66 1, 057, 895 33 688,420 03 6, 889 40 488, 258 95 6,580 75 227,561 00 60, 186 54 11.798 50 32,018 38 5,430 64 21, 869 02 90, 322 62 586,225 70 2,002 84 163,783 31 124,707 39 52,502 99 44, 467 97 392,4-18 24 358, 641 04 24,973 53 151,494 81 104,737 87 71,781 15 38, 914 55 420, 394 48 2.35, 152 18 1,922 86 12, 985 78 4, 583 55 16, 110 .57 59, 982 65 64,383 72 247, 369 73 522, 647 41 148,519 84 8,361 68 256, 847 72 27 928 22 416i 617 48 462, 660 24 356, 446 71 9, 942 10 17, 839 68 484, 772 57 4, 380 79 95, 172 30 62,583 64 626 31 697,512 78 9,401 08 325,087 14 85, 980 77 16,855 OO 45,740 55 7,758 06 31,241 45 129,032 31 837,465 28 2,861 20 233, 976 16 178,239 12 75,004 27 63,525 68 560, 640 34 512,344 35 35, 676 47 216,421 15 149, 625 54 102, 544 50 55,592 21 GIX),563 55 335, 931 65 2, 746 95 18,551 12 6. 547 93 2.3,015 11 85,6.89 50 91,976 78 353,385 32 746, 639 14 212,171 20 11,945 26 366,925 32 39,897 46 595,167 82 660,943 20 509. 209 58 14, 203 00 2.5,485 26 692, 532 24 6, 258 27 137, 389 00 89,405 20 894 73 1, 046, 269 14 14, 101 61 487,630 72 128, 971 25 25,282 48 68, 610 83 11, 637 09 46,862 OS 193,548 46 1, 256, 197 92 4 292 24 350! 964 24 267,358 68 112,506 39 95,288 51 840, 960 42 768,516 52 53,514 79 324,641 73 214, 438 31 153, 816 76 83, 3.88 31 900, 845 43 503,897 50 4, 120 40 27, 826 66 9,821 88 .34,522 76 128,534 26 137, 965 09 530, 077 98 1, 119, 958 70 318, 256 78 17,917 88 550,387 98 59,845 19 892,751 83 991,414 78 763, 814 36 21, 304 60 38, 227 89 1, 03S, 793 35 9, 387 40 206,083 .51 134, 107 64 1, 132 08 906,766 59 12, 221 40 422, 613 29 111,775 00 21,911 45 59. 462 72 10,085 48 40,613 89 167,742 00 1,088,704 87 3,719 64 304, 159 01 231.710 86 97, 505 54 82,5*3 38 728,832 35 666,047 66 46, 379 41 281,357 50 184, 513 20 133,307 86 72, 269 87 780, 732 72 436.711 19 3, .571 02 24, 116 46 8,512 30 29, 919 74 111.395 36 119,569 75 459,400 92 970, 630 88 275, 822 55 15, 528 84 477,002 92 51,860 70 773,718 27 8.59, 226 15 661,972 45 18. 463 90 33, 130 84 900,291 91 8,135 75 178,1 i 71 767,264 07 10,341 19 357,595 86 94, 578 85 18, 540 50 60, 314 61 8, 533 87 34, 365 60 141, 9.35 54 921, 21 1-81 3, 147 32 257, 373 78 196,063 04 82, .504 69 69, 878 25 616,704 38 563, 578 79 39,3.14 12 238,063 27 164,588 09 112,798 96 61,151 43 660,619 91 369,524 85 3,021 64 20, 406 24 7,202 72 25, 316 62 94, 258 46 101, 174 41 388, 723 86 821,303 06 2.33, 388 32 13, 139 79 403, 617 86 43, 887 21 65.4, 684 61 727, 037 52 560, 130 54 15,623 30 28,033 79 761, 785 47 6,8.84 10 151, 127 91 98,345 58 984 20 627,761 49 8,460 96 292,578 43 77, 382 69 15, 169 49 41,166 49 6, 982 25 28, 117 31 116, 139 08 753,718 75 2,575 44 210,578 54 160,415 21 57,503 84 57,173 10 504,576 30 461,109 91 32, 108 82 194, 779 04 134, 662 98 92,290 05 50,032 99 540,507 19 302, 338 51 2, 472 23 16,695 00 5, 893 13 20,730 59 77, 120 55 82, 779 06 318, 016 79 671, 975 23 190, 954 07 10,750 73 330, 232 78 a5,907 71 535,651 04 594, 848 87 458, 288 52 12, 782 70 22, 936 73 623, 279 01 4, 332 44 123,650 10 80,464 57 805 25 488, 258 95 6,580 75 227,561 00 60, 186 54 11,798 50 32,018 38 5, 430 64 21, 869 02 90,322 62 586,225 70 2,002 84 163,783 31 124,767 39 52,502 99 44,467 97 392,448 24 358,641 04 24, 973 53 151,494 81 104,737 87 71,781 15 38, 914 .55 420, 394 48 235,152 18 1,922 86 12, 985 78 4,.5&3 55 16,110 57 59, 982 65 64,383 72 247,369 73 522, 647 41 148, 519 84 8,361 68 256, 847 72 27, 928 22 416, 617 48 462, 660 24 356, 446 71 9,9-42 10 17, 839 68 484, 772 57 4,330 79 96, 172 30 62,583 64 626 31 348, 756 39 4,700 54 162,543 57 42, 990 39 8.437 50 23, 870 28 3,879 03 15,620 73 64, 516 16 418,732 64 1,430 60 116, 988 08 89, 119 56 37,502 14 31,762 84 2.80,320 16 23l>, 172 17 17, 838 34 108, 210 58 74, 812 77 51,272 25 27,796 10 300,281 78 167, 965 85 1, 373 47 9, 275 56 3,273 96 11,-507 55 42, 844 75 45,988 37 176,692 66 373, 319 37 106, 085 60 5, 972 63 183, 462 66 19, 948 73 297, 583 91 330,471 60 254, 604 79 7, 101 50 12, 742 63 346, 265 12 3, 129 13 68,694 50 44,702 60 447 36 NATIONAL AID TO COMMON SCHOOLS. During the decade from 1870 to 1880 the popnlation of the entire country increased about 31 per cent. — from 38,000,000 in round num- bers to 50,000,000 and over. Assuming that the popuUition in Uiis country lias continued to increase in the Siime ratio, and that it will continue so to increase until the next census is taken in 1890, the popu- lation of the country would then be 65,704,050. Assuming, too, that from 1880 until the present time the same ratio of increase has pi'e- vailed, the population ou the lstofne.\t July would be over 59,000,000 and nearly 00,0(1(1, dOit of souls. In round numbers, 60,000,000 may be stated as the pres( iit |>o]iiil;ilion of the United States. The amount ot ni.mi y raised ande.\pended forpurposes of education in the country has, durinji; the hut six years, somewhat increased; but from the best •statisical iulbrmatiou that can be ohtained, through the reports of superintendents of educiition and in other ways, the expendi- tures for common-school education in the country liavenotincreased in any larger proportion than has the population of the country. If the southern portion of the country were selected as an illustration of this proposition, it would be found that the expenditure, which in 1880 was $12,475,044, had increased in 188d to $14,325,288, an increase during those two years of $1,850,244. The total expenditure in the year 1884 ■was ?16,655,755, and the increase from 1882 to 1884 was $2,330,407. The total expenditure throughout the United States has increased in just about the same ))roportion according to the best information that I am able to obtain. I think that the actual expenditure throughout the country for common schools the last year was just about $85,000,000. Of course the great mass of this expenditure is in the Northern States, as in lact the capacity to demand taxation for that purpose is mainly in the North. It is not the tiict that the taxation of the latter section of the country is any larger than, and in niauy localities is not as large for school purposes as, in the Southern States to which allusion was first made; and in this connection I will ask to have inserted as part of mj' remarks a table showing expenditures each year from 1880 to 1884, in- clusive, for the public schools of the Southern States, together with the addenda or memoranda at the bottom of the table: Expenditure each year from 1880 utli Carolina 1,051,422 09 tieorgia 1,051,422 09 Alalmnia 689,086 79 Louisiana 477,919 14 This table is pertinent to this discussion because the amounts of money giveu to several of the States were ajipropriated to the common schools and became the basis of common-school funds, notably in the State of New York ; and in others, I understand, it was expended in the course of time for the benefit of schools. I desire also in this connection as a part of my remarks to introduce the report of the committeewhich is very largely matter of statistical calcu la- tion, which will be, I think, of great service in the investigation of the subject, and I will also make a part of my remarks on this occasion what I said to the Senate in opening the debate on this bill in the last Congress, which is an aggregation of a large mass of matter gathered from the cen- sus, tabulated matter collected from aU parts of the country through the Bureau of Education, and many tables prepared by myself or the prepara- tion of which was dictated and directed by myself, and tables prepared by other gentlemen of the Senate and House which illustrate the subject aud which when printed will put the Senate in possession of a great mass of statistical knowledge bearing on this subject so far as it is to be found in the archives of the Government or as the result of the re- searches of individuals. I desire also in this connection to have the bill printed as it passed the Senate in 1884; aud also the bill as introduced in the Forty-seventh Congress. I do this in order that the Senate may have possession of all the information that I seek to present on this subject when it proceeds to a more minute consideration of the bUl. I may in this connection say that the bill as passed by the Senate dur- ing the last Congress was the result of a great deal of deliberation and a great deal of concession to conflicting views of Senators from all por- tions of the country and representing the two great parties of the country. It was the result of three weeks of earnest debate and as it finally passed it commanded the approval of three-fourths of the Senators voting, while of those who were absent a large portion were also in favor of the bill. It is not precisely such a bill as I would myself prefer in all particulars; very likel.y it is not precisely the bill that any individual in the Senate would prefer should become the law if a law is to be enacted on this subject; but I believe that it would be hardly possible that another month of deliberation would result in the enactment of a bill which on the whole would be more useful to the country or more generally satis- factory to those whose deliberations must be concentrated upon it than the bill as it then passed and as it is now reported to the Senate. Per- sonally I should be very glad indeed to see the amendment which the committee reports rejected and the thirteenth section become a part of the law if the bill is to become a law. I think it is exceedingly important when school-houses are to be erected in the sparsely settled districts of our country where it is very largely the truth that there is no school-house, that there is no model of a school-house whatever, that under the provisions of that section there should be erected a school-house which should have all the pro- portions and all thequalities that appertain to a school-house constructed according to the latest scientific, sanitary, and other improvements so that it become a model in accordance with which erection should after- ward be made all over that district, finally perhaps all over this coun- try, and thus we should come in the end, and that very soon, to have the whole country supplied with school-houses which should be models of their kind. But, as I said before, the committee thought on the whole it would be better to report to the Senate the bill as it passed, after so long a discussion, after so mature a deliberation by so large a majority during the Forty-eighth Congress. The report of the Committee on Education and Labor is as follows: Report to accompany bill S. 194. The Committee on Education and Labor, to whom was referred Senate bill 194, entitled "A bill to aid in the establishment and temporary support of com- mon schools," have considered the same, and report the same favorably to the Senate, and recommend its passage with the following amendment : " Strike out the thirteontli section of the bill." The bill as tlius amended is the same as that passed by the Senate during the Forty-eighth Congress, on the 7th day of April, 1884, on a vote of 33 yeas to 11 nays, but wliich failed to be considered in the House of Representatives. Since that time the measure has been generally and tlioroughly discussed throughout the whole country, and probably public sentiment is more largely in favor of tliis bill than was ever known to be the ease with any other of like importance in the liistory of American legislation. Tlio committee believe that midcr these circumstances it would be useless to consume the time of the Senate with any elaboration of the law and tacts in- volved, and adopt the report of the Committee ou Education and Labor of tlie Fortv-eighth Congress, wliich, although made in support of the bdl before it was modified by the slight reduction of the amount of money appropriated by short- ening the period of appropriation from ten to eight years, and in some other minor particulars, before its passage, was substantial ly the same as the bill Hnally passed by the Senate, and which is herewith reported favorably by your com- mittee with the earnest recommendation that it do pass. It should be observed that early action by the Senate is important, that the measure, if adopted, may be submitted to the House of Representatives seasonably, in order that thero may be opportunity for the children of the country to reap the benefits of this NATIONAL AID TO COMMON SCHOOLS. proposed legislation during the ensuing year. It is difficult to realize the wrong iniicted by withholding from a child the opportunity for common-school edu- cation during a single one of the few years in which he must make his scnnty preparation for the battle of life. . . The report referred to, and hereby adopted by your committee, is as loUows: [Senate Report 101, part 2, Forty-eighth Congress, first session.] Mr. Blair, from the Committee on Education and Labor, submitted the fol' lowing supplemental report, to accompany bill S. 398: The Committee on Education and Labor, to whom was referred Senate bill 398, entitled "A bill to aid in the establishment and temporary support of com- mon schools," having reported back the same with amendments, recommend- ing its passage, without discussion of the subject, in view of its great importance and the difficulty of collecting statistics and data for the consideration of the Senate, ask leave to make the following supplementary report : The committee unanimously approve the amount proposed to be appropri- ated in the bill and its distribution on the basis of illiteracy, and a majority recommend its passage in its present form. The matter following is largely from a presentation of the subject made by the chairman of the committee on a former occasion, for which, as matter of ar- gument, the committee as a whole is not responsible, but the statistical tables and calculations having been prepared with considerable labor and care, and being substantially unchanged by later information, the same are incorporated with this supplementary report. We propose to inquire into the nature and extent of the powers and obliga- tions of the National Government to assist in the education of the people when necessary, for its and their own preservation; to develop and illustrate the actual condition of popular education in this country as revealed by the census of 1880, and from other reliable sources, and thereby to demonstrate the necessity of national aid to common schools at the present time; to explain the several measures pending in Congress having that end in view, and to briefly give rea- sons for supporting Senate bill No. 398, as in our belief best calculated to secure the object desired by the advocates of all. The United States are conceded by all to be a unit and a sovereignty within the scope of the powers expressly granted or necessarily implied in the written Constitution. The only real question between those w^ho have held to the na- tional idea on the one hand and that of State sovereignty on the other has been as to which had the right to decide upon their relative jurisdictions and to estab- lish their political boundaries w^hen in dispute. Upon this question w^e do not now propose to enter, because it is not essential to the maintenance of the argu- ment on this occasion. Our leading proposition is that the General Goverment possesses thepowerand has imposed upon itself the duty of educating thepeople of the United States whenever for any cause those people are deficient in that degree of education which is essential to the discharge of their duties as citizens either of the United States or of the several States wherein they chance to reside. This does not imply that a like power and even more imperative duty do not require the people of every State to educate its own citizens. It is a power not hostile but friendly to the States. Nor is it a power to be exercised unnecessa- rily. It should be exercised only in extremity, and when manifestly essential to the local, and therefore ultimately to the general, welfare. As the State may not engage in war unless "actually invaded, or in such imminent danger as will not admit of delay," so the United States should not enter upon the duty of qual- ifying the citizen to bear his responsibilities to the nation and to the State until the local power is shown to be inadequate or negligent and the necessity is ap- parent and imperative. But the power is there. There is no truth better established or more generally admitted than that the republican form of government can not exist unless the people are competent to govern themselves. The contrary doctrine would be an absurdity, a contra- diction of terms. What is the republican form of government but government of the people by the people ? But how^can the people govern, how exercise sov- ereignty, except they have the knowledge requisite to that end? Sovereignty re- quires as much intelligence w^hen exercised by the people as a w^hole as w^hen exercised by a single individual; it requires more. The monarch governs ac- cording to his will, not necessarily with that broad intelligence demanded by the public good. Government for the people by the people implies that degree of popular intelligence w^hich will enable the masses of men to comprehend the principles and to direct the administration of government in such way as to promote the general welfare. Republican government, therefore, requires a higher degree of intelligence on the part of the sovereign than any other form. That sovereign is the whole body of the people. How, then, can the republican form of government exist and continue to exist unless from generation to gen- eration, in perpetual succession, the citizen sovereigns are educated? But the question is deeper still. How can civilization exist without educa^ tion? What is civilization but the result of education — of the development and training of the pow^ers of the individual ? All human progress and happiness are, in the higher and broader sense, but education, which confers the eapiicity both to do and to enjoy. If, then, to educate is to civilize, the great duty which society owes to the individual is to educate him, and the benefit thus conferred he is bound to return. This primary duty of society to its individual membership is by the law of nature imposed, in the first instance, upon the parent. But the parent can not fully discharge it. What then ? Society, through the established forms of gov- ernment, interferes and performs what the parent fails to perform. Is this any violation of the right of the parent? No one pretends it. It is merely the doing of that which, for the good of the child, the parent, and the w^hole social fabric, must be done. The right of the mass, that is, of the state, is paramount even to that of the individual, inasmuch as the general T\'^elfare — the safety of the peo- ple — is the supreme law. No parent has the right to say that his child shall re- main ignorant. He has no right to breed firebrands and death to the society of which he is a part and to which he owes everything himself. Here is the foun- dation of the right of compulsory education on the part of the state. If the parent fuUy exercised his right to properly educate his child there w^ould be no occasion for the interference of the state; but he fails to do it. Benevolent voluntary effort comes to his aid. This also fails. What then ? The law^ of self- preservation at once asserts itself in behalf of the state as well as of the individ- ual, and for the welfare of both it must put forth its power. These principles are fundamental, and are so plain that their assertion may seem superfluous. But we now come to an important question in the argument. What in our complex system of government constitutes the " state," the organ- ization in which reside the right and duty to educate the individual when the parent and voluntary agencies fail? The term "state" has various significations, but as used in this connection itisthus defined by Mr. Websterand by the writers upon law: "A political body or body-politic; the body of people united under one government, whatever may be the form of the government." Mr. Bouvier says : " In its most enlarged sense it signifies a self-sufficient body of persons united together in one community for the defense of their rights and to do right and justice to foreigners. In this sense the state means the >vhole people united into one body-politic, and the state and the people of the state are equivalent ex- pressions." There can be no doubt that under our system the word "State" includes the combined powers of both the United States and of the several States of wliose union the former is composed. Theterritory which constitutes the one includes the many. The citizens of the many are individually and identically the citizens of the nation at large. Every citizen of the United States who resides in a State is a citizen thereof. "All persons born or naturalized in the United Statesand subject to the jurisdiction thereof are citizens of the United States and of the State wherein they reside." The rights and powers of the great community of fifty millions of people who constitute the citizens of the United States and of the several States are vested in the Government of the United States, in thegov- ernments of the several States, or in the people themselves. Although these three depositories of rights and powersare "distinct hke the billows," yet they are " one like the sea." Distinct in their several jurisdictions, yet they consti- tute one great whole, and act together harmoniously for the individual and common good, each independentof the other in its sphere, like the independent yet concurring pow^ers of nature in the realms of physical life, where — All are but parts of one stupendous whole, Whose body nature is, and God the soul. It is only aa we use the word " state " in this complete sense that the people of the United States, who are also the people of the several States and of the Territories, constitute "a body of persons united together in one community for the defense of their rights, and to do right and justice to foreigners." Now, the right of self-defense, which is the right of self-preservation, is the right to live and to be. The right of the people to be at all implies and includes the right to constitute and maintain the state — that is to say, government — and to prescribe its form, for human existence is impossible without govern- ment. The governing power must know how to govern or it can not govern. Can a man do that which he knows not how to do? The people have distrib- uted the functions of government between the national and the sectional or the State authorities, and have retained in themselves the initial exercise of all power through the ballot. The ballot is the republican form of government both in the nation and in the State. Intelligence is necessary in the individual, who is the sovereign in the one as well as the other. The right and duty of the national portion of the Govern- ment to preserve itself, and of the individual to preserve itand toexert his sov- ereignty through its forms perpetually, are absolute. It is the right and duty of the whole to preserve the whole, and the right and duty of the whole to pre- serve the whole implies the preservation of all the parts by that whole, to the existence of which all the parts are necessary. It is not necessary that a man should have written permission to live. He needs no license stamped or sealed to give him the right to breathe. His creation implied all that. Just so the people, when they created govern- ments both of State and nation, republican in form, and bade them multiply their blessings and replenish the earth with their civilizing and ennobling activ- ities, necessarily gave them the breath of life and the inherent power to pre- serve that life. To have written into the constitutions of the States or of the National Government the right of self-preservation would have been as super- flous as to have required a written order for the sun to shine, for w^ater to run down hill, or for any created thing to obey the law of its being. But the right to educate the child throughout the nation is the right to preserve the Govern- ment and the nation. That right can not be curtailed. It is geographically coextensive with the jurisdiction of the Government itself, and self-preserva- tion compels its exercise by the National Government whenever there is failure for any reason on the part of the parent and the State. OBLIGATION TO QUAKANTEE GK)VBRNMENTS EEPUBLICAH" IN FORM. Still again. The whole people of the United States, that is to say, the nation, by the primary act of the masses and by the act of their State governments, have commanded in the written terms of the constitutional law of the land that " the United States shall guarantee to every State in this Union a republican form of government." Howisthat obligation to be fulfilled? Must its perform- ance await revolution, and must destruction precede preservation? Is it a guarantee of possession to stand by while war and tempest obliterate, and then endeavor to restore? Is reconstruction the only or is it the better way in which the obligation to guarantee agovernment republican in form totheStates of this Union can be discharged? Is not the ounce of prevention still worth the pound of cure ? Does not the duty to guarantee imply the right to prevent and to pre- serve even more strongly than to restore? Prevention might be possible when restoration would prove to be impossible. It is a conceded proposition that where a duty is imposed all the power neces- sary to its performance is conferred, and the choice of means, so far as there is no prohibition, goes with the power. If all this be so, what doubt can there be,notonly of the power but also of the absoluteduty of the National Government, to perform its obligation of guaran- tee in the only effective way in which it is possible? When does the obligation to guarantee attach? Did it not commence with the adoption of the Constitu- tion, and is it not continuous in its operation ? Does it not attach as a right in the Territories, which are inchoate States? Does it not follow every movement of the concurrent life of the nation and of the States, and enter into all their constitutional and inseparable relations? Not to educate is to destroy. It follows inevitably that not to educate is to break the guarantee of republican government to the States. If the parent and the State fail to educate the citizen, does not this clause of the Constitution compel the nation to educate its child? THE GENERAL WELFARE. But Congress has express power "to provide for the general welfare of the United States," and to exert its utmost powerof taxation to promote that w^hicli w^as one of the six greatest ends enumerated in the preamble, and to secure which the Constitution itself was ordained and established by the whole people of the United States of America. That people well understood that without in- telligence it would be impossible "to preserve the blessings of liberty to them- selves and their posterity." It goes without argument to say that in no way can the general welfare be sopromotedasby the general diffusion of knowledge and the discipline of the mental powers of the masses of the people, which can only be accomplished by common schools maintained by governmental power. Governments are but agencies established by society to secure the happiness of its individual members. Whenever they cease to promote the end for which they were created they should be destroyed, and whenever and so far as they fail they should modify or reverse their action. If in the past the National Government has not borne its due proportion of the burdens of the education of the people, or if new conditions have arisen which require of it a degree of co-operation with the several States not hitherto necessary in securing to all citizens of the Republic that degree of intelligence wh.ich is indispensable to the safety of society and to the happiness of the indi- vidual, who is at once the subject and the sovereign in both local and national administration, then the time has come for a new departure, and the withes of straw must yield to the expanding limbs of the giant who is arousing himself for the labors of the time which has already come. But it must not be forgotten that the fathers and mothers of this Republic never conceived of the possibility of its existence except as its foundations should be laid upon knowledge and virtue, and that the promotion of sound learning was deemed to be the fundamental duty of the national power. The time would fail to speak of the founders of the colonies, and of the constant efforts which they put forth from New Hampshire to Georgia to establish schools and colleges for the education of those who were to enjoy the rights of citizenship within their respective borders. The Revolution was the outgrowth of the school, the col- lege, and of the free worship of God. The constitution of every State as well a» NATIONAL AID TO COMMON SCHOOLS. thcDeclamtlimof Indepondenoo niul llu' whole theory of the niitional polity depend upon tlie posses-sion of kno\vlfd>,-r aiui virtue by the people at lar^je. Hence Washington never ceadid by word und deed lo enforee this great truth upon his comitryinen. AduinHund Vriuik:lin and Jotlerson and Madison and Hamilton and < iititon and linsh, and the whole Ki^l"-''^y oi' the immortals who cradled the nsition. dwelt conliniially aud cniphatieally upon the primary neces- sity of the universal inlelli^tnee of the nissscs to the perpetuation of their free- tloiu and hiippiiicda. Nor did tlicy eonline their efforts to precept alone. The Congress of the Confederation, as well as the General Government under which we now live, at an CJirly day proclaimod their duty and exercised their power to apply Iho property of the nation to promote this great interest of all. One- sixteenth part of the puVtlic lands was devoted to the education of the children of llie coming States from the foiindiition of the Government; three-score years afterward the amount was donblcd, and from time to time during the century nearly which has elapsed since the ordinances of 1785 and 1787 the nation has contributed of its resourtea to the establishment and maintenance of the public schools. The messages of Washington and other early Presidents, who, with their as- sociates, created and defined the national powers, and the responses of both branches of Congress, are full of the recognitionof the obligation of the General Government to encourage and foster universal education, and as he passed from the scene of official life the Father of his Country solemnly adjured the Ameri- can people "to promote as an object of primary importance institutions for the general diffusion of knowledge.'* The promotion of learning and science, and the appropriation of the public money for that purpose, has always been recognized as within the scope of na- tional power. Measures for the establishment of a national university have been supported by our leading statesmen, and appropriations of public money and other property have been from time to time made to establish or assist in- stitutions like the agricultural colleges, observatories, the Smithsonian Insti- tute, and exploring expeditions by land or sea, all which implies the possession of the undoubted power as well as the disposition to apply the resources of the National Government to these high purposes whenever in its jvidgment the gen- eral welfare will be conserved thereby. But even if all this were untrue, the case would remain the same. Laws are silent in war. They were silent in the conflict through which we have just passed. But what is meant by this? Not that all laws are silent; but that minor regulations which appertain to more quiet times are suspended in the overmastering presence of the great first law of self-preservation. In this sense, wliich is the true sense, laws mayhecomesilentin peace as well as in war. We are now in peace, but if there be laws which forbid the educa- tion of the illiterate millions of the American people by the outstretched arm and bursting Treasury and innumerable intellectual and moral agencies of the nation at large, then those laws should, and in presence of the uprising sen- timent of the people I may say they shall, be silent in this land until by the dif- fusion of knowledge, and of the power which knowledge gives to every child within our borders, peace may be made perpetual. Universal intelligence never makes war. Only ignorance is convertible into brute force. Ignorance is slav- ery. But for ignorance there would have been no slave. But for ignorance among the nominally free there would have been no rebellion. The contest we now wage is with that still unconquered ignorance of both white man and black man in all parts of the country which hurried us by remorseless fate to fields of death four long years. Besides this, we confront the demands of hordes incom- ing from beyond' both great oceans, and of the advancing generations of men. Whenever the State or the local community is able to sufficiently instruct its youth it should do so, and the national aid should be invoked only when made necessary by local neglect or inability. But this burden is primarily one of tax- ation. Civilization must be paid for. Education is the insurance upon civiliza- tion. It must be kept up everywhere, for the risk is everywhere. To leave the child of the pauper uneducated is to incur as great risk of destruction by the fires or floods of ignorance and crime as if he were the scion of wealth and place. So, too, in the nicely balanced forces and relations of localities, the neglect of a county or a township may in some vital emergency destroy the institutions of the whole country by remote or even by immediate results. Hence there must be no admission of the doctrine that the general power can yield the right to educate when necessary to the general good. This power ia indispensable to preserve the parts as well as the whole. If these principles are true, we are nest brought logically to the consideration of the actual condition of the United States and the Territories thereof in respect to the education of the people. This must be done that we may determine in- telligently the question whether the nation should appropriate and, either di- rectly or through State agencies, apply the public money for that use. A GLANCE AT OITE RELATIONS TO OTHEQ NATIONS AS BEARING UPON EDUCATION. In determining our duty in reference to the promotion of the general welfare by the appropriation of the public money to the education of youth, it may be well for us to consider not merely our internal relations, but also our position among the nations and our responsibilities to mankind at large. We wil 1 do this before proceeding to minute internal inquiries. It is no less than high crime for us to ignore the fact that we are but the trustees of our institutions and politr- Ical principles for the human race. We can not innocently forget that there are fifteen hundred millionsofourfuUow-menlivingupontheplanet to-day, of whom not more than one-sixth part are even nominally civilized, and not more than one human being in ten is free, or leads a life which to a citizen of our own favored country seemstobe worth living at all. Yettheprospectsofthe world as a whole were never so hopeful as now. What imagination can realize thehorrorsof history, and who can believe that the balance of human experience during the transition from the savage state to the blessings of civilization and of liberty is on the side of happiness? Until the development of our own institutions, it can not be said that the masses of men who made up the population of any nation since the dawn of time were free. Liberty has either been wholly unknown, or she has been current only in aristocracies, which, while maintaining something like toleration and equal- ity among" themselves, have been more despotic in their rule of the masses be- low them than any king or czar. But our nation, and ours alone, has been ad- vanced to the condfiion of a sovereignty universally diffused, to that of king- Bhip popularized. This alone is freedom. We have gained all that we possess by reason of the education of the individ- nal.and we hold it upon the same tenure. AVhat wehold for ourselves we hold for mankind, and we hold it for both upon the same condition by which it wa-s gained, and that is the continued and universal education and development of the people. As the leader of the nations it is indispensable to the discharge of our high trust that we inccssantl y perfect and careful ly preserve ourselves. This work can not be delegated; this responsibility can not be surrendered nor evaded. Our relations and our influence with mankind at large are sustained and felt in our national, and not in our State or individual, capacity. Our posi- tion n-M a nation can only be maintained by a culture and development of the cit- izens of the Republic which shall be stimulated by the national idea, controlled by it, if need be, and. at all hazards, by it guaranteed and made sure. The responsibilities which rest upon us, placed as we arc in the forefront of the struggle of the ages, with the bannered hopes of the race in one hand and the sword of liberty, by whose sharp edge alone they can be realized, in the other, are not to be sneered at; as they were unsought, so are they not to be evaded, and as God liveth they shall be discharged. The common schools of thlB oountry are the reerulthig ground and the disciplinary camp of the great armies of civilization and freedom and progress, whose victories have been and shall continue to be still more renowned than those of war. Lycurgus resolved all legislation iutc» the proper education of youth. To so shape the laws and institutions of a country as to perfect the citizen is to make the restraint of statutes unnecessary. Teach the individual man the full extent and just limitation of his own rights, imbue him with a desire to perform his duties to others and to the state, cultivate within his breast the love of country and intelligent recognition of the Deity who creates, controls, and blesses all, and society would go alone. This should be the great end of the law-giver. Educate the rising generation mentally, morally, physically, just as it should be done, and this nation and this world would reach the millennium within one hundred years. But such education is now impossible. Who is to instruct? The teachers are but as children yet,_and although the fields are white unlo the harvest the laborers are few. Nothingis so important as the education of the youth, but one dollar is expended for that use where ten are imperatively required; and it is still a debated question whether the nation shall be taxed to save its own child, when in no other way can itself be saved. It doth not yet appear what we shall be; but no pause can be permitted in effort without deterioration, and the increasing millions constantly cry more, more, give, give, and the cry must be heeded, or even tlie low standard of to-day will siidc to a still lower and more dangerous level. But as we look abroad we behold the human race astir. Weare no longer the exclusive custodians of the elements of progress; we are even now in sharp competition with European nations for rank as an intelligent people. The emigration which comes over the Atlantic is not the same grade of human beings who came one-fourth of a century ago. Ireland is being educated ; so is the whole population of the British Isles, and, save Russia and Turkey, this ia true of the Continent. We are not much longer to compete industrially with the sodden brain and clumsy finger of an unlettered peasantry; but with two hundred millions of producers, whose quickened powers of mind and body, combined with lower wages, will compel our relative advancement in order to maintain our superi- ority, or drive us to the increase of ourulready onerous laritTa in order to main- tain our own industries and give employment and bread to our own people. When we look abroad to the harvests of the commercial world we find oup- selvesalready, saveinthe realm of sentiment, of no more consequence than any fourth-rate grower. While Asia, Africa, and the islands of the sea are stretching out their hands for civilized interchange, and are developing markets which within fifty years will double the consumption of all articles which the skill of advanced civilization pours into the lap of barbarism and of increasing culture en route to the enlightened state, we have small part in the matter now, and prospectively none at all, unless we arouse ourselves to the absolute necessity of the culture of our present and fast-increasing population throughout ourcon- tinental domain. We have no ships, and our flag is a tradition on the sea ; it is as rare in the marts of mankind as the pelican of the wilderness in Broadway, New York. Great Britain learned the secret of power from the defeat which gave us Inde- pendence one century ago. Since then she has not lost a province ; she has an- nexed the world. How? Instructed in policy by our success she has established her colonies on every vacant lot of the globe ; she has tied her cables to the com- merce of every clime, and her strong fleets of peaceful convoyed by her warlike marine are steaming for the coffers of London with the wealth of all nations, and especially of those among whom are to be found the profitayje markets of future times. Wherever among these upheaving populations she sends her ships she carriea her institutions and her laws. Her colonies remain, and she has learned so te foster and govern that now they never rebel, but develop into powerful allies, and her morning drum-beat, " which encircles the globe," stirs the tides of pa- triotic devotion in the heart of every listener; and so it is that she can now pre- cipitate millions of armed men upon any hostile power, whether she calls them from the dusky but valiant millions of Hindostan, from the hardy recruits who face us all along our northern line, or from Australia and the islands of the sea. Great Britain is located everywhere. She has learned that if she cultivates the individual citizen and rules in harmony with the impulses of the human soul empire will be without end — except in the end of the world. Hence, her statesmen , after forty years of study, enacted the laws of 1870, which mark as absolute and afar moreimportantlandmarkinthepolicy of that power as the free-trade policy of 1848. Great Britain is aiming to compel the education of every child covered by the jurisdiction of her flag at home or abroad, and to provide, or lead her colonies to provide, the means to fully carry out that policy. Within twenty-five years, unless we advance, we shall be far behind the Eng- lish-speaking race in any other part of the earth. What does this mean for us? Notmerelyhumiliatlonandhalf-mastingof our banners. That we have already learned how to do and to rest quietly under it. But it will hurt our pockets. It will make us relatively poor. Wherever there is more intelligence there will be greater skill, and we shall become an- other Brazil to preserve the balance of stupidity on the western hemisphere. What is true of the new policy of Great Britain and of its consequences to us ia ulso true of most other European nations. We would emphasize this aspect of thesubjectof education. Itsimportancetouscan not be overestimated. To man- kind at large it means the millennium. Let us examine the data of Kuropcan progress, that we may see if these things are so, for those who compare themselves among themselves are not wise. In this examination it Is pertinent to observe, not so much the actual condi- tion of the people of other countries, as to note whether they are losing or ac- celerating their pace. Five years will educate a generation substantially, and it will not be long ere the Latin and the Saxon of Europe will reach and pass his kindred on this side the Atlantic if a relative improvement shall not be here maintained. , l ^ The data submitted below has been prepared at our request by the Commis- sioner of Education, whose invaluable labors have contributed so much to the elucidation of the great subject committed to his care. " national aid to education. "1. France. "The population of France is 36,905,788. The liberality of the Governmentof the French Republic in providing for the education of the masses is without precedent in its history. Afthe close of the Franco-Prussian war, in 1871, pop- ulnr education was in a backward state. According to the census of 1872 the totjil population was 36,102,921. Of this numhar 13,:i21.S01, or .36.9 per cent, (in- cluding 3,540,101 children under six years of age), were unable to road or write : 3,772.603, or 10.5 per cent., could read only; and 19,005,517* or 52.6per cent,, could reats.,.., Michigan Minnesota Mississippi Missouri Montana Nebraslca Nevada New Hampshire ., New Jersey New Mexico New Yorli White. Colored.* Total, 610 99,856 77,076 8.5, 815 17,095 124,723 34,813 16,234 34,155 81,671 48,291 27,645 27,789 89,924 525 7,821 1,807 10, 694 37,348 33,623 182,050 943 10,397 8,806 1,958 11,498 90,738 178,789 769 208,122 40,357 7,844 6,209 10,134 1,453 109, 753 85,882 87,773 28, .593 215,461 213,602 16,569 100,512 83,892 62,049 28,414 235,911 130,281 1,302 8,317 3,445 10, 775 45,192 38, 832 192, 184 Tablb No. 1— Continued. States and Territories. North Carolina.. Ohio Oregon Pennsylvania Rhode Island South Carolina . Tennessee Texas Utah Vermont , Virginia Washington West Virginia.... Wisconsin , Wyoming White. Colored.* Total, 116, 437 92,616 2,904 174, 286 18,611 34,335 118,7.34 65,117 5,385 12, 872 71,004 1,011 45,340 45,798 286 174, 152 14, 152 2,387 16,551 1,139 200,063 126, 9,39 121,827 618 129 214, 340 1,884 7,639 290,589 106,768 5,291 189,887 19,750 234,398 24."!, 673 186,944 6,903 13,201 285,344 2,895 62,879 46,779 • Including Indians and Asiatics. Table No. 2 presents a statistical view, prepared in 1882, of tlie condition of p pular education in each State and Territory : Table No. 2.— Public school statistics of tJie United Stat^ in 1880, vnth number of teacliers and pu/pils in private scJiools, prepared by Commissioner of Education. States and Territories. .a a 1 0. •i 1 i 1 m 1 s d 1 i a St S "3 1 ■5 11 CO ki ill III H 1 1 a 1 1 a B E 1 i 1 •B 8. B 2 1 _a a 3 11 IH <1 II 1g §11 Pi §■35 ll 0° gP 7-21 6-21 5-17 6-21 4-16 6-21 4-21 6-18 6-21 6-21 6-21 6-21 a6-20 6-18 4-21 6-20 5-15 5-20 5-21 5-21 6-20 6-21 56-18 55-21 5-18 5-21 6-21 6-21 4-20 6-21 5-15 6-16 6-21 8-14 6-20 6-21 6-21 4-20 388,003 247,547 215, 978 35,566 140,235 35,459 88,677 6433,444 1,010,851 703,558 586,556 340, 647 54.5,161 273,845 214,656 d276, 120 307,321 506, 221 e2n,428 426, 689 723,484 142, 348 510,295 6/72,102 830,685 1,641,173 459,324 61,043,320 59,615 gl, 200, 000 52, 273 7l228,128 544,862 230,527 e92, 831 555,807 210, 113 483,229 179,490 70,972 158,765 22, 119 119,694 27,823 39,316 236,533 704,041 511,283 426,057 231,434 205,581 68,440 149, 827 162,431 306, 777 362,556 180, 248 236,704 476,376 92,549 67,590 565,048 204,961 1,031,593 225,606 747,138 37,633 937,310 44,780 134,072 290, 141 186,786 76,238 220,736 142,8.50 299,258 117,978 80.0 $2 08 4,594 3,100 2,803 4,615 1,827 3, .595 678 p3,100 .594 1,095 6,000 22,255 13, 578 21,598 7,780 6,764 2,026 6,934 3,125 8,595 13. 949 5,216 5,560 10.447 4,100 6184 63,5.82 3,477 30,730 4,130 23,684 1,314 21,375 1,295 3.171 6,954 4,361 4,326 4,873 4,134 10, 115 $2,623,950 6144,875 2,006,800 36,000 2,021,316 448,999 246,900 8138,013 614,269 Arkansas „ 68190,186 2,104,465 100,966 12, 618 W8,421 146.6 689.0 179.2 (158. 517 17 17 80 11 01 8 12 14,953 cc7,041 112,183 1,630 661 1,131 55,916 11, %4 9,383 11,084 5,233 512 13,900 2,021,346 27,046 145,190 431,638 321,6.59 2.59,836 137,667 /193, 874 45,626 103, 113 85,778 233,127 /213,898 /117, 161 156,761 /219, 132 / 60, 156 55, 108 648,910 115,194 573,089 147,802 476,279 27,435 601, 627 29,065 ddl7, 962 1 99 9 61 7 96 11 25 7 85 3 85 66 74 6 53 8 64 fli 93 68 11 68 42 2 70 1,680 1,497 (592 474 979 48,452 60,440 (12, 112 12,724 56,205 Illinois 150.0 1.36. 148.0 107.0 102.0 118. 120.0 m210.0 177.0 141.0 94.0 77.5 6100.0 109.0 9,049,302 9,649,362 9,065,255 5631, 914 3,484,4U 2,297,590 11,81.5,519 1,756,682 1,130,867 1,494 m247 «4,404 30,320 27,996 62,116 138, 016 226,955 250,485 126,233 ef 936, 245 134,025 438', 287' 906,229 2, 086, 886 2, 880, 942 4,449,728 6815, 229 8, 950, 806 3, 323, 217 6380,000 2,300 5, .570 6,695 p4,064 65, .367 8,641 2,922 26,289 18,854 703 .3,340,949 16,000,000 12 29 /20, 754, 810 5101.6 192.0 179.0 54.0 150.0 89.6 147.0 71184.0 77.0 68.0 073.0 125.0 113.0 99.0 162.6 2,528 '63, 066 43,530 wl39, 476 524,809 9 48 10 09 1 12 8 59 8 37 572 1,454,007 y7, 265, 807 z200,000 2,515,785 "eia531,'555" New York p20,.500 5,503 12,043 6865 518, .386 924 2,973 5,522 6,127 2,616 4,854 53,725 5,984 .8' 170, 000 Ohio 292 212 208 28,650 3,744 1124,066 6,676 240,745 6562, 830 !7al,000,000 12,448 11 63 210,376 206, 950 191,461 1,665 41,068 7i2,612,600 52, 512, 500 c3, 335, 571 44,623 48,606 128, 404 91,704 197, 510 5669,087 3 82 4 43 7 61 1,609 26,692 1,468,765 423, 989 2, 995, 112 West Virprinia 423,989 2,747,844 804 25, 938 Total 15,128,078 9,679,665 1, 743, 839 187,005 280, 143 12,993 660, 239 6, 392, 043 6-21 5-21 6-17 6-21 7,148 12,030 43,658 4,212 8,042 26,4.39 6,758 j6,098 3,970 c5,151 24,326 614,032 52,090 2,847 3,170 20,637 109.0 88.0 193.0 101 286 433 rl60 M96 161 cl47 617 5660 649 District of Columbia 14 87 «325 155 212 153 Cl38 5373 340 60,885 60,385 2,225 r5,000 411,444 7,070 d29,312 40, 672 624,223 33,944 2.606 663, 634, 425 186,359 4-21 C7-18 6-18 55-21 67-21 96.0 C321.0 128.0 687.5 c81 cl,259 Utah 17,178 69,685 61,287 "Washington 68 16 631 5451 Total 175,457 101,118 61,154 1,696 2,610 112 6,921 15,803,635 9,780,773 6,804,993 188,701 282,753 13,105 507,160 6,580,628 aFor whites; for colored 6-16. 5 In 1879. c In 1875. d Census of 1870. e In 1878. /Estimated. (7 In 1873. 7i In 1877. t In tlie Cherokee, Choc- taw, and Creek Nations. > In the five civilized tribes. fc For the winter. i In white schools only. m In cities ; 176 in counties. n In evening schools 61. o In the counties; 1.58 in cities and towns. 3> Approximately. r Number necessary to supply the scliools. (Private schools in public buildings, uInlS79: cxclusiveof New Orleans privateschools. Dlnl879; exclusive of Philadelphia. 10 In acivdcmies and private schools. i Estimated average num- ber of pupils. y Includes the United Suites deposit fund as reported in 1878. amounting to 51,014,521. s In State and United States 4 percents, ordered to be Bold by tlio last Legislature. aa Exclusive of 1,000,000 acres of swamp-land made subject to entry saleby last Legislature. 56 Funds in the live civilized tribes, whole or part interest of which is used for school purposes. co From rents in 1879. dd State apportionment. ee Includes revenue from other funds, ff Apparently does not include interest on the United States deposit funds. [7(7 Stateappropriation in lieu of interest on permanent fund. *A3 far as reported by State superlntendenta ; accompanying is a more spceiQo report on this point, which approximately exhibits (if wo exclude the preparatory work done by pri- vate normal soUoola) the number of private Uiatitutlons, with teaohers and pupils in them, giving secondary or superior instruction In each State and Territory^ NATIONAL AID ]^0 COMMON SCHOOLS. iPhe concentration of wealth, population, and power in cities makes the con- 1 opinion upon the whole subject, and should be considered by itself. We there- dition of education therein an element of great importance in forming a correct | fore furnish the needed data in the following table; Taet>e No, 3. — Tahle prepared at the request of Hon. H. W. Blair, by the Bureau of Education, sliovrtng the total population, school popvlaiion, enrollment, average a(- tendance, total number of teachers, length of school year in days, number of pupils or chUdreii of school age not attending school, per cent, of school population enroUed in schools, pvr cent, of school poputah'm) 7iot enmlied in school, in eighty-eight cities ( ^njr«5o/1880). 1 1 a 1 § 1 i 1 1 i I a I ■s t g i-l 1 ■a 1 a a Per cent, of school popula- tion — / Citiea. 1 ■0 ! 1 29,132 7,529 13,138 34,555 21,420 233,959 35,629 29,148 42,015 62;882 42,478 159,871 7,650 9,890 37,409 21,891 502,185 20,259 75,056 26,042 22,408 22,254 16,546 15,452 29,720 123,758 216,090 16,856 19,083 33,810 332,313 362.839 39,151 69,475 58,291 116,340 32,016 46.887 41,473 11,814 55,785 32,431 350,518 30,518 11,687 32, 630 13,397 9,690 120,722 136,508 51,031 90,758 566,663 155,134 1,206,209 89, 366 17,350 255,139 160, 146 51,647 38,678 50,137 17,577 78,682 877, 170 156,389 45.850 15. 693 104,857 40,984 10,036 12,892 9,693 33.592 43,350 16,513 20, ,550 11,365 12, 149 21, 966 21,656 63,600 10,324 115, 587 15,748 4,659 882 2,503 6,996 3,895 38,320 3,210 5,229 7,612 11,897 7,043 15,728 804 1,168 4.100 4,027 59,562 4,761 13,936 4,138 2,322 3,686 8,060 1,935 3,286 19,990 17,886 3,120 3,558 6,797 48,066 59.768 4,800 12,211 11,452 15,719 5,727 6,142 4,338 1,196 5,259 3,820 55,780 3,716 1,880 4,^0 2,526 1,891 22,776 19,778 7,901 14,049 96,663 18,606 270,176 13,869 866 36,121 24,262 7,902 6.114 7,615 2,650 11,610 105, 541 26,937 10, 174 2,580 13,993 7,284 4,014 717 1,655 5,067 125 14 3S 129 75 686 65 91 140 230 114 259 17 17 68 32 896 76 219 78 41 71 34 30 60 325 407 71 76 128 822 1,201 118 160 218 250 106 120 96 21 62 58 1,044 57 46 86 52 35 328 270 142 229 1,315 439 3,357 230 172 1,757 6,169 8,108 4.943 53,892 5,700 6,641 9,652 13,897 875 3,666 2,112 1,048 15,572 2,490 1,412 2.040 2,000 50 41 74 79 71 56 79 79 86 50 180 206 200 211 190 210 201 200 207 203 176 240 200 183 200 200 200 200 190 200 180 180 198 215 208 204 187^ 200 186 206 200 59 26 28,150 1,953 3,529 4,886 7,931 4,472 12,508 29 44 21 21 14 27,142 1,011 3,415 10,500 9,366 137,035 9,670 26,879 8.096 3,576 9,476 6,257 2,816 10,094 46,587 56,947 5,479 5,974 10,660 86,961 57,703 6,865 9,121 10,988 39,467 9,784 12,806 11,414 207 2.247 6,400 5,339 77,473 4,409 11,853 3, 958 1,254 5,790 3,197 881 6,809 26,597 39,061 2,359 2,416 3,863 38,895 2,065 2,065 3,090 464 23,748 4,057 6,664 58 79 34 39 43 43 49 52 57 65 39 49 68 32 43 31 55 60 64 55 *103 70 •134 *104 40 58 48 4? n 828 2,609 6fi 57 42,375 3,386 8,925 2,975 1,562 2,5i6 2,154 1,607 2,485 13,493 15,190 2,458 2,061 4.347 29,961 46,130 4,232 6,045 7,913 10,818 3,590 4,248 3,030 57 51 43 61 32 40 36 200 200 200 200 200 42 Minneapolis, Miim 3,000 11,325 8,908 106,372 7,381 2,350 4,774 2,072 2,251 41,226 41,935 13,672 35,411 181,083 56,000 385,000 37,000 4,921 87,618 49, 256 14, 662 11,660 14, 898 4,669 1,804 6,066 5,088 50, 592 3,665 470 424 454 360 18,450 22,457 6,571 21, 362 84,720 37,394 114,824 23,131 4,055 51,497 24,994 6,760 5,546 7,283 2,019 39 46 43 52 50 80 91 *121 62 55 43 58 40 53 33 70 37 18 41 49 64 52 61 57 3,140 2,579 36,449 200 200 200 200 180 190 180 200 201 210 200 210 205 201 204 200 57 48 Dover. N. H 1,436 2,818 1,630 20 Nashua, N. H Jersey City, N.J 12,905 11,100 4,750 9,175 52.677 14,555 132,720 8,250 45 Newark, N.J 42 Albany, N. Y Buffalo NY NewYork, N. Y 30 82 27,279 16,807 5,953 4,527 4,739 1,956 8,287 94,145 17,387 6,861 1,808 9,630 671 596 149 121 125 46 202 2,295 526 169 53 289 91 225 196 200 Cleveland, Oliio 51 Toledo, Ohio 200 20O 193 207 Philadelphia, Pa 19,800 3,419 19,108 12,727 220 198 9,626 839 6,115 5,443 51 75 73 57 Charleston, S. C 197 3,061 2,100 9,011 12,460 2,746 3,022 2,185 1,509 4,105 6,098 1,756 1,584 1,566 2,395 1,613 1,985 5,821 1,939 17,085 2,217 1,382 930 2,389 4,299 1,172 934 30 26 63 96 23 22 32 64 26 28 129 34 239 53 180 200 151 190 160 205 876 591 4,906 6,362 990 1,438 71 72 45 49 64 52 Knoxville, Tenn Nashville, Tenn San Antonio, Tex .. . Burlington, Vt Rutland, Vt Norfolk, Va 6.695 7,417 21, 536 3,517 37,742 5,874 1,117 1,494 4,778 1,745 11,149 2.017 210 174 193 185 5,082 5,432 15,715 1,578 20,6,57 3,657 24 27 27 55 45 38 8,300,081 2,052,923 1,302,776 858,533 21,672 750,147 *More than the school population. This is due to the fact that they are allowed to attend school after the school age established by law. Average attendance about two-thirds of enrollment or one-third of population of school age. Thirty-four cities 50 per cent, and upward not enrolled at all. 10 NATIONAL AID TO COMMON SCHOOLS. As Tablea l^os. i and 3 Contain an affirmative statement of the agencies at combined mass of ignorance mathematically stated, upon which no impression work In the production of intelliccnce among the people, and to a certain ei- has been made ; a mass of illiteracy dense and thus fur impenetrable to the first tent of their results, I liave endeavored in Table No. 4 to exhibit in one view the 1 ray of morning. Tabl,b No. i.—lUiteracy in the UnUed States (census of 18S0). States and Tcrrltoric > § >, c-as •50 = 2 ■■§.2 o S.f S Sd.0 Alabama Arizona Arkansas California. Colorado Connecticut Dakota „ Delaware District of Columbia.. Florida. Georgia Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi, Missouri ....« Montana Nebraska Nevada New Hampshire New Jersey™ New Mexico New York North Carolina Ohio Oregon _ Pennsylvania Rhode Island South Carolina Tennessee 4U, 440 802, 525 804,694 194,327 622, 700 135, 177 146, 608 177, 624 269, 493 :, 642, 180 32,610 1, 077. 871 ,978,301 , 624, 615 996, 096 ,648,690 939, 946 648,936 934,943 ,783,085 ,636,937 780,773 131, 5^" ,597 l,38(r titah Virginia Washington West Virginia ., Wisconsin Wyoming 2,168 39, 159 452,402 62,266 346,991 1,131,116 119,505 5,082,871 1,399,750 3,198,062 174,768 4,282,891 276, 531 995,577 1,542,359 1,591,749 143, 963 332, 286 1,512,565 75,110 618,4.57 1,31.5,497 20,789 870,279 5,496 153,229 48,583 9,321 20, 986 3,094 16,912 21,541 70,219 416,683 1,384 96,809 70,008 28,117 25,503 258, 180 297, 312 18, 181 111,387 75,635 47, 112 20,551 315, 612 138, 818 1,530 7,8.30 3,703 11, 982 39, 1.36 52,994 160,635 307,890 86,754 5,370 140, 1.38 17, 4,50 321,780 394, 3.S5 256,223 4,851 12,993 360, 495 3,191 52,041 33, 093 427 Total.. 29.33 13.59 19.09 5.62 4.80 3.37 2.29 11.54 12.13 26.06 28.96 4.24 3.15 3.54 1.73 2.56 15.60 31.63 2.80 11.91 4.24 2.88 2.63 27.89 6.40 3.91 1.73 5.95 . 3.45 3.46 44.32 3.28 26.28 2.71 3.08 3.41 6.31 32.32 19.09 16.10 3.37 3.91 23.83 4.25 8.41 2.94 2.05 9.82 • 433.447 5,842 202, 015 53, 430 10, 474 28, 424 4,821 19,414 25,778 80,183 620, 416 1,778 145,397 110, 761 46,609 39, 476 348, 392 318,380 22, 170 134,488 92,9.30 6.3,723 34, 546 373, 201 208, 754 1,707 11, 528 4,069 14, 302 53, 249 57, 156 219,600 ■403, 975 131,847 7,423 228,014 24,793 309, 848 410,722 310, 4.32 8,826 15, 837 430, .352 3,889 8.5. .370 55, .5.58 500 34.33 14.45 25.17 6.18 5.39 4.56 3.57 13.24 14.51 29.75 33.75 5.45 4.72 6.60 2.87 3.% 21.13 3.3.87 .3.42 14. 28 5.21 3.89 4.42 32.98 9.03 4.36 2.55 6.53 4.12 4.71 47.80 4. .32 33.15 4.12 4.25 5.32 8.97 37.15 26.63 19.88 6.13 4.77 28.45 5.18 13.80 4.22 2.67 662,185 35,160 591,531 767, 181 191, 126 610,769 133, 147 120, 160 118,006 142,605 810,906 29, 013 3,031,151 1, 9.38, 798 1,614,600 9,52, 155 1, 377, 179 454, 954 646, 852 724, 693 1,763,782 1,614,560 776, 8S4 479, ,398 3, 022, 820 35, .^S5 449, 751 53,556 310, 229 1,092,017 108,721 5, 010. 022 867, 242 3, 117, 920 163, 075 4, 197, 016 269, 9,39 391, 105 1, 138, 831 1, 197, 237 142,423 331,218 880,858 67, 199 592, 537 1,309,618 19, 437 111,767 4,824 98, 512 26,090 9,900 26, 763 4,157 8,340 3,988 19,763 128.934 784 133,420 100, 398 44,337 24,888 214, 497 58, 951 21, 758 44,316 90,658 58, 9.32 33,506 53, 448 152,510 631 14, 208 44, 049 49. .597 208, 175 192,032 115,491 4,343 209,981 23,544 59, 777 216, 227 123,912 8,137 15,081 114, 092 1,429 75, 2.37 51,233 374 16.88 13.72 16.66 3.40 5.18 4.38 3.13 6.95 3.38 13.80 15.78 2.70 4.37 5.18 2.75 2.61 15.58 12.90 3.36 6.12 5.14 3.05 4.31 11.15 7.54 1.78 2.43 3.58 4.10 4.03 4.5.02 4.15 22.14 3.70 2.66 5.00 8.72 15.28 18.99 10.35 5.71 4.73 13.02 2.13 12.70 4.14 1.92 600, .320 5,280 210,994 97, 513 3,201 11,931 2,030 26, 448 59,018 126,888 725, 274 3,597 46, 720 39,503 10, 015 43, 941 271,511 484, 992 2,084 210, 250 19, 303 22, .377 3,889 652,199 145, 554 3,774 2,638 8,710 702 39, 099 10, 811 06, 819 522. .508 80, 142 11. 693 85,875 6,592 604, 472 403, .528 394,512 1,540 1,068 631,707 7,917 25,920 5,879 1,352 321,680 1,018 103, 473 27,340 568 1,061 664 11,008 21,790 60,420 391,482 14,588 133, 895 259, 429 412 90,172 2,322 4,791 1,040 S19, 753 60,244 1,070 602 2, 154 94 9,200 7,559 11,425 271,943 16, .356 3,080 18, 033 1,249 310, 071 191,495 192, 520 689 156 315, 660 3,460 10, 139 1,325 53.58 10.28 49.04 28.04 17.74 13.92 32.71 41.85 36.55 47.62 5.3.98 27.03 27.76 26.23 22.69 3.3.20 49.31 53.49 19.77 42.89 12.03 21.41 26.74 49.03 3S.64 28.51 22.82 24.73 12.34 23.53 69.71 17.09 51.07 20.41 26.34 21.00 18.95 ^..30 48.20 48.80 44.74 14.61 49.97 31.07 39.12 22.54 13.46 12.44 47.70 * Including Indians, Chinese, Japanese, &e. The above table, prepared at the request of Hon. H. W. Blair, chairman of the Senate Committee on Education, is respectfully submitted to the Superintendent of the Census, with the statement that while its figures are believed to be in most instances correct, they are entirely preliminary, and therefore subject to such changes as may result from the final revision. HENRY RANDALL WAITE, Special Agent Statistics of Education, Illiteracy/, Libraries, Museums, and Religious OrganizatioTis, The preceding table was prepared in the month of June, 1882. We use it now because of its greater convenience for comparison in some respects than the later tables in the Compendium of the Census. Table No. 5, with some repetition of matter in previous tables, contains other data which are important and convenient for reference. Tablk No. 5. — Showing the total population, the school population, enrollment, average atfendavc^, total number of teachers, average pay of Icacliers, and length of school year in days in the several Stales and Territorirx ".treryortedfor the year 1880; prepared lyy the Commissioner of Education. States and Territories. 3 3 a a Average pay of teachera. •^^1 1= t 2 n W 1° Male. Female ►5 s 1, 262, 505 388,003 179,490 117,978 4,615 rt(S20 96) 80 802,535 864, 694 247,547 215,978 70,972 158,765 6$40 00 100,966 3, .595 80 26 64 73 140.6 194,327 35,506 23, 119 12,618 673 c42 .S-l ciOSi ri89 622, 700 140,215 119,094 678,421 /3,100 56 43 35 45 179.02 146, 608 35. 459 27, 823 (7594 a30 83 a24 79 /il58 269,493 88,677 d4.33, 444 1,010,851 39,315 236.5.33 701. Oil 27,040 145, 190 431,6.38 M 6,000 22,255 3,077 871 41 92 31 80 150 1,978,301 703,5,58 511,383 321,659 13,578 37 20 1,624,615 586,556 436,057 258,836 21,598 31 10 26 28 148 996, 090 340, 647 2:il,4.}4 137,007 7,780 1,64.8,690 545, 161 265,581 /193, 874 6,704 k(2l 75) 102 9.39, 946 273,845 68,440 45, 626 2,025 (27 50) 618,930 214,656 149, 827 103,113 6, 93 1 32 97 21 «8 120 9.34, 913 1330,590 163,431 85,778 3, 12.5 (41 56) ml76 1,783,085 307,321 306,777 233,127 8,595 67 64 SO 69 177 1,636,937 606,221 862,656 /213,898 13,049 87 23 2S73 lU Alabama „ Arkansas Cxliforma Cx)lorado f onncctunt I >L 1 11 ware I londa KoorKiii JIlltlOIH Indiana KanHOA Kentucky XyoniHiana JMainc 7VIar>Iand MiiA, 147 341,256,976 537, 454 425,433,237 327, 177, 385 35 — 4 Dn Wola Delaware 4,837 14,181 2, 924, 489 135 177 20, 321, 530 2,695 112,216 39,767,233 125,015 64,787,223 146,608 59,951,613 31 51 75,080 41.084,645 131,700 74, 271, 693 177,624 99, 401, 787 137 142 140, 424 68,929,685 187.748 32, 480, 843 269,493 30, 938, 308 92 —55 1,057,286 618,232,387 1,184,109 227,219,519 1,542,180 239, 472, 599 46 — Bl 14,999 2,539,891 5, 292. 205 482,869,575 32,610 3,077,871 6,440,876 786,616,394 Illinois 1,711,951 389,207,372 80 102 Indiana 1,. 3.10,428 411,042.424 1,680,637 603,455,044 1,978,301 727, 815, 1,31 46 77 low a 074, 913 205,166.983 1,794.020 302,515,418 1,624,615 398,671,251 141 94 Kansas 107,206 22,518,332 364,399 92, 125, 861 996, 066 160, 891, 689 829 615 Kv the minus s 868.659,580. X Virginia and West Virgii ndicate a decrease. f InPenii'^ylvania occupations are also valued for assessment. This valuation for 18S0 was .■e taken togetiier, as West Virginia belonged to Virginia in 1860. g Average for the United States. In this connection it is proper to observe that in the rebel States, where slavery existed in i860, the valuation then aggregated 82,289,029.612, of which $812,927,400 was in slaves, and proper allowance must be made for this fact in estimating present power to bear taxation. The negroes were then taxed; they were pro- ductive as properly. Now tliey require to l)e educated ; then education would have destroyed them as property. They arc now doing little more as a totality I to support themselves. Their taxable property is thus far very slight. has been stated t are taxed for ■^fi.c lastceii-u ; 1 people oi , be 1 ' tloo nailer of pride of property. The asse^ I What, then, must ho i . tl wlicnof her total |m.| " H>,(H>0, or S8 each, ol" ta.\:i must be the destilnt that in Georgia colored people ■d valuation of Georgia is by ilie r m.'iitTiii povertv of the colored latioii, which is i.5-12.180, 72o,271 l.-pr-'lH-rty. And if these things elsewhere througlioiii iIm -..Mill iind how idle to talk of tlieir educating themselves. Durin- i Ik^' i w-uiy years population has increased in every State and Ter- ritory. \\ iih ih( (M r|)lion of NewHampshire, where theincreaseisfi, and Ver- mont, wli' M it i-r. ;iiiniit this memorial : The report of the superintendent of public education of the city of New Orleans for 1881 showed a total school population (6 to 18 years of age) of 61,456; a total enrollment in the public schools of the city of 24,401; and an average daily at- tendance in December and January (which were the months of largest attend- ance) of 17,135. Although the number of educable children haa largely increased since then, the superintendent reports for January, 1884, the enrollment to be only 14,482, with an average attendance of 11,070. With an allowance of 10,000 in private and parochial schools {which is a large estimate), we still have 36,974 children in New Orleans receivingno educational instruction whatever. The census of 1880 shows an average attendance of 15,190 (which included the months of most meager and the largest attendance). Thus you will see at a glance the large decrease in the number being educated, although the popula- tion is steadily increasing. Acorrespondingretrogression exists throughoutthe State, and it may be safely affirmed that of the 273,845 school population of Louisiana (census of 1S30) not more than 30 per cent, of them attend either public, private, or parochial schools. In the fifteen Southern States, including the District of Columbia, the census of 1880 shows that there are 3,702,835 (white and black) of the 5,703,216 school population not enrolled in schools, and notwithstanding the effoi-tsmade by the people of these States and the generous contributions from private sources in the North for educational purposes the number of children uuenroUed in the schools and the illiterates continue to increase. The State and city have done much toward public education, but the illiterates are such a large proportion of the population, and poverty is so widespread, that the taxable property can not bear such a burden as must necessarily be im- posed to provide for and sustain public schools. We are aware that, in so far as ignorance is the source of pauperism, crime, and a want of thrift, the State is chiefly interested and the Federal Government in- directly only, but there is a common ground on which Federal and State inter- ests meet and blend. Good government is necessary for both, and it is equally the duty of both to see that the citizen is made capable of performing tlie duties of citizenship intelligently, fearlessly, honestly. Said one : *' Honest enough, brave enough, and keen enough to resist corruption, defy violence, and defeat fraud." Both are alike interrested in making the masses of the people sufliciently in- telligent to understand what constitutes the greatest good for the greatest num- ber; and to comprehend also the converse of the proposition, that the good of the greatest number is the highest and best interest of the individual citizen. We believe that the very life of the Republic and the preservation of the liberty it vouclisafes depend upon the intelligence of its people, the universal education of its citizens; that as their illiteracy increases so do the dangers to our country multiply. In the words of Senator Blaik : " Education, physical, intellectual, andmoral, is the primal necessity." The fathers and founders of our Government so con- sidered it. They thought that a republic could stand only on the intelligence and virtue of its citizens. Our danger is imminent and increasing. France in 1870 realized that it was not the needle-gun but educated Germany w^hich so quickly brought her to de- feat and submission. She was taught a bitter lesson, by %vhich she is now profit- ing. Since then she has largely increased her taxation for public schools, made elementary schooling free and attendance compulsory. Let her history teach us to educate our children, be they white or black. But this can only be done with the liberal aid of the National Government, and unless it comes to our assistance the condition of our educational work must grow steadily worse. We believe that a very large sum is necessary to meet the great need of the country, A bill before Congress proposes to give 815,000,000 for the tirsb vear and to decrease the appropriation 81,000,000 each year during a period of ten years, dividing it according to the number of illiterates in eauh State. We trust that some such measures may meet your approval. Some such meas- ures are necessary to stay and roll back the tide of illiteracy in this and other States of the South, which now finds no barriers strong enough to resist it. We believe it to be the duty of Congress to make some such appropriation, and on behalf of our State we ask it to do so. Washington, Adams, Jefferson, Madison, Monroe, declared the necessity for and the imi>ortance of pui>Iic education. Said the latter in his inaugurii'l ad- dress of 1817 : "Let us by all wise and constitutional measures promote intelli- gence among the people, as the best means of preserving liberties." Presidents Grant, Hayes, Garfield, and Arthur have severally recommended it, and President Garfield said: "All the constitutional power of the nation and of the States should be summoned to meet the danger by the saving influence of umversa.1 education." With our poverty upon us and dangers before us w^e appeal to Congress to do all that can constitutionally be done to aid in the education of youth, so that we may reap the fruits of industry, integrity, and intelligence. LOUIS BUSH, President R. H. BROWNE, Chairman^ E. T. MERRICK, Vice-President, JAMES McCONNELL, I. L. LEUCHT, Sea-etnry, S. S. CARLISLE, CARTWRIUHT EUSTIS, Treamrcr. SYLVANUS LANDRUM, R. H. BROWNE, B. T. WALSHE, J. C. MORRIS, WARREN EASTON, JAMES McCONNELL, J. W. NICHOLSON, R. M. WALMSLEY, Committee on Memorials, STANFORD E. CHAILE, Executive Cormniitee Educational Society of Louisiana. Mr. BLAIR. On Friday, March 24, 1882, a committee of the Na- tional Educational Association appeared before the Committee on Edu- cation and Labor of the Senate and House of Representatives, to urge national aid to public-school education. The association comprises the superintendents of public instruction of the States and Territories and a large number of the principal educators of the country. The committee of the association consisted of Hon. G. J, Orr, of Geor- gia; Hon. M. A, Newell, of Maryland; Hon. J. H. Smart, of Indiana; Hon. Hugh Thompson, of South Carolina; Dr. J. W. Dickinson, and Hon. B. G-. Northrop, of Connecticut. This committee presented at the hearing another memorial already prepared by representatives of the great religious denominations of the land, of the trustees of the Peabody fund, and of missionary and educa- tional institutions, which memorial they indorsed and urged upon the consideration of Congress and the country. I ask the Secretary to read the memorial. The Secretary read as follows: A MEMOEIAL TO CONGKESS. The undersigned earnestly call the attention of Senators and Representatives to the following facts and suggestions with reference to governmental aid to common schools on the basis of illiteracy. The following table is based upon the estimates of the Bureau of Education. In the sums raised by the States interest on the invested funds is not included, except in a few States. The table is not exhaustive, but only illustrative. [See nextpage.] We respectfully suggest: 1. The lielp should be so given that it will stimulate rather than supersede the necessity of State effort. 2. It should be help for the common schools ; temporary aid in the training of teachers perhaps, but chiefly in giving them opportunity to teach. "The safety of the Republic is the supreme law of the land." This is the maxim which not only justifies but demands action on the part of the General Government, and it should also suggest the limitations under which the action should be taken. 3. The help should be immediate and not remote. The fortunes of war and the necessities of legislative action have made citizens of a large mass of igno- rant men, whose votes are to shape, for w^eal or woe, the characler of our laws. Education alone can convert this mass of ignorance and element of danger into one of enlightened strength and safety. Largely more than one-half of a fund for the education of the illiterate would go to the South for negro illiteracy; less than one-fourth because of white illit- eracy. If Congress should create a fund which would give S3 per annum per capita for the education of this class alone, it w^ill require an aggregate annual sum of 818,719,958. Of this, Mississippi, e.f/., would receive $1,119,003; but of this £959,529 would be for colored illiterates and $160,344 for white illiterates. Kepresenting an educational work in the South chiefly for the negro race, in which have been expended about $10,000,000, and speaking with a wide knowl- edge of facts, we emphatically assert the impossibility of accomplishing this great work unless the General Government shall come to the assistance of those States in which this illiteracy is chiefly found. Every dollar we have expended expresses the conscientious and earnest desire of the donor that this work shall be done, and is aa emphatic vote for the action for which we ask. In the name of the millions of Christian citizens whom we represent we ear- nestly urge Congress to help qualify the ignorant voters who are intrusted largely by Congressional action with the ballot for the duties with which they are charged, believing the power to do this is co-ordmate with the power that enfranclSsed them. REV. M. E. STRIEBY, D. D., Amei'ican Missionary Associniinn ; Congregational, REV. J. C. HARTZEL. D. D., Secretary Freedm^n''s Aid Socieh/; Methodist. REV, H. L. MOREHOUSE,' D. D.. Home Missionary Society; Baptist, BEV. SHELDON JACKSON, D. D., Home Missionai'i/ Society ; Presbyieria/n, REV. J. L. M. CURRY, D. D., Agent of the Peabody Fund. PROFESSOR C. C. PAINTER, Fisk University, Nashville, Tenn, S. C. ARMSTRONG, Hatnpton Instituiey Virginia. Washington, D. C. , March, 18S3. Mr. BLAIK. I call attention to these signatureSj not only on account of the great personal worth of the men themselves, of the superior posi- tion which they occupy as individuals in the country, but on account of the representative capacity in which they have signed the memorial. These denominations are also organized into a national educational as- sembly, which has had two annual meetings, of which Bishop Simpson is the president. It is proper that I should observe here that there is a substantial combination of all the great religious bodies of the coun- try, at least in the Northern States, who have one specific purpose, and that is to urge upon Congress the appropriation of national money ia the direction of general education. The hearing which followed is to be found reported in full in Miscel- laneous Document 55 of this session, to which I refer the Senate, but from which I wish now to quote a few of the more important stat©- 18 J!^AT10NAL AID TO COMMON SCHOOLS. ; t OS 5S02 ■sSfc (= o o_| ■sssf 55:5 o,a o w Alabama lown North Carolina.. Wisconsin Kcnliukv Wichi-iin Connecticut Louisiana Kansas Georgia Ma.s9achu8ctt9.... South Carolina... Minnesota Maryland Maine West VirKiniii.... Nebnislca Tennessee New York Virginia Ohio Mississippi New Jersey Florida New Hampshire Missouri niiuois 1, 262, 505 1,021,615 1,399,750 1,315.097 1,648,090 1,636,937 802,525 622,700 919,946 968,096 1,542,180 1,788,085 995, 577 780,773 934, 913 048, 906 618, 457 452, 402 1,742,359 5, 082, 871 1,512,565 3, 198, 062 1,131,597 1,1.31,116 269,493 346, 991 2, 168, 380 3,077,871 433,447 46, 609 463, 975 55,558 3-18, 392 63,723 202,015 28,424 318,380 39,476 520,416 92,980 369, 848 34,546 134, 488 22, 170 85,373 11, 528 410, 722 219, 600 430,452 131,847 373,201 53,249 80,183 14,302 208,754 145,397 271,943 "i33,'895 103,473 "259,"429 391,482 "306,'07i 90, 172 ' i6,"i39 194, 495 "si'i'eeo 319,573 ""66,"420 ""56,"244 $250,000 4,227,300 314,719 2. 223, 581 947, 392 2,453,831 189, 080 1, 276, 667 450,000 1,276,786 471,089 4,372,286 440,110 1,361,526 1,210,977 820, 860 703, 185 786,963 698,776 9, 075, 992 1, 261, 975 6, 714, 086 334,769 1,742,198 104,530 544,710 2,163,330 6,735,478 S17 00 ""2o"o6 76 00 ""is'm ""42'm ""27 00 '"Woo "27500 "'247"00 ""si "66 ""ot'oo '"•ie'oo ""3906 "3i6"6o 81,300,341 139,827 1, .391, 975 106, 674 1,045,176 191,169 606,045 85,272 955, 140 118,428 1,561,248 278,940 1,109,544 103, 638 403, 464 66,510 256, 128 34,584 1,032,166 658,800 1,291,056 395, 541 1,119,603 159, 747 240, 549 42,906 626, 262 436, 191 401, 685 "sioi'ii'g 778,287 'i.'m.'ito 930,213 "270,"5r9 30,417 "583,"435 941,780 "959,"529 181,260 "iesirai Sa35,301 139,827 576,096 166, 674 643,491 191, 169 295,626 85,272 176, »53 148,428 381,862 278,940 179,331 103,638 132, 948 66,510 22.5,711 34,584 648,781 658,800 344,076 895,541 160,344 159,747 59,289 42,906 457,530 436,191 ments made on that occasion. Superintendent Orr, of Georgia, ad- dressed the committees as follows: I and gentlemen of the committee, the duty assigned me on this niple one. I have been laboring in this work in my State for tile last ten years. I desire to say that Superintendent Orr can speak with larger and more reliable authority probably from the standpoint of an educated, energetic, and patriotic Southern man upon this subject than any other man whatever in the whole country. I consider his statements as of very special significance, and entitled not alone to the attention of the Senate but of the entire country; in fact, all that I shall read, much to the weariness, I trust not to the disgust, of any members of the Senate, will be from representative men, who are much better authority on this subject than anything I might state. Mr. Orr said: I have been the representative of the Department of Education since 1872. I do not propose to detain the committee by any lengthened remarks. I propose to give you, gentlemen, some plain facts showing our condition, showing our necessities, showing the temper and spirit of our people, and X feel that when I do this, when I put before you the condition of the State of Georgia, I shall have given you a type of what prevails throughout the entire South. In the year 1860, when one of the honored Senators from my State, now pres- ent, was our chief executive, the tax returns, according to the documents in the office of the comptroller-general, summed up $672,000,000. After I entered the oflice which I now have the honor of filling I went to the files of that offlee for the purpose of trying to ascertain the aggregate value of property at the first return made after the war. I found it to be itl70,000,000. The property of the Statewas thus reduced S500,000,000 in value. This made a great change in the condition of the State, as you may well know ; but this does not represent fully the change. It lacks a good deal of it. I will put before you, gentlemen, a few other considerations which will show more fully the great change which was wrought. Everything that we had ac- cumulated during tlie four years of the unhappy struggle in which we engaged was invested in confederate securities, and was held in the shape either of bonds or of confederate currency. Thus what remained of the labor of four years, after the devastation of your army and the support rendered ours, was blotted out in one hour. Hundreds, thousands, and tens of thousands of the best men in the State of Georgia were thus left in a condition in which, under the old postal laws of the United States, when postage was paid at the place of delivery, they could not have taken a letter from the post-office. You will very readily understand, then, how we were situated as to our capacity to commence life again. Not only this, but the whole labor system of the country was thrown into dis- organization. The agriculturists had no means of going to work again, and we ore an agricultural people, as you well know. They had no capital to begin with. They had to borrow. They had to give a lien upon the products of the Boil in order to enable them to pay the debts, and those who held the capital ex- acted exorbitant interest. Our farmers and agriculturists have been paying from 50 to 100 per cent, for advances. Having their noses thus put to the grhid- Btonc, they have been kept there up to the present time, for every intelligent man knows very well that farming can not be conducted successfully when the capital used in it costs such a percentage. The lack of resources and the utterly disordered condition of the labor of the country put us in a very helpless con- dition. Let me glance for a few moments at certain other facts. We had in the State of Georgia two kinds of citizens— those who had always been citizens, and a number of persons, very nearly equal, who had been made citizens as a result of the war. The last school enumeration, which was taken four years ago, ehowed that we had 198,000 colored school children in the State. The entire echool population is 433,144. The difference will show you how many are col- ored; nearly half, you will see. Let me say a few words about the colored people. They were made free with- out resources. They had no capital; the.v hiul no habits that would lead men when thrown upon their own resources to accumulate capital. They have been gathering capital gradually, until I am very glad to report that the last return of the property of the Slate showed that there were in the hands of the colored people of that State some S6,000,UUO worth of property. I think the colored peo- ple of my State have done nobly ; I say it here to their credit. But the point I am now making is the immense burden which was put upon us. I do not give you an idea of that burden by telling you the number of persons who were sud- denly made free without resources. That does not give you an idea at ail. There is no means of getting at the number exactly, but I think at least one- half of the white population was in the same condition, utterly wrecked, ruined financially by the results of the unfortunate struggle in which we had engaged. For one, I want to see the last remains of that struggle forever buried so deep that the hand of resurrection will never bring them up again. I think it be- comes us of this generation to begin to think about living for the future, to for- get the past. We have a great country, and here we must dwell ; our people want to dwell with you in unity and harmony. I know what I say ; I have visited in the course of the administration of my office almost every county in the State of Georgia. I have made two hundred addresses to the people. I have stated to you the difficulties now. I know the condition ; I know the spirit of the people, their present sentiment. I know it from mingling with them in their cottages and in their cabins, for I have visited the colored man as well as the white man. I have mingled with all ; I know their feelings. I want to say to you, gentlemen, that in the State of Georgia, under my ad- ministration of ten years, the entire loss of school fund will not foot up more than about S6,000. In an administration covering ten years there has not been a sin- gle dollar misapplied with that exception that I know of. We try to make it do the greatest possible amount of good. We try to manage it with the greatest economy. We admit to our schools all "who want to enter them. We com- menced in 1871 with a school attendance of 48,000. We have gone gradually up- ward. My brethren here will excuse me for using the same illustration which I did before the association when in session. One of the fathers, a man contrib- uted to us by New England, one of our most honored men in the early history of that State — I allude to Abraham Baldwin — in speaking once of central power, illustrated it by that wonderful power known as the screw. He stated that at every revolution it gained a little and it held all it gained. I quote his illustra- tion, not making the same application of it; I make a very dilfcrent one. We have gained at every revolution a little in Georgia, and we retain all that wegain. We are moving steadily forward. Weeommenced with an attendance of 48,000 the first year. The second year we had 83,000, the next year 136,000, the next 156,000. I shall not follow the statistics along. Year before last (my year's work has not been footed up, as the returns are not all in) we went up to a school al tendance of 236,000. We have never failed to gain as much as 9,000 in any year. AVe have gone over that in attendance every year, and the colored people have proceeded part passu with the whites in their attendance. They commenced with 6,000 and went up, according to the last return, to 86,000 colored children in ourschools. There is no discrimination made ; no man can afford to do it in an office in my State. So strong is the school sentiment in favor of the admin- istration of exact and equal .justice that no man can afford to do it. We are strug- gling to do the very best we can with our limited means. 1 have read a good deal on the subject of the school history of this country and of the different States. In addition to that, I have been giving my attention to this great subject of the education of the races for eleven or twelve years. I have been reading whatever fell into my hands, and you will excuse me when I say that considering the circumstances in which we were placed, the great disadvan- tages under which we labored, the immense difficulties which we had to con- tend with — considering all these things and considering the work achieved, 1 do not believe the equal of it has been done in any State of this Union in any time during the past. If it has. it is not within my knowledge. We have wroughta marvelous work, but we are unable to do what ought to be done. We come to you and ask the interposition of the strong arm of the Government, the Govern- ment of your fathers and of our fathers, for we are one of the old thirteen. We stood shoulder to shoulder with you in that contest, and I want to say here to- day that if another contest shall arise our people will stand by the people of New England and the people of the Middle States in supporting the power and the authority of the Government of the United States. Gentlemen, I do not know that I could state anything further that would be of service to you. I wish to add that I was greatly gratified when my brethren here from New England, and from the great Northwest, and from the Middle States, and from the Southern States, iiiii in i .mnril, and when we sat down fis brethren, and when we agreed almosi uii:inini(Hi-ly upon every point to be sub- mitted to this committee for eonsidcr;ii i.in, \\ <■ ai e practicall.v a unit, and on all of these recommendations the men Innn all portions of the country agree. Now, gentlemen, begging pardon for taking up so much of your valuable time, and thinking that it is proper for me to yield to others who may have some- thing to say on this occasion, I shall conclude by asking, as I know I shall have. NATIONAL AID TO COMMON SCHOOLS. 19 vhe candid consideration of this great question of the education of the masses, greater than questions of commerce, than questions of currency, than questions of tariff, than questions of constitutional law— greater than any questions that statesmanship will have to contend with and settle, because we make the peo- ple, and without the people we can have nothing else. We make the men and women of the country. I shall say nothing further. Eepresentative Updegraff, now dead, asked this question, to -which Mr. Orr responded : I would like to ask the honorablegentleman whether the average time of con- tinuance at school has increased? Mr. Ork. Our last Legislature succeeded in adding about SIOO,000 to the fund. We shall have this year very nearly $600,000 to operate with. We shall be able to run ourschools in many of our counties absolutely free for fourmonths of the present year— that is my estimate— and in all of them paying the entire expense for three months. We are adding just as rapidly as we can. The PRESIDING OFFICER (Mr. Harris in the chair). The hour of 2 o'clock having arrived the Chair will lay before the Senate the unfinished business, which the Chair believes is the bill to which, by the unanimous consent of the Senate, the Senator from New Hampshire is now addressing himself. It is now before the Senate in its own right for consideration. The Senator from New Hampshire is entitled to the floor, Mr. BLAIR. Hon. Hugh Thompson, of South Carolina, was before the committee and made the following statement from his standpoint as a prominent citizen of that State, and as superintendent of public instruction, I think, at that time: Mr. Chairman and gentlemen of the committee, in presenting the view of South Carolina I shall ask to call the attention of the committee to three points: First. That the State of South Carolina is now doing all in her power for pub- lic education. Secondly. That it is impossible in her impoverished condition for her to fur- nish the means of education to the masses of the children ; and Thirdly. That the aid we ask for, if granted at all, should be granted imme- diately. I have brought here some figures from the school returns of South Carolina w^hich I wish to read, and as I have no set speech to make to the committee, I shall be glad to answer any question that any member of the committee may wish to ask. An interruption will not interfere at all with the line that I shall take. I call the attention of the committee, first to the fact that in 1S77, when I took charge of the department of education in South Carolina, the first thing I did was to call for a statement from the different counties of the amount of past in- debtedness, known as the school indebtedness. I was aware that it vras large, but I was surprised to find w^hen the returns came in that we had upon us a debt of $210,000 due against the school fund. This debt at that time of :5210,000 was supposed to be the full limit, but upon subsequent investigation it turned out to be much larger. During the period from 1877 until the present time we have been attempting to pay off this debt. In some of the counties the debt has been entirely liquidated, and there are not more than one or two counties now re- maining in which there is any considerable debt to be paid. But that debt has hampered us in every move we have made to strengthen and develop our pub- lic-school system. In addition to that we have a debt of $191,800, known as agri- cultural land scrip. There was not one cent of that money to be found in the treasury ; the last dollar of it had been misappropriated. That fund, too, has been restored. The committee will observe, therefore, that we have paid a debt of over $400,000, money that ought to have been used for elementary and higher educa^ tion, and that w^e have thus been hampered in our attempts to make the school system as strong as it might otherwise have been. The assessed value of the property of South Carolina to-day is nearly $138,000.- 000. We have three sources of revenue from w^hich our school-tax is derived. First, it comes from a constitutional tax of 2 mills on the dollar upon all the taxable property of the State. The amendment to the constitution making this a part of the organic law of the State was adopted in January, 1877. Observe, gentlemen, that this is part of the organic law ; it is not subject to changes by different Legislatures. We are glad to state that each year the income from this source grows larger and larger as the assessed value of property is raised. • The second source from which we derive an income is from the poll-tax. There are in the State of South Carolina, on the books, 140,000 polls, and the poll-tax there is $1 a head. We have never succeeded in collecting more than $114,000 from this source, owing to the fact that a large number of the voters of the State are entirely without property, and we can not enforce the collection of even the $1 per head. The third source from which we derive our revenue is local taxation. This mode of raising taxes is becoming more and more in vogue each year. At each session of the Legislature we find different towns coming forward and asking permission to levy additional taxation. Tlie misuse of the public money during the first years of the school system, from 1868 to 1877, and especially the abuse of power under the local-tax laws, is one of the great obstacles that the school men of South Carolina have had to contend with, because we are constantly met with the charge that the thousands of dollars that were wrung from the people within the period named were mis- ipplied, were stolen and misappropriated, and that this public-school system is )nly an engine of taxation, the money for which will not be carried into the channels for which it was intended. I believe, though, thatthisspirlt is rapidly passing away. As I said tlie other night before the association of superintend- ents, lam convinced that if to-day the questioM ofmaintaining the public-school system of South Carolina were submitted to a vote of white citizens alone, by a very large majority they would be in favor of maintaining it and strengthening it and of developing it so far as may be in their power. I should like to call the attention of the committee, in order to show^ w^hat the State is doing in this respect, to a brief comparison of the taxes collected for the different purposes in South Carolina. The whole of the State tax, in round num- bers, is $629,000. The proceeds of the county taxes are about 3800,000, making a total of itearly $1,500,000. The proceeds of the school and poll taxes, according to the last returns of the comptroller-general, were $465,000. In other words, the school tax of South Carolina is about one-third of all the other taxes that are collected in the State. The assessed school tax was $465,000. Of course the act- ual amount collected was a little less than that, being about ^125,000, because there were a good many delinquent taxes. In addition to this the State now makes an appropriation of $24,000 for the Uni- versity of South Carolhia. That university has two branches, the old South Carolina College at Columbia, for the w^hites, and the Claflin College at Orange- burg, for the colored. The Claflin College is partly supported from benefactions by benevolent persons at the North; but these two institutions for the higher education of white and colored are maintained by the State at an annual cost of about $24,000. In both these Institutions instruction is free ; no charge what- ever is made for tuition. Xn the Claflin school at Orangeburg we have a normal department for teachers, which is each year turning out successive bodies of skilled and trained teachers, who are doing estimable work for the colored. In addition to this the State has recently rhade provision for the re-establishment of its military academy, appropriating $15,000 this year for that purpose. In this military academy there will be supported now, as before the war, two cadets from each county, who pay nothing whatever. They are supported in full by the State, and they are required to teach two years in the public schools of the State after their graduation. There will be another class of young men in the institution known as pay cadets, who will pay moderate tutition for theujselves, and will not be required to render any service. They will pay their way through the institution. Besides that we have the normal institute, supported by the State^ this year an appropriation of $1,500 having been made for that purpose. You will observe, therefore, gentlemen, that we are appropriating now about $465,000 for elementary education in South Carolina and a little over $40,000 for higher education, making a total of more than half a million dollars which South Carolina is devoting to this purpose, with an assessed valuation of property of but $138,000,000. I should like to call the attention of the committee to another comparison. The whole expense of the State government of South Carolina for the last year, inclusive of interest on the public debt, was $238,575. The expenses for the maintenance of the charitable institutions, there being but two, an asylum for the insane, and one for the deaf and dumb, were $116,164. Therefore the expense of public schools and of charitable institutions was $581,164. For these purposes South Carolina appropriates two and a half times as much as she does for the whole expenses of her State government. For public schools alone she appro- priates twice as much as she does for all the expenses of the State government. I mention these facts in support of the position which I take that the State is doing all sbJ3 can for the maintenance of her public schools. I now desire to call the attention of the committee to the second point I make, which is that the State of South Carolina is unable because of her impoverished condition to give proper instruction to all classes of her people. The scholastic population of the State— children between 10 and 16 years of age— as made by the returns of the county school commissioners in 1875 (I have been unable to get the returns of the census, which are more accurate, and I doubt not will show even larger figures than these) was, whites 85.678, colored 152,293, making a total of 237,971 children. The school attendance in South Carolina for the year 1S80-'81 was, whites 61,339, colored 12,119, making a total of 73,458 at the public schools. The expenditure per capita of school population is $1.95, the ex- penditure per capita of school attendance $3.50. I call the attention of the com- mittee to the fact that while these schools are free and open to all, and no dis- tinction is made on account of race or color, according to these returns (which are inaccurate, because I believe they are below the truth), we have 100,000 chil- dren in the State of South Carolina whom we are unable to educate for the want of larger means. The number of public schools in the State last yearwas 3,057, the number of white teachers 2,026, the number of colored teachers 1,223, making the total number of teachers 3,249. Taking the illiteracy of South Carolina shown by the return of the last census, which I had an opportunity of observing last night, the ratio of white illiterates to the whole population is 7.77 per cent. ; the ratio of colored illiteracy to the whole population is 33.09. I maintain that as far as controlling the white illiteracy in the State is concerned. South Carolina is able, ready, and willing to control it ; and that she is equally ready and willing to control the colored illiteracy, but that it is beyond her power to do so. It is from this class of our citizens, a class to whom I claim that the State government of South Carolina in all its depart- ments has done full and ample Justice, that the trouble comes. I believe I speak the sentiment of the majority of the people of the State when I say that we in South Carolina feel that the safety and prosperity of the State depend upon the education of that class of our citizens. I need not speak to you, gentlemen of the committee, of the limited opportunities that the colored people have had heretofore for education, but you know that the absolute need for it now is such that if the United States Government does not hold out a helping hand to us at this time we shall continue to send forth each year illiterate voters by thousands. Bear in mind, gentlemen, that one generation of these people has grown up without the opportunities of education. This generation has got now the fathers and mothers of another generation coming along. It is a well-established fact, a principle recognized by all, that to appreciate education is a consequence of education itself. It is necessary, therefore, for the State and for the General Gov- ernment to come to the front at this time, and to make South Carolina and other Southern States what I believe the people of those States desire that they shall be, thoroughly educated. I will call the attention of the committee to the fact that there are now in the Southern States about 5,000,000 children ready and needing the opportunities or education. The expenditures of the Southern States under this head are about $7,000,000; butlittle more than a dollar ahead. It would take at the lowest calculation $30,000,000 to furnish the opportunities of education to our children in the South. Gentlemen, I say, as one knowing the spirit of the people and knowing their limited resources, that we have not the means to furnish this education. I do not propose to detain the committee withany argument as to the rightof the General Government to furnish the means for which we ask. I desire ti i li;il country. Mr.SaiART. Mr. Chairman ail. 1 -mi I. m. n -.1 i In- committee. I shall detain you just long enough to state a f;tct and lo cxpi u^s an opinion, a faet in reference to the need of the South, and an opinion in reference to their willingness to do what they can. It has been my fortune to bo able to make several visits to a number of the Sou Ih- ern Slates, and on one of these, taken last summer, I was driven from one of the popular summer resorts in llie Slate of Georgia to the rail way station, a distance of about IS miles — a road frequently traveled, because this smnmer resort was largely visited by Soutlicrn pioiile— by a negro who owned his own team, letting it to the hotel pmiirietdr-^and his (vwn F.irv ices dui-Jng the summer months. lie informed mr thai lie nwti.M a hiile h. his,- and a small amount of Iftud; that he rente' I tin y an. < :iii.l 1 i.uihI I liai he I^nrw a good deal about the condition of tliin-^s ill hi- ii> ahi\'. 1 ha\ !■ lalkrtl \\ itli several hundred negroes in the South as oceasion oileied.and i want, to tell you some of the answers this driver gave to some of my questiuns on tliis ride. This man was thirty-two years of age, and he told me that he had tried to learn ; that there was a school within a reasonable distance, and that he had attended that school ; hut he confessed that he had not been able to learn very uiuch. He was a man of more than ordinary intelligence for one in hiscondition. lasked him if he knew the name of the President of the United States, and he said that he did not. I asked him if he knew the name of the governor of his State; he said that he did not. I asked him if he had voted for the Presidentof the United States at the recent election ; he said that he did vote. " Can you tell me for whom you voted?" "No, sir; I cannot; I don't recollect." "Do you know anything about England?" "Yes, sir; I have heard something about 72ngland." "Is it in the United States?" "I do not know." "Is France in the United States?" "I can't tell you; I think it Is." "Did vou ever hear of Governor Colquitt?" "Oh, yes; I think I voted for him. Is he the man you spoke of a moment ago?" "No, he is not the President of the United States." "Did you ever hear of Garfield?" "Oh, yes; he was hurt, wasn't he; he was shot, wasn't he?" "Is not that the man you voted for?" "Yes," he thought it was. Now, this man, unable to read his ballot, is not a subject whose duty it is to obey, the sum of whose political duties is found in the word obedience, but he is a sovereign, and the ballot is put into his hands. It has been put there by the national Congress. That man makes the lawthat governsme. Fortypercent., as I am informed by Dr. Orr, of the voting population of this State are illiter- ates, there being 80,000 of them. I related this incident to a number of Southern superintendents a while ago, and I was told that it was a typical ease, much to my astonishment, and that what I found here with this negro was to be found in thousands of cases in the other States. I believe that the State of Georgia is in danger, and not only the State of Georgia, but the State of Indiana, from this state of affairs — in more danger than if one hundred thousand men were to land on the coast of Georgia to-day fully armed and equipped for war, and that the State of Indiana will Buffer from this condition of affairs. Now, I want to express the opinion that the Southern people are willing to do all they can to cure thisgreat evil and remove this greatwrong,and, so faras Ihave observed, the work that has been done, under existing circumstances, has been a marvelous work. The Southern i>eople have made a heroic effort, certainly in three or four Slates that I have visited, to do the best thatcould be done for these colored people. I want to say that throughout the length and breadth of the Southern States, without one exception, the colored people are given the same advantages that the white people are given. No distinction whatever is made; and, so tar as I wiis able to find out, there is an almost unanimous, certainly an overwhelming, sentiment in favor of educating the colored children equally with the white children. And I believe, from what I saw, that we are able to trust the existing State organizations represented by these gentlemen; we are able to trust them with whatever means we can appropriate, and I speak after Bume investigation and after deliberation. There is a pressing need, and these gentlemen have told you about it; there is no necessity for me to talk about it, but I want to express the feeling that I think exists in my own section of the country ; that this appropriation ought to bo made— not only for the protection of the people of the South, but for the pro- tection of the people of the North; that while we do not need it for our own iilit- erate-^, for we ought to be able to take care of them ourselves, we need it because we sutler from an ignorant ballot, and we see danger in it, so that we join our brethren from the South in asking Congress to make an adequate and speedy appropriation iu order that this great evil may be rooted out. Mr. M. A. Newell, then superintendent of public instruction for the State of Maryland, a very able gentleman, spoke as follows: Mr. Cliairman and gentlemen, I am not here to-day to make any special plea in behalf of Maryland. We think that in a snuxll way and in the course of time we shall be able to take care of our own people in the way of education. I am here to show that, so far as Maryland is concerned, we are in absolute accord with the gentlemen who have already addressed you. Wc InoJc upon ignorance not as a local but as a national question, and we euii'^i'ltr il a-- much or nearly as much of an evil to have ignorance in Florida ui ' h inuii n- it would be to have it in Maryland or Pennsylvania. Yet I think. Mv. ' h hi man, though you and the gentlemen of the committee have studied thisqiuNiiMn h.ng and deeply, you are hardly aware even now of the immense mass ol ignorunee that is press- ing upon us not only in the South but in the Middle States and in the North. I can hardly bring this more pointedly to your notice than l>y staling a few simple facts with regard to my own State. I have been at the head of the educational department of Maryland for four- teen years successively, and therefore I know all that I am going to say of mv personal knowledge. We spend every year a million and a half dollars fo'r common school education. We keep our schools open in most of our countic!^ ten months in the year, in none of them less than seven months and a half, and an average of nine months of every year. Our teachers are reasonably well paid; they are properly selected, and are doing their work as well as could be expected under the circumstances. All our surroundings are in favorof educa- tion. The people believe in it for themselves, and tliey believe in it for their neighbors. And yet. Mr. Chairman, after sixteen years of a uniform State sys- tem, well supported, tolerably well endowed, the laat eeuaus reports 134,000 ilUterat«0 iu the little State of Maryland. Now, sir, the argument is, a fortiori, if, after sixteen years of hard and honest work, we have not been able to wash out this black stain of ignorance, what chance have our friends in South Carolina and in Georgia and in Florida to deal with theirs? Mr. Chairman, I am old-fashioned enough to think still that the State ought to do nothing that the private individual can do as well, and I am willing to carry it further, and lo say that the National Government should do nothing that the State Government can do as well; but all history and ail experience prove to us that the individual is not able to educate his children ; he has never done it in the history of the world ; the State must come in and aid him in the work; and I think we have proved abundantly that in our Southern States, at all events, the State is not able to do the work of education. Therefore, I say it is the duty and the privilege of the National Government to come in and help the States to do that which they are willing but are not able to do. The above statement from the efficient superintendent of Maryland demonstrates not only the necessities of his own and other States, but the further fact that even with the prolonged school year an immense outlay is required to increase the accommodations that the surplus school population now not reached at all may be brought in. Hon. D. F. DeWolf, superintendent for Ohio, spoke thus for Ohio and the central Western States: Ml-. DeWolf. Gentlemen, there is one point that I should like to speak of fop the State of Ohio, and I think lor the central and Western States. I have min- gled with these people for forty years; was with them during the great strug- gle that resulted in the reconstruction, so willed, of the Southern States, Those States were a party to the doctrines that were embodied in that reconstruction when they united in imposing on the Southern Slates a large body of voters. They took the responsibility of imposing upon that section of the country and upon the United States a large body of voters. I do not know but that tliey did wisely, and I do not know but that they think they did wisely, but they think they assumed verj' great responsibilities, and I think they are ready now to con- sider those responsibilities, and to take what action may be necessary to meet those responsibilities. Rev. Dr. A. D. Mayo, of Massachusetts, who is as well informed upon this subject as any man living, next addressed the committee. Dr. Mayo is well known throughout the country. His views have been ex- pressed on many occasions, and they are those probably of the largest and perhaps the most accurate observer in the Northern States upon this matter of the school condition of the people of the South. Rev. Dr. Mayo. Gentlemen of the committee: I suppose my brethren have asked me to say a word to you because for the last two years I have spent my whole time during the school year in visiting the schoolsof twelve of the South- ern States, from Virginia to Texas, inclusive. During this time I have had the most ample opportunities afforded me by the State authorities, by teachers, by citizens, by pupils, by people of every class to ascei'tain the condition of educa- tional affairs in that portion of the country, and I feel that I am in a condition to form intelligent opinions in regard to the several matters that will come be- fore you in this consultation. Of course time will not permit me to give the data or the reasons for conclusions whiehl may express to you, but ever since I began this work—and I would say that previous to that I had no personal knowledge of affairs in the South, and never went through the South until two years ago^ several conclusions have forced themselves constantly upon my attention. In the first place, I am fully prepared to indorse that emphatic declaration of Dr. Curry, who perhaps better than any Southern man understands the educa- tional condition of the South, when he says that the illiteracy of the Southern States is absolutely appalling. By this I do not wish to say that the leading classes of the Southern States are an ignorant people. I find them there a very culti- vated people; I find a people equal to any people in the world; I find as a class the white people of the South are fully up to the people of any State in t lie Union in natural capacity and force; but the condition of illiteracy which existsseems to me absolutely appalling. And one little point I wish to call your allention to liere: Not only is this illiteracy confined to the colored people and the poor white people, but there is great danger, unless something can be done soon, that great numbers of the children of the better classes of white people in the South wUl be plunged into illiteracy. No class in the South suffered so much from the effects of the war as the re- spectable leading class of white people in the South, and to-day there are hun- dredsof thousandsof boys and girls grow^ing up through all the Southern States,, the sons and daughters of the leading people of those States, who, unless some- thing can be done very soon, will he doomed to grow up in ignorance. Perhaps the most pitiful thing that can happen to any State is that it should lose what it has gained. While the blacks and the poorer whites are really better off in ed- ucational affairs than ever before, the children of tlie better classes of people are aI)solutely worse off than they ever were before. Now, to meet this condition of illiteracy it seems to me utterly idle to speak of .anything but a system of thorough elementary education afforded by the State. No ehurcli system of schools, no private system of schools can meet the exigency. There must be a system of elementary education, which includes the training of teachers, proper school-houses, and everything of this kind, in order to meet this great want. Another matter has forced itself very constantly on my attention, which has been alluded to before, which istTiis:I am pretty well acquainted with the con- dition of education in our country and in other countries, and I have no hesita- tion in announcing to you, gentlemen, my conviction that never within ten years in the history of the world has an efiort so great, so persistent, and so ab- swliii.ly 111 ruic been made by any people for the education of the children as by 111. 1' .liilim I hissof the people in our Southern States. I'l Ml III ;iil\ , within ten years every one of these Southern States has put on its siMiiitc-luM.lc a system of public schools; practically, within this time every dis- irit-L ol country in the South has received something that can be called a school. This school public, as we may call it. consisting of State oflicials, of school offi- cers, of superior teachers, of thoughtful people all over the South, is to my miiiil tlu; most forcible, the most persistent, the most devoted school public now in any part of tin- world. There is no bodv of superior teachers doing so much work for so little i)avandundcrsuchgreatdisadvantagesa3 in the South to-day. TluTi^ is no minoritvof people working so hard to overcome this terrible ealam- itv of illiteracy anywhere in the world to-day as in the South. I give this as tlie deliberate result of two years of observation in twelve States. Once more, gentlemen, it seems to me that in building up this system of ele- mentary education our Southern people have come almost to a halt. For the last ten years the school public has been working in every conceival>le way to bring thi:M(inli-n ,>f the people to this matter, and I believe to-day that the praetica- I '. mil 1.11 I \:ition is about reached. We may say ideally and abstractly that lin -.. iiIm 111 1 people can give more than they do for education ; but practically, lMMi;:ii- :ii iiirin as WO look at every people in the world, I believe that the limit isreaehed. And what is the condition in which we find things there to-day? Per- haps s^lU.OOO.OUU is expended through these States of the South for elementary education, and there seems to bejuataboul money enough to puton thegrounda sj'stcm of schools which, while it is an iuipro vemeut to the negro and to the poor NATIONAL AID TO COMMON SCHOOLS. 21 ■tthite man, is profoundly unsatisfactory and insufBcient for the leading: class of the "white population of the South ; in other words the introduction of the pub- lic-school system has broken down the old-fashioned system of education by which the white people obtained their help, and has introduced an inefficient system, so that a multitude of these people really have no good place to educate their children. Let me illustrate the state of things : Here is a town or a district that has a thousand dollars, all told, for school purposes; w^ith that thousand dollars that district can establish an insufficient school for three or four months in the year, with an inexperienced teacher, in an insufficient school-house ; a school which is not satisfactory !to the best people, which can not do the work that should be done. That is the course of things all over the Southern States, in cities, in country, towns,andin the country districts, and thecrying want throng-hall that country is that what these people now have shall be supplemented by enough to put a good school system at once on the ground. We must remember, gentlemen, that nine men out of ten in the South never saw what we call a good public elementary school. The thing that is necessary is to put for one year, for two years, for three years, in every district through that country a school that will be a fair representative of a public school, that the people can see it; and once having seen it and enjoyed its benefits they never will give it up again. Now, it is utterly impossible for the average school au- thority to get the money to put such a school on the ground. Give to that m,an another §500, another $1,000, and at once, without wearing himself out with im- portunity, he can put on the ground the school that the people need ; a school that, instead of being a school that satisfied nobody, is a school that satisfies everybody ; and once having seen that school for one year, for two years, for five years, for ten years, that people will be stimulated to great exertions and will never give it up. Let me illustrate this by one spectacle which I saw w^hich ^vill put you in full possession of this point. The little city of Goldsborough, N, C.has about four thousand people. Up to a year ago that city had no school in it which was sat- isfactory to any portion of the white inhabitants of the city ; it had a poorpublie colored school under the county authorities. Six months ago a few of the enterprising citizens of that city were able to put into operation a thorough white graded school. By the aid of tlie Peabody fund they were able to secure an expert for a teacher, so that school took all the chil- dren in the tow^n. Four hundred children were put into a good school-house, graded and organized ; over them was put an expert teacher, and at once it was shown to everybodyin that town what could be done with a good graded school. I visited that town one day, and it was like going to a town that was under the effect of a religious revival ; everybody was in a state of delightful excitement ; everybody was asking me to see the school ; people were coming from all parts of the country to see it, and just because the agent of the Peabody fund could come in with his thousand dollars and give to that school the expert which made it what it was. The battle w^as won, the thing w^as done, everybody was satisfied, and the whole region around about was being instructed and brought up to that work. Such schools in county towns mean good schools in the country districts. What we ask of you, gentlemen, is to give to these school authorities everywhere through the South money enough to supplement what they are now doing ; so instead of an insufficient school, as they have now, they can put on the ground at once a good school, which will satisfy the people, which will confirm them in their desire to sustain education, and which will give them a fair understanding of the benefits of the institution. Now, gentlemen, just one word more and I am done. I fully concur from my observation in all that has been said on several points. First, the South needs this money at once. It is an urgent case. Are you aware, gentlemen, that the average school life, reckoned by months, of the average boy east of the AUegha- nies is four years ; the average school life of the Western boy, reckoned by months, is three years ; the average school life of the w^hite and colored school boy in the South is less than two years; the average school life of the average Southern boy is not one year ? This is the turnpike gate through w^hich these children are streaming, and while you are debating and consulting on the feasibility of difi'erent methods, generation after generation, you may say, are streaming through. What is to be done should be done at once to meet the great demand of the present. In the next place, money enough ought to be given to do the work at once. If the roof of your house is on fire and you are obliged to put it out by carrying water in buckets it does no sort of good to have a ladder that reaches to the sec- ond-story window. You are just as badly off as if you had no ladder. What you want is a ladder that reaches to the roof, that will take you up where the danger is. The school system of the South to-day does not reach the full mag- nitude of the difficulty. Give enough at once to enable the school authorities to put a good school on the ground everywhere, and the difficulty is met. One thing more, gentlemen. I am acquainted w^ith the State superintendent of instruction, I believe, in every Southern State. I am acquainted with the State school board, I think, of every Southern State but two or three. I have studied with great care in the records of all those offices their methods of distri- bution of money. I believe there is no set of men inthis country who are hand- ling a moderate amount of money with greater economy, with greater fidelity than these gentlemen. It seems to me it would be a great mistake in distribut- ing such funds as you give to putintoeach of these States a dual administration. If that should be done, I believe that at once S100,00D or S200,000 of money would be thrown away, virtually, for supervision. I believe if there is any set of men in this country that can be trusted toadministerafund of :$10,000,000 or $15,000,000 in thirteen or fourteen States with fidelity it is the school authorities of those States, and therefore it seems to me that this money should go directly to the children through the accustomed channels, of coui-se being guarded by all proper safeguards in the central power. Among the cities of the South, no city has done so much as the city of Charles- ton. I know all those cities. No city has done so much with so little help as the city of Charleston. We have to-day two representative men with us. We have the mayor of Charleston, who represents what has been done in that city. We have, in another citizen of Charleston, a young gentleman who is a fine repre- sentative of the kind of young school men that we must rely on to do this work through the country. If your time and patience will permit, it will give me great pleasure to introduce to you the mayor of Charleston, Mr. William A. Courtenay. Alayor Courtenay spoke as follows: Mr. CoTjETENAT-. Mr. Chairman and gentlemen, having in view the great pressure upon your time, I can best show my appreciation of the honor you have done my city by limiting what I have to say to a very brief statement of facts. I will say that about twenty-five years ago we commenced in Charleston the system of public schools which w^as then being spread over the country. There w^ere in 1860, four large, substantial brick school buildings of modern construc- tion, calculated to seat comfortably eight hundred pupils each, which in the then condition of our affairs w^as ample for the children that were then being educated. One of these buildings was destroyed by the fire of 1S61, so that when we resumed our school work in 1865 or 1866 we had three school buildings with an average capacity of eight hundred seats, and we took the Shaw Memorial School into our public-school system, which had been erected in 1865, making the same number of school-houses and about the same number of comfortable sittings. AVe have made an equal division of those school-houses — two are for white children and two are for colored children — and there in the Morris street school {which is the largest colored school we have) eiglateen hundred children packed into accommodations intended for eight hundred. That is our school situation to-day. We have been for five years levy ing asmall tax, and a new school building will be completed this year which will somewhat relieve the pressure, but we need really two or three more commodious buildings for school purposes, which we shall build in time when we can raise the money. Now, gentlemen, in addition to the tax which is common all over the State of South Carolina, a constitutional tax of two mills, Charleston has paid during these last fifteen years an additional tax of fx-om one to one and a half mills for the purpose of giving accommodations such as we have to give in these very crowded school-houses to a portion of the children of the city. I need not tell 3'ou that what was intended to accommodate 3,000 children will not accommodate 6,000, and that although there are over 4,000 children crowded into the schools, there are children who can not get a place inside the school-house to stand or sit, and are, therefore, not being educated. We have a very large city debt, and we have a large amount of charities to distribute every year, orphan houses and hospitals; the expenses of the citygovernment are very nearly as much as those of the State; we have reached the limit of taxation; and we look naturally to the United States Government to come to the assistance of the city, the State, the South, and the country generally in illiteracy, and make some provision by which this great trouble can be cured. I made a rough calculation hastily this morning without the data to make It accurate; but I assert herethattheeity of Charleston has paid for education over and above the State taxation since the close of the war somewhere between four and five hundred thousand dollars, and we will continue to do the best we can under any circumstances. But in view of the great burdens which are pressing upon us in many ways, because of the want of improvements in our city, and our great charities, which take from fifty to seventy thousand dollars a year — nearly 10 percent, of the whole income — wefeelthat we can with some confidence come here and express our opinion in common with all other sections of the country for material and important aid. If the gentlemen of the committee will be kind enough, I should like my friend Mr. Bryan to occupy the remainder of my time. ]\Ir. Bryan is a young, cnltivated, and highly intellectual man, and seemed to be the embodiment of the better time vphich is to be. His remarks profoundly impressed the committee. He was an eloquent, vigorous young man, I suppose a truly representative man of the rising life of the Southern portion of our country. No man ever made a stronger, more vigorous, and more pathetic appeal for aid or for assist- ance of any description than did this young gentleman of great ability from Charleston, S. C. Any Senator who will read that and vote against this bill is less of a Senator than I think. Mr. Obr. Mr. J. p. Kennedy Bryan is a young gentleman who has been re- ferred to, the son of the United States district judge for South Carolina. The Chaikman. We shall be happy to hear Mr. Bryan, Mr. Bryak. Mr. Chairman, I would hardly deem it in this presence, with so much gathered wisdom and experience, proper for me to be heard here, were It not that the subject-matter which the committee is now considering is one that appeals and has appealed to meforyears, young as I am, and one that is, I think, the first in the mind and the heart of the youth of the South. The burden of this question, the shoulders upon whom it is to fall, are those of the youth of that Southern country, who now wish to control its destinies and who now, for weal or for woe, await the decision here at this Capitol. After what has been said by my friend Dr. Mayo, after what has been said by gentlemen from Massachusetts and from Indiana, after what has been said with regard to the State at large by my firend Colonel Thompson, I need hardly speak ; and I would not speak but that I think by giving you a pictorial image of the city of Charleston in facts and figures, that concrete thing. I can show you that even municipal aid added to State aid, with all the agencies of private education, in an old community and aid coming from the city that doubles the State aid, still we stand appalled before a tide that we can not meet nor control. It is only because the city of Charleston is a representative community of the South and expresses the conditions of all those States, and in a more favorable way than the country districts, that I will give you the facts and the figures relatingto that community, because those facta and figures will bring home the question in its reality and show really what is our necessity and our danger. That city is more favored because it has in it the seeds of a cultured society ; it has in it men of mighty powers from the past, and those men are there, and they think, and they feel, and they see what is upon us. It has in it not only that, but men who have a sense of duty and men who have conscientiously risen to all the burdens of this occasion. Why, gentlemen, in 1860 the city of Charleston had an educational plan greater than any Southern city. It had a system of public schools in w^hich there were four thousand white children, besides large private schools, w^liich fully met all the demands of that city . To-day it has that same educational plan, and in those schools are four thousand children, tw^o thousand w^hite and two thousand col- ored. There is an equal division of the school facilities. To do that, the city of Charleston has to add to what the State revenue is for schools justas much again. It pays this year S72,000 in a city of 50,000, in which there are 23,000 whites and 27,(X)0 colored, the colored paying 3 per cent, of the tax. After we have raised the local tax, double what the State gives, we find that we only have four thou- sand children in the schools; that is, we only have in scliools what we had in 1S60 of whites. More can not enter the schools ; they are packed. Gentlemen, the tax of a citizen of the city of Charleston to-day is 3.5 per cent, on every dollar of real and personal property. The city debt of the city of Charles- ton requires the levy of ten mills. Repudiation we can not go to. Tliere is 1 per cent, levied in that city for the debt of the municipality. Then there is the State debt. With these heavy burdens, by the census and by the report of the superintendent of schools of the city of Boston, we pay on a ratio one-third more than the city of Boston pays for its whole system of education, primary and classical. We pay to-day one-third more than the city of Boston does in the face of a debt of five millions upon the city of Charleston, Gentlemen, when his honor the mayor came to the control of that city in the same spirit of zeal and in the same interest that he overlooked aU the depart- ments, we got at the facts and the figures, and he said it is the duty of the city, simply as a representative city of the South, and on behalf of all, to reveal to the country this terrible and appalling condition to say to them, here is a national calamity; it is common in its origin to the people of this country; it is equally common in its evils and in its effects. We thought, and the city of Charleston and all the men there think to-day, that the National Government alone can help us— not to do for us, but simply help us in that which we can not do. If the tax goes above 3.5 per cent, it is a dismemberment of society. We simply ask you to hold up our hands ; we simply ask you to roll back that tide. Where it will sweep we know not, and I. in all deference, do not think that all the wisdom here can tell us where it will sweep. We ask you, do not let it overwhelm us and you. We thought and were led to believe that that Government which, under the power of the Constitution, has the right to provide for the public d&- 22 NATIONAL AID TO COMMON SCHOOLS. fense referrltiff to the time of war (for surely that waa in tlie mind of the framers of tlie instrument) would come to our assistance in this time of ca- lamity. We were led to believe that that Government wliioh, when the crisis came from the Mississippi Viillcy under the most awful deluge of the hist five decailes, sent immediately and within a day aid to those people asking for bread. We were led to believe tlmt tlwit same Government, acting; on the same principle. would send to !i in.Mr liiiriurv IT. .|. I. ■, who, if unfed, the worse will be-the dis- aster, that brrad .iT II :il iiir wiii.'li ilu'v ask, We were led to believe tluit that Goveriuiii'iil w in. h, w In n jm --i ii. nrc si ruck this country, in one day raised tile means ami Milt lir.rnirii i .i\ :i more awful pestilence that is workiug in the body-politie. We wori- h J b. )m lir\ e that that Government which, in its beneficence, lookinp: to the ^i n' i ,il wi !i;irc of the agricultural interests of this land, sends from this national irntcr ^o.nl seeds in order that the labor of the husbandman may prosper and that he may gather fruit and an abundant har- vest — that that same Government, on that same principle of general welfare, would give us not only good seed but some good seed to plant in this waste. Gentlemen, it is only because the city of Charleston furnishes you such an ex- ample, it is only because I think w^e feel it as an old community, and w^e know what this thing means and what is threatened all the time ; it is only because it is a representative city in that regard of all our Southern communities that I have spoken. I think. I feel, in fact I know, that it is in the mind and the heart of the assem- bled representatives here from tiiis land to help. I am sure we have not come and told our simple story in vain. We look for aid, and we expect it, and we trust that from that seed of national aid shall come great and abundant harvests that will overflow here in good government, in peace and prosperity years and years to come. Hon. B. G. Northrop, secretary of the board of education for Con- necticut, so well kuown for his life-long and very important services in the cause of education, in placing certain valuable statements before the committee urged an immediate appropriation. I read his remarks be- cause he is a New England man, and a representative man, as truly a representative of the opinions and feelings of educators in that portion of the country as any man can be. Dr. Dickinson. Mr. Chairman, I now present Hon. B. G. Northrop, secretary of the hoard of education of the Slate of Connecticut. Mr. Northrop. I desire to lay on your table, Mr, Cliainnan and gentlemen of the committee, a paper containing extracts froui the speech made at Atlanta by ex-Governor Brown on the eve of his election to the Senate, an extract from the speech of Robert C. Winthrop at the Yorktown celebration, and in full a speech of Rev. Dr. Curry, bearing all entirely on this subject. And while I am up may I sny that this is not a new measure, but when friends of the measure have pressed it before members of Congress in former years the objection has been "You can not foree schools on any community; schools must answer to local public sentiment, and that publiesentiment doesnotexist." That was the former argument. Now I say in addition to the proofs presented by gentle- men from the South as to the interest, you have in that paper, I think, a most remarkable demonstration of the interest taken, by the fact that ex-Governor Brown should make such a speech on the eve of his election, and it is a more remarkable fact that on the basis of that speech advocating tliis measure, advo- cating free public schools for all classes, he should be elected to the Senate of the United States by so large a majority. It demonstrates the new era in the South. I think that if the plan of giving S15,000,000 for this object is carried out now it will be worth more than §20,000,000 will be twenty years hence. The case is urgont; the need is immediate. * ^ ^ » * * # I must say that this measure, I am confident, will suit the North as w^ell as the South. I have in this paper I have handed you printed the sentiment expressed by the Connecticut State board of education most heartily, and also other expres- sions of Northern sentiment; and may Imention in the briefest form one other fact showing the great change that has occurred w^ithin the past year ? This sub- ject was advocated ably before our association at its meeting in New York, one year agOj by ex-Senator Patterson, now the superintendent of education in New Hampshire. He advocated then that the money should be distributed by a large number of Federal ofhcers in all the States. That met but one dissent at that meeting a year ago; that is to say. a majority of this association seemed to favor his plan, but one objecting. At this meeting every member of the association has expressed his views in favor of the plan of distributing the money through existing local olKcers. We are a unit on that point. The resolution of the Connecticut State board of education referred to is as follows: Kesolved, That in view of the necessity of education to the perpetuity of free institutions, :ind oftli.' -icat and disproportionate burden whicli adequate pro- vision for uni\ rr--;il .-.in. itiun would impose on some of the Southern States, this assoeiati'>Ti f::].v.-^-.,'s its conviction that it is the imperative dutyofthe National Go\(t;iiih nt (r. extend to those States in which the burden and the danger of illiteracy arc greatest such pecuniary aid as shall enable them to pro- vide that all the children and youth within their borders shall receive at least an elementary education. The State board of education has formally expressed "its hearty approval of the sentiments of the above resolution, and its earnest hope that the influence of Connecticut in the National Congress and elsewhere may be exerted in favor of the adoption of some equitable and efficient means for the accomplishment of the end proposed." The following letter is in reply to one addressed to Colonel Rogers, superintendent of public schools of New Orleans, by myself, in which, mentioning the fact that Br. Bicknell, one of the most able, active, and earnest advocates of national aid to public schools, had understood him to say that he should not know 'VN-hat to do with a large sum if he had it, and that it might be lost or stolen, I requested him to present his views in full for publication. I ask the Secretary to read his an- B(ver. He has given his life to this work in Louisiana. The Secretary read as follows: New Orleans, March 6, ISS-t. Dkar Sib : Your favor of the 3d instant is just to hand, and I hasten to reply- My friend Colonel Bieknell hag evidently mistaken my view.s in ngard to national aid for education. Ourconversation upon the subjVii \\.i- hi-in. nlnry and of a personal character. So far as I can recall thownii! : i ., , ihey had no reference to the main issue, but were incidental to a i i i in sub- ject, designed to show the necessity for a cautious, wel]-rr'<;N!;ii ( a, --.--h mMtic expenditure of a large sum of money in a large city where ?-(.li>iol atti'tMliuuie was voluntary, and where the object was to bring in the large class of children who are now beyond school influences. I certainly never intended to intimate. directly or indirectly, that if any port of thla national aid was to be expended 'n Lioufsiana by our State and city authorities it would, by reason of such form of disbursement or indeed for aiiy cause, "be wasted or stolen." Officially I can only speak for New Orleans. In twenty-five years past con- nected with educational work in this city I can not be entirely ignorant of the condition of afl'airs in other jiarts of the State. For several years I have had a growing conviction that if we are to give pub- lic education to all classes of our educable population we must have outside aid frcprovidedfor their efficient sup- port, and I think it would follow therefiom that the usefulness and influence of the schools would steadily increase, so that we would be able to reduce the bulk of illiteracy by permanent progress in the intelliiicnce and virtue of all classes of society. So far as the condition of public education in Louisiana, outside of New Or^ leans, is concerned, it seems to me of e\iii _i > ^ i importance that we should have outside assistance if we propose tn m.i i - , , il ,uice in overtaking illiter- acy. The total school population of the SI 1 1 i :, : i. From the last published report of State Superintendent E. II. K:i\ , i In ii ' i [hImmio in all the public schools of the State, including the parish and eitv oi Uiioans, in ISSO, was: Whites, 31,642; colored, 22,670; total, 54,312, or less than 20 per cent, of the school popu- lation. Outside of New Orleans, in 57 parishes, there were 819 schools with 16,326whitechildrenand 17,075 colored children. The average salary of teachers was S25.62 per month. Six parishes reported, " No schools for want of funds." Nineteen parish boards report a session of 3 months or less. The aggregate of all months reported from all the parishes was 144. For 1881 there was an iii<.n;i.M- in the whites and a decrease in the num- ber of colored pupils. Tlic l.i--t T.I -i-lit iirr HS2 (we h.ive biennial sessions), appropriated one mill on (Ik- .1-11 )i i..i i iii>i:. < ilucation. Upon an assessed val- uation of the property of lli ■ Si i- i 'ihimihio, this would give, if all col- lected, 8200,000. Under the statr r,.ii-tii nihui and legislative enactments this school fund is charged with certain specilic appropriations aggregating about S'.io,000, all of which miist be paid betbre any sum can be given to free public schools. After these deductions and allowing for the non-eoUection of taxes, we estimate the amomit allowed for ii'ee publio education at about 31 cents per NATIONAL AID TO COMMON SCHOOLS. 23 capita on school population. The amount is too small, and we are looking to the next session of the Lef^islature, May next, for a more liberal policy. Nevertheless, we are not confident of any very great increase in our school appropriations. A constitutional amendment, to be voted by the people, may be necessary before there can be an efBcient school system for the State. The power to impose a local tax for education must be conferred upon parish authorities. At beat the relief must be partial. The relations of the capital and population of the two races are such that a system of public instruction which is intended to meet the wants of the entire educable population, and which shall be sustained by a revenue derived from the property of the State, is beyond all present pos- sibilities. Such a tax could never be imposed with the consent of the people. It could not be collected, if authorized, without breaking down every industry, and virtually confiscating the property of every planter and merchant in the State. To give six months' instruction to 200,000 young persons in the primary branches of a common-school education would require 5,000 teachers and an ex- penditure of a million dollars. The friends of education do not contemplate a scheme so impracticable. We know that time and patient effort are needed to build up any great enterprise. We think that it is possible to strengthen and enlarge our present system of public instruction, so that it may be put in the way of ultimately accomplishing the great objects which it contemplates. What would national aid do for Louisiana? It w^ould enable parish school boards to open schools where there are none no^v for want of funds. It would prolong the session of schools which are now kept open for one, two, or three months only. It would draw large numbers of chil- dren from idleness and ignorance to the school buildings, and it would enable school boards and other authorities to employ trained, competent teachers, w^lio should be paid reasonable salaries with a regularity and promptness which se- cures cheerful and skillful service. In rural parishes the services of young persons over 12 years of age are useful to the planter during several months of the year. From four to six months may be devoted to systematic school work, and if this should be continued only four or five years the seeds of a better life would be planted, and important results w^ould follow to the individual, to society, and to the country. In a well-con- ducted school there may be acquired, by the average child, white or colored, during the period named, ability to read and write; to understand and perform the ordinary examples of arithmetic as needed in common business transactions ; to know something of the geography and history of the country; to acquire habits of order and industry; to distinguish betvpeen right and wrong in the d uties of life, with such moral lessons as grow out of every well-regulated school- room. When opportunities for securing these results are within the reach of all classes — the poorest and lowest, as well as of the children of the more favox'ed classes — we may reasonably expect a useful, honorable, and an intelligent citi- zenship. Without education, we have unskilled labor, a discontented class of society, thriftless, heedless, with brutal passions and degrading vices, ready, when roused by fanaticism or demagogism, to hurl against the peace of society or the beat institutions of the country a compact and powerful voting minority which al- ready holds the balance of power between the two great political parties of the country. At no period in the history of Louisiana has there been manifested a greater interest in the subject of education than at the present time. This, I believe, is generally conceded by the legal public men of the State. The subject enters largely into the present political canvass. An educational society has been formed in New Orleans, ivhich already has a large membership of leading mer- chants and representatives of all trades and professions. Branch organizations have been established throughout the State. The fundamental principle of the society is free public education to all classes of children without distinction of race. We hope, by means of aroused public sentiment, to secure for public schools their full share of the resources of the State, but I imagine that the most sanguine friend of public education can not hope to materially change the tig- ures of illiteracy, now resting upon the good name and well-being of the State, w^ithout the use of more abundant means than can be now draw^n from the gov- ernment or the people of Louisiana in the present condition of public and pri- vate affairs. Asking to be excused for the length of this communication, I remain, dear sir, Yours, respectfully, WILLIAM O. ROGERS, 8upeH7itendent Public Sclwola New Orleans. Hon. H. W. Blaie, United States Senate, Mr. BLAIR. On Saturday, February 16, 1884, a joint session of the Senate and House committees having in charge the subject of national aid to schools was held in the room of the Senate Committee on Educa- tion and Labor. Dr. Orr and a committee of the superintendents of public instruc- tion of the States, Dr. Thomas W. Blcknell, president of the National Educational Association; Professor Painter, and others, composing a committee of the department of superintendence of the jSTational Edu- cational Association, were present, and addressed the committee for four hours. The proceedings are published in Senate Miscellaneous Document No. 55, Forty-eighth Congress. I respectful ly refer the Senate to these addresses voicing the universal sentiment of all parts of the country, and coming from some of our ablest, best-informed, unselfish, and patriotic men, whose express busi- ness it is to know whereof they speak, deploring this all-pervading na- tional evil of popular ignorance, demonstrating the necessity of national aid, and beseeching, not to say demanding, as our first duty, its be- stowal as the only adequate source of relief. It is impossible to at- tempt even a synopsis here of what they said. Permit me here to add the memorial of the American Social Science Association, than which the opinion of no body of men whatever is more entitled to respect by the American Congress or the American people. American Social Sciencig Association, Boston^ December 28, 18S2. To the Senate and Souse of Representatives in Congress assemJiled : The American Social Science Association, impressed with the dangerinvolvcd in the existence of a larg:e number of illiterate voters in the population of this country, as revealed in the last census, for the proper enlightenment of -which class of voters many of the States are unable to make adequate provision, and believing thata Government resting on thesutfrage of the majority of the people can not preserve itself from, corrupt influence nor secure a high decree of civil freedom unless education Is generally diffused among all classed of voters; and further believing it to be within the constitutional power of Congress to provide in this manner for the safety of the Republic, and that the enfranchisement of the freedmen imposes an especial obligation upon the Government to qualify them for a safe discharge of the new duties devolved upon them, would ear- nestly pray that your honorable body will take prompt and efficient measures to avert these dangers ; that money raised from such sources as your honorable body may in its wisdom deem best shall be distributed, for a limited period, to the common schools of the States and Territories, on the basis of illiteracy, and in such manner as shall not supersede nor interfere with local efforts, but rather stimulate the same and render them more eiBcient ; said moneys to be distrib- uted under such guarantees as shall secure their appUcat ion totheobject herein named, with equal justice to all classes of citizens. Prepared by order of the American Social Science Association by the council of the Association. FRANCIS WATLAND, President Attest : F. B. SAJSTBORN, Secretary. These petitions are not gotten up in the way that petitions are gotten up for a new highway. They are signed by men whose signatures are meant to indicate responsibility. Rev. Br. Curry, the general agent of the trustees of the Peabody fund, whose services to the country in the discharge of a great trust have already fixed his rank high among its benefactors, has addressed a memorial to the Congress, which I take this means of placing more conspicuously before the Senate and the public. I am at a loss to com- prehend the motives which can refuse the necessary assistance to edu- cate the classes for whom Dr. Curry, in his representative and personal capacity, makes this argument and appeal. I ask the Secretary to read it. The Secretary read as follows: To the honorable the Senate and Hovse of Representatives of the United States in Congress assembled : Your petitioner, the general agent of the Peabody education fund, would re- spectfully represent : That in March, 1880, the trustees of the Peabody education fund submitted a memorial to Congress on "the vital necessity of national aid for the education of the colored population of the Southern States, and especially of the great masses of colored children, w^ho are growing up to be voters under the Constitution of the United States," They accompanied their memorial by a report which had been prepared by a committee of their body, consisting of Hon. Alexander H. H. Stuart, of Virginia, Chief-Justice Morrison R. Waite, of Ohio, and Hon. Will- iam M. Evarts, of New York. The attention of Congress is invited anew to that vei-y able and conclusive paper. Since the presentation of that memorial the subject of national aid has assumed larger proportions in the public mind and iu the public conscience. The census of 1880 exposes a fearful amount of illiteracy in the United States, As m.ight have been expected, for an obvious reason, thatilliteracy exists largely, disproportionately, in the lately slaveholding States. In ante bellum. days the negroes were not educated. Since the abolition of slavery — a fact which no sane man would undo — the South, although making patriotic and self-sacrificing eff^orts in that direction, has failed, as all familiar with her pecuniary condition could have foreseen, to provide universal education for her people. The history of our country, prolific in instances of exalted patriotism and ready adaptation to local and national exigencies, furnishes no exhibition of these virtues supe- rior to the attempt of the Southern States to meet the unfamiliar and difficult, l)ut cheerfully assumed, obligation of giving rudimentary instruction to all classes, irrespective "of race, color, or previous condition of servitude." The history of public schools in those States is a chapter of peculiar interest in the general history of our institutions and civilization. The ci-editduetoan impov- erished people, bravely struggling to do their part in the new and strange en- vironments, is shared by religious bodies and individual citizens of the North, who, comprehending the needs of the young, have generously and munificently contributed money to supply them with the means of education. Hard experi- ence has demonsti'ated the inability of the Southern States, unaided, to sustain the hea^'y burden of universal education. If illiteracy is to be removed, or pre- vented in the future, the States must receive liberal and prompt aid from the General Government. Tills aid should be rendered in co-operation with the school systems of the States. Those systems, varying in details, but generally copied from the systems which exist in the Northern States, are the outgrowth of the convictions of the people. Year by year they are being adapted to the wants and peculiarities of communities and States. Constitutions command free schools; statutes estab- lish and provide for them; State and local officers administer; State revenues are increasingly supplemented by local taxation. No organized opposition to public schools can be found; political parties are zealous to declare their pur- pose to sustain and perfect; press associations approve and newspapers give their valuable support; Legislatures invite educators and advocates of free schools to address them ; the people are willing and eager to be informed and to adopt inaproved methods of instruction and school management. With proba^ bly the m,ost extensive acquaintance with school officers in the South possessed by any man in the Union, acquired by personal intercourse w^ith them, I make bold to affirm that no departments of government have better qualified, mo re patriotic, more trustworthy, more enlightened administrators. What is needed for success in making education universal is not severe Federal supervision, subordination of State schools to central authority, but a well-guarded and ade- quate appropriation of public money. Of the extent of the illiteracy your honorable bodies, having ready access to the latest census returns and to careful compilations of school statistics, need not to be infoi'med. On the dangers of this illiteracy it would be superfluous to en- large. The basis of our free governments is intelligence and integrity. Free government presupposes intelligent self-government. The mere possession of power by the people is no assurance or guarantee of good government. Civil government can dispense with arbitrary restraints and with physical power ; can allow the possession and enjoyment of personal liberty just in so far as the citizens impose, voluntarily and intelligently, restraints upon themselves. Free governments, governments of the people and by the people, allowing and se- curing the largestmeasure of individual freedom, are compatibleonly with pop- ular education. It is idle to hope for free government or republican institutions apart from free schools. From the act of the Continental Congress on the 20th of May, 17S5, for the dis- position of the lands ceded by Virginia and the otherStates, to thepresenttime the United States is committed to the principle that "popular education is the only safe and stable basis for popular liberty " and to the policy of using Govern- ment property in aid of public schools. What was a privilege and duty iu the past has now^ become an imperative obligation. The general argument for Con- gressional intervention to remove or prevent illiteracy becomes stronger when applied to the negroes. As is stated in the report to which attention has been called, the production of the pen of an honored and venerable statesman of Vir- 24 NATIONAL AID TO COMMON SCHOOLS. Kin ia, they aro an " exceptional class of om- poiiulatlon , " and as such ha*e pecul- iar elniius on the justice and bounty of the Fctloral Government. Their ancestors dirt not come vi.l ii nlurily to this country seekinpr to better their condilion. iis come llio iniinis,-ruiils who by thiiusanda are now iloekins to our shores, 'l'lu->' w.T<- l>toii-lit I, >i , iiii\ .1-.-I i\-,-H aii.l were held as such prior to the Rcvuliilii.ri l>\' ihr \Mn. . iil l.i . 1 , i , I ii .11 of the ulotlicr couutry and undcr theaiutiontyofili. I,n\ -i.i ill I I -■ ,!, \\ ln'tiilio warforlndependenceclosed Blav.ry i\i-.l.-,l iiimII iIm' . ,,l,iiih.,, llu; l'\diTi\l Constitution sanctioned the lnstitnli..n, Iji I he- ex.rrisc of ils discretion the Federal Government emanci- pated I he slaves, elcvalcd llu:m to the dignity of American citizens, and invested them with the ri^'lil of .sulfmgo. "Slavery is but half abolished, emancipation Is but lialf cornplclcd, wlulc millions of freemen with votes in their hands are left "II 1 . .ill. .,li..n ' i'licn.wcilizeiis need to be made to comprehend the dutio ..1 . ,ii. . M^lii|,, 1,. I.. iMi-iil ila. iialiin- aii.l bonelit.s of the political rights they .•)i|..>, I ...111 ni iiiiiiiii~.,i.,ii mill ciilVaurliiseraeiitthereison the partof the Goveniiii, 111 a ic^iillini; oLii-alioii lo secure I o tliose suddenly exalted to citi- zenship and siinVage that amount of education whiehisnecessary to enable them to dischaage intelligently the new duties devolved. Inter aniia let/es silnil. is recognized in times of extreme peril as a legal maxim. When the national life is endangered the Constitution yields to a liberal inter- pretation. The latitude is not because of war, but because of the crisis which war sometimes creates. If the necessity be as great, the peril as imminent in time of peace as in time of war, then with equal reason may be invoked the principle, sn/iM reiimhiicx csl suprcma lex. That masses of ignorant voters con- stitute a national |..iil. jiisiiiyin- a resort to the "extreme medicine of the Con- stitution," it would III- an iiisuli 1,, vour honorable bodies to argue. The evils or imcianl v.iliii- can notbe e.tagu'erated. Four Presidents in suc- cession, with in ica-iir; . mpliasis. liavc invilcd the attention of Congress lo legislation on 1 1., -n i siate Legislatures, educational conventions, religious assemblages, 1 ii : - and private citizens swell the demand for immediate and efrectivc i .. - relief. Itscem.stliai .ill . II .ration must pass through its own trials, as each per.son must be disciplined for liis own improvement andgrowth. We reap the fruits of the sacrifices and achievements of our ancestors, but for ourselves we must endure trials and meet responsibilities. Our Republic is a holy trust. Much as our fathers did, none the less are we required to do. Free institutions are still an experiment. They are on trial before the world. No peril is greater, more Insidious, more pervasive, arouses more the apprehension of the patriot, than the illiteracy of citizens. Fortunately the evil is remediable, and the remedy is in your hands. Your petitioner earnestly invokes your intelligent and continuous attention to the dangers which come from so much illiteracy, and trusts that action, prompt and adequate to meet the emergency, will be had before your adjournment J. L. M. CUERY. EicnMOND, Va., May 17. 1SS2. Mr. BLAIR. I may acid aa a recent expression from Dr. Carry, the agent of the Peabody fund, what he says in a letter : A letter before me from one of the best scholars and most active school men in the South says: "The argument is unanswerable. Here we stand face to face with the necessity. All over this State the taxes of the white people can not be made to sull'ice for the education of both white and colored; with the ut- most good-will, the resources are deficient. Nothing but national aid can solve the problem, and without it there is great danger that the effort may be aban- doned in despair." That last sentence is unspeakably important. If this Congress adjourns without the aid, I shall almost surrender hope in reference to the future of our country. M.ay God save our land. The Union League Club of New York city comprises over sixteen hundred of the leading citizens of the United States, residing in all parts of the country. Probably no body of men, unless it were the several loyal sovereign States, did so much as the Union League Club of New York to preserve the Union in time of war, or since the war has done so much to make it worth again preserving by their wise and patriotic endeavors to reconstruct the Government upon principles which are indi.spensable to its prosperity. I therefore introduce the follow- ing from their memorial to Congress, presented to us by Senator MlL- lee: The Union LEAoriE Club, New York, February 10, 1S82. Dear Sir: The following report was accepted and the appended resolution unanimously adopted at a regular meeting of the Union League Club, held on the 9th of February, 1882. We request you to present them to Congress, as being the respectful petition of this club. Very few subjects equal in importance that of elevating the Illiterate voters In the United States to the condition required for the proper enjoyment and pro- tection of universal suffrage. It appears from the census of 1880 that of the total colored population over 47 per cent, are unable to write. Of the total white population nearly 7 per cent. are unable to write. These percentages are much higher in the South. Those unable to write in Alabama are, whites, nearly 17 per cent.; colored, over 53 In Georgia, whites, nearly 16 per cent. ; colored, over .51. In North Carolina, whites, over 22 per cent. ; colored, over 51. In New Mexico, whites, 49.5 per cent.; colored. 69.5. In many of the States the means for instruction are con- fessedly insufHcient to cope with this great evil. The want of education and of consequent ability to use the suffrage so as to protect the voter from fraud, violence, and misdirection, and our free institutions from peril, have caused the introduction into the Senate of the United States of a bill entitled "A bill to aid in the establishment and temporary support of com- mon schools." The Secretary of the Interior, through the Bureau of Education, is charged with the administration of the act, aided by a commissioner in each State, to be appointed by the President by and with the advice and consent of the Senate. The commissioner thus appointed is to act in co-operation with the State author- ities in which he is located. In Territories this commissioner is charged wilh the general supervision aud control of public education. All payments under the act are to be made by Treasury warrants directly to the person in each State or Territory who renders service, on vouchers to be ap- proved by the local authorities, the commi33ioner,and the Secretary of the Inte- rior. It will be seen, therefore, that the amount payable in any State or Territory can neither be diverted nor squandered, but that careful provision is made for the application of it directly to the purposes of education. The bill is compre- hen.sive as well as guarded, and is to continue only for the length of time sup- posed to be required for stimulating the most sluggish of the States into the req- uisite activity. The condition of the Treasury, with a large annual surplus, tempting to use- less schemes of extravagance, would seem to be a favorable time for the adoption of a measure to secure the cnlightenme t of the uneducated and the safely of oar lepublican form of govermuent. The Constitution, in express terms, provides, section 4, article 4, tfiat "The United States shall guarantee to each State in this Union a republican form of government." The powers necessary to carry out this guarantee are implied and are therefore complete. By the act of the National Government a large body ol' illilerate men have been suddenly raised from the condilion ofohatlels iiilo that of iVcemen and voters, without anv preiiaration for the high dulv which admission to the suffrage involves. The exiraordinary mi.asiires re- Htjiled to in Slates wdiere the danger from Ihis source is niosl conspi».iioiis, often leading to bloodshed and anarchy, would sccni lo iu.po.,c cm llic IJ. mral Gov- ernment the immediate duty of seeing Ilia I Hi. rcpuhliiau loiin llins lliieatened by the two evils of illiteracy and violence xIhiII i„ /;. , s, , i , ,/. 'riic n. . issary and proper means for this consists in such a wide tlin'iisiuii of the Ijcuclils .iiid bless- ings of education as will secure the requisile intelligence and patriotism. The committee of political reform recommend the adoption of the following resolution. GEO. B. BUTLER, Chairman. S. M. BLATCIIFORD, Secretary. Resolved, That the Union League Club heartily approves of the scope and ob- ject of the bill introduced into the Senate of the United .Stales by the Hon. Henry W. Blair, of the Stale of New Hampshire, entillcd "A bill to aid in the estab- lishment and temporary support of eomnion .schools," and that the president and secretary of the club be directed loullix I heir names to this report and reso- lution as being the respectful pclilion of the club to the Congress of the United Slates in favor of the passage of the bill. We have the honor to be, very respectfully, WM. M. EVARTS, President. DAVID MILLIKEN, Jr., Secretary. To the Hon. Warner Miller. I wish to say, as bearing upon the expression of popular feeling and opinion on this subject, that I have here a large number of data of me- morials which themselves are so large that, if all printed, I suppose the world would not contain the books they would make, as was said on another occasion. It seems almost trifling with the time of the Senate to accumulate this mass of evidence of popular feeling to be inserted in the Recoed. It is here, and it is ready to be produced if anybody should ever conceive the thought that there is no e.xpression of the gen- eral popular, and that the best popular, sentiment on this subject. The following is an imperfect list of the petitions and memorials praying for aid for the common schools on the basis of illiteracy: Citizens of Romney, AV. Va. Oiieliundred citizens of Circleville, W. Va. Citizens of Jackson County, West Virginia. Citizens of Nicholas County, West Virginia. Citizens of Webster County, West Virginia. Resolutions of the Legislature of Rhode Island, Citizens of Ottawa, Kans. Citizens of Spring Hill, Kans. Citizens of Mound Valley, Kans. Citizens of Jefferson County, West Virginia. Citizens of I,,ewi3 County, West Virginia. Citizens of Wayne County, West Virginia. Citizens of Monongalia County, West Virginia, Citizens of .Taekson County, West Virginia. Citizens of Upshur County, West Virginia. Citizens of Mason County, West Virginia. CMtizens of Blorgan County, West Virginia. Telegram from the Saratoga educational convention. Citizens of Blount County, Alabama. Citizens of Tuscaloosa County, Alabama. Oilizens of Baldwin County, Alabama. Citizens of Colbert County, Alabama. Citizens of Fayette County, Alabama. Citizens of Fayette County, Alabama. Citizens of Fayette County, Alabama. Citizens of Fayette County, Alabama. Citizens of Fayette County, Alabama. President of the board of education and raanv pronilnonfc oltlzeiis of Nashua, N. H. Memorial of the National Educational Association. Blemorial of the State officers and nearly every prominent citizen in the Stato of South Carolina. Petitions of citizens of Louisiana. Petition of citizens of Wilkinson County, Mississippi, •State board of visitors of the State Agricultural College, Now Jersey, State board of visitors of Rutgers College, New Jersey. Citizens of Edgecombe County, North Carolina. Citizens of Drev? County, Arkansas. Citizens of Wythe County, Virginia. Citizens of Gilmer County, Georgia. Citizens of Franklin County, Ohio. Citizens of ICeyser, W. Va. Faculty of Hiram College, Ohio. Citizens of Medina County, Ohio. Governor and all the State otheials of Ohio. Mayor and city officials of Portsmouth, N, H, Citizens of Grafton County, New Hampshire. Citizens of New London, N. H. Prominent citizens of Rockingham County _, New Hampshire, three petitiona. Petition of President of Johns Hopkins University et at. Memorial of the American Social Science Association. Citizens of Merrimack Count.v, New Hampshire. Petition of the faculty of Straight University, of Louisiana. Petition of the citizens of Iowa. Resolutions of the Louisiana Legislature. Memorial of the Union League Club, New York. Petition of citizens of Susquehanna County, Pennsylvania, Petition of citizens of Saint Louis, Mo. Petition of citizens of Monroe City, III. Resolutions of Tenchers' Institute of South Carolina. I have collected citiitions from high authorities, and historical illns- trations, bearing upon the necessity of educjition, especially in a re- public. They are from authors of other nations as well as our own. Many of them are of high literary merit. They are good reading. I will reaS a lew of them. Before proceeding to do so, I wish to make one statement as bearing on tlie interests of education in our Southern States by reason of the liberation of the colored people. The histor- ical example nearest our shores, that of the liberation of the blacks in NATIONAL AID TO COMMON SCHOOLS. 25 the British "West India colonies, might well he adduced, and should he instructive to us. There the British Government, more considerate, perhaps, tlian our own, gave pecuniary compensation to the extent of about S10i),0U0,O00, if I remember correctly, to the owners of the emancipated slaves. No provision, however, was made for the educa- tion and the elevation of the colored people. They have had freedom so far as it could exist under the British constitution, and they have had degeneracy and demoralization accompanying it. Without wast- ing time to depict the causes of the social condition and industrial con- dition of those people, I will state one fact which is signiticiint of almost everything else that could be said, that such is the social degradation of that people that most social ties are disregarded, poverty is univer- sal, and over 60 per cent, of the annual increase of the population is illegitimate. Let me quote from the American Cyclopcediaj volume 15, page 17: The government measure was brought forward April 23, 1S33. it proposed an apprenticeship of twel ve years for the slaves, and to pay out of their earnings to the masters the sum of £15,000,000. The friends of emancipation remonstrated against these features of the phin, and it was finally modified by a redaction of f the term of apprenticeship to six years, and a provision to pay the masters £20.000,000 out of the national treasury. The bill passed the house of commons August 7, the house of lords Au^^ust 20, and received the royal assent August 28, 1833. The day fi-xed for emancipation was August 1, 1834, anditw^as left optional w^ith the local legislatures respectively to adopt or reject the system of appren- ticeship. Antigua and Bermuda rejected, while the other islands adopted, the system. The apprenticeship system did not work w^ell. It ought to be known and is known that like causes produce like effects. It is well known to those who have taken pains to be informed by evidence coming to them, though they may never have been in the Southern States themselves, and I have some personal observation that has instructed me, so that I am convinced of the fact, that the general condition of the colored population in very much the larger geographic proportion of the South is growing worse rather than better. The col- ored population when disciplined by their former legal status were much more industriously inclined than the youthful colored population that is now growing up. The colored youths now are not so quiet and good-natured aud easily managed and tractable a race of men as the Northern people are inclined to think. I believe that they are rapidly becoming demoralized, an idle, thriftless population, with a tendency to violence, and likely to become a source of as much danger to the United States as a population 1 ike this described in Jamaica can be. They in- crease much more rapidly from natural causes than does the white population. By the last census it is shown that they increase 7 per cent, more rapidly than does the white population of the whole country from immigration and births combined. While increasing in numbers, in my belief they are not improving in condition. In twenty-five years from now this Southern colored population, unless something is done to restrain, improve, and elevate them, are quite likely to be a source of violence and of turmoil in this country. Those who think other- wise, I imagine, will find themselves profoundly mistaken, and it is well enough to be instructed by historical examples when they exist. I can not take the time of the Senate a great length in reading the citations from eminent men which I have made; but I will read a few in regard to national education. Macaulay in his speech on education uses this language: NATIONAL EDUCATION. This, then, is my argument. It is the duty of government to protect our per- sons and property from d:inger. The gross ignorance of the common people is a principal cituse of danger to our persons and property. Therefore it is the duty of the government to take care that the common people shall not be grossly ignorant. — Macauiaxi* s S^tech on Education. The education of the people is not only a means, but the best means, of obtain- ing that which all allow to be a chief end of government. — Ibid. Another great authority says: When we see government measures, which are excellent in themselves, fail from the opposition of an ignorant people, we at first feel irritated against the senseless multitude ; but when we come to reflect, when we observe that this opposition might liave been easily foreseen, and that the government, in proud exercise of authority, has taken no steps to prepare the minds of the people, to dissipatetheirprejudices, to conciliate their confidence— ourindignationis trans- ferred from the ignorant and deceived people to its disdainful leaders. — Jeremy Bentham^s Works, volume 1, page 568. Let me give further citations: Ignorance causes poverty. By diminishing productive capacity, and therefore wealth. Intelligence is a most powerful factor in industrial efhciency. The intelligent is more useful than the unintelligent laborer; (a) Because he requires afar shorter apprenticeship * * *. (/,) Because he can do his work with little or no superintendence * * *^ (c) Because he is less wasteful of materials * * *. (d) Because he readily learns to use machinery, however delicate or intricate. — WcUker^s Political Economy, pages 52, 53. By hindering improvement. In some parts of the country the ignorance of the people of almost everything beyond their huts and potatoes and pigs, their entire lack of practial sense and judgment, and of that energetic and progressive spirit which advancement in education is apt to bring, has hitherto been one of the greatest hindrances to the progress of the country. With this ignorance there has often been coupled superstition, and a tendency to indolence, increasing poverty, distress, and dis- content.— T/ic Irish Question, by King, pages 283,284. II. Ignorance causes poverty. Illustration from Scotland and Ireland in 1800-'10: I am persuaded that the extreme profligacy, improvidence, and misery which are so prevalent among the laboring classes in many countries are chiefly to be ascribed to the want of education. In proof of this we need only cast our eyes on the condition of the Irish, compared with that of the peasantry in Scotland. Among the former you behold nothing but beggary, wretchedness, and t^loth ; in Scotland, on the contrary, under the disadvantages of a worse climate and more unproductive soil, a degree of decency and comfort, the fruit of sobriety and industry, are conspicuous amongthe lower classes. And to what is this dis- parity in their situation to be ascribed, except to the influence of education? In Ireland the education of the poor is miserably neglected ; very few of them can read, and they grow up in a total ignorance of what it most befits a rational creature to understand; while in Scotland the establishment of free schools in every parish, an essential branch of the ecclesiastical constitution of the country, brings the means of instruction within the reach of the poorest, who are there inured to decency, industry, and order.— Robert HalVs Works, 1, 201, 202. (1810.) II. Ignorance causes demoralization, Illustration from Rome: But we must look beyond the political institutions of Rome, and seek in her social condition the primary causes of the fall of the republic. * * * There was no union of the different classes of society in common interests and sympa- thies, nor any adequate gradation of classes to balance their relative forces. Without a middle class, industrious, orderly, progressive, and contented, society was broadly into the rich and the poor. And in the later days of the republio both w^ere corrupted. The rich became more covetous and grasping. * * » The poorer classes were no less demoralized as citizens and depositaries of po- litical power. Pauperized by bounties of grain ; corrupted by bribery; debased by barbarous and brutal entertainments; tainted with the vices of slavery ; without regulated industry; disunited by the confusion of many nationalities ; and unsettled by incessant wars and revolutions, they were wanting in all the elements of a sound democracy. — May^s Democracy vn Europe, I, pages 225, 226, 227^ Illustration from France: The peasants, sufiEering from want and resenting the oppression of the feudal lords, rose in great numbers in different parts of France (.in 1353) ; they burned many castles, murdered the owners, and committed the most frightful outrages upon w^omen and children, * * * and in later times the like passions were to be revealed in excess no less monstrous and unnatural. — May\'> Dim,ocracyin Etu- rope, II, pages 91, 92. See also, Taine's Ancient Regime, pages 374-380. II. 4. Poverty causes demoralization. Illustration from Rome. The naind itself can scarcely comprehend the wide range of themisehief~how constant poverty and insult long endured, as the natural portion of a degraded caste, bear with thena to the sullerers something yet worse than pain, whether of the body or the feelings ; how they dull the understanding and poison the morals ; how ignorance and ill-treatment combinedare the parents of universal suspicion; how from oppression is produced habitual cowardice, breaking out when occasion offers into merciless cruelty ; how slaves become naturally liars ; how they, whose condition denies them all noble enjoyments, and to whom looking forward is only despair, plunge themselves, w^itli a brute's recklessness, into the lowest sensual pleasures; how the domestic circle itself, the last sanc- tuary of human virtue, becomes at leng! h corrupted, and in the place of natural affection and parental care, there is to be seen only selfishness and unkindness, and no other anxiety on the part of parents for their children than that they may, by fraud or by violence, prey in their turn upon that society which they have found their bitterest enemy. Evils like these long working in the heart of a nation render their own cure impossible ; a revolution may execute judg- ment on one generation, and that perhaps the very one w^hich was beginning to see and to repent of its inherited sins ; but it can not restore life to the morally dead ; and its ill success, as if in this line of evils no curse should be wanting, is pleaded by other oppressors as a defense of their own iniquity and a reason for perpetuating it forever. — Ariiold's Rome, volume II, page 19, Illustration from the No-Popery Riots of 1780: I do not know that I could find in all history a stronger proof [than the No- Popery Riots of 1780] of the proposition that the ignorance of the common peo- ple makes the property, the limbs, the lives of all classes insecure, Withoutthe shadow of a grievance, at the summons of a madman, a hundred thousand peo- ple rise in insurrection. During a whole week there is anarchy in the greatest and wealthiest of European cities, &c. The cause was the ignorance of a population which had been suffered, in the neighborhood of palaces, theatres, temples, to grow up as rude and stupid as any tribe of tattooed cannibals in New Zealand — I might say as any drove of beasts, in Smithfield market. — Macaulay^s Speech on Education. II c. A discouraged person is useless and may become desperate. His industrial power is small. A fifth reason for the higher efficiency of the laborers of one class or nation than of another is found in greater cheerfulness and hopefulness, growing out of higher self-respect and social ambition and a more direct and certain interest in the product of industry. — Walker^s Political Economy, page 54. Fear is far less potent than hope in evoking the energies of mind or body, while efforts made under the influence of the former passion are far more ex- hausting than those made under the influence of the latter, — Ibid. Discouragement may result in desperation [French revolution] , The feeling of hatred [in the French peasant at the time of the revolution, 1791] was become too strong to be appeased, because here too it was mixed with in- tense suspicion, the result inevitably of suffering and ignorance, and nothing but the overthrow of those against whom it w^as directed could have satisfied it,— Arnold's Lectures on Modern History, page 390. III. Ignorance causes immorality. Because its opposite, knowledge, elevates. But to return to the moral good w^hich results from the acquisition of knoTvl- edge ; it is chiefly this, that by multiplying the men tal resources it has a tendency to exalt the character, and in some measure to correct and subdue the taste for gross sensuality.— flag's Worlis, I, 200. E esults of ignorance. Where education has been entirely neglected, or improperly managed, we see the worst passions ruling with uncontrolled and incessant sway. Good sense degenerates into craft, and anger rankles into malignity. Restraint, w^hich is thought most salutary, comes too late, and the most judicious admonitions are urged in vain. — Dr. S. Parr. III. Ignorance causes immorality. Ignorance vs. Education in Switzerland. Neither in Switzerland nor in other countries do we find ignorance and pov® erty united with high moral qualities. In some of the cantons, however, wher education is diffused, and industry and commerce have become sourcces cX wealth, the people are contented and happy. — Dean's History qf Civilization,\Li 108, 109. 26 NATIONAL AID TO COMMON SCHOOLS. lujuries from ignorance. The Inborinp: class, for instance, will have no mobility [if uneducated], will be in the power of the employer, will have im \\<>\>'- ..f h.uorinp: its condition of life hv change of place, will bepriven to low ph -i-m .s, (rime and iKnorance K" logeih T, and the prospect for the chil.lrcii ..i -ih li ;i . l;i-< is dark indeed. For the industry, morals, loyalty, and Quicl of Ilii-^ i-\,i^^. lor ihe safety of all classes .tome kind of education is necessary. — Wooljiry's Political Science^ I, page 227. III. 2. Immorality causes degeneration. National degeneration comes from loss of character. But this political ruin [of the Roman Empire] was an effect of a moral ruin, not a first cause; and a nation that has lost its character must decay politically until some new condition of the world quickens it again into life. — Woolscy^s Po- litical Science, IT, pai^e GOI. Fruits of loug-coiitinued moral advance. There are certain moral fruits so conspicuous in the history of civilization that no pessimist <-n 111! isi.Ntn iliem Thiit tln> lone:, slow movementsin society which have been irn'im : >. ii ii -h ;uly i.nrj >(,-.• mid sure result to establish order and the reign of . i : ■> > lui-iii-h ^l;l\■cry ; to break oppression of every form; to niiiiL: n , . , i . 1 1 ! ,i i ii u ^ of w .ir , ;uid to put restraints upon it; to di- minish hunuin .- nil'^ luu , Lu hulp the tiiifurtunate, and to lift the debased; to cultivate the eosinupi)litan sentiment and the spirit of co-operation among meix^that the movements which bear this ripening fruitage are moral move- ments, it is impossible to deny. — J. N. Larned in Popular Science Monthly , XI, 519. IV. Ignorance causes error in judgment and conduct. }^y opening the people to evil influences. Nothing in reality renders legitimate governments so insecure as extremeig- norance in the people. It is this which yields them an easy prey to seduetion, makes them the victims of prejudices and false alarms, and so ferocious withal that their interference in a time of public commotion is more to be dreaded than theernption of avolcano. — Robert Hall's Works, volume I. page 203. By deceiving him as to his interest in his neighbor. The less instructed a man is the more he is led to separate his interests from those of his fellows. The more enlightened he is the more distinctly will he perceive the union of his personal with the general interest. — Jeremy BenthanV s Works of, volume I, page 537. ILLUSTRATIONS OF BENEFITS KBOM EDUCATION, Athenian intelligence. Mitford was right enough when he assumed that an English county meeting reached the very height of political ignorance, only he should not have thence leaped to !i similar conclusion as to tlie assembled people of Athens. « * * Wesu-iM ,1 iiiii I !ir average Athenian citizen was, in political intelligence, above the ;i . I : I i._ii~li member of Parliament. It was this concentration of all powt I II 111 A 1 1 ;iie of which every citizen formed a port which is the dis- tin^ui^lllllL; cli:!! Mleristic of true Greek democracy. — Freeman's AUienian De- mocracy, psiges U(j,li7. The education of a lower class in Turkey. In the vigorous age of the Ottoman Government the Turks were themselves excluded from all civil and military honors, and a servileclass, an artificial peo- ple, was raised by the discipline of education to obey, to conquer, and to com- mand — Gibbon's Home, chapter LXV. Scotland vs. Ireland. We have two nations closely connected, inhabiting the same i.sland, sprung from the same blood, speaking the same language, governed by the same sav- ereign and the same legislature, holding essentially the same religious faith, hav- ing the same allies and the same enemies. Of these two nations one was. a hun- dred and fifty years ago, as respects opulence and civilization, in the highest rank among European communities; the other in the lowest rank. The opulent and highly civilized nation leaves the education of the people to free competi- tion. In the ]>oor and half barbarous nation the education of the people is un- dertiiken by the State. The result is that the firstare last and the hist first. The common people of Scotland— it is in vain to disguise the truth— have passed the common pLople of England. Free competition, tried with every advantage, has prodiK (il rllV ri-, of which, as the Con;;icgntional Union tells us, weought to be lushanii M, iiiMi w hJ. Il must lower us in the opinion of every intelligent foreigner. Slate ril i]i :l'. h.ri, I li. (I under cvcry disadvantage, has produceil an improvement to whirl I il w-.iilrl bt-difliculttofiud a parallel in any age or country. — Macaulay's Speech on Education. ■WASHINGTON'S VIEWS. Some views of education entertained by Washington are indicated hy provisions inserted in his last will; c. g., he provided that the slaves who had not attained their majority at the time when they were to receive their ireedoni in accordance with his direction should betaughtto read and write and be brought up to some useful occupation. He bequeathed $4,000 lor the education of orphans and the children of the poor in the academy at Alexandria. He gave property for the endowment of a uni- versity which should draw to it the youth of all sections, thus prevent- ing thtiir being sent abroad to their injury, and reconciling lociil preju- dices and antagonisms through friendly as.?ociations. What I have read froiu Kobert Hall was written at the beginning of the present century in reference to a status then-e.xisting in Ireland; but it i.s proper to say that of late years the educational privileges of Ireland have been very greatly improved, as in fact they have been in every European country, until to day the truth is that mauy of them are passing {»ur own country in the vigilance and intensity of the eflbrt which they are making to educate their own people. Indeed, there is great danger that tliey wiil pass us, and pass us before a great while, in the matter of industrial skill, bccatise of the greater attention they are giving to the matter, perhaps growing out of the fact that they have recently discovered the; great need of the education which they want, and are making correspondingly vigorous efforts to overcome the pre- vailing ignorance. They also tind that American production paying higher wages is nevertheless competing with them in their own mar- kets, and likely to do so more extensively hereafter in all the markets of the world, and unless their people become cdiK-ated they will soon be without employment or that form of employment giving produ<*,t ions for exportation to the other and increasing markets of the world. In other words, the skilled labor of Europe, based upon general education, is coming more and more in competition with the skilled labor of America, and our superior intelligence will not much longer tell to our advantage in this direction. I close my citations Irom the writings of eminent men and illustrar- tions drawn from the history of the race by quotations from two re- markable addre-sses delivered before the National Education As.sembly, held at Ocean Grove last August, from the 9th to the 12th, four days, inclusive. Over sixty addresses were delivered on that occasion by American educators and some others interested in the subject. Thousands of people were in attendance, and all religious denominations nearly were represented. Rev. J. C. Hartzell, D. D., who was the active organizer of the great work, has published the proceedings in a volume, which I hesitate not to say is of greater practical value thau any other work upon the sub- ject of education, and its cognate problems as they exist and require to be dealt with to-day than any, and I had almost said all, other sources of information accessible of which I have knowledge. The book is an encyclopedia in one volume, carefully indexed, and treats exhaustively of the following topics: Education and man's improvement; Illiteracy in the United States; National aid to common schools; The negro in America; Illiteracy, wealth, pauperism, and crimes; the American In- dian problem ; the American Mormon problem ; Education in the South since the war; Christ in American education; Tables: Illiterateaud edu- cational status United States, 1880. On that occasion, among the sixty, Hon. John Eaton, Commissioner of Education, delivered an address, which was full of meat, and of good meat, too. I wish to read a little from it, not his comments and phi- losophy, but statements of fact. I read from page 49: But we must not pause here; we must look- at the reverse side. New Eng^ land to-day has but 1 college student, male and female, to every 167 families ; wheias at the end of the first twenty-three years of New England history, or when there were 20,000 souls in the settlements, there was 1 university graduate to every 40 families. May we not say that hence came such wisdom in laying the foundation of those States? Wlien will the educated classes anywhere attain the same relation to the whole body of the people? But against this attendance upon the public schools there is the non-attend- ance of 5,754,759. Allowing that these odd hundred thousand are in private schools tliat are not reported, there remain 5,003,000 of cliildren of scliool age untaught. To furnish tliese sittings in buildings, at the usual average of §20 per sitting, would cost a hundred millions in money; to furnish them teachers would require an increase of 30,000 to the teaching corps, and a single year's preparation of these teachers at the average rate in New York would cost $10,000,000. The pay of these 30.000 additional teachers for one year of ten months, at the rate of 3^32 a month, which is about the average throughout the country, would amount to §9,600,000. Add to this the items for preparation and school-house sittings necessary for these non-attending school children, and you have the grand total required for the first year of §12,000.000, There has been an attempt to raise a laugh at the proposition of the honora- ble Senator Logan to appropriate 360.000,000 in aid of education, but I give you here figures which can not be invalidated, showing that his proposition falls §60.000,000 short of the sum which would be required to furnish for a single year all our school children now without school sittings and teachers. Referring to myself he says: Mr. Senator Blair, in his examination of this point in his recent speech, con- sidering that Texas has a school period of only six years, states that if the school life were properly lengthened in that and other States the number reported without school accommodations and without teachers woidd be increased by thre iilli< ire accustomed to expect the best teachers, best school-houses, best methods, and best supervision; but laws making attendance obligatory are wanting in more than half of the States, and, on an average, two-fifths of the children are not enrolled in the schools. Here are forced upon us the terrible problems encountered in older civilizations and luore dense populations. The fifteen States and the District of Columbia, where slavery prevailed, hav- ing a legal wliite school population of 3,899,961, had 2,215,671 enrolled in schools, and with a colored school population of 1.803,357 had 784.709 enrolled, and ex- pended §12,475,044. This money, it should be remembered, is divided pro .rata, without distinction of color, in all States excepting Kentucky and Delaware. In the former State the colored people have had for educational purposes the bene- fit only of tlie income of the tax upon their own property and polls and speci- fied fines and forfeitures. By an act of the last Legislature, however, provision was made for submitting to the people the question of adding a two-mills tax upon. property for educational purposes, unitin-j: tliis and Ihe amount from the previous provisions for education, and distributing the whole pro rata per capita. In Delaware, §2,500 are now appropriated for the colored schools. What has thus been accomplished in these States for education may be taken as a pledge of what they will do. To which great agency canyon assign the additional burden of educating these illiterates? To the family? IIow many families of the most cultured and best conditioned are unable to educate their children as in former times or as they desire; and among tliose colored people the least supplied with schools, how widely is the family a minus quantity as a factor in promoting the improvement of the young? Shall we then look to the church for the light to overcome this darkness? How inadequate are the resources of the cliurch in the South to supply sittings and preachers for the special function of declaring the gospel? How generally are they in debt? What appeals an.- llii\- corniicllcd to make to their friends in other quarters? Shall we turn. tlnn. iliinlh . in the States, al- ready impoverished and loaded with taxes and (.iiiiKinM-^ril by questions of repudiation ? In reply, let me invite attention to ihf lari ( hal the taxable real and personal property reported for assessment in those .states is given in round numbers as $3,379,000,(X)0, while the real and personal property in New York and New Jersey alone is worth nearly an equal amount, or S;j.-2'.)2,OOO.tHX). "What would the people of these two States say to an additioiuilassessmenton their propertv suHicicnL to erect all the additional school-houses and supply all the teachers forthe instruction of the millions of illiterates in the South? All are familiar with the sensitiveness in the several Northern States to the nssess- mentofany additional tax for educatiou or any other purpose, and there the total NATIONAL AID TO COMMON SCHOOLS. 27 Wealth as assessed is rieported as S13,095, 000,000, or nearly ten billions more than in the South. It should be remembered, in addition to the short period in which schools are already tau;;^ht in the South, that there are 2,702,835 children of age not enrolled foriiistrucliun. Take another comparison: Charleston, F. C., now levies a tax of three mills on a dollar; but to furnish the children of that State a fair ap- proach to the inbtruction given those in Massachusetts would require a tax uu the property of the State of nearly three cents on the dollar. This the friends of education in Massachusetts or any other State would hesitate to propose ia their own case. ******* I must not pause to elaborate these points, but supposing (1) that the labor of an illiterate is increased in value 25 per oent. by teachinji' him to read and write, 50 per cent, by fairly educating him, and 75 per cent, by giving him a thorough training; and (2) that the average value of the labor of illiterates is the same as the average wages paid eniployiSs la manufactories, then the following compu- tations give sound conclusions. By the census of 1880, the number of persons of twenty-one years and upward in the Southern St;ites who were unable to write was 2,984,387. If 75 per cent, of them should be taught to read and write, it would increase the value of the labor of 2,23^.200 pei'sons 25 per cent. The present value of their labor is, approxi- mately, $248 a year each. The increase of value would he $62 a year per capita, a total of:5138,773.980. If 15 per cent, of the illiterates should be fairly educated, it would increase the value of the labor of 447,658 persons 50 per cent., or from $248 to :$372 a year each. The total of this annual increase would be $55,509,592. If the remnining 10 per cent, of illiterates should have the value of their labor increased 75 per cent, by being thoroughly trained, the industrial value of 298,439 persons would be raised from $248 to $434 a year each, a total of $55,509,654. By adding the three totals just given.it is seen that the increase which would come to the industrial value of illiterates in the Southern States would be, were they educated as indicated, $241,727,220 a year. A regular computation may be made for the entire country. The average annual wages paid by manufacturers is $345. The number of persons 21 and over unable to write is 4.204,263. By teaching 75 per cent, of these to read and write, the labor of 3,1.53,272 individuals is increased in value from $345 to $431 a year, a total gain of $271,181,392 each year. The gain which would come from educating 15 per cent. (830.654) of the illiterates so that their labor would be in- creased 50 per cent, in value would be $108,787,815. The same amount would be gained by so training the remaining 10 per cent, of illiterates that their labor would be of 75 per cent, more value ; and the total annual profit to the country by the conversion of illiterate into educated labor w^ould be, according to the premises assumed as a basis of computation, $488,757,022 a year. Need I go further to indicate that education is a most profitable investment for both labor and capital ? * * * Omitting any reference to the influence of illiteracy during minority, or any bearing of the illiteracy of the female adults, the late census shows us that ihere is a great army of 1,870,216 adult males or voters who can not write, an army nearly dt>uble that ever ia the field during the late deplorable civil Avar. You will certainly excuse me from any delineation of the horrors of the devasta- tion that might follow tlieir united and concentrated efforts against the peace and order of society. I simply citii your atten'Jon to what maybe the injurious effect of their silent action ;ft the polls. Tlie members of our respective political parties believe in the Tightness of their principles and seek to make their appeal to the reason and consciences of the people; but the figures disclose the alarming fact that in eleven States these iliiterae voters outnumbered the votes cast in the last Presidential election by eitherof the political parties. Thus, should they unite under any strong, impassioned, successful leader, they would have absolute control of legislation and offices in those States, and of the election of twenty- two members of the United States Senate. I turn now to the address of Col. Dexter A. Hawkins, of New Yorlv city, who is a prominent lawyer and publicist, as undoubtedly members of the Senate are aAvare. His address was upon the relations of educa- tion to wealth and morality, pauperism and crime. I read only the most pertinent extracts, and would refer any one interested to the en- tire address. In 1870 the Commissioner of Education atWashington sent outaseries of care- fully drawn, comprehensive, and searching questions to the great centers of labor in all parts ot the United States. These centers were so selected as to rep- resent every kind of labor, from the rudest and simplest up to the most skilled. The object of the questions was to determine the relative productiveness of lit- erate and illiterate labor. I have tabulated, reduced, and generalized the an- swers so as to get at what seems to me to be the average result over the whole country. This investigation — one of the most interesting ever made — brought clearly to light the following facts: i. That an average free coinuion-school education, such as is provided in all tlie States where the free common school has become a permanent institution, adds 50 per cent, to the productive power of the laborer considered as a mere productive machine. 2. That the average academical education adds 100 per cent. 3. That the average collegiate or university education addsfrom200to 300 per cent. to his average annual productive capacity, to say nothing of the vast in- crease to his manliness— to his godiikeness. By the census of 1880 we had in the United States 4,204,362 illiterate adults- white and colored. I read his computation in order to show that independent and most intelligent observers and thinkers arrive at substantially the same con- clusion : Now, putting their labor at the minimum annual value of $100 each (which is far below the average even for farm labor, while the wages of manufacturing- operatives, including 15 per cent, of women and children, as shown by the census of ISSO, average in the whole country $345 each per year), and the annual loss to these persons from the lack of at least a common-school education would be $50 each. This, for the whole number of 4,240,362. is $210,000,000 per year— a sum twice as large as the entire annual expenditure for public education in the whole country. This sum— $210,000,000— is a clear annual loss, not only to these illiter- ates, but to the commnnity, by reason of their illiteracy. The late slave States complain of their inability to pay the expenses of free com- mon schools, and they raised for public education in 1880 only $10,883,104. The amount of the annual loss in these same States, from their labor being illiterate, is at least $150,000,000. The extra productiveness of their laborers over what i t is now would— had they been educated, as in Maine and New Hampshire— estab- li.sh and support free common schools nine months in the year for every child of the school age within their borders, and leave a surplus sufficient to support a free academy in every county and a free college in every State. A supposition of that kind is very well, but it must be remembered that an existing state of things, where it is the status of human beings, cannot be changed but by long and expensive processes, and that to change the actual condition in these Southern States to the degree of literacy which exists in the ones referred to must necessarily be the work of ten or fifteen or twenty years. A careful examination of the census of England, Scotland, Ireland, and of the several countries on the continent of Europe indicates that, other things being equal, pauperism is in the inverse ratio of the education of the mass of the peo- ple ; that is, as education increases pauperism decreases, and as education de- creases pauperism increases. In the Grand Duchy of Baden they put into operation in 1854 a rigorous system of universal compulsory education in the elementary brandies. The effect in seven years upon pauperism was to reduce it 25 percent. It has been calculated by statisticians and students of social science that 96 per cent, of pauperism, could be exterminated by universal compulsory education in the elementary branches of knowledge and industry. In Pennsylvania, Ohio, and Illinois, three great central States, where self-sup- port is not difficult, one in ten of the illiterates is a pauper, while of the rest ot the population only one in three hundred is a pauper. In otlier words, in those three great central States a given number of children sutJered to grow up in ig- norance produce thirty times as many paupers as when given an average com- mon-school education. In 1870 a special investigation was made, in fifteen States, of the inmates, to the number of 7,398, of almshouses and infirmaries, Oftbe.se, 4,327, or neaidySQ pt-r cent., could not read and write ; w^hile in those fifteen States the average per- centage of illiterates was only 6 per cent of the whole population. From this 6 per cent, came that 59 per cent, of the paupers ; or, to express it in another form, a given number of children in those fifteen States, suffered to grow up in igno- rance, produced tw^enty-two times as many paupers as the same number of chil- dren would if given a fair common-school education. Similar results may be obtained from the census of almost every country in Europe or America. We may safely say, then, that it is a general law of modern civilization thatan illiterate person is from twenty to thirty times as liable to become a pauper and a charge upon the public as is one with an average common-school education; and that the annual loss to the community, in the United States, in the produc- tive power of the illiterates, and in the support of paupers made such by illite- racy, is nearly, if not quite, equal to the amount that^vould be required to estab- lish and maintain a free common school the year round in every State in the Union, amply sufficient for the whole fifteen millions of the children of the school age in the United States. The annual expense of maintaining -paupers — 96 per cent, of whom have be- come such through lack of proper training while young — is at least ten times as great as would have been the expense to the public of securing an education while young to each of these paupers sufficient to have enabled 96 per cent, of Ihem to support themselves instead of being a charge upon the public. Education leads naturally to industry, sobriety, and economy; hence it makes one conscious of the benefits resulting from these habits. Statistics proclaim in no uncertain voice that education is the surest preventive of pauperism ; and that the exjjcnse of pi'oviding and applying in season this perventive would not be one-tenth that now brought upon society by pauperism. The first incentive to action is self-support— gaining a livelihood. This is the very basis of personal independence of individual character, respectability, and influence. The key to self-support is education. Money and labor, invested in education, are capital invested in such a manner that the principalis absolutely safe, and the income large, sure, and promptly paid. The States should see to it that a reasonable investment of this kind is made in and for every child as it grows up. * # * * * * * In France, in 1868, one-half of the inhabitants could not read nor write. From this half came 95 per cent, of the persons arrested for crime. From the other, the educated half, cameonly 5 percent. In other words, a given number of chil- dren, suffered to grow up illiterate, produced nineteen times as many persons arrested for crime as the same number would if educated, at least to the extent of the elementary branches. In the Grand Duchy of Baden, from 1854 to 1S61 — seven years — the govern ment, by a rigorous system of universal compulsory elementary education, reduced thenumberof prisoners actually arrested 51 per cent., and the number of crimes committed 54 percent. In the six New England States, in 1870, 7 per cent, only of the inhabitants above ten years of age were unable to read and write ; and yet this 7 per cent, pro- duced 80 per cent of the criminals. Or, in other words, a given number of chil- dren in New^ England at that time suffered to grow up illiterate produced fifty- three times as many criminals as the same number would it" educated to the ex- tent of the curriculum of the pnblic schools. This fact is a complete vindication of the moral effeetof the New England system of public education. Cardinal An- tonelli to the contrary notwithstanding. In the State of New York, in 1880, the illiterates produced eight times their pro rata proportion of the criminals in that State ; that is, a given number of chil- drpu brought up illiterate on the average produced eight times as many crimi- nals as the same children would have produced if educated to the extent of the curriculum of the public schools. lu the city of New York, in 1870, among the illiterates, one crime was commit- ted for every 3 persons ; while among the literates there w^as only one crime to every 27 persons. Or, in other words, the ignorant class in that city furnishes nine times the criminals they would if educated in the public schools. In the Commonwealth of Pennsylvania, in 1870, the illiterates, according to their numbers, committed seven times as many crimes as the litej-ate class. In Pennsylvania, Ohio, and Illinois, taken together, the illiterates committed ten times as many crimes, according to their numbers, as the literate class. Take the whole of the United States together, according to the census of 1870, the illiterates committed ten times their pro rata proportion oi crimes. In Pennsylvania, in the years 1879 and 1880, one-thirtieth of the population above ten years of age could neither read nor write, and this one-thirtieth com- mitted one-sixth part of the crimes, or nearly six times its proper proportion. But if we class with the illiterates the criminals who could barely read and write, but who had no education beyond bare reading and writing, it will then ap|.)ear that the one-thirtieth of the population of Pennsylvania that is illiterate commits one-third of the crime, or more than fourteen tiiues its legitimate pro- portion. A careful examination of the statistics of twenty States shows the following average results: First. That one-sixth of all the crime in the country is committed by persons wholly illiterate. Second. That one-third of the crime in the country is committed by persons wbully or substantially illiterate. Third. That the proportion of criminals among the illiterate class is, on the average, ten times as greatas itis among those wlio have been instructed in the elements of a common-school education or beyond. Fourth. That the expense imposed upon society to pi'otectitself against a few thousand criminals, most of whom were made^such through the neglect of so- ciety to take care of their education when young, is one of the heaviest of the 28 NATIONAL AID TO COMMON SCHOOLS. public burdens. In the city of New York it is 50 per cent, more than the whole cost of the public schools. In Ib;it L'it.v theniinuiil iii>proprtatlon for police, criminal courts, reformatories, .i'lil- 'I'l I" i"i Miiiui,-^ iM ,,v,v live millions of dolhirs; while that for the train- II.--! i:,. :-.. -. In,,,; , IhI.Ii.-i. in tbeoity iaonly SS.500,000. Ill, 1 , , I, imLiii, , III II,,, sehoolsin 1880 was 138,329. The "compulsory S'ti",'l 11;-, ■ 1 1, i; 1^, III,, iim' Willi in which all children are required by law in the Shite of New York lo nllcud school— is ciKliI I., f„nvteen years. The num- ber of children of this nee in the city of .X.w V,,rl; in June, 1880, was 144 474 • while the average attendance on the publi., s. Ii,„,ls ,,r c hildren of all ages from five to twenty-one in that year in the city was cmly l:!;),il96. As a logical conse- quence of this neglect of education the city jails and almshouses are crammed and taxes are high. The city, in its meager provision for education, and its enormous taxation for criminals (to use an old but expressive adage) " saves at the spigot but loses at the bung." What is true of the metropolis of the country is equally true of every city, town, village, and neighborhood. Those facts could be multiplied almost without limit. The exnmination of the statistics of criminality and illiteracy in the census of d state or country will give results substantially in harmony with the al Carlvie snvs that — "If thedc'vil were struction on any triit ling through y eounlry, and he applied to me for in- verse, 1 should wish to give it to him. He is less a devil kii.. will- Unit three and tlire ■ iire six than if he didn't know it; a light spark, though of the faintest, is in tins fact; if he knew facts enougli, continuous light would dawn on him ; he would (to his amaznment) understand what this universe is, on what principles it conducts itself, and would cease to be a devil." I desire here to introduce a series of tables compiled from variou.s sources, but chiefly from the census of 1880 and from returns gathered by the Bureau of Education. There are sometimes slight variations in the results obtained by different agencies, but their general accord is an indication of their reliability. Several of the most important are taken from the report of the com- mittee of the House of Representatives on the bill for aid of the Gov- ernment for educational purposes. I refer to Mr. Willis's report, very lately published; a report without which no examination of the sub- ject will have been exhaustive, and with which no one can consider his sources of information incomplete. These tables contain the substance of all the statistical matter in pos- session of the Government necessarj' for the study of the subject. Upon several of them I have expended considerable labor personally, but to the wise, philosophical, and indefatigable efforts of the Bureaus of Edu- cation and of the Census the credit of this mathematical and statistical grouping chiefly belongs. There is necessarily some repetition of matter in showing different combinations of elements as they relate to different topics and proposi- tions, but it is believed that there are important features peculiar to each table, and that the present and future will tind this statistical statement one of convenient reference and perhaps of prolbund study. These tables are twenty-four in number, and in order to facilitate reference to them I give a rdsumfi of the contents of each. Table 1. Historical and statistical data of the United States. Table 2. Showing the area of the several States and Terrtories con- taining public lands, and the quantity devoted for educational pur- poses up to June 30, 18(i7. Table 3. Public-school statistics of the United States in 1880, wilh number of teachers and juipils in private schools, prepared by Com- missioner of Education. Items too numerous to mention. Table 4. Showing the total population, .school population, enroll- ment, average attendance, total number of teachers, length of school year in days, number of pupils or children not attending school, per cent, of school popul.ation enrolled in schools, per cent, of school pop- ulation not enrolled in school in eighty-six cities, census of 1880. Table 5. Illiteracy in the United States. Table 6. Illiterate population ten years of age and over. Table 7. White and colored adult males and adult male illiterates of the two races. Table 8. Colored schools and enrollment in Southern States five years from 1877 to 1881. Table 9. Giving the popular majorities received at the last three Presidential elections, and the number of illiterate voters as shown by census of 1880. Table 10. Comparative statistics of education at the South. Table 11. The population and assessed valuation of personal prop- erty and real estate in States and Territories, from census reports of 18G0, 1870, and 1880. Table 12. Amount raised by taxation for support of public schools in each State and Territory during the year 1880. Table 13. Rate of taxation for school purposes in various cities. Table 14. Showing the population, total assessed valuation of prop- erty, total taxation, per capita of valuation, per capita of taxation, rate of taxation, total indebtedness, per capita of indebtedness, by States and Territories. Table 15. Assessed valuation of real and personal property, total population by States, &c., and property per capita, the States and Ter- ritories arranged in groups. Table 16. Increase and decrease in assessed valuation in the several Southern States, as shown by comparison of census of 1870 and 1880. Table 17. School district indebtedness in the United States. Table 18. Valuation and taxation. Table 19. Selected cities, valuation and taxation. Table 20. Drawn from tlie returns of school statistics for the year 18,S1 to the Bureau of Education, showing the number of youth not enrolled in school, and the expense of supplying them with the neces- sary school-houses, teachers, and text-books, including wages of teach- ers, for a school three months the first year. Table 21 Drawn from the returns of school statistics from the Southern States and District of Columbia for the year 1881, show- ing the number of youth not enrolled in school, and the expense of suiii^lying them with the necessary school-houses and teachers, and the books and wages of teachers for a school of three months' length for the first year. Table 22. Based on returns to the Bureau of Education for 1881, showing legal school population, total school expenditure, per capita of school expenditure, proportion of $15,000,000 to each State based on number of persons by census of 1880 ten years old and upward who can not read, proportion of $15,000,000 to per capita of school popula- tion of 1881, total of school expenditure including §15,000,000, and total per capita expenditure including §15,000,000. Table 23. Showing the sura of money which each State and Terri- tory would receive in the division of $15,000,000 among them all in proportion to their relative population ten years of age and upward who can not write (census of 1880, 6,239,958). Table 24. Showing the sum of money which each State and Terri- tory would receive in the division of $1.5,000,000 among them all in proportion to their relative population ten years of age and upward who can not read. (Census 1880.) Table 1. — Historical and shitiaiiml data of the United States. [Compiled from Report of the Commissioner of the Land Office for 1.867.] States and Territories. Act organizing Territory. Act aduiitting State. Area in square miles. U.S.Statutes. Vol. Page. U.S.Statutes. Vol. Page. 1860. o OnioI..-ii, ST-ITES 9,2SD 7,800 1,306 4,750 47,000 8,320 40,0(X) 2,120 11,124 61, a->2 50,704 34,000 58,000 37,080 MO, 212 4.'>, BIXI 39, 964 6.11,346 a3,809 47, 156 6.1.5, 410 50,722 635, 000 326,073 1 Khode IslarnI 174,620 ComiLCtiLUt NCM -ioik 3,aS0,735 672, 035 2,906,115 112,216 687,049 1,5%, 318 New Jciso Pcnns%l\ania Delaware Noith Carolina 1,057,286 1.1.55,684 31.5,098 1,109,801 2,339,502 708,002 1,. -SO, 428 791,305 1,711,951 964,201 628,279 STVll.s ADMITTrD Feb. 4,1791 Feb. 18,1791 June 1,1790 Apr. 30, 1802 Apr. 8,1812 Dee. 11,1814 Dee. 10,1817 Dee. 3, 1818 Dec. 14, 1819 liar. 8,1820 1 1 1 3 3 3 3 8 189 191 491 173 701 399 672 536 608 6U V.rmont a-nms-sic Ohio Old of 1787 Mar 3, 1.80.5 May 7,1800 Apr 7,1798 Feb ■!, 1809 Mar 3,1817 Louisiana Indiana Ml-vSlsslpI)! Ilhnois Alab una Maine 2 2 1 2 3 331 58 B49 514 871 NATIONAL AID TO COMMON SCHOOLS. 29 Tablb 1. — Historical and statistical data of the United States — Continued. [Compiled from Report of the Commissioner of the Land Office for 1867.1 states and Territories, Act organizing Territory. Act admittiug State. Area in square miles. Population in U.S.Statutes. Vol. Page. U.S.Statutes. Vol. Page. 1860. o June 4,1812 Mar. 2,1819 Jan. 11,1805 Mar. 30, 1822 June 12, 1838 2 3 2 3 5 743 493 309 654 235 Mar. 2,1821 June 15, 1836 Jan. 26,1837 Mar. 3,1845 Mar. 3,1845 Deo. 29, 1845 Mac 3,1847 Sept. 9,18.50 Feb. 26, 1857 Feb. 14,1559 Jan. 29,1861 Deo. 31,1862 Mar. 21, 1864 3 5 5 5 5 9 9 9 U 11 12 12 13 13 13 645 50 144 742 742 108 178 452 166 383 126 633 30 32 47 boa, 350 52,198 i)50, 451 59, 268 50, 045 6274,356 53,924 6188,981 83,531 95,274 81, 818 23,000 112, 090 6104, 500 75,995 121, 201 88,056 69, 994 240, .597 113, 916 90,932 143,776 68,981 d 10 m. sq. 557,390 1,182,012 435,450 749, 113 140,425 674,948 604, 215 Apr. 20,183G 5 10 775, 881 305,439 Mar. 3,1849 .4ug. 14. 1848 May 30, 1854 9 9 10 403 323 277 173,855 52, 465 107,206 Mar. 2, J 861 Feb. 28,1881 May 30,1854 Sept. 9,1850 12 12 10 9 9 10 12 12 12 13 209 172 277 446 453 172 239 664 808 85 c6,857 034,277 Mar. 1,1867 28,841 TEERITOKIES. Mar. 2, ISM Mar. 2,1861 Feb. 24, 18(i3 Mar. 3,1863 May 26, 1804 July 10,1790 Mar. 3,1791 1 1 130 214 I /1 26. 990 ! aTotal population in 1860 was 31,500,000 ; estimated in 1867 to be 38,500,000. 5 Area taken from geographical authorities and not from public surveys. c To tlie white population in Nevada sliouid be added 10,507 Indians; and in Colorado, 2.261 Indians. d As estimated January 1, 1865. e That portion of District ot Columbia south of the Potomac River was retroceded to Virginia July 9, 18 16 (Statutes, volume 6, page 35). /By census of 1867. -Public school statistics of tlie United States in 1880, with number of teaclio's and pupils in private schools, prepared by Commissioner of Education. States, 1 1 9 a 1 CO g 3 a •a W i s '3 > < o C si || to > < S a a 3 ft .a 1 ft a 1 * ft a ■| !^ 1 > < ill •o'o if a" III 7-21 6-21 5-17 6-21 4-16 6-21 4-21 6-18 6-21 6-21 5-21 5-21 a6-20 6-18 4-21 5-20 .5-15 5-20 5-21 5-21 6-20 5-21 66-18 65-21 5-18 5-21 6-21 6-21 4-30 6-21 5-15 6-16 6-21 8-14 5-20 5-21 6-21 4-20 388,003 247,547 215,978 35,566 140,235 35,459 88,677 6433,444 1, 010, 851 703,558 586,556 340,647 545, 161 273, 845 214,656 d276, 120 307, 321 506,221 6271,428 426, 689 723, 484 142, 348 610, 295 6/72, 102 330, 685 1,641,173 459, 324 61,043,320 59, 615 »1, 200, 000 52,273 i228, 128 544,862 230,527 e92,831 555, 807 210, 113 483, 229 179,490 70, 972 158,765 22, 119 119,694 27,823 39,315 236,533 704,041 511,283 426,057 231,434 265, 581 68, 440 149, 827 162, 431 306, 777 362,556 180,248 236,704 476,376 92,549 67,590 665,048 204,961 1,031,593 225,606 747, 138 37,533 937, 310 44,780 134,072 290, 141 186,786 75, 238 220, 736 142, 850 299, 258 117,978 80.0 $2 08 4,594 3,100 2,803 4,615 1,827 3,595 678 J)3,100 594 1,095 6,000 22,255 13, 578 21,598 7,780 6,764 2,025 6,934 3,125 8, .595 13,949 6,215 5,560 10, 447 4,100 6184 63,582 3,447 30,730 4,130 23,684 1,314 21,375 1,295 3,171 5,945 4,361 4,326 4,873 4, 134 10, 115 $2,528,950 6144,875 2,006,800 36,000 2,021,316 448, 999 216,900 $133,013 614, 209 Arkiinsas 6$ 190, 186 2,104,465 100, 966 12,618 K8,421 146.6 689.0 179.2 n58.0 617 17 17 80 11 01 8 12 14, 953 ' c7. Oil 1,630 561 1,131 65, 916 11, 904 9,383 11,084 5,233 512 13,900 2,021,316 26 607 27, 040 145, 190 431,638 321,659 259,836 137, 667 /193,874 45,626 103, 113 85,778 233, 127 /213, 898 /117,161 156, 761 /219,132 /60, 156 65,108 648,910 115, 194 573,089 147,802 476,279 27,435 601, 627 29,065 1 99 9 61 7 96 11 25 7 85 3 85 66 74 6 53 8 64 /14 93 68 11 68 42 2 70 1,680 1,497 (592 474 979 48, 452 60,440 (12, 112 12, 724 66,205 Illinois 150.0 136. 148.0 107.0 102.0 118.0 120.0 m210. 177.0 141.0 94.0 77.5 6100.0 109.0 9,049,302 9, 041), 302 9.085,235 li's'lsrsw' 1,755,682 1,130,807 6631, 914 3,484,411 2,297,590 454,608 1,494 m247 «4,404 30,320 Maine 438, 287 906, 229 2, 086, 886 2,880,942 4,449,728 6815,229 8, 950, 806 3,323,217 6380, 000 2,300 5, .570 6,695 pi, 064 65,367 8,641 2,922 26,289 18,854 703 3, 340, 949 15,000,000 250,485 126, 233 Mississippi Missouri 12 29 j20,7o4,810 134, 025 iiioi. 5 192.0 179.0 54.0 150.0 89. 6 147.0 n 184.0 77.0 68.0 073.0 125.0 113.0 99.0 162.5 2,528 62,066 43,530 Wl39,476 624,809 100, 000 J/170,000 9 48. 10 09 1 12 8 59 8 37 572 1,454,007 j/7,265,807 2200,000 2,515,785 New York p20,500 5,503 12,043 6805 618,386 924 2,973 5,522 6,127 2,616 4,854 63,725 5,984 North Carolina ao531, 555 Ohio 292 212 r947 208 28,650 3,744 ^24,066 6,676 245, 745 30, 910 ggl, 090, OOO Orejjon 6562,830 Rhode Island 11 63 2 42 240,376 266,950 Routh Carolina Tennessee i9i,46i 1,665 41,068 ;i2,512,500 62,512,500 eS, 385, 571 Texas Vermont 48,606 128,404 91,701 197,510 6069, 087 653, 690 Vir"inia 3 82 4 43 7 51 1,609 25,692 1,488,765 423, 989 2,995,112 423, 989 2,747,844 15, 320 184, 409 804 25,938 Total for States 15,128,078 9, 679, 675 5,743,839 187,005 12, 993 560,239 6,392,048 30 NATIONAL AID TO COMMON SCHOOLS. Table 3. — Public school siatisHca of the United States in 1880, with number of teachers and pupils in private schools, &c. — Continued. a S e i. fife oi a ■3 f? ^ a! ■f 3 Torritoriea. a .a a v III .a 3 J3 3 1 1 Co Z a r% "1 al |2 i c. p. c ! •^ ■-. « » a 55a 1^1 c» ■s'5 .^ o g ? 2 2 I'^l £1 a ■3 € ..2 al| l%% tc m « < < w iz; t< E-i Ph -< 0, " 6-21 7, 148 4,212 8,(H2 26, 439 2,847 100.0 88.0 101 286 • 1 Dukota District of Columbia 6-17 ■a, 558 20,637 193. $14 87 3)325 433 r, 1 , $60,385 '^,'225 5-21 6,758 i6, IWS .3,H7() 212 1.53 Cl38 ;iiy6 161 Cl47 aS, 006 ill, 411 7, 1171) i3,',)44 2,500 ""96.0" 663, 631, 125 186,359 4-21 C7-1S G-18 fc->-2l W-21 New Mexico c81 cl,259 411, U72 624,223 24,326 614,032 62, 090 17,178 69,585 61,287 12s. 687. 5 6373 310 517 6560 649 68 15 631 6451 Wyomiiife' Total for Tei-rilorics 175, 4.57 101,118 61,154 1,696 2,610 112 6,921 1 188,584 nd total 15,803,535 9,780,773 5,801,993 188,701 282,753 13,105 567, 160 6,580,632 d Census of 1870. e In 1878. / Estimated. g In 1873. h In 1877. iln the Cherokee, Choc- fc For the winter. J In white schools only. m In cities ; 176 in counties. n In evening schools, p Approxini itely. r Number necessary to supply the schools. ( Private schools in public buildin;^. : i\ MM- ^i-lKiols. i) In 1879; exclusive of Philadelphia. mj In academies and private schools. x Kstiniuted average 1111. il suites deposit fund, as reported in 1878, amounting to S4,014,52l. s In State and United States 4 pcrccnts, ordered -.1 l.xclii.^i\-e of 1,000,000 acres of swamp laud made subject to entry sale by last Legislature. 66 Funds in the live civilized L-li is iiscil for school purposes. cc From rents in 1879. cid State apportionment. ee Includes revenue from other ide intcrc.it on tlie United States deposit funds. (i^j State appropriation in lieu of interest on permanent fund. *A3far as w. v^v. - . - , -jcompanying is a more specific report on this point, which approximately e-xhibits (if we exclude the preparatory work doii^'byprivaTe normal schools) the uumber of private iustitutious, with teachers and pupils in them, giving secondary or superior instruction in each State and Territory. a For whites; for colored 6-16. 5 In 1879. o In 1875. taw, and Creek Nations. j In the five civilized tribes. 61. o In the counties; 153 in cilit's a «In 1879; exclusive of N.vv ori.-n,^ ,.; number of pupils. ylmlua.- lUi 1 to be sold by the last Lc;;iNl.tiun . .-. tribes, whole or part iuLL-rc^l ul" whicl funds. ff Apparently does reported by State euperiutendents; Table 2. — Showing tJie area of tlie several States and Territories containing public lands, and the quantity devoted for educational purposes by Congress up to June 30, 1867. [Compiled from Report of the Commissioner of the Land Oflice for 1867.] tates and Territories containing public lands. Ohio Indiana Illinois Missouri Alabama Jlississippi Louisiana Michit;an Arkansas Florida Wisconsin "'"Z!!!Z"!Z!!!!!^!;!!! California Minnesota OrcgoT, Kansiis Nevada Nebraska Wa.shitigton Territory New Mexico Utah Dakota Colorado Montana Arizona Idaho Indian American purchase from Ilussi: Total Area of Slates and Territories containing public lands. ■c tniles. 39,964 33. 809 5.5.410 65, .3.50 511, 722 47, 1.56 41.346 56,451 52, 198 59, 208 55, 045 .53,924 188,981 8.3, .531 95, 274 81, 318 112,090 75, '.195 69, 994 121,201 88, 056 210, .597 104, .51 K) 143,770 113,916 90, 932 68,991 577, 390 25, 576. 900 21,6;S7.760 35, 402, 400 41,824,000 32, 402, 080 30, 179, 840 26,461,440 36,128,640 33, 4(16, 720 37, 931,. 520 35, 228, SI 10 72, IKJO, '.m 58, 190,4.80 44,1.54,240 369, .529, 600 2, 867, 185 1, 834, 998, 400 650, 317 9,85, 066 1,199,0.39 902, 774 8.37, 584 786, 044 1,067,397 8.80, 460 91 IS, .503 9ir., 144 9,->s, 049 •> 8!II .300 3 9.S.5 4.30 2 702 014 2 4SS 075 4 30'.l 308 3 l.3i: S09 ,s 554 51 a 1 3 715 !rt) I> 112 0.T, 4 (Wl .•ill) 3 233,137 Universities. Granted for agricultural col- leges July 2, lS02.a Selected in place. U9, 852. 17 "'96,(»'6.'40 Located with scrip. 1, 159, 499. 65 3, 192, 582. 22 Keninining un- sold and un- appropriated June 30, 1867. 14 Acres. 500. ( 2,000.( 2,000.( 1, 835, 892. : 6,915,081.; 4,930,893.! 0, .582, 841.! .5,180,640.1 11,757,662.! 17, 5 to, 374. ( .3,113,464.: 10,016,700.1 100,062,392.] .30,776,170.! 52, 712, 078,1 43, 11.8, 876. < 67, 090, 382. ( 42,52.3,927.; 4l,627,4lH.; 73,005,192.! 51. 139,646.! 29.5,2.84.! *)2, ,870, 065. ( 86, 901, 605. ( 68,.S55,9.54,( 1,414,567,574.09 aThe whole quantity liable to be issued under the act of July 2, 1863, is 9,000,000 acres. NATIONAL AID TO COMMON SCHOOLS. 31 Table 4. — Table prepared at the request of Hon. S. W. Blair, ty the Bureau of Education, showing the total population, school population, enroll- ment, average attendance, total number of teachers, length of school year in days, mimber of pupils or children of school age not attending school,per cent, of scImoI population enrolled in schools, per cent, of school population not enrolled in school in eighty-six cities {census 0/I88O). CiUea a ft 1 f n 1 g ■0 > as B i3 tl ill o-g d o.S " a' 3 ti 29, 132 7,529 13, 138 34,555 21,420 233, 959 35,629 29,148 42. 015 62,882 42,478 159,871 7,650 9,890 37,409 21,891 502,185 29, 259 75, 056 26, 042 22,408 22,254 16,546 15, 452 29,720 123,758 216,090 16,8.56 19,083 33, 810 332,313 362, 839 39, 151 59, 475 58, 291 116, 340 32. 016 46,887 41,473 11,814 55,785 32, 431 3.50,518 30,518 11,687 32, 630 13,397 9,690 120,722 136, 508 51,031 90,758 566, 663 155, 134 1,206,209 89,366 17,350 2.55, 1.39 160, 146 51,647 38,678 50, 137 17, 577 78,682 877, 170 156, 389 45,8-50 15, 693 104, 857 49,984 10,036 12,892 9,693 33,592 43,350 16,513 20, 550 11,365 12, 149 21,966 21,656 63,600 10,324 115, 587 11,748 4,659 882 2,503 6, 996 3,895 38, 320 3,210 6,229 7,612 11, 897 7,043 15,728 804 1,168 4,100 4,127 59, .562 4,761 13,936 4,138 2,322 3,686 3,060 1,935 3,286 19,990 17,886 3,120 3,558 6,797 48, 066 59,768 4,800 12,211 11,452 15,719 5,727 6,142 4,338 1,196 5,259 3,820 55,780 3,716 1,880 4,350 2, 526 1,891 22, 776 19,778 7,901 14, 049 96,663 18,606 270, 176 13, 869 866 36, 121 24, 262 7,902 6,114 7,615 2,630 11, 610 105, 541 26, 937 10, 174 2,580 13,093 7,284 4,014 717 1,655 5,067 125 14 33 129 75 686 65 91 140 230 115 259 17 17 68 32 896 76 219 78 41 71 34 30 60 325 407 n 76 128 1,201 118 160 218 250 106 120 96 21 62 58 1,044 57 46 86 52 35 328 270 142 229 1,315 439 3,357 230 172 1,757 6,169 8,108 4,943 53, 892 5,700 6,641 9, 652 13,897 875 3,666 2,112 1,048 15,572 2,490 1,412 2, 010 2,000 50 41 74 79 71 56 79 79 86 50 180 206 200 211 190 210 201 200 207 203 176 240 200 183 200 200 200 200 190 200 180 180 198 215 208 204 187f 200 186 206 200 59 26 21 28,150 1,953 3,529 4,886 7,931 4,472 12,508 29 44 21 21 14 27,142 1,011 3,413 10,500 9,366 137,035 9,670 26, 789 8,096 3.576 3,476 6,257 2,816 10,094 46,587 56,947 5,479 5,974 10,660 86,961 57,703 6,865 9,121 10, 988 39,467 9,784 12,806 11, 414 207 2,247 6,400 5,339 77, 473 4, 409 11,853 3,958 1,2.54 5,790 3,197 881 6,809 26,597 39,061 2,359 2,416 3,863 38, 895 3,065 2,065 3,090 464 23,748 4,057 6,664 58 79 34 39 43 43 49 52 57 65 39 49 68 32 43 31 55 60 64 55 O103 70 nl34 al04 40 58 48 42 21 828 2,609 66 61 57 42,375 3,386 8,925 2,975 1,562 2,555 2,154 1,607 2,485 13,498 15, 190 2,458 2,061 4,347 29,961 46,130 4,232 6,045 7,913 10,818 3, .590 4,248 3,030 57 51 48 43 35 61 51 32 68 57 69 45 40 36 45 30 200 200 200 200 200 60 42 52 3,000 11,325 8,908 106, .372 7,381 2, .350 4,774 2,072 2,251 41,226 41,935 13, 672 35,411 181, 083 .56,000 3S5, 000 37,000 4,921 87, 618 49, 256 14,662 11,660 14,898 4,669 1,804 6,066 5,088 50,592 3,605 470 424 454 30O 18, 450 22,457 5,571 21,362 84,720 37,394 114,824 23, 131 4,055 51,497 24, 994 6,700 5,516 7,283 2,019 39 46 43 52 50 80 91 0I2I 62 55 46 58 40 53 33 70 37 18 41 49 54 52 51 57 61 3,146 2,579 36,449 200 200 200 200 180 190 180 200 204 210 200 210 205 201 204 200 54 57 48 1,436 2,818 1,630 9 12,905 11,100 4,750 9,175 52,677 14,555 132,720 8,250 Newark N J Albany, N Y Buffalo. N Y New York, N. Y Wilmington, N, C Cincinnati, Ohio 27,279 16,807 5,953 4,527 4,739 1,956 8,287 94, 145 17, 387 6,861 1,808 9,630 671 596 149 125 126 46 202 2,295 526 169 53 289 91 225 196 200 Columbus, Oliio Toledo, Ohio 200 200 193 207 Alles:heny, Pa Philadelphia. Pa Pittsburgh, Pa _ 19,800 3,419 19, 108 12,727 220 198 9,626 839 5,115 5,433 51 75 57 Providence, E. I 197 Columbia. S. C 3,061 2,100 9,011 12,460 2,746 3,022 2,185 1,509 4, 105 6,098 1,756 1,584 1,566 2,395 1,613 1,985 5,821 1,939 17,085 2,217 1,382 930 2,389 4,299 1,172 934 30 26 63 96 23 22 32 64 26 28 129 34 2.39 53 180 200 151 190 160 205 870 591 4,906 6,362 990 1,438 71 72 45 49 64 52 Knoxville, Tenn Nashville, Tenn San Antonio. Tex Burlington, Vt Rutland, Vt 6,695" 7,417 21,536 3,517 37,742 5,874 Norfolk, Va 1,117 1,494 4,778 1,745 11,149 2,017 210 174 198 185 5, 0S2 5, 4,34 15,715 1,578 20,657 3,657 24 27 27 55 45 38 Ac Pelersburs, Va Kichinontl. Va Madison, Wis '. 73 73 Milwaukee, Wis Onhkosh, Wis 8,300,081 2,052,923 1,302,776 858,533 21,672 750, 147 a More than the school population. This is due to the fact that they are allowed to attend school after the school ag Average attendance about two-thirds of enrollment or one-third of population of school age. Thirty-four cities 50 per cent, and upward not enrolled at all. established by law. 32 NATIONAL AID TO COMMON SCHOOLS. Table 5. — Illiieracy in tlie United States, census of 1880. Stfttcs and Territories. Ahibuu Arkansas... California . Colorado... Connecticu Dakota Delaua,.-.. Di,. Florida llal.d . ills Ma, Ma. Mic-hiKa Minnesota Mississippi Missouri Montana Nebraska Nevada NewHampslii New Jersey.... New Mexico.. New York North Carolin: Ohio Oretron Ehoduislai,,!... South Carolina Tennessee Texas Utah Vermont ., Virginia Washington "West Virsinia ., Wisconsin Wyoming Total 50,155,783 , 021, (il.5 '.islli, O'JB , (ilS.U'.HI .31(1, iJ'.ll 1,131,115 11<),.')65 >, 082, 871 L,3M),750 i, 188, 063 171, 768 1,232, , SOI 270,531 B95, 577 1,512,359 L, ,591, 749 113, 963 332,286 1,512,563 75, 116 618,457 1,315,497 20,789 370, 279 5, 496 153, 229 48, 583 9, .321 20, 9S6 3,094 16,912 21,. 541 70,219 410, 6.S3 1,384 96, 809 70, 008 2,S, 117 25,503 258, 186 297,312 IS, 181 111,3.87 75,635 47,112 20,551 31.5,612 138,818 1, 5.30 7,830 3, 703 11,982 39, 136 52, 994 166, 625 367, 890 86, 754 5,376 146, 13S 17, 450 321,780 294, 385 256, 223 4,851 12, 993 360, 495 3,191 52, 041 38,693 29.33 13.59 19.09 5.62 4.80 3.37 2.29 11.54 12.13 26.08 28. 96 4.24 3.15 3.54 1.73 2.56 15. 66 31.63 2.80 11.91 4.24 2.88 2.63 27. S9 6.40 3.91 1.73 5.95 3.15 3.46 44.32 3.28 26.28 2.71 3.08 32.32 19.09 16.10 3:37 3.91 23.83 4.25 8.41 2.94 2.05 9.82 433, 447 5,842 202,015 53,430 10, 474 28, 424 4,821 19,414 25, 778 80, 183 520,416 1,778 145, 397 110,761 46, 609 39, 476 348, 392 318, 380 22, 170 134, 488 92, 980 63,723 34,546 373,201 208,754 1,707 11, 528 4,069 14, 302 53, 249 57, 156 219, 600 403, 975 131, 847 7,423 22,8, 014 24, 793 369, 813 410,722 316, 132 8,826 15,837 430,352 3,889 85,376 55, .558 556 6, 239, 958 34.33 14.45 2.5.17 6.18 5.39 4.56 3. .57 13. 24 14.51 29.75 3:!.75 5.45 4.72 5.60 2.87 3.96 21.13 33.87 3.42 14.33 5.21 3.89 4.42 32.98 9.63 4.36 2.55 6.53 4.12 4.71 47.80 4.32 33.15 4.12 4.25 5.32 8.97 37.15 26.63 19.88 6.13 4.77 28.45 5.18 13.80 4.22 2.67 12.44 662, 185 35, 160 591, 531 767, 181 191, 126 610, 769 133, 147 120, 100 118,006 142, 605 816, 906 29, 013 3,031,151 1,938,798 1, 614, 600 952, 155 1, 377, 179 454, 954 616, 852 724, 093 1,763,782 1, 614, 560 776, 884 479, 398 2, 022, 826 3.5,385 419, 764 53, 556 3-16, 229 1, 092, 017 108, 721 5,016,022 807,242 3, 117, 920 163, 075 4,197,016 269, 939 391, 105 1,138,831 1,197,237 142, 423 331,218 880,858 67, 199 592,537 1,309,618 19, 437 43, 402, 970 u 2 to Is! 111,767 4,824 98,5-42 26,090 9,906 26,763 4,157 8,346 3,988 19,76:j 128, 934 78-1 132, 426 100, 398 44, 3.37 24,888 214, 497 58,951 21,758 44,316 90, 658 58, 932 33, .506 53,448 152, 510 6.31 10, 926 1,915 14, 208 44, 049 49, 597 208, 175 192,032 115,491 4, 343 209, 981 23, 544 59, 777 216,227 123,912 8,137 15, 681 114, 692 1,429 75,237 54, 2.33 374 16.88 13.72 16.66 3.40 5.18 13.86 15.78 2.70 4.37 5.18 2.75 2.61 15.58 12.96 3.36 6.12 5.14 3.65 4.31 11. 15 7.54 1.78 2.43 3.58 4.10 4.03 45.62 4.15 22.14 3.70 2.66 5.00 8.72 15.28 18.99 10.35 5.71 4.73 13.02 2.13 12.70 4.14 1.92 6.96 600,320 5,280 210, 994 97,513 3,201 11,931 2,030 26, 448 59, 618 126, f?8S 725,274 3,597 46,720 39, .503 10, 015 43, 941 271,511 484, 992 2,084 210, 2.50 19,303 22,377 3,889 652, 199 145,5.54 3,774 2. 638 8.710 762 39,099 10,844 66,849 532, 508 80, 142 11,693 85,875 6,592 604, 472 403, 528 394,512 1,540 1,068 631,707 7,917 25,920 5, 879 l.a52 321,680 1,018 103, 473 27,340 11,008 21,790 60, 420 391, 482 994 12, 971 10,363 2,272 14,588 133,895 259,429 412 90, 172 2,322 4,791 1,040 319,753 56.244 1,076 602 2,154 94 9,200 7,5.59 11,425 271,943 16,a56 3,080 18,033 1,249 310,071 194, 495 192, .520 689 155 315,060 2,400 10,139 -is 53. .58 19.28 49.04 28.04 17.74 13.92 32.71 41.85 36.55 47.62 53.98 27.63 27.76 26.23 22. 69 33.20 49.31 53.49 19.99 42.89 12.03 21.41 26.74 49.03 38.64 28.51 22.82 24.73 12.34 23.53 69.71 17.09 51.07 20.41 26. 34 21.00 18.95 51.30 48.20 48.80 44.74 14.61 49.97 31. (»7 39.12 22. 51 13.46 47.70 Depaetment of the Interior, Census Office, Washington, D. C, February 26, 1884. Sir; In response to your communication of this day, inclosing certain printed tables relating to the public schools and to the illiteracy of the United Stales by States, I Uqv: to return the same, with such cha,iges in the figures as are necessitated by the records of this otfice. The cohnniis of the tabic of illitei-acy reading "Total colored population" should be altered to read "inclusive of Chinese, Japanese, and civilized Indians." Very respectfully, GEO. W. KICH.iltDS, Acllug StiperinUndtiit. Hon. Albert S. Willis, M. C, House of Representatives, Table 6. — 7'hc total and illiterate population 10 years old or over, the wldte and illiterate white population of the same age, the colored and illiterate colored population of the same aijc, and the pcrc ntage of illiterates to population in each case and for each State and Territory. [From the census of 1880.] V. E oT'O o ^ ■OTJ ""S >'i h §3 S 1° * * 2g s§ ^2 _ el -3 States and Territories. c'-o -■o ^ °S M 0.° 22 St a g pE (2 .53.0 00 > c S^ Alnbama 8.51,780 4.33,447 50.9 4.52,722 111,767 24.7 399, a58 321,680 80.6 Arkansas .531,876 202,015 38.0 393, 905 9S, 542 25.0 137,971 101,473 California 681,062 53,430 7.8 589, ass 20, 090 4.4 91,827 27,340 29.8 Colorado 158, 220 10,474 6.6 1.5.5,4.56 9,906 6.4 2,764 568 CoiincLli(.nt 497,303 28, 424 B.7 487,780 26,763 5.5 9,523 1,661 17.4 I)ela»aiL 110,8.56 19,414 17.5 91,011 8, 346 9.1 19,245 Floiida 181,650 80,183 4.3.4 99, 137 19,763 19.9 8.5,513 60, 420 70.7 Gcoigia 1,043,840 520,416 49. 9 5l3, 977 128, 934 22.9 479, 863 391,482 81.6 Illinois 2,269,315 145, .397 6.4 2, 2:14, 478 132,426 5.9 34,837 12,971 37.2 Indiana 1,468,095 110,761 7.5 1, 4.38, 955 100, .398 7.0 29, 140 low a 1,181,641 46, 009 3.9 1,174,063 44,a37 3.8 7,578 704,297 39,476 5.6 673, 121 24,888 3.7 KLMl„ land 695,364 1M,48S 19.3 514, 086 44,316 8.1 151,278 90,172 59.6 Massachuattts , . .. . 1,432,133 92,980 0.5 1,416,767 80,658 6.1 15,416 2,322 NATIONAL AID TO COMMON SCHOOLS. 33 Table 6. — The total andilliterate population 10 years old or over, the white and illileraie xchiie popiikiiion of the same age, &c. — Contiuiu d. Statps and Territories. o ^ .2 = (2 rt O g Si Number of -nliites, 10 years old and c ^■ So i 9 o III "A y ■TO > i2 1,236,686 559,977 753, 693 1,557,631 318,271 50, 666 286,188 865,591 3,981,428 959, 951 2,399,367 130,565 3,203,215 220,461 667.456 1,062,130 1,064,196 264,052 1,059,034 428,587 965,712 32,922 99,849 136,907 25,005 31,989 87,966 97,194 55,720 16, 479 63,723 34,546 373, 201 208,754 11,528 4,069 14,302 53,249 219, 600 463,975 131,847 7,423 228,014 24,793 366,848 410,722 316,432 15,837 430,352 85,376 55,558 5,842 4,821 25,778 1,778 1,707 67,156 8,825 3,889 556 5.2 6.2 49.5 13.4 3.6 8.0 5.0 6.2 5.5 48.3 5.5 5.7 7.1 11.2 55.4 38.7 29.7 6.0 40.6 19.9 5.8 17.7 4.8 18.8 7.1 5.3 65.0 9.1 7.0 3.4 1,219,906 557,183 328, 296 1,453,238 316,312 42,595 285,594 835,385 3, 927, 603 608,806 2,339,528 119,482 3,136,561 215,158 272,706 790,744 808,931 263,245 630,584 410,141 961, 433 28,634 98,348 91,872 21, 481 28,986 79,767 95,876 49,269 15,240 58,933 a3, 500 53,448 152,510 10, 926 1,915 14,208 44,049 208, 175 192, 032 115,491 4,343 209,981 23,544 59,777 216, 227 123,912 15,681 114,692 75,237 54,233 4,824 4,157 3,988 784 631 49,597 8,137 1,429 374 4.8 6.0 16.3 10.5 3.5 4.5 5.0 5.3 5.3 31.5 4.9 3.6 6.7 10.9 21.9 27.3 15.3 6.0 18.2 18.3 5.6 16.8 4.2 4.3 3.6 2.2 62.2 8.5 2.9 2.5 10,780 2,794 425,397 104,393 1,959 8,071 594 30,200 53,825 351,145 59, 839 11,083 66,654 5,303 394,750 271,386 255,265 807 428,450 18,446 4,279 4,288 1,501 45,035 3,524 3,003 8,199 1,318 6,451 1,239 4,791 1,040 319,753 56,244 602 2,154 94 9,200 11,425 271, 943 16,356 3,080 18,033 1,249 310,071 194,495 192,520 156 315,660 10,139 1,325 1,018 664 21,790 994 1,076 7,559 689 2,460 182 23.5 ATI %ntn ^. . . : 75.2 TVTiq^niiri Nebraska 30.7 15.8 30.5 21.2 77.4 27.3 27.8 2.3.6 78.5 71.7 75.4 Vermont 19.3 73.7 55.0 31.0 23.7 44.2 48.4 28.2 a5.8 92.2 52.3 38.1 14.7 36,761,607 6,239,958 17.0 32,160,400 3,019,080 9.4 4,601,207 3,220,878 70.1 Table 7. — The white and colored adult males and the adult male illiterates of the ttoo races, with percentages, for each State and Territory.- [From the census of 1880.] States and Territories. Total -white male adults. Illiterate white male adults. Per cent. Total colored male adults. Illiterate colored male adults. Per cent. 141,461 136, 150 262,583 92,088 173,759 31,902 34,210 177,967 783,161 487,698 413,633 254,949 317,579 108, 810 186, 659 183,522 496, 692 461,557 212, 399 108,254 508, 165 128,198 25,633 104, 901 289,965 1,388,692 189,732 804, 871 51,636 1,070.392 75,012 86,900 250,055 301,737 95.307 200, 248 132.777 338,932 18,046 50. 962 31.935 11,009 19,636 30, 981 32.078 24,251 9,241 24,450 21,349 12,615 3,627 9,501 2,955 4,706 28,571 44, 536 33,757 16,202 7,998 54,956 16,377 8,420 15.152 30,951 26,330 12,372 12,473 40,665 3,830 1,173 5,264 15,902 76, 745 44,420 40, 373 1,669 65,985 7,157 18, 924 46, 948 33,085 6,731 31, 474 19, 055 21, 221 2,150 1,678 ],.^^0 319 410 14, 898 2. 137 612 160 17.3 15.7 4.8 3.9 5.5 9.3 13.8 16.1 5.7 6.9 3.9 3.1 17.3 15.1 4.5 8.3 6.2 5.7 5.8 11.5 8.0 3.0 4.6 5.0 5.5 5.5 23.4 5.0 3.2 6.2 9.5 16.0 18.8 11.0 7.1 15.3 14.4 6.3 11.9 3.3 4.2 2.7 2.1 48.1 6.7 2.0 1.7 118,423 46,827 66,809 1,520 3,532 6,396 27,489 143,471 13,686 10,739 3,025 10,765 58,642 107,977 664 48,584 5,956 6,130 1,&52 130, 278 33,042 844 5,622 237 10,670 20, 059 105,018 21,706 7,993 2.3,892 1,886 118,889 80,250 78,039 314 128,257 6,384 1,550 2,352 641 1,3,918 3.126 1,908 3,095 693 3,419 939 96,408 34,300 16,857 289 696 3,787 19. UO 116,516 5,271 4,345 1,001 5,623 43,177 86,555 144 30,873 941 1,852 364 99,068 19,028 256 1,194 42 3,560 4,521 80,282 7,041 2,005 6,845 467 93,010 58,601 59, 669 82 100,210 3,830 474 422 210 7,520 869 483 2,779 356 1,126 84 81.4 73.2 19.0 19.7 59.3 Florida 81.2 38.5 40.5 33.4 52.2 21 7 15 8 Micliigan New York Ohio Pennsylvania Utah W.ishinston Wyoming. Total 11,343,003 836, 050 1,032,151 34 NATIONAL AID TO COMMON SCHOOLS. -Colored schools and colorcd-scJtool enrollment in Vie SoiUliern States for five yearSj from 1877 to 1881, hotJi dates inclusive, [Prepared by the United States Bureau of Education.] 1S77. 1878. 1879. 1880. 1881. 1 CD 1 g oi o .a m c a 1 a W CO 1 to *** 1 1 1 1 1 10, 792 27 23 13 17 3 2 671,506 S,7S5 2,807 1,270 462 14 74 99 14,247 34 28 15 19 3 4 085,150 5,236 5,290 1,620 626 44 94 121 14,341 42 42 16 ~3 4 085,942 6,171 5,297 1,933 702 42 99 120 10,669 44 36 15 22 3 2 784,709 7,408 5,237 1,717 800 S3 S7 122 17,248 47- 34 17 *3 802,372 5,284 Sehoolaof medicine Total 10,879 580,017 14,472 668,181 14,472 700,306 16,793 800, 113 17,375 Table 9. — Giving the popular majorities received at ike last three Presidential elections, and the mimler of illiterate voters as shmim ly the census of 1880. C3 . • N %t eg states and Territories. ">: S-A "2 3^ P (S'° = ? Alnbnum 10 10,828 33,772 34,509 120,859 Aikinsns 6 3,446 19, 113 18,828 55,648 Delnwnro 3 422 2,629 1,033 6,742 t'loridii i 2,336 a920 4,310 23,816 Georui I ' 11 9,806 79,642 49,874 145,087 12 8,855 59,772 43,000 98,133 Ix>Ul-l ir I 8 14,634 64,627 27,316 102,932 Alnul u 8 908 19,756 15,191 46,025 Ml'.-..- 1 , . 8 34,887 59, 568 . 40,896 111,541 Mis-,, nil 15 29,809 54,389 55,042 59,683 10 21,675 17,010 8,326 124, 702 South ( 11. 111. I 7 49,400 964 54,241 106,934 Temn.— ec 12 8,730 43,600 20, 514 105,649 Tevns 8 16,595 49, 955 98,383 92.754 Virginia 11 1,772 44,112 43,956 131,684 A\Cbt Vlltlll' I 5 2,204 12,234 12,384 2,738 11,148 78 22,685 138 Californii 20,472 Coloi iili> 3 2,800 3. 916 <>ollncttlLllt 6 4,348 1,712 2,055 10, 197 niiMoi-. 21 53, 948 19,630 40,716 49, S07 15 21,098 5,515 6,036 38,102 11 58, 149 50, 191 78,000 17,211 Knn-ns 5 33,482 32,511 01,000 13,021 7 32,335 15,814 8,868 8,5M JMassaclmsctts. 13 74, 212 40,423 53,245 31,892 Michigan 1] 55,968 15,542 63,890 28,1,82 Minnesota 5 20, 694 21,780 40,588 12,730 jSebraskn 3 10,517 10,326 26,456 4,092 Nevada 3 2,177 1,075 879 2,367 New Ilampbbirc 5 5,444 2,954 4,058 5,306 New Jer'-ej 9 14,570 11,690 2,010 19,463 Nl^i York .35 51,800 26,568 21,033 81,266 Ohio 22 34,268 7,500 34,227 47,414 Oregon 3 3,517 547 671 3,074 Pcnn.i}l\ania 29 135, 918 9,375 37,276 72,830 Khodc Island 4 8,336 4,947 7,416 7,624 Vermont 5 29, 961 33,838 27,000 6,813 \V isconsin 10 17,686 5,205 29,763 21,695 231 a Or 94. 6 Or 5, 303. The Southern States, seventeen in numher, including the District of Columbia, are usually classed together as a section of the country re- quiring special help. Of all hut Maryland, Missouri, and the District of Columbia this is true. The following table exhibits their condition: Table 10. — Comparative statistics of education at the South. White. to Ainbauuv.. Arkansas. Delaware. Florida.... Georgia... Kentucky Louisiana 217,590 6181,799 31,505 646,410 d236, 319 c478,597 Cl39. 661 H 107,483 c53,229 25, 053 cl8,871 150, 134 c241,679 d44,052 170,413 72,007 654,332 cl7,743 3,954 6-12,099 c20,444 dl97,125 86,399 c66, 504 c23,902 C1S1,184 d34,470 $375, 465 238,056 207,281 114, 895 471,029 803,490 480,320 NATIONAL AID TO COMMON SCHOOLS. 35 Table 10. — Comparative statistics of education at the South — Continued. W Maryland MissiBsippi Missouri Nortli Carolina South Carolina Tennessee Texas Virginia "West Virginia District of Columbia, Total 403,3 W71, 4 314,8 134, 210 112, 994 454,218 136,481 61,219 229, 290 138, 912 152, 136 13S, 779- 10, 934 3, 899, 901 2,215,074 /63, 591 251,433 41, 489 167,554 glU, 315 141,509 7l62, 015 240, 980 7,749 13,946 $1,544,367 800,704 3,152,178 352, 882 S24, 629 724, 862 753, 346 946, 109 716,864 438, 507 1, 803, 257 784,709 12,475,044 a In Delaware the colored public schools have been supported by the school tax collected from colored citizens only ; recently, however, they have received an appropriation of S2, 400 from the State; in Kentucky the school tax collected from colored citizens is the only State appropriation for the support of colored schools; in ^Maryland there is a biennial appropriation by the Legislature; in the District of Columbia one third of the school money is set apart for colored pub- lic schools, and in the other States mentioned above the school moneys are divided in proportion to the school population, "without regard to race. 6 Several counties failed to make race distinctions. c Estimated. d In 1879. e For whites the school age is to 20; for colored to 10. /Census of 1870. g In 1877. h These numbers include some duplicates; the actual school population is 230,527. Excluding the Stales of Maryland and Missouri and the District of Columbia, and the total yearly expenditure for both races is only $7,339,932, while in the whole country the annual expenditure is, from taxation §70,341,435, and from school funds §6,580,632, or a total of 176,922,067 (see tables 2 and 7), or one-tenth of the whole, while they contain one-fifth of the school population. The causes which have produced this state of things in the Southern States are for less impor- tant than the facts themselves as they now exist. To find a remedy and to apply it is the only duty which devolves upon us. Withoiit universal education not only will the late war prove to be a failure, but the abolition of slavery be proved to he a tremendous disaster, if not a crime. Table 11. — Population and assessed valuation ofjiersonal property and real estate in the United States, from census reports for 1860, 1870, and 1880, States and Territories. Alabama Arizona Arkansas California Colorado Connecticut Dakota Delaware District of Columbi: Florida Georgia Kansas Kentucky. Louisiana Maine Maryland Massachusetts Michigan Minnesota , Mississippi Missouri Montana Nebraska Nevada, New Hampshire.. New Jersey New Mexico New York North Carolina.... Ohio Oregon Pennsylvania 6.... Rhode Island South Carolina.... Tennessee Utah Vermont Virginia "Washington. "West Virgin] "Wisconsin.,.. "Wyoming.... Total .. Population. 904,201 435,450 379, 994 34, 277 460, 147 4,837 112, 216 75, 080 140, 424 ,057,286 ,711,951 ,350,428 671,913 107, 206 ., 155, 684 708,002 628, 279 687,049 ..231,066 749, 113 172, 023 791, 305 .,182,012 28,841 6,857 326,073 672, 035 93,516 1,880,735 992, 622 1,339,511 52. 465 !, 906,215 174, 620 703, 70S .,109,801 604, 215 40, 273 315, 098 ., 596, 318 11,594 775, 881 39, 767, 223 41,084,645 68, 929, 685 618,232,387 389,207,372 411,042,424 205,160,983 22,518,332 528,212,693 435,787,265 154,380,388 297,135,238 777,157,816 163,533,005 32,018,773 509,472,912 200,935,851 7, 426, 949 123,810,098 296,682,492 20, 838, 780 1, 390, 404, 638 292,297,602 959, 867, 101 19,024,915 719,253,335 125, 104, 305 489, 319, 128 382, 495, 200 207, 792, 335 4, 158, 020 84,758,619 057,021,336 4,394,735 185, 945, 489 12,084,560,005 Population. 996,992 9,658 484, 471 560,247 39, 864 537,454 14, 181 125,015 131,700 181,748 1,184,109 14,199 2,539,891 1,680,637 1,194,020 364, 399 1,321,011 726,015 626, 915 780, 894 1,457,351 1,184,059 439, 706 827, 922 1,721.295 20,595 122,933 42,491 318, 300 906, 096 91,874 4,382,759 1,071,361 2,665,200 90,923 3,521,9.51 217, 353 705, 606 1, 258, .520 81 S. 579 86, 786 330, 551 1, 225, 163 23,955 442, 014 l,a54,670 9,118 38,558,: 155, 582, 595 1,410,295 94, 528, 813 269, 644, 068 17, 338, 101 425, 433, 2.37 2, 934, 489 64, 787, 223 74,271,693 32, 480, 843 227, 219, 519 5,294,205 482,899,575 663,455,044 302, 515, 418 92,125,861 409, 544, 294 253, 371, 890 204, 253, 780 423,834,918 1,591,983,112 272,242,917 84,135,332 177, 278, 890 556, 199, 969 9,943,411 54,584,616 25,740,973 149,065,290 624,808,971 17, 784, 014 1,967,001,185 130, 378, 623 1,107,731,097 31, 1,510 1,313,230,042 244, 278, 854 183,913,337 253,782,101 149, 7.32, 929 12, 505, 842 102,548,538 365,439,917 10, 042, 803 140,538,273 333,209,838 5,516,748 14,178,986,733 1,262,505 40,440 802,525 864, 694 194, 327 022,700 135, 177 146, 608 177, 624 269,493 1,542,180 32, 610 3,077,871 1,978,301 1,624,615 996, 095 1,648,690 939, 946 648, 036 934, 943 1,783,085 1,636,937 780, 773 1,131,597 2, 168, 380 39, 159 452, 402 62, 200 340, 991 1, 131, 110 119,505 5, 082, 871 1,399,750 3,198,062 174,768 4,282,891 276,531 995,577 1, 542, 359 1,591,749 143, 963 332, 280 1,512,565 75, 110 618, 457 1,315,497 20, 789 50, 155, 783 122, 807, 228 9, 270, 214 86, 409, 304 584, 578, 036 74,471,693 327, 177, 335 20,321,530 59, 951, 643 99,401,787 30,938,309 239,472,599 6,440,876 786,616,394 727, 815, 131 398,671,251 160, 861, 689 350,563,971 160,162,439 235,978,716 497, 307, 675 1,584,750,802 517,884,359 2.58,028,687 110, 028, 129 532,795,801 18,609,802 90,585,782 29, 291, 469 104. 299, 531 572, 518, 301 11,303,400 2,051,940,006 156, 100, 202 1, 534, 360, 508 53,522,084 11,683,459,010 252, 530, 073 133, .500, 135 311,778,5.38 320,304,515 24,775,279 86,800,775 308, 455, 1.35 23,810,693 139,622,705 438,971,751 13,621,829 ,893 ainerease.per cent., 1860 to 1880. 84 — 52 128 319 467 35 — 4 2,695 31 51 137 142 ■ 92 — 55 46 -61 for JS.SO was 36 NATIONAL AID TO COMMON SCHOOLS. lu this connection it is ijroper to observe that in the States where slavery existed in 18G0 the valuation then aggregated $3,989,029,642, of ■which 6842,927,400 was in slaves, and jiroper allowance mnst be made for this fact in estimating present power to bear taxation. The negroes were then taxed ; they were productive as property. Now they require to be educated; then education would have destroyed them as prop- erty. They are now doing little more as a totality than to support them- selves. Their taxable property is thus far very slight. The following ta,ble gives the actual taxation for the support oJ schools in the year 1880 : Table 12. — Amount raised hy taxation for support of piiblic schools in each Stale and Tcrrilonj daring the year 1830. [Prepared by Bureau of Education, at request of H. TV. Blaie.] Amount received from taxation. States and Territories. From state lax. From local tax. Tot.il. , $130,000 6111,605 1,318,209 a$120,000 77,475 1,393,572 c336,333 1,066,314 dl51.045 $2.30,000 . .j^ ' 189,080 2,711,781 c336, 333 p * .. ■■y 210,353 1, 276, 067 D^lnwnve dl51,045 ... -J (140, 530^ 104,530 ^. • c3.15,790 1,000,000 /1, 456, 831 125,239 5,735,478 /2, 108, 302 4,227,300 1, 276, 786 0382,038 7i94,000 596,295 721,571 4,372,286 2,074,073 1,073,837 334,769 2, 163, 330 713, 155 471,029 0, 735, 478 /3, 62.5, 136 4,227,300 1,276,785 Kentucky 535, 354 350,000 224,565 491,406 917,392 7l450, 000 INIninp 820,860 1,212,977 4,372,286 -.,-%■ 1379,758 257,689 2,453,831 Rriniiesota 1,331,526 ,|- ,■ ■ - 334,769 2, 163,330 73,808 786,963 /541,716 1,017,785 2,750,000 724,413 6. 925. 992 1,742,198 9,675,992 (314,7191 314,719 1,558,207 133,477 5,155,879 79,562 7,064,116 414, 852 6,714,086 213, 039 7, 046, 116 80,800 495,652 440,110 J 698, 776 J.-678,603 113,173 596,516 212,753 J25,000 /;678, 603 304,318 665,459 490,432 2,198,581 417,491 1,261,975 702, 1&3 2,223,581 m67, 028 123,643 474,556 48,017 123,643 474,556 48,017 )lG4,643 6,256 69,899 G3,041 /•102,201 43,337 /3,319 /7,056 106,378 /105,520 /7,056 (419,249) 14,287,570 1 53,913,986 \ 070,371,435 a From poll-tax. ftState apportionment, wliicli liero probably includes tlie income of tlie State school fund forlSSO, tbe State tax, a^d so raucli of tlie ordi- nary State revenues as maybe set apart for the purpose by the Legislature. c From county and district tax, lines, &c. d Thisamountraisedfor wliite seliools. eTliis includes rental of State railroad ($150,000). /In 1879. ,r/ Includes tax on billiards and dogs. 7i Estimated. i From township tax. j Includes in- come from perminent fund. k State appropriation. I Special for building purposes. m Total income as reported for 1880, the greater part of which comes from Territorial, county, and district taxes. n From county tax. o Includes $1,750,630 reported as derived from taxation and given in the column of totals but not appearing in the first two columns. Table No. 12 gives the amount received in each State from interest on funds and rent of lands, from funds and rents, $6,580,632; total, $76,952,067. Table 13. — Fate of tax for school 2^urposes in various cities. [INIills per dollar of assessed valuation.] The total from taxation is $70,371,435 Mills. Little Rock, Ark 5 New Haven, Conn 3 Columbus, Ga 2. 97 Jmli, 10 2.6 f.lislud ;. Ky 3 Newport, Ky 3 New Orleans, La „ 1. 9 Bangor, Me 2.45 Lewiston,Mc 1.03 .■Jill , Md.. 1.52 :.5l Manchester, N H New Bruns\\ lek, N J Brooklyn, N \ NewYoik N Y Poughkeei)sic, N Y Kochester.N Y Syracuse, N 'i Erie, Pa Harrisbmg Pa Pottsville, Pa Newport, R I Charleston, S C Knoxvillc Tcnn Memphis, Tenii Nashville, Tcnn Galveston Te\ Alexandua, \a Norfolk. Va Richmond, Va Wheeling, W Va NATIONAL AID TO COMMON SCHOOLS. ;37 Tahlis 14. — Showing t/ie population, total assessed valuation of iiropcrtij, total taxation, per capita of valuation, per capita of taxation, rate of tax total indchtcdness, per capita cf indebtedness, hi/ Slates and' Territories, dratcn from the census of 1880. States and Territoriog. Total assessed rahiation of property. 1 ■3 , u > t. ■" ^ 1,262,505 802, 525 804,094 194,327 022, 700 110,608 209, 493 1,542,180 3, 077, 871 1,978,301 1, 624, 615 996, 096 1, 648, 690 939, 946 648, 936 934, 943 1,783,085 1, 636, 937 730,773 1,131,597 2, 168, 380 452, 402 62, 200 346, 991 2, 131, 116 5,082,871 1, 399, 750 3,198,062 174,768 i, 282, 891 276,531 995,577 1,542,359 1,691,749 335,286 1, 512, 505 018,457 1, 315, 497 S122, 867, 228 86,409,364 584,578,036 74,471,693 327, 177, 385 59,951,643 30,938,309 239,472,599 786, 616, 394 727,815,131 398,671,251 ] 00, 891, 689 350, 563. 971 160, 162; 439 235, 978, 716 497, 307, 675 1,584,756,802 517,060,359 258,028,687 110,628,129 532,795,801 90, ,585, 782 29, 291, 459 164,755,181 572,518,361 2,0.51,940,006 156,100,202 1,534,360,508 52,522,084 1,683,459,016 252, 530, 673 133,560,135 211,778,538 320,364,515 80,806,775 308,453,135 139,622,705 438,971,731 $2,061,978 1,839,090 12, 028, 005 2,052,008 5,365,739 604,257 605, 180 2, 207, 008 19,283,413 10, 843, 630 10, 261, 605 4,414,821 5,204,017 4, 395, 876 5,182,135 5,437,462 24,326,877 8, 627, 949 3,713,707 2,384,475 10,269,736 2, 792, 480 871.673 2, 697, 640 8,938,005 56, 392, 975 1, 916, 132 25,756,658 1, 113, 942 28,604,334 2, 692, 715 1,839,983 2,788,781 4,568,716 1,745,111 4,642,202 2,056,979 5,838,323 ?97 32 107 67 676 05 383 22 523 41 408 92 114 80 155 28 235 57 367 90 245 39 161 52 212 63 170 39 363 64 531 91 . 888 77 316 24 330 47 97 75 245 71 200 23 470 42 443 11 505 26 521 34 111 52 479 77 300 52 393 06 913 22 134 15 137 37 201 26 261 24 203 92 225 76 333 69 $1 63 2 29 14 72 11 07 8 61 4 12 2 07 26 5 48 6 31 4 43 3 15 4 67 7 98 5 81 13 64 5 27 4 73 2 10 4 73 6 17 13 99 7 91 11 09 1 30 8 05 6 37 6 67 9 73 1 84 1 SO 2 87 5 22 3 07 S 32 4 43 .016 .021 .021 .028 .016 .01 .019 .013 .024 .014 .025 .027 .014 .027 .021 .01 .013 . .016 .015 .021 .019 .03 .020 .016 .015 .021 .012 .016 .021 .010 .01 .013 .013 .014 .02 .015 .014 .013 $14,728,543 7, 938, 784 10,755,688 3,694,298 22,001,661 2,316,333 2,620,509 19,681,903 14,912,422 18,354,737 7, 902, 767 10, 005. 833 14,977,881 42, 865, 952 22, 406, 850 10, 896, 006 91,283,913 8,803,144 8,476,004 2,013,190 57,487,384 7,423,757 1,024,523 10,724,170 49,547,102 218,723,314 8, 194, 606 48,756,454 848, 502 114,034,759 13, 102, 790 13,343,933 37,387,900 11,004.913 4, 332; 168 42,099,802 1,513,424 11,876,992 *11 66 Arkansas . 9 89 19 37 18 49 35 33 16 05 9 74 12 76 Illinois 14 27 9 27 4 90 16 06 34 52 11 63 51 19 10 83 26 51 Nevada 16 45 New York Ohio 2 44 40,440 135,177 177, 624 32,610 9, 270, 214 20, .321, 530 99,401,787 6, 440, 876 293,036 478, 066 1,469,234 195, 887 229 23 130 33 503 32 197 51 7 23 5 53 8 27 6 00 .031 .023 .014 .03 377,501 998, 860 22, 675, 459 233, 319 Creeks 39, 159 119, .565 143, 963 75,116 20,769 18,609,802 11,363,400 24,775,279 23, 810, 693 13,621,829 383,947 126, 942 435,238 505, 417 230,223 475 23 930 39 172 09 316 98 635 24 9 80 1 06 3 02 6 72 11 07 .02 .011 .017 .021 .016 739, 925 84, 872 116,251 239,311 203,462 19 40 70 Utah 988 -Showing assessed valuation of real and personal property; total population by Stales, groups, and grand total; also average valuation per capita for the several States and groups. States. Total assessed valuation. Total population. SEW EXGLAIfD STATES. Maine $235,978,716 164,735,181 86,806,775 1,584,756,802 252,536,673 327,177,385 648, 936 346,991 332,286 1, 783, 083 276,531 622,700 $363 471 261 888 Ehode Island Connecticut 525 Totals forthe group 2,632,011,532 4,010,329 661 SOUTIXEEN STATES. Virginia westvir;,..,,.. ;...!!!!'.'.;;!!.":!!'.!.'."'"7"""." North Carolina 308, 455, 133 139,622,705 156,100,203 133,560,135 239,472,599 30,938,309 122,867,228 110,028,129 161, 162, 439 320,364,315 86, 409, 364 330,663,971 211,778,538 1,512,565 618,437 1,399,730 995,377 1,542,180 269, 493 1,262,505 1,131,597 939,946 1,591,749 802, 523 1, 648, 090 1,342,359 203 223 111 134 155 114 97 97 170 201 107 218 137 South Carolina Georgia Florida ' Alabama Mississippi I.ouisiana . Texas ArkajiSiiB Kenlnckv..... Tennessee !.!..!... .3!!.. !11^!!!'!!Z!!!!!"'"!!!!1I!!!!!11^!!!!!!!!!!!! !!!]!!!!!!!!!!]!!!" Totals for II ic J^runp 2,370,923,206 15, 257, 393 155 WESTERN STATES. Ohio 1,534,300,508 727,815,131 786, 616, 394 617.066,359 3, 198, 063 1,978,301 3,077,871 1,036,937 479 367 255 316 Indiana Illinois IVIidiiKan 38 NATIONAL AID TO COMMON SCHOOLS. TAni.K 15. — Slimrinr/ nmrsscd valuation of real and personal propert)/, lolals, &c. — Continued. Stales. Total assessed valuation. Total population . 11 >0. AVisconsin $138,971,751 398,671,251 258, 028, 687 532,795,801 160,891,689 90,585,782 71,471,693 29,291,459 52,522,08-1 584,578,036 1,315,497 1, 624, 615 780, 773 2,168,380 996, 095 452,402 194,327 62,266 174,768 864,694 S333 Minnesota Missomi Kim^iis Kcbnifk;i Nevada 6,187,266,625 18,524,989 334 MIDDLE STATE3. New York : 2,651,940,006 572,518,361 1,683,459,016 59,951,643 497,307,675 99,401,787 5, 082, 871 1,131,110 4,283,891 146, 608 931,943 177, 624 521 5,504,578,488 11,756,053 TEKBITOniES. 9,270,214 20,321,530 6,444,876 18, 609, 802 11,363,406 24,775,279 23,810,693 13,621,829 40, 440 135,177 32, 610 39,159 119, 565 143,903 75,116 20,789 128, 213, 629 606,819 16,902,993,543 50,155,783 Table 16.— Changes in assessed valuation of properixj in Southern States, 1870-'80. States. Assessed valu- ation in 1870. Assessed valu- ation in 1880. Increase. Decrease. Increase in population. Wliito. Colored. Total, a Vir inla $365,439,917 140,538,273 130,378,622 183,913,337 227,219,519 32, 480, 843 155,682,595 177,278,890 253,371,890 149,732,929 94, 528, 843 409, 544, 294 253, 782, 161 £308,455,135 139,622,705 156,100,202 133,560,135 239,472,599 30,938,309 122,867,228 110,628,129 160,162,439 320,364,515 86,409,364 350,563,971 211,778,538 f5G,984,782 915,568 168,769 168,504 188,772 104,433 177,980 46,458 140,801 96,502 92,889 632,537 229,416 278,487 202,712 118,775 7,905 139, 627 188,518 179, 991 35,001 124,593 206,090 119,4.15 139,909 88,497 49,241 80,820 287,402 176, 443 S25,721,5S0 50,353,202 289,971 12,253,080 1,542,534 32,715,367 66,650,761 93,209,451 81,745 303,675 T oni^i'iii'l 170,031,586 773,170 318,054 327, 679 8,119,479 58,980,323 42,003,623 Kentnclcy 283,839 6 202, 208,606,246 68, 814 411,475,090 .1 2,573,792,113 2,370,923,269 2,525,355 1,478,413 4,006,982 a This total includes the ■\vlnte, colored, G36 Cliinese, 1 Japanese, and 2,527 civilized Indians. b Net decrease. Table 17. — School-district indebtedness. Note. — The officials in some States and Territoi cases the whole amount is entered as floating debt, for administrative purposes. t school-district Indebtedness, made no division into bonded debt and floating; debt. In such nd Territories having no indebtedness the school-district system does not exist, or existsonly States. Bonded debt. Floating debt. Total. NEW ENGLAND STATES. 880,034 65,607 157,278 880,031 65,607 Vermont 157, 278 181,466 683,910 181, 456 6S3, 910 1,168,295 1,168,295 MIDDLE STATES. New York 8417,904 097, 627 2,451,548 162,529 280 4,414 4,222 ■580, 433 697,907 2,455.962 4,222 3 567,079 171,445 3,733,524 NATIONAL AID TO COMMON SCHOOLS. 39 Table 17. — School-district indebtedness — Continued. States. Bonded debt. Floating debt. Total. SOUTHERN STATES, Virginia 890,588 13, 426 S90, 588 528,132 Arkansas 16,388 16,388 Tennessee Total 28,132 122,402 150,534 "WESTEKX STATES. Ohio 1,452,199 1,152,199 3,406,306 96,081 276,567 3, 403, 306 1,389,673 276, 567 1,125,138 691,472 746,784 1,778,508 827,641 328, 468 1,506 26,585 1, 293, 592 1,125,133 640,745 30, 727 746,784 29, 151 827,641 328,468 1,506 26,585 377, 963 1,749,357 California Total G, 261, 031 6, 167,779 32,428,810 THE TERRITORIES. 13,000 13,000 696 33,552 35,552 New Mexico ■Utah Washington Wyoming Total 13,000 36,248 49,248 9,869,242 7, 060, 109 17,535,411 Table 18. — Valuation and taxation. KEW ENGLAND STATES. Maine New Hampshire Vermont Jlassachusetts Rhode Island Connecticut Tot.il MIDDLE STATES. New York New Jersey Pennsylvania DelaTvare iMaryland District of Columbia Total SOUTHERN STATES. Virginia West Virginia North Carolina , South Carolina Georgia Florida Alal)ama Mississippi Louisiana Texas Arkansas Kentucky TeiKiessee Total WESTERN STATES. Ohin Indiana Assessed valuation. Real estate. S173, 850, 242 122,733,124 71,4.36,623 1,111,160,072 188,224,439 228,791,267 1,896,201,787 2,329,282,359 442, 632, 633 1,340,007,957 50,302,739 368,442,913 87,980,356 4,818,048,962 233, 601, 599 105,000,306 101,709,326 77,461,670 139,983,941 18, SS5, 151 77,374,008 79,469,530 122,362,297 203,508,924 55,760,388 263,085,908 193, 644, 200 1,677,847,248 $02,122,474 42,022,037 13,370,152 473,596,730 64,312,214 98,386,118 735,809,745 322, 657, 647 129,885,723 143,451,059 9, 648, 904 128,864,702 11,421,431 745,929,526 74,853,536 34,622,399 54, 390, 876 56,098,465 99,488,658 12,053,138 45,493,220 31, 158, 599 37,800,142 114,835,591 30,648,976 83,478,063 16,134,338 693, 076, 021 8233,978,716 164,755,181 86,806,775 1,584,756,802 252,536,673 327,177,385 :, 652. Oil, 532 2, 651, 940, 006 372,518,361 1,683,459,016 59,951,643 497, 307, 675 99,401,787 5,564,578,488 308,453,135 139,622,705 156,100,202 133, 560, 135 239, 472, 599 30,938,309 122,867,228 110, 628, 129 160, 162, 439 320, 364, 513 86,409,364 330,563,971 211,778,538 :, 370, 923, 269 $937,525 516,449 429,706 4,955,428 411, 993 3,276,111 8, 527, 212 10,466,552 1,742,201 6,298,408 132,408 1,218,413 (a) 19,858,012 1,125,028 752,763 313, 720 423, 623 3S7, 818 109. 146 260. 147 474,905 545,654 549, 827 558,700 1, 109, 623 928,609 7,571,563 Other 1 pose 64,244,610 2,181,191 l,315,40o 19, 3H, 449 2,280,722 4,089,628 33, 483, 005 45, 926, 423 7, 215, 804 22, 303, 926 471,849 .4,219,019 1,469,254 81,608,335 3,517,174 1,304,216 1,570,412 1,416,360 2, 819, 190 496, 034 1, 801, 831 1,909,570 3, 850, 222 4,018,889 1,280,390 4, 091, 394 1,860,172 29, 935, 854 ?5, 182, 133 2, 697, 640 1,745,111 24,326,877 2, 692, 713 5,365,739 42,010,217 56,392,975 8,958,065 28, 604, 334 604, 257 5, 437, 462 1,469,254 101,466,347 4,642, 202 2, 056, 979. 1, 916, 132 1, 839, 983 3,207,008 605, 180 2,061,978 2, 3.S4, 475 4, 393, 876 4,568,716 1,839,090 5,201,017 2,788,781 37,507,417 Per cent, of school oftotal 20.3 15.3 23.7 24.2 36.5 18.0 23.0 12.0 18.0 12.6 19.8 30.3 21.3 33.2 1 63 2 01 1 53 1 06 1 64 1 56 1 69 1 00 1 09 1 47 1 50 147 1 22 137 40 NATIONAL AID TO COMMON SCHOOLS. Table 18. — Valuation and iaxallon — Contiuuecl. Assessed vnhiation. Taxation. States. Rcr.l estate. Personal prop- erly. Total. School. Other pur- poses. Total. Per eent.of sehool oftotal. r.aleof ta.'Lft- tioii ou SIOO. 575,441,053 4.32. 861, 884 314,788,721 297, 254, 342 203,4-16,781 381,985,112 108,432,019 55, 073, 375 35,601,197 17,941,0.W 32,584,966 466, 273, 585 211,175,341 84,604,475 94,183,0.30 101,416,909 54,581,906 150,810,689 52, 459, 0-10 33,512,407 38, 807, 496 11,350,429 19, 937, lis 118,304,451 786,010,394 517,666,359 438,971,751 398,671,251 258,028,687 532,795,801 100,891,689 90,5.3.5,782 74,471,093 29,291,459 52,522,084 581,578,030 6,329,680 2,524,164 1,906,489 4,113,570 1,331,520 2,490,197 1,118,859 769,800 424,628 122, 048 224, 932 2,709,787 18,256,338 6,103,785 5,681,836 6,948,029 3,014,774 7,773,539 3,860,791 2,022,080 1,727,380 749, 625 889,010 9,918,218 24,586,018 8,627,949 7,588,325 11,061,605 4,346,300 10,269,730 4,979,650 2,792,480 2,152,008 871, 673 1,113,942 12, 628, 005 23.7 29.2 23.1 37.1 30.6 24.3 22.4 27.5 19.7 14.0 20.1 21.4 3 13 Miclii^'iin Wi-timsin 1 60 1 72 JIhliK-SMlLl 1 68 1 92 3 09 3 OS 2 88 Neva.ln 2 97 2 12 2 16 4,584,048,039 1,003,218,586 6,187,266,625 34,420,181 94,697,798 129,117,979 26.6 2 ca THE TEEEITOr.IES. 3,922,901 13,333,918 2, 297, 526 5,077,162 4, 788, 764 14,779,344 11,333,923 4,485,291 5,347,2.53 6,987,012 4,143,3.50 13,532,040 0, 574, 042 9,095,933 12,474,770 9,130,638 9,270,214 20,321,5.30 0, 440, 876 18,009,802 11,363,400 24,775,279 23, 810, 693 13,021,829 49, 607 102,714 36,380 83,998 34,748 141,051 111,091 34,294 243,369 375,352 159, 507 299,949 92,194 293,587 394,326 195,934 293,036 478,066 195, 887 383,947 126, 942 435,238 505,417 230,228 16.9 21,4 18.5 21.8 27.3 32.5 21.9 14.8 3 16 2 35 3 04 1 11 1 75 2 12 1 69 60,020,8^ 68,192,740 128,213,629 594,543 2,054,218 2,648,701 22.4 206 13,036,706,923 3,866,226,618 16,902,993,543 70,971,511 241,779,210 312,750,721 22. G oNo tax for the support of schools separate from other taxes is levied, but the expenses of the schools, amounting to $438,567, are paid out of the district revenue. Table 19. — Selected cities, valuation and taxation. Assessed valuation. Personal property. Eateoflevy onJlOO. State. County. City. Total, Amount of levy. State. County New York. X. Y Auburn. K. \ Philadelphia. Pa.... Harrisburg, Pa Manchester, N. H... Chicago, 111 Boston, Mass Saint Louis, Mo Kansas City. Mo Baltimore. JId Cincinnati. Ohio San Francisco, Cal ., New Orleans, La Newark, N. J Louisville, Ky Detroit, Mich Providence, R. I i?ichmond, Vn Petersburg:, Va Ne^v Haven, Conn.. Charleston, S. C Minneapolis, Minn. Nashville, Tenn Memphis. Tenn Atlanta, Gn Savannah, Ga Portland, Me Wheelins. W.Va.... Mobile, Ala Galveston. Tex Raleigh, N. C Little Rock, Ark Worcester, Mass Lynn, Mass 5918,134,380 7, 216, 899 529, 169, 382 5, 271, 698 13,126,737 91, 152, 229 428,777,000 136, 071, 670 7,750,840 183,580,023 131, 272, 619 190, 2.80, 810 71,424,382 65,733,315 49,795,000 63, 981, 315 86, 816, 100 28, 783, 389 5,921,845 31,866,224 14, 583, 818 16, 809, 149 10, 76.3, .560 15,784,314 12,900,000 9,070,001 19,825,800 10,095,011 8, 509, 981 11, 389, .392 2,430,225 3,2.34,411 81,708.100 17,310,6.39 5175,934, 9-55 1,. 587, 550 52,560,377 112. 931 3,495,242 26,817,806 184,545,691 29, 216, 730 2, 826, 420 60, 463, 158 38,03.3,016 54,196,550 20, 369, 908 17,631,095 16,014,000 19,216,725 28, 765, 000 10, 738, 967 3,210,4.85 12,102,163 7, 957, 605 6,606,584 2,573,200 1,000,000 5,100,000 5,990,444 10, 3.59, 128 4,078,589 4,481,814 3,51.5,464 427,244 1,210,794 8, 877, 071 5, 171, 223 51,094,069,333 8, 804, 449 581, 729, 759 5, 384, 629 16,621,979 117,970,035 613,322,691 165,288,400 10,577,260 244,042,181 109,305,635 244, 477, 360 91, 794, 350 83, 304, 410 65,809,000 83,198,040 115,581,700 39, 522, 356 9,132,330 46,908,387 22,543,423 23, 415, 733 13,336,760 16,784,314 18,000,000 15, 060, 445 30, 184, 928 14.173,600 12,991,795 14,904,850 2, 8-37, 469 4, 465, 205 39.583,771 22,487,864 (a) SO 14 (a) 2 02 1 11 3 20 1 18 1 83 3 40 1 03 2 40 1 09 2 04 1 42 1 82 99 1 23 1 40 1 50 1 25 2 00 1 11 2 00 1 05 1 50 2 13 2 04 78 1 45 1 50 1 45 1 70 1 40 1 47 $2 58 2 68 2 05 3 62 1 59 4 33 1 24 2 22 4 55 1 22 2 91 2 24 2 04 2 OS 2 28 1 46 1 40 1 80 1 95 1 40 3 10 1 46 3 00 1 79 2 20 2 70 2 12 8 85 1 56 1 61 S3, 751, 062 20, 852 200, 812 565 39, 724 313, 979 122, 665 655,250 42,309 457,581 490, 986 1,344,023 540, 708 209,612 299,431 227, 817 202, 257 181, 538 41,133 70,453 107, 081 35,124 26, 674 33,032 63,000 07,772 117,835 61,000 84,447 75,000 9,239 29,024 14,255 7,400 (a) $11,997 (a) 52, 156 39, 360 1,021,945 282,128 (a) 79,329 (o) 365,700 345 176 (a) 105,644 140, 890 40,831 106,694 90,835 63,000 52,713 19,886 70,500 0-4, 959 105,000 9,801 66,978 46,497 S24, 475, 927 202, 449 11,775,720 1.59, 621 184,400 3,776,451 7,261,741 3, 017, 427 a59,627 2,520,000 4, 070, 223 4,131,607 1,859,257 1,182,323 1,200,050 824,230 1,415,887 549,904 137,010 587,104 450,868 259,064 266,735 176,236 270,000 321,058 616, 902 110,5.5* 188, 381 223, 573 41,512 7.5,908 557, 193 332, 481 S2S, 226, 989 233, 298 IJ, 976, 532 212, .342 263,5.30 5, 112, .375 7,606,534 3, 672, 683 481,265 2,977,581 4,926,911 5, 476, 292 2, 403, 905 1,737,113 1,499,487 1,217,691 1,618,144 731,442 178,224 657, 5.57 698,845 341,019 400, 103 300, 103 396,000 441,543 7.34,623 238, ft54 337, 7.37 403,573 60, 5.52 171,910 017,945 364,303 t iS'u lax levied. NATIONAL AID TO COMMON SCHOOLS. 41 Table 20. — Drawn from returns of school statistics from the several States and Territories for the year 1831, shoidnrj number of j,outU not euro'lcd in school, and expense of supplying them with necessary school-houses and teachers and text-books for school of three-months' length for fint year. States and Territories. Alabama Arkansas California .... Colorado Connecticut.. Delaware Florida Georfjia Illinois Indiana Iowa ICansas Kentucky Maryland... Mass.51 123, 615 1S2, 675 247, 108 52, 048 2,204 132, 089 640,840 227, 356 318,579 27, 143 490, 028 8,157 128,821 262,407 43,741 24,817 317,619 67,988 191, 236 .§,= 3 4,336 6,012 4,209 3,633 4,942 1,041 12,817 4,547 0,371 cSl, 478, 700 1,044,000 283, 500 88. 800 146,100 48,900 296, 100 1, 300, 800 1,803,600 1,262,700 967, 200 594, 900 1,891,200 1,254,300 383, 100 961,800 879, 300 741,900 1,093,900 1,482,600 312,300 13, 200 792,300 3,845,100 1, 364, 100 1,911,300 162,900 2, 943, 600 48, soa 772, 800 1,574,400 262,300 148,800 1,905,600 407,700 1,147,200 ag dSl,232,250 870,500 236,250 74,000 121,750 40,750 246, 730 1,084,000 1,503,000 1, 052, 230 800,000 495,750 1,576,000 1,045,2.50 319, 250 SOI, 500 732, 750 618,250 913,250 1, 235, 500 260,250 11,000 660, 250 3,204,230 1,136,730 1, 592, 730 135, 750 2,453,000 40, 750 644, 000 1,312,000 218,750 124,000 1,588,000 8S9, 750 936, 000 C$143, CIO 313,380 &5, 050 26, 040 43, 830 15, 570 88,830 390, 240 541,080 378, 810 293, 160 178,470 567, 800 376,290 114, 930 288, 540 263,790 222,570 328,770 444, 780 93, 690 3,960 237, 690 1, 153, 330 409, 230 573,390 48, 870 SS3, 080 14,670 231,840 472,320 78,750 44, 640 571,680 122, 310 344, 160 /J7,395 6,223 1,417 1,4&3 6,504 9,018 6,313 4,836 2,974 9,456 6,271 1,915 4,809 5,479 7,413 1,561 3,961 19, 225 6,820 9,556 3,864 7,822 1,312 S3. 101, 933. 2,233,703 606, 217 189, 884 312,410- 103, 464 633,165 2,781,544 3, 856, 698 2,700,073. 2,071,196 1, 272, 094 4,041,016. 2,CS2, lU SI 9, 195 2, 056, 049- 3,170,293. 667, 801 28, 226- 1,694.201 S, 222, 105- 2,916,900 4,080,996 34.3,334 0, 294, 35.S- 1C4,564 1, 652, 501 3, 356, 342- 561, 312, 318,184 4, 074, 80S 871,798- 2,453,096 Dakota District of Coin Idaho . abia... Indian Territory (Cherokees, Chickasaws, Choctaws, Creeks, Seminoles) . Montana New Mexico Utah Washington Wyoming 5,727 13, 364 16, 239 1,440 34,200 28,300 66, 750 81.2.50 7,230 10, 260 24, 030 29, 230 2,610 73, 131 171,280 20S, 487 18,603 24,500 15,581 9,145 1,205 28,500 147, 000 93,300 54,900 7,200 23,730 122,500 77,750 45, 750 0,100 8,550 44,100 27, 990 16,470 2,100 60,942 314,335 199,506 117,394 15, 496. Tola 180,782 77.347,662- a A large number attend school beyond the school age. which carries the enrollment above the total school population, so that the absence of those of schoo age does not appear. 6.\llowing one teacher to each fifty pupils. c Allowing one school-house of a cost of S300 to fifty pupils. d Allowing one year at a normal school at a cost of S250. cTliisisthe additional cost of a school of tliree months for the non-attending persons of school age according to the- returns for 1881 ; other returns can be made for 1882. /This is an expense incurred by each parent, and, though not a public tax, is a part of the additional expense to be incurred by the communities. Table 21. — Table drawn from the returns of school statistics from the Southern States and District of Columbia for the year 18S1, showing the num- ber of youth not enrolled in school and the expense of supplying them with the necessary school-houses and teachers and the books for a school of three-months' length for the first year. Southern States and District of Columbia. Il OS 5 15 PI 'A C 3 . 3 o_2 1 1 g & 1 1 .-, i " =1 p. 1 o 1 Total cost of school-houses, expense of preparation of teachers, pay of teachers, and school-books. 246, 450 174,097 a4, 929 3,482 6$l,478,70O 1,044,600 c$l,232,2.->0 870,500 d$443,610 313,380 eS7,393 3,223 ' 8,163 49,362 216,819 163 987 4,336 48, 900 296, 100 1,300,800 40,750 246.750 1,084,000 15,570 88,830 390, 240 Florida 1,485 6,304 Illinois Indiana i i . . 1 1 ; ! 315.198 209,044 6,304 4,181 1,891,200 1,251,300 1,376,000 1 567,360 9,4-50 | •1,044,01{>. 1,04-5,250 1 376,290 1 6,271! 2,082.111. "Louisiana 42 JSJATIONAL AID TO COMMON SCHOOLS. Table '21. — Tnhlc draicn from the rcluriis of scliool statistics for the Southern Stales and District of Colunibia for the year 18S1, if'C. — Continued. mu A 2 -« f3S Is = ■0 01 TJ rt a HI 11 o ^ "t U is ^ S**^ o Southern States and District of Columbia. 'o.S m 2 = £ ^ S -J = 1 2 o n sS O ^'^ tn ri «w — •^ o '^ fli'o IS 3 ill 1 ° i 1 llll 12! fe o o o o H ?100,292 S3. 200 5901,800 Ssbi,5o6 f 2SS, 540 S-1,809 52,056,619 182, 675 3,653 1,095,900 913,250 328,770 5,479 2, 343, 399 2J7,108 4,942 1,482,600 1,235,500 444,780 7,413 3, 170, 293 227, 35(5 4,547 1,30-1,100 1,136,750 409, 230 6,820 2,916,900 128,821 262,407 43,741 2,576 5,248 875 772,800 1,574,400 202,500 644,000 1, 312, 000 218,750 231,840 472, 320 78,750 3,864 7,822 1,312 1, 652, 504 3.366,542 561,312 317,619 G7,9S8 6,352 1,359 1,905,600 407,700 1,588,000 339,750 571,680 122, 310 9,528 2,038 4,074,808 871,798 Wisconsin Alaska Dakota 16,259 325 97,500 si,KO 29^ 250 437 203,487 2,873,399 57,465 17,239,500 14,366,250 5,172,750 86,148 36,864,643 a Allowing one teaclier to each fifty pupils. 6 Allowing one school house at a cost of 5300 to fifty pupils. c Allowing one year, at normal school ■cost of S250. d Tliis is the additional cost of a school of three months for the non-attending persons of school age, according to the returns of 1881 ; other re- turns can be made for 1832. e This is an expense incurred by each parent, and, though not a public tax, is a part of the additional expense to be incurred by the community. Table 22. — Table based on returns to the Bureau of Education for 1881, showing legal school population ; total school expenditure ; x^cr capita of school expenditure; proportion of 515,000,000 based on number of persoiis by census of 1880 ten years old and ujjioard ivho can not read; propor- tion 0/315,000,000 toper capita of school population o/lSSl ; total of school expenditure including §15,000,000; and total per capita expenditure including §15,000,000. g i ii 5 £l3 r^ ■. p" t-i gS Is B. "^ |-sS -3 o_; 8 s = hi g S ■ss Si * = "•"o§ states and Tcrritorira. ■g « <- p ^_-a ° «S"" to Cm sii §• 2 Ss^ij ^s.^ 1 'ri rt ui 3S.23 sgl £"^ rt to Ph f^ Eh Al lb mia 5122,7.39 5410,690 50 97 51,127,809 83 52 66 51,538,559 83 S3 04 272,8-11 .38.S,412 1 42 466,735 53 171 855,147 53 3 13 C aliform V 211,237 3,047,605 14 42 147,983 82 70 3,195,588 82 15 12 Coloi l.lo 40, 804 557, 151 13 05 28, 373 77 69 • 585,524 77 14 34 Coiuui ),..L 143,745 1,476,691 10 27 63,933 30 44 1,540,624 36 10 71 DcI^^^ lU 37, 285 207, 281 5 50 51,. 514 96 1 38 258,795 90 G 94 rioiKli 88,077 114,895 1 29 213, 887 07 2 46 328,782 07 3 75 4G1, 016 498,533 1 08 1,360,596 42 2 95 1,859,129 42 4 03 Illinois 1,002,222 7.858,414 7 84 294, 880 21 29 8,153,294 21 8 13 Indiana Iov»a 714, 343 4,538,754 34 213,2-14 37 29 4,741,998 37 6 63 594,730 5,129,819 8 02 85, 644 38 14 5,215,463 as 8 76 348, 179 1,976,397 5 67 77,682 14 22 2,054,079 14 5 90 KentucW\ 553,638 1,218,524 2 25 786, 434 56 1 42 2,03-1,958 56 3 67 271, 414 441, 484 1 62 905,612 35 3 33 1, 347, 096 35 4 96 213,927 1, 089, 414 5 09 55, 379 33 25 1,144,793 33 535 319,201 1,604,580 5 02 3.39,284 SO 1 06 1,913,864 80 6 03 Massaclui&etts 312, 680 5, 776, .542 18 47 230,384 21 73 6,006,926 21 19 21 518, 29-1 3, 418, 233 6 59 143,503 15 2? 3,661,736 15 6 S7 Minnesota 300, 923 1,466,492 4 87 62,598 S5 20 1,529,090 35 5 OS Mississippi 419,963 757.758 1 80 961,354 15 2 28 1,719,112 15 4 09 •72,3,484 3, 152, 178 435 422,839 63 58 3,575,017 63 Nebraska 152.824 1,16.5,103 7 62 23, 850 18 15 1,188,953 18 7 78 10,533 140,419 13 33 11,279 34 1 07 151,698 31 Kci\ Hampshire 60, 899 577, 022 9 47 36, 497 17 59 613,519 17 10 07 Now Jcisc^ • 3.35,631 1,914,447 5 70 119,208 20 35 2,033,655 26 6 05 Ne\\ York 1,662,122 10, 923, 402 57 507,539 75 30 11, 430, 941 75 6 87 Nortli Carolina 468.072 409,659 87 1,120,692 94 2 39 1,530,351 94 3 26 Ohio 1,06.3,337 8, 133, 622 7 65 264.2.52 08 24 8, 397, 874 OS 7 89 Oregon 61,641 318,331 5 16 10,375 30 20 a3 1,706 .30 5 43 1, 422, 377 7,994,705 5 62 4 15, 130 35 31 Khode Island 53,077 549,9.37 10 36 53, 170 98 1 no 603, 107 98 11 36 262, 279 34.5.634 1 31 9,80.141 8S 3 73 1,325,775 88 5 05 Tennessee &1.5,875 633,009 1 16 1,201,296 71 2 20 •1,839,305 71 NATIONAL AID TO COMMON SCHOOLS. Table 22.— Table based on returns to the Bureau of Education for 1881, cOc— Continued. 43 states (ind Territorica. fi a -■s-s Texas Vermont Virginia AVest Virginia "Wisconsin Alaslza Arizona Dakota District of Columbia :.. Idaho r Clierokees . Chickasaws Indian Territory .-j Choctaws ... ( Creeks l^Seminoles .. Montana I^'ew Mexico Utah Washington "Wyoming 230, 527 99,463 556, 665 213, 191 491,358 S753, 346 447,252 1,100,239 761, 250 2,279,103 S3 26 4 99 1 97 3 57 i 65 8780,435 26 39,570 68 1,098,067 77 158,516 89 117, 858 S8 $3 37 " 39 1 95 81,5.33,801 20 486,828 GS 2,198,306 77 919,766 89 2,396,961 88 9,571 38,815 43,588 7,520 44, 628 314, 481 527,312 44,840 16, 740 82 9, 424 32 63, 613 89 4,215 66 61,363 82 324, 908 32 592, 925 89 49, 055 66 6 41 8 37 13 61 6 52 42,353 23, 899 4,112 55,781 28, 973 199,264 114, 379 28,504 4, 660 .38 161,419 72 14,776 15 9,719 79 1, 300 64 60, 441 38 190,392 72 214,040 15 124,098 79 29,804 64 6 10 6 50 5 05 5 19 7 24 Table 23. — Showing the sum of money which each Slate and Territory would receive in the division of §15,000,000 among them all inproportion to their relative population ten years of age and upward who can not write {census of 1880. 6.239,958). Table 23. — Showing the sum of money which each State and Territory would receive, &c. — Continued. ^J si XEV/ ESGL.-iKD STATES, Maine New Hampshire Vermont Massachusetts Rhode Island Connecticut Total JUDDLE ST.iTES. New York New .Jersey Pennsylvania Delaware Total ,. SOUTBEIiX ST-\TES. Alabama Arkansas Florida Georgia Kentucky Maryland Mississippi Missouri North Carolina South Carolina Tennessee Texas Virginia "West Virginia Total WESTERN STATES. Illinois Indiana Iowa Kansas Michigan Minnesota Ohio "Wisconsin Total PACIFIC STATES. California Colorado Nebraska 22,170 14,302 13,837 219, 600 53, 249 228, 014 19,414 S53, 429 70 34,467 82 38, 167 17 224,081 80 59, 751 13 68,501 84 478, 399 46 529, 236 00 128,320 09 549, 513 74 3 a h States. Number who can not write. Amount. 43 4,069 7,423 89,806 29 17,889 43 40 Total 86, 924 209,486 44 TECEITOEIES AND DISTKICT OP COLTOIBIA. 41 5,842 4,821 1,778 1,707 57, 156 8,826 3,889 556 23, 778 ■ 14,079 22 11,618 61 4, 2S4 98 42 Dakota 43 46 Montana 23 137! 745 96 20,970 86 39 Utah 44 "Washington 47 31 District of Columbia Total 110,353 :, 607 27 :, 836 15 :, 241 OR , 202 5S i, 624 72 , 295 SO 1,333 68 1,840 02 :, 601 12 ', 148 32 1, 756 16 The amount to each illiterate "wlio can not "write is §2.41; to each who cannot read it is about §3,00. Table 24. — Table showing the sum of money which each Slate and Terri- tory would receive in the division of §15,000,000 among them all inpro- portion to their relative population ten years of age and upward who can not read {census, 1880). 4, 693, 981 11, 318. 394 21 3 4.9, .397 3.50, 110,761 266, 46,609 112, 39,476 95, 63,723 153, 34,546 83, 131,841 317, 55,558 133, 40G 77 934 01 327 69 137 16 572 43 255 86 736 81 894 78 627,911 1,513,265 51 53,430 10,474 11,528 I 128,766 30 25,242 31 27,782 08 States and Territories. No. of such il- literates in each State. Proportion of $15,000,000 to each State. 370, 279 5,496 153, 229 48,583- 9,321 20, 986 3,094 16, 912 21,541 70, 219 406,683 1,384 96,809 70,008 28, 117 25,503 258,186 297, 312 IS, 181 81,127,869 83 Arkansas 466, 735 53 147,983 82 28,373 77 63, 933 36 9, 424 32 California Dakota Delaware District of Columbia 63, 613 89 213,887 07 1,360,596 42 Illinois Indiana 213, 244 37 85,644 38 77,682 14 786,434 56 Maine... 55,379 33 44 NATIONAL AID TO COMMON SCHOOLS. TaI!LE21.- -Ta!j!e simriiig kiiih ofmmcij, (C-c— Coutiniied. Stnles I ml Territories. No. orsuch il- literates ill each Stiite. I*roportinii of S15,(X)ti,UU0 to each State. 111,387 75,035 47,112 20,551 315,012 133,818 1,530 7,830 3,703 11,982 3;),13G 52, 994 100,605 307, 890 86,754 5,370 140, 13S 17,456 321,780 S94,3.S5 250,223 4,851 12, 993 360,495 3,191 52,041 38,693 427 $339,28-1 SO 230,384 21 143,503 15 02,598 35 961,354 15 422,839 03 4,000 3S 23,850 IS 11,279 31 86,497 17 119,208 20 161,419 72 507,539 75 Jlont.u.ii Nebraska Neviicla New .Ioi->-y New I\Iexico New York Ohio OreKoii Riloclf I^lanil 1,201,290 71 Utah Vermont « 14,770 15 3vl, 570 OS ■Wnshinnlon 9,719 79 lr.S,510S9 4,923,451 15,000,000 00 Jlr. Presitlent, tho Committee on Ecliication and L:ibor has also re- ported another bill, the purpose of which is to provide a perpetual fund for distribution rmmg the States and Territories for the support of com- mon school.s. For the first ten years it is proposed that that distribu- tion be made on tho basis of illiteracy, and ever afterward ou that of actual population. The proposition is to found a fund, and to increase that fuud by placing to its account every year the proceeds of the sales of public lands aud cue-half the income from the land grant railroads of the country, so called, and to distribute not the money itself thus received, but the interest thereof. Of course at the beginning the amount for distribution would be very trifling, as the interest upon the three, four, or five million, whatever the amount might be, which would be passed to the credit of this fund as the accumulation from the two sources mentioned for the first year would be very little indeed, but gradually it would increase, and in the course of teu j'ears the amount of interest that would be likely to accrue for distribution would become of essential consequence. It might reach in ten j'ears the amount of three or four million dollars, aud ever after- ward it would continue to increase. That bill has in suljstance been before the country for ten or twelve years. The honorable Senator from Massachusetts [Mr. Hoar] whom I do not now see in his seat was one of the earliest and strongest advo- cates of that measure, and the honorable Senator from Vermont [Mr. Morkill] has identified his name with it as he has with so many other of the great measures of legislation which have been enacted during the last twenty years in this country. That measure has received the sanc- tion of the Senate upon, I think, more than one occasion. It has failed to pass the House of Representatives heretofore. At some time that bill will come up for consideration by the Senate. The Committee on Education and Labor looked upon these two bills as entirely harmonious in their relation with each other, the one now being discussed relating only to a temporary e.^cigency, proposing to dis- tribute a larger amount of money immediately to reach an existing dif- ficulty, in order to equalize the educational condition of the country as a whole, and the other bill would naturally supplement it, and about the time the lund from the temporar^'-aid bill shall disappear some- thing substantial will be coming from this. I make these remarks at this time in order that I may introduce, as bearing upon the general subject of national aid to education and as contributing something to thesymmetry of the discussion, which must include that bill earlier or later, certain documentary matter. I present table No. 25, showing the aggregate amount received from the disposal of public lands in the past twenty years, and one-half the yearly amount received from the railroads, aud the yearly income to be derived upon an average yearly amount at 4 per cent, for each of the ne.xt ten years for school purposes; a like table. No. 2G, giving the income from rail- roads from three and a half years; and table No. 27 showing the dis- posals of the public lands aud the amount received therefrom in each fiscal year from July 1, 1SG2, to June 30, 1882, inclusive. I think these tables, in connection with the others which I have already in- troduced, will furnish to the Senate and to everybody practically all the statistical information that exists in this couutry in tlie possession of the Government, from its archives, as beariug ou tho subject-matter of education. Table 25. — Showimj aggregate amount received fi-om the disposal ofpnU- lie lands in ilie past tioenti/ years, 549,874,303.38 ; average amount per year, $2,443,715.17 ; one-half the yearly amount received from railroads, §223,639.92. First vc.ir. Secoiul vca Third year. Fourlli vcn Fifth ve.'iv.. .Sixth vt-ar. .Seventh re Eighth vta Ninth year Teiitli year ', 405 09 ,810 IS :,215 27 1, 020 30 .025 45 ,430 51 ,S35 Oi! ', 240 72 1,045 81 , 050 90 426,7 533, 4 010, 1 To agricult- ural colleges. 871,130 80 142, 261 00 213, 392 40 284,523 20 355, 654 00 426,784 80 497,915 CO 509, 045 40 040, 177 20 711,308 00 S35, 505 40 71, 130 SO 100, 096 20 142,201 60 177,827 00 213, 292 40 248, 957 80 284,523 20 320, OSS GO 355, 654 00 Table 2G. — List of cash payments into the Treasury of the United States made by the Central Pacific Railroad Company on account of "25 per ce^it. of net earnings, ' ' under tlie act of 3Itiy 7, 1878, from July 1 , 1876, to Dcccmhcr 31, 1S81: six inonlli Twelve 111 ending December 31, 1.S78 (report for 1379. page 33) $181,329 51 nths ending December 31, 1879 (report for 1880, page 37)... 229, 070 32- uths ending December 31, 18S0 (report for lSSl,page 20)... 144,436 74 iiths ending December 31, 18S2 (.report for 1882, page 27)... 79, 140 91 Total fortlircaand a half years 063,932 49- Amoiints fonnd to be due in cash from the Union Pacific Railway Company on .account of *"2-3 per cent, of net earnings," tinder the act of May 7, 1873, for tho period from .July 1, 1878, to December 31, 18S1 ; but owing to questions in dis- pute payments have not yet been made by tlie company (sec report for 1382, pages 14 and 33J ; Si.x months ending December 31, 1S7S (report for ISSl, page 14) ?422,779 31 Twelve months ending December 31, 1S79 (report for ISSl, page 14).. 521, 038 S3 Twelve montlis ending December 31, 18S0 (report for 18S1, page 10).. 721, 993 08 Twelve months ending December 31, ISSl (report for 1882, page 31).. 590, 191 31 Total for three and a half years Less amounts due the company for services rendered prior to the act, which had been withheld by the Treas- ury Department, namely : Union Pacific (report for ISSl, page IS) 8191,2-14 34 Kansas Pacific (report for lS81,page IS) 805,920 71 2,259,002 OS- Due United Stales in cash 901,8.37 03 January 6,1SS3. — Payments made during the last three and a half ycars'by the Central Pacific, average yearly 189,712 13 Claimed by Government to be due, but nothing paid bj' Union Pa- cific, yearly average 2.57,607 72 Gesee.^l Land Office, January 8, 1883. Table 27. — Statement showing the disposition of the public lands and the amount received therefrom in each fiscal year from July 1, 1862, to June 30, 1882, inehisive. Year. Acres. Amoinil. 2, 906, 698. 43 3, 2S1, 865. 52 4.513,738.40 4; 029, 312. 87 7,041,114.50 6, 055, 742. 50 7,060,151.97 8,095,413.00 10,765,705.39 11,864,975.64 13,0,30,006.87 9,530,872.93 7,070,271.29 0,524,326.30 4, 849, 707. 70 8,080,178.88 9, 333, SS3. 29 14, 792, 371. 65 10,128,175.25 13,998,780.27 8232, 239 03- 797,817 92- 824, 615 08 1,347,802 52 1,032,7-15 90 4,472,SS6 28 3, 063, .513 90 2,929,284 70 3, 218, 100 00 3,408,515 50 2, 469, 938 50 1,781,001 27 1,74T,2!5 83 1,452,909 23- 2,022,532 16 1,883,113 50 2, 290, 161 00 4,402,112 .53 7,759,893 82- In addition to the area and amount given for 18^2 there were disposed of In- dian lands 310.330.13 acres for 403 1,617.22, which, added to the total for 1882, mako a grand total for 1882 of 14,300,103.-10 acres and 58,394,516.04. Jlr. President, I now come to certaiu propositions which I think are fairly deducible from the preinLses already laid down. These proposi- tions are, I think, true: First. That intelligence and virtue geuerally diffused among the masses of the i^eople are necessary conditions to the existence Of repub- lican governments in the nation and iu the States. Second. That iu so far as iguorauco aud vice exist republican govern- ments ftiil, and that although the forms of freedom may continue, yefc the substance will be eaten out and ultimately the fabric itsen will falL NATIONAL AID TO COMMON SCHOOLS. 45 Third. That there is now in all parts of the country a dangerous de- gree of ignorance among the people, and that those invested with the sovereignty, which is the suffrage, are by reason of ignorance to a dan- gerous degree unfitted to exercise the functions of government. Fourth. That this mass of ignorance is increasing and not diminish- :ing, although there has been a slightly greater increase of population than of illiteracy relatively during the decade from 1870 to 18S0 in the country as a whole. Fifth. That in many parts of the country conditions are growing rap- idly worse rather than better, and that the evil is of that peculiar nat- ure that the local power and disposition to apply the remedy grows less as the necessity for it increases. Sixth. That the danger to the country is everywhere, although the disease may be largely local ; that ignorance anywhere circulates every- where and poisons the political and social life of each State and of the Tviole people. Seventh. That the remedy must be applied by those who perceive the danger; that if there is anywhere indifference to the remedy it proves -that there is the more occasion for its use, and that the insensibility of the patient requires at once such measures on the part of those still in relatively sound health as will prevent the spreading of the plague ; •and that the cry of physicians and nurses for help should control our -action rather than the convulsions or the stolidity of the patients. Eighth. But in this case there is neither indiiference nor stolidity; there is simply an inability to combat the plague unaided and a cry of distress. Ignorance is worse in a republic than the pestilence. Ninth. That the exceptional degree of illiteracy prevailing in some parts of the country as it constitutes a common danger, so it is the re- sult historically of causes for which the whole country is responsible, and that those portions of the land which have been free from the im- mediate presence of the institution to which we trace the evil are not without participation in the guilt as well as the lucre which apper- tained to it. That everywhere the pharisee business is played out and the prayer •of the publican is in order. Tenth. Those parts of the country where there is least illiteracy have as a rule received already very largely pecuniary assistance from sources which originated in fortunate location and the wise providence of those who lived before them, and that there is justice in the request for help - made by those whose ancestors acquired and defended the soil whereon these happy millions and glorious institutions now repose in prosperity and strength. Eleventh. That there is no State or Territory in the Union where the facilities for common-school education should not be greatly in- creased, and none where twice the amount of expenditure and effort now going on might not profitably be made. Twelfth. That local taxation is very heavy, falling chiefly upon homesteads and visible personal property and the estates of those least able to bear taxation, which should come from the surplus of society and not from its primary means of existence, while the national income is derived mainly from things either better not consumed at all, and therefore the more heavily taxed the better still, because there will be "the less of that harm which comes from consumption, or from articles paid for by those who have the surplus earnings and accumulated wealth of society. Thirteenth. That since, at the present time, the national taxation is iur less burdensome to the masses of the people, upon whom falls much more heavily the weight of the support of State and local institutions, sind also since the existence of the nation is as much imperiled by ig- norance as the perpetuity of the States, therefore the common good re- quires the appropriation of national aid to the support and maintenance of common schools. Fourteenth. That this aid should he distributed in such way and should so long continue as is necessary, in order to equalize the facili- ties for common-school education, and to once elevate the status of the masses of the community to a high standard of intelligence, at which point and after which the community would, in self defense and from the instinct which inclines men to keep a good when they possess it, be sure to educate itself suificiently without national help. This is proved : that systems of education are best supported and most firmly fixed in the most intelligent States. Those States would as soon surrender their liberties as their schools. They are synonymous. I now pass to consider the ability of the different sections to bear tax- ation. The ability of communities to bear taxation is not in proportion to their relative total wealth or property. But there must first be de- ducted as properly exempt from any imposition so much property and producing power as is necessary to subsistence, and taxation can not be sustained except upon the surplus remaining, if any. The valuation per capita of the New England States is $661; of the Middle States, |473; ofthe Western States, §33-1; of the Territories, $211; of the South- ern States, §155; of the colored population, not over §5; average of whole country, §337. But the ability to bear taxation depends upon producing power at the time the levy is made as much as upon accumulated propertj', for property will not sell and consequently can not pay unless producing ifoices are active. The census shows that from 1870 to 1830 in the States of Virginia, West Virginia, North Carolina, South Carolina, Georgia, Florida, Ala- bama, Mississippi, Louisiana, Texas, Arkansas, Kentucky, and Tennes- see, thirteen States, there was a net loss in valuation of $202,868,814. In Texas there was a gain of §170,631,586; in Georaia, .§12,253,080; North Carolina, §25,721,580; total, §208,606,240. Consequently the total loss of valuation in the other ten States enumerated was the enor- mous sum of §411,475,090 in ten j'ears. Bear in mind these are not the ten years during which the slaves were liberated. These were the ten vears between 1870 and 1880. Mr. MILLER, of New York. If it will not interrupt the Senator, I should like to ask him if it is not possible that that difference or shrink- age of value in some of the Southern States is accounted for by the dif- ference in the value of money in the census reports, being currency in 1870 and gold in 1880? Mr. BLAIR. I can not say in regard to that. That is an open ques- tion upon which everybody can draw his own inference. But during the same time in the country at large, as the Senator knows, the aggre- gate valuation, which undoubtedly was made upon the same substan- tial basis in all parts of the country, very nearly doubled. It went from sixteen billion to thirty billion dollars or more, if I recollect aright. I will not vouch for figures, but I think it was from sixteen to thirty billion dollars, the actual values. The Senator will observe, too, that in three of the States enumerated there was an actual increase: in North Carolina of §25,000,000, in Texas of §170,000,000, and in Georgia of §12,000,000. I apprehend that the valuation is substantially on the same basis. Mr. EDMUNDS. How do you account for it? Mr. BLAIR. I account for it in the actual diminution in the cash value of the property in those States, if the figures are worth anything. Mr. EDMUNDS. But how do you account for it? Mr. BLAIR. From the general influences that operated in that sec- tion of the country. I think the data before the country very plainly show in most of these same States a quickening and revival in the busi- ness tendencies and in the business activity of the people and a general inclination to the investment of capital from abroad. The people are turning their attention to industrial questions, and very rapidly. The face of the South is being transformed, and the old poetic quotation will come in one of these days; the South will really bud and blossom as the rose, and that before a great while. But between the years 1870 and 1880 we all know the condition ofthe Southern country, and I do not think I could elucidate the subject in such a way that it would be better understood than the honorable Senator from Vermont and others already understand it. The lack of education among the masses of the people is undoubtedly one more reason why property depreciated; perhaps the greatest reason was the absence of schools, and that was one cause why Northern im- migration failed to find its home in the South rather than in the West. If there is anything that a Northern man or a Northern family wants, it is a chance to educate the children ; it will not go where there are no schools. It is only primarily by the establishment of schools that that portion ofthe country can avail itself of the natural tendencies to immigration in that direction, either of individuals or of capital largely. The decrease in the losing States varied from 45 to 78 per cent. I call attention to the thread of what I was saying, showing a decrease in the valuation in ten of those States of §411,000,000. During the same ten years the increase of population was 4,006,982, which is Isup- Ijose at least 30 per cent, of the population of the same thirteen States in 1870. Ignorance and poverty procreate faster than intelligence and wealth. Again, ability to bear taxation for a certain purpose will depend upon the other existing demands for the application of revenue. In a great section of our country the fixed capital, the houses, structures of all kinds for residence and business of eveiy description, highways, and other means of transportation, &c., were lately destroyed by fire and sword, and when for that reason they have to be replaced or must be produced as a primary condition to existence and advancement for any reason, the taxation, such as poorand struggling communities can bear, must be greatly absorbed in these uses. A community has certain primary physical necessities like an individual, and as he must eat be- fore he'learus to read, so the community must provide for some things even before it provides completely for the intellectual culture of it3 children; hence itwould be expected for all these causes that the people in the Southern States would be able to pay far less for the support of common schools than other portions of the American people. Yet, as a fact, they pay in proportion to their valuation as much and in propor- tion to their capacity to be taxed a great deal more for the education of their children. It is not a question of effort, but of strength. The rate per cent, of school to total taxation is, in New England, 20.2 per cent. ; Middle States, 19.5 per cent. ; Western States, 26. G per cent. ; Territories, 22.4 per cent.; Southern States, 20.1 per cent.; average, whole country, 22.6 per cent. Sir. EDMUNDS. Do you mean on the total valuation? Mr. BLAIR. No; the percentage of school taxation to the entire amount of taxation. Mr. EDMUXDS. To a fixed ratio. 46 NATIONAL AID TO COMMON SCHOOLS. Mr. BLAIR. Taking the entire taxation of the country and dividing that taxation into groups, the New England States, the Middle States, the Western States, the Territories, and the Southern States. In New England 20.2 per cent, of all taxation is given to education, to schools. Mr. ED.MUND.S. That percentage of-the total for all purposes? Mr. liLAIR. Of the amount of all taxes raised and collected. For instance, where there is i?100,000 raised in any given community in New England, §20,200 of that $100,000 is applied to schools; ia the Sliddle States, ,$10,500 of the §100,000 is applied to schools; in the Western States, l?26,G00 isappliod to schools; in the Territories. $22,400 is applied to schools; in the Southern States, §20,100 is applied to schools; and the average for the whole country of every §100,000 of taxation is §22, GOO. It has a very important bearing on the merits of the proposition that this table be understood. I now proceed to consider the increase of educational expenditures required. I have not dared to make these calculations up to what I think thgy really should be; they are the minimum. The education of children'is abusiness just as much as the running of a government, or a line of transportation, or the raising of crops. A j)lant is first re- quired. The child, ignorant of his letters, is the raw material; and in theory at least, the young man or woman instructed in the ritdi- ments of knowledge and skilled in the primary arts for its acquisition is the manuliictured article. Falling back upon the returns of the Bureau of Education of 1881, the latest and most reliable we have, and bearing in mind all that I have said in the early part of my remarks of the increase since that time and the enlarged proportions of the problem we are dealing with, I ask attention to the following facts: In 1831 there were children of the school ages in the United States not enrolled, that is, not attending at all anywhere in public or private schools, 6,030,930. I -will here state that educators complain everywhere that they lack accommodations for those who are actually enrolled. There are no school-houses for their accommodation. In fact there are not sittings for more than are enrolled anywhere. A school-house for fifty pupils can not cost less than §300. We have, then, a necessity for increase o school-houses 120,567, and of teachers at least the same number. The houses would cost §36,170,100; if you fit the teachers -with one year of instruction, at §250, §30,141,850; teachers' wages for three-months' school, at §30, boarding themselves, about 50 cents per day — one- third pay of diggers of ditches and short drains — §10,854,930; cost of books, wh:ch must be paid for by some one,'§180,782; total, §77,347,662, to provide the plant and run it three montlis for the instruction of the children not now attending school at aU in this country. Take now the seventeen Southern States, including the District of Columbia. There were not-enrolled children of school ages returned to the bureau in the year 1881, 2,873,399; school-houses and teachers required, 57,465; cost of houses at §300 each, §17,239,500; cost of fit- ting teachers, at §250 one year, §14,366,250; pay for three months, •wages at §30 per month, teacher paying board, §5,172,750; school- books, §86, 148— -a total cost to provide for and instruct for three months the children not now enrolledin public or private schools §36,864,648, of which §31,692,898 is necessary before the schools could begin. Now, all this done, in addition to what already exists north and south, the country would be only tolerably supplied with a school plant, the repair and reproduction of which, with constant increase of investment to perform properly the increasing educational work, must be provided for. But it should be borne in mind that a school of three months leaves nine months in the year in which to forget what has been learned in the three. Many schools are far less in duration, and consist of but a single term during the year, some not more than three or four weeks, in fact. These averages are pernicious, inasmuch as it is like an effort to divide the crime or misery of the country according to population, and say that each person sutlers 25 per cent, from cancer, or is three- fourths a lunatic, or 50 per cent, a murderer. But it is the best we can do, and in no event are we likely fully to grasp the tremendous signifi- cance of the solid facts. The schools in my opinion should be six months yearly, and be divided in two terms. That is enough ; and the rest of the time of youth should be given to industrial improvement and recreation. The actual yearly expenditures of all moneys for public schools in the whole country is at this time just about §80,000,000. I believe that to be a liberal estimate. Of this, in the sixteen Southern States, with the District of Columbia, there may be §14,000,000. In the year 1881 it was §13,359,784, as returned to the Commissioner of Education. The schools average about three months yearly. If we deduct the §14,000,000 from §80,000,000 we have remaining as the expenditure in the rest of the country §66,000,000. As these South- ern States have one-third the total population, in order to place that section upon an equality of privilege with the rest there should be, in- stead of §14,000,000, .1 yearly expenditure of §33,000,000 for her en- rolled children, and none of these calculations make any provision for children not enrolled at all. It is too low an estimate to say that in the North there should bean expenditure of §100,000,000 at once to increase school facilities, pro- vide and qualify teachers for their work, and at least as much more in the South, or in the whole country, §200,000,000. Upon the present basis of expenditure in the North there would be §100, 000, 000 annually paid for the support of public schools in the whole country. If one- third the children are now unenrolled and unprovided for, there should be an increase in j'early expenditure of §50,000,000 on their account. This would make the annual cost of our public schools only §150,000,- 000, and would give to all the children of the whole country but six months' training each year, and to teachers only the pay of common laborers or less. The proposition of the Senator from Illinois [Mr. Logan] — setting aside the source of supply from which he proposed to get the money which would have a tendency to identify the support of the public schools with the prosperity of a business which I hope will yet disap- pear from the earth, which proposition was to appropriate about §80,- 000,000 yearly to schools — is really moderate when the necessities of the problem are fairly stated, and I take this occasion to say that the proposition of the Senator from Illinois, divested of the objectionable feature referred to, is worthy of a great statesman and far-seeing patriot. There is nothing the matter but our own failure to fully appreciate the stern requirements of the situation. If fifty, eighty, or one hundred millions could be substituted for the fifteen millions proposed in this bill, and the whole distributed upon the basis of population, or of illiteracy, temporarily, it would be far better. But I have no hope of the adoption of such a measure, and the committee felt tinder the necessity of confining the amount to the com- parative pittance of fifteen millions, which must necessarily, if not very largely increased, be confined to the dense clouds of ignorance where explosions are threatened; that is to say, it must be applied locally to the evil itself. In States which receive Isut little, comparatively little is wanted. Even after §15,000,000 are divided upon the basis of illiteracy, the individual child will receive for his education in California, §15.12; in Colorado, $14.34; in Connecticut, §10.71; -in Nevada, §14.40; in New Hampshire, §10.07; in Ehode Island, §11.36; in District of Columbia, §13.61, and in Massachusetts, §19.21. While in Alabama he will receive §3. 64; in Arkansas, §3.13; in Flor- ida, §3.75; in Georgia, §4.03; in Kentucky. §3.67; in Louisiana, §4.96; in Mississippi, §4.09; in Virginia, §3.94; in West Virginia, §4.31; in North Carolina, §3.26; in South Carolma, §5.05. While the immediate need in these last States is at least for double the education called for in the first group. This bill appropriates §15,000,000 the first year, and will give to every State and Territory §3 for each person over ten years of age who can not read, and §2.41 for each person who can not write, lessening in amount, that is according to the basis of distribution, §1,000,000 yearly for ten years, when all payments are to cease. The State will apply the funds and render a yearly account of the manner in which the work is done. The Executive, if dissatisfied, can withhold further expenditures, subject to the action of Congress. Each State and Territory must expend for school purposes at least one-third the amount received during the first five years and an equal amount the second five years of the operation of the bill if it should become a law. States receiriug small amounts can expend the same for normal in- struction, teachers' institutes, or otherwise, as they prefer. The amount that New Hampshire receives, for instance, would increase her normal school focUities more than threefold beyond the present expenditure of the State, or give 59 cents yearly to persons of school age. The funds must be applied to schools and not to structures, not ex- ceeding one-tenth to the qualification of teachers, which is the first ne- cessity. The States are required to so use the fund as to bring about an actual equalization of school advantages to all children alike. In- dustrial education is provided for when practicable, which wUl be but seldom, although something may be done in suitable localities and in the way of beginning. We are a great way deeper in the mire than we realize when we talk of doing much in the way of teaching trades and occupations before our children can half of them find a chance to learn to read. But it will come in time, and a beginning can now be made in the way of set- ting out a few .young trees. The Territories are of the utmost importance, and the bill under- takes to provide for them iudisiiensable legislation, both in appropria- tions and administration. The method of expenditure in the States is the same substantially which has already been adopted by the Senate in the passage of the bill establishing a national school fund from the proceeds of the sale of pub- lic lands, &c. As both parties have already indorsed that method of expenditure on more than one occasion, the committee, or at least a majority of its members, have thought best to avoid all chance for con- troversy on that subject by adopting that which, having been repeat- edly sanctioned, can now be repudiated with consistency. I also embrace this fitting opportunity to say that I fully believe that the States will everywhere disburse the moneys received under this bill, if it becomes a law, in good foith and with as sacred regard to the demands of prudence and honor in one section of the country as in the other. For a year or two there may be some possible confusion NATIONAL AID TO COMMON SCHOOLS. insetting up and testing niiichiuery, but in the existing condition of the public nund the better way is to give outright to the States and hold them, a5 they desire to be held, to au undivided responsibility, to be redeemed upon their honor. We shall not trust to that honor in vain. Mr. President, the absolute necessities of this nation of these States, of their darkened present and of the portentous future, demand the appropriation of public money from a full Treasury to aid in theestab- lishment and support of common schools throughout the country. Sir, I appeal to the flicts, and entreat the Senate to pass this bill. [Text of the bill (S, 398) as it passed the Senate April 7, ISS'l, by a vote of yeas u'- 33, nays 11. An act to aid in the establisbmentandtemporary supportof commonschoola. Be it enacted hy the Senate and Souse of Represcnlalives of the United Stales of America in Congress assembled. That for eig-ht years next after the passage of this act there shall be annually appropriated from the money in the Treasury the following sums, to wit: The first year the sum of &7, 000,000, the second year the sum of 810,000,000, the third year the sum of S15,000,000, the fourth year the sum of S13,000,000, the fifth year the sum of 511,000,000, the sixth year the sum of S9,000,bo0, the seventh year the sum of 87,000,000, the eighth year the sum of $5000,000 ; which several sums shall be expended to secure the benefits of com- mon-school education to all the children of the school age mentioned hereafter living in the United States, Sec. 2. That such money shall annually be divided among and paid out in the several States and Territories in that proportion which the whole number of per- sons in each who, being of the age of 10 years and over, can not write, bears to the whole number of such persons in the United States; such computation shal]^ be made according to the census of 1S30. Sec. 3. That no State or Territory shall receive any of the benefits of this act until the governor thereof shall file with the Secretary of the Interior a state- ment, certified by him, showing the character of the common-school system in force in such State oi' Territory; the amount of money expended therein during the last preceding school year in the support of common schools, not including expenditures for the rent, repair, or erection of school-houses ; whether any dis- crimination is made in the raising or distributing of the common-school revenues or in the cominon-school facilities afforded between the white and colored chil- dren therein, and, so far as is practicable, the sources from which such revenues were derived ; the manner in which the same were apportioned to the use of the common schools; the number of white andthe number of colored common schools; the average attendance in each class and the length of the school term. No money shall be paid out under this act to any State or Territory that shall not have provided by law a system of free common schools for all of its children of school age, without distinction of race or color, either in the raising or dis- ti'ibuting of school revenues or in the school facilities afforded: Provided, Thtxt separate schools for white and colored children shall not be considered a viola- tion of this condition. The Secretary of the Interior shall thereupon certify to the Secretary of the Treasury the names of the States and Territories which he finds to be entitled to share in the benefits of this act, and also the amount due to each. Sec. 4. That the amount so apportioned to each State and Territory shall be drawn from the Treasury by warrant of the Secretai-yof the Treasury, upon the monthly estimates and requisitions of the Secretary of the Interior, as the same may be needed, and shall be paid over to such ofiicers as shall be authorized by the laws of the respective States and Territories to receive the same. Sec. 5, That the instruction in the common: schools wherein these moneys shall be expended shall include the art of reading, writing; and speaking the English language, arithmetic, geography, history of the United States, and such other branches of useful knowledge as may be taught under local laws. Sec. 6. The money appropriated and apportioned under the provisions of this act to the use of any Territory shall be applied to the use of common and indus- trial schools therein by the Secretary of the Interior. Sec. 7. That the design of this act not being to establish an independent sys- tem of schools, but rather to aid for the time being in the development and maintenance of the school system established by local government, and which must eventually be wholly maintained by the States and Territories wherein they exist, it is hereby provided that no greater part of the money appropriated under this act shall be paid out to any State or Territory in any one year than the sum expended out of its own revenues or out of moneys raised under its authority in the preceding year for the maintenance of common schools, not including the sums expended in the erection of school buildings. Sec. 8. That a part of the money apportioned to each State or Territory, not exceeding one-tenth thereof, may yearly be applied to the education of teachers for the common schools therein, -which sum may be expended in maintaining institutes or temporary training schools or in extending opportunities for nor- mal or other instruction to competent and suitable persons, of any" color, who are without necessary means to qualify themselves for- teaching, and who shall agree in writing to devote themselves exclusively, for at least one year after leaving such training-schools, to teach in the common schools for such compen- sation as may be paid other teachers therein. Sec. 9. That no part of the educational fund allotted to any State or Territory shall be used for the erection of school-houses or school buildings of any descrip- tion, nor for rent of the same. Sec. 10. That the moneys distributed under the provisions of this act shall be used only for common schools, not sectarian in character, in the school districts of the several States and Territories, in such way as to provide, as near as may be, for the equalization of school privileges to all the children of the school age prescribed by the law of the State or Territory wherein the expenditure shall be made, thereby giving to each child, without distinction of race or color, ah equal opportunity for education. The term "school district" shall include all cities, towns, parishes, and other territorial subdivisions for school purposes, and all corporations clothed by law with the power of maintaining common schools. Sec 11. That no second or subsequent allotment shall be made under this act to any State or Territory unless the governor of such State or Territory shall first file with the Secretary of the Interior a statement, certified by him, giving a de- tailed account of the payments or disbursements made of the school fund appor- tioned to his State or Territory and received by the State or Territorial treasurer or officer under this act, and of the balance in the hands of such treasurer or offi- cer withheld, unclaimed, or for any cause unpaid or unexpended, and also the amount expended in such State or Territory as required by section 8 of ihis act, and also of the number of public, common, and industrial schools, the number of teachers employed, the total number of children taught during the year, and in what branches instructed, the average daily attendance, and the relative num- ber of white and colored children, and the number of months in each year schools have been maintained in each school district. And if any State or Territory shall misapply or allowtobemisappliedj or in any manner appropriated or used other than for the purposes herein required, the funds, or any part thereof, received under the provisions of this act, or shall fail to comply with the conditions herein prescribed, or to report as herein provided, through its proper officers, \ the disposition thereof, and the other matters herein prescribed to be so re- ported, such State or Territory shall forfeit its right to any subsequent apix)r- tionment by virtue hereof until the full amount so misapplied, lost, or misap- propriated shall have been replaced by such State or Territory and applied as herein required, and until such report shall have been made: Provided, Tliat if the public schools in any State admitpupilsnotwithin theages herein specified, it shall not be deemed a failure to comply with the conditions herein. If it shall appear to the Secretary of the Interior that the funds received under this act for the preceding year by the State or Territory have been faithfully applied to the purposes contemplated by this act, and that the conditions thereof have been observed, then the Secretary of the Interior shall distribute the next year's appropriation as is hereinbefore provided. The Secretary of the Interior shall have poTver to hear and examine any complaints of misappropriation or unjust discrimination in the use of the funds herein provided, and shall report to Con- gress the results thereof. Sec. 12. That on or before the 1st day of September of each year the Secretary of the Interior shall report to the President of the United States v/hether any State or Territory has forfeited its right to receive its apportionment under this act, and how forfeited, and whether he has withheld such allotment on account of such forfeitui'e ; and each State and Territory from which such apportion- ment shall be withheld shall have the right to appeal from such decision of the Secretary of the Interior to Congress. Sec. 13. That the Secretary of the Interior shall be charged with the praciical administration of this act in the Territories through the Commissioner of Edu- cation, who shall report annually to Congress its practical operation, and briefly the condition of common and industrial education as affected thereby through- out the country, -which report shall be transmitted to Congress by the Secre- tary of the Interior, accompanying the report of his Department. And the power to alter, amend, or repeal this act is hereby reserved. Sec. 14, That no State or Territory that does not distribute the moneys raised for common school purposes equally for the education of all the children, with- out distinction of race or color, shall be entitled to any of the benefits of this act_ Passed the Senate April 7, 1834. Attest : ANSON" G. McC00K:,5ccrefary. [Text of the bill (S. 3D3) as reported to the Forty-eighth Congress.] Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled. That for ten years after the passage of this act there shall be annually appropriated from the money in the Treasury the fol- lowing sums, to wit : The first year the sum of ^15,000,000, the second ye^r the sum of S14,000,000, the third year the sum of §13,000,000, and thereafter a sum diminished §1,000,000 yearly from the sum last appropriated until ten annual ap- propriations shall have been made, when all appropriations under this act shall cease; which several sums shall be expended to secure the benefits of common- school education to all the children of the school age mentioned hereaiter living in the United States. Sec. 2. That such money shall annually be divided among and paid out in the several States and Territories in that proportion which the whole number of persons in each who, being of the age of ten years and over, can not read and write bears to the whole number of such persons in the United States ; and until otherwise provided such computation shall be made according to the ofScial returns of the census of 1880. Sec. 3. That the Secretary of the Interior, at the close of each fiscal year, shall ascertain the total amount of the school fund to which the States and Territories and the District of Columbia are entitled under the provisions of this act, and shall certify the same to the Secretary of the Treasury. That upon the receipt of such certificate the Secretary of the Treasury shall, on or before the 31st day of July of each year, apportion the said total sum so certified among the several States and Territories and tb e District of Columbia upon the basis of population and illiteracy specified in the second section of this act. Sec. 4. That the amount so apportioned to each State and Territory and to the District of Columbia shall be paid, upon the wai-rant of the Commissioner of Education, countersigned by the Secretary of the Interior, out of the Treasury of the United States, to the treasurer of the Stat«, Territory, or District, or to such officer as shall be designated by the laws of such State, Territory, or Dis- trict to receive, account for, and pay over the same to the several school dis- tricts entitled thereto under said apportionment. The term "school district " as used in this section shall include cities, towns, parishes, or such other corpora- tions as by law are clothed with the power of maintaining common schools: Provided, That such distribution or payment, after the receipt of said fund by the State, Territory, or District, may be made to any officer designated by the laws of the State, Territory, or District, for the disbursement of the school funds to the teachers employed in such schools. Sec. 5. That the instruction in the common schools wherein these moneys shall be expended shall include the art of reading, writing, and speaking th'j English language, arithmetic, geography, history of the United States, and such otherbranches of useful knowledge as may be taugh tundeiilocal laws, and shall include, whenever practicable, instruction in the arts of industry, and the in- struction of females in such branches of technical or industrial education as are suited to their sex, which instruction sliall be free to all, without distinction of race, color, nativity, or condition in life : Provided, That nothing herein shall deprive children of different races, living inthe same community but attending separate schools, from receiving the benefits of this act the same as though the attendance therein were without distinction of race. Sec. 6. The money appropriated and apportioned under the provisions of this act to the use of any Territory shall be applied to the use of common and indus- trial schools therein by the Secretary of the Interior. Sec. 7. That the District of Columbia shall be entitled to the privileges of a Territory under the provisions of this act, but its existing laws and school au- thorities shall not be affected by the operation of this act. The Commissioner of Education shall be charged with the duty of superintending the distribution of its allotment, and shall make full report of his doings to the Secretary of the Interior. Sec. S. Thatthedesign of this act not being to establish an independent system of schools, but rather to aid for the time being in the development and mainte- nance of the school system established by local government, and which must eventually be wholly maintained by the States and Territories wherein they exist, it is hereby provided that no part of the money appropriated under this act shall be paid out in any State or Territory which shall not, during tlie first fiveyears"of the operation of this act, annually expend for the maintenance of common schools at least one-third of the sum which shall be allotted to it under the provisions hereof, and during the second five years of its operation a sura, at least equal to the whole amount it shall be entitled to receive under this act. Sec. 9. That a part of the money apportioned to each State or Territory, not exceeding one-tenth thereof, may yearly be applied to the education of teachers for the common schools therein, which sum may be expended in maintaining institutes or temporary training schools, or in extending opportunities for nor- mal or other instruction to competent and suitable persons, of any color, who are without necessary means to qualify themselves for teaching, and who shall agree in writing to devote themselves exclusively, for at least one year after leaving such trainingschqols, to teach in lire common schools, for such compen- sation as may be paid other teachers therein. Sec. 10. That no part of the educationalfundallotted to any State or Territory 48 NATIONAL AID TO COMMON SCHOOLS. or Ihc Pistrlct of Columbirt slmll be used for the erection of school-houses or school buiUliii-sofniiv description, nor for rent of the same. Si"r. II Tli;it tin- i!ioin>ys (li>^tril>ii(i*(l nnilcr tlio provisions of this act shall bo nsei'l i'n liir ^rlh.1,1 Mi-I ri-i- .>r t lu' <-'Vit;iI stales jind IVrritorics in such way as tOprovi.U- ;i-.nrii ;i-in,i\ I ir f. -c 1 1 h ■ r^ ' l^^l ' '"''' " '" "'' ^'•''^"^^"'"^'''^K'^S tO all the chil(in-iiol'ilir-, 1 1 i,._^,-|.|-,~riiii<'>ll.y Ihc hi \v.. ft lie stale or Territory wherein the* rvpcii.liiiiir -.li.ill lie ni.ulr, tlicruby ^ivin;^' lu cieh child an opportunity for coiiiiiii'M--> liiM.l iiihl, --'> l.ir as may be," of industrial education; and to this end fxi-i II. ■ piiiilir ■-riiMil-, not -c.iarian in character, may be aided, and new ones nKi> I" . -lahii-lu.l. as Ilia V hv ilecmed best, in the several localities. .si , ij riiai anv Slate in wliioli the number of persona 10 years of age and upwaiil win. ran not read and write is not over 5 per cent, of the whole pot>ula- tii.ii ihrLof -.li ill have tliL- ri^ht to receive its allotment and to apply the same for the pi.anniioii uf cuuinion-.sehool and industrial education, or the education of tcaelicrs ihurtrin, insuclia way as the Legislature of such State shall provide. Sec. 13. That the Secretary of 'the Interior shall receive from the governor of each State and Territory a report, to be made by or tlirough such governor on or before the 30th day of June of each year, giving a detailed account of the pay- ments or disbursements made of the school fund apportioned to his State or Territory and received by the State or Territorial treasurer or officer under sec- tion 4 of"this act, and of the balance in the hands of such treasurer or officer withheld, unclaimed, or for any cause unpaid or unexpended, and also the amount expended in such State or Territory as required by sections of this act, and also of the number of public, common, and industrial schools, the number of teachers employed, the total number of children taught during the year and in what branches instructed, the average daily attendance, and the relative num- ber of white and colored children, and the number of months in each year schools have been maintained in each school district, and such other informa- tion in relation to the use of the school fund and the condition of common- school education as the Sccretai-y of the Interior may require. And if any State or Territory shall misapply or allow to be misapplied, or in any manner appro- priated or used other than for the purposes herein required, the funds, or any part thereof, received under the provisions of this act, or shall fail to comply with the conditions herein prescribed, or to report as herein provided, through its proper officers, the disposition thereof, such State or Tcrritoryshall forfeit its right to any subsequent apportionment by virtue hereof until the full amount so misapplied, lost, or misappropriated shall have been replaced by such State or Territory and applied as herein required, and until such report shall have been made : Provided, That if the public schools in any State admit pupils not within the ages herein specified it shall not be deemed a failure to comply with the conditions herein. Sec. 14. That on or before the 1st day of September of each year the Secretary of the Interior shall report to the President of the United States whether any State or Territory or the District of Columbia has forfeited its right to receive its apportionment under this act, and how forfeited, and whether he has withheld such allotment on account of such forfeiture; and each State and Territory and the Districtof Columbia from which such apportionmentshall be withheldshall have the right to appeal from such decision of the Secretary of the Interior to Congress ; and if the next Congress shall not direct such share to be paid, it shall be added to the general educational fund for distribution among the other States and the Territories and District of Columbia which shall be entitled to the bene- fit of the provisions of this act. Sec. 15, That the Secretary of the Interior shall be charged with the practical administration of this act in the Territories and the District of Col umbia, through the Commissioner of Education, who shall eport annually to Congress its prac- tical operation, and briefly the condition of common and industrial education as affected thereby throughout the country, which report shall be transmitted to Congress by the Secretary of the Interior, accompanying the report of his De- partment. [Text of bill (S. 151) introduced in the Forty-seventh Congress.] In the Sen'.\te of the United States, December 6, 1881. Mr. Elair asked and, by unanimous consent, obtained leave to bring in the following bill ; which was read twice, and referred to the Committee on Educa- tion and Labor. Decmber 20, 1881, ordered to be printed. A bill to aid in the establishment and temporary support of common schools. JSe i( enacted by the Senate and House of Representatives of the United States of America in Congress assembled. That for ten yearsnextafter the passage of this act there shall be annually appropriated from the money in the Treasury the follow- ingsums, to wit : The first year the sum of 315,000,000, the second year the sum of 814,000,(100, the third year the sum of §13,000,000. and thereafter a sum diminished 51,000,000 yearly from the sum last appropriated until ten annual appropriations shall have been made, when all appropriations under this act shall cease ; which several sums shall be expended to secure the benefits of common-school educa- tion to all the children living in the United States. Sec. 2. That the instruction in the common schools wherein these moneys shall be expended shall include the art of reading, writing, and speaking the English language, arithmetic, geography, history of the United States, and such other branches of useful knowledge as may be taught under local laws, and may in- clude, whenever practicable, instruction in the arts of industry ; which instruc- tion ehall be free to all, without distinction of race, nativity, or condition in life : Provided, That nothing herein shall deprive children of different races, living in the same community but attending separate schools, from receiving the bene- fits of this act the same as though the attendance therein were without distinc- tion of race. Sec. 3. That such money shall annually be divided among and paid out in the several States and Territories in that proportion which the whole number of persons in each who, being of the age of ten years and over, can not read and write bears to the whole number of such persons in the United States; and until otherwise provided such computation shall be made according to the official returns of the census of 18S0. Sec. 4. That such moneys shall be expended in each State by the concurrent action, each having a negative upon the other, of the Secretary of the Interior, on the part of the United States, and of the superintendent of public schools, board of education, or other body in which the administration of the public- school laws shall be vested, on the part of the several States wherein the ex- penditures are respectively to be made; and whenever the authorities of the United States and of the State fall to ngrce as to llio distribution, use, aud ai>- plication of the money hereby provided for, or any part thereof, payment thereof, or such part thereof, slmll be suspended, and if such disagreement con- tinue throughout the fiscal year for which the same was appropriated, it shall be covered into the Treasury and shall be added to the general appropriation for the next year, provided for in the (U'st section of this act. All sums of money appropriated under tlie provisions of this act to the use of any Territory shall be applied to the use of schools tlierein by the Secretary of the Interior, through the commissioner of common schools, whose appointment is hereinafter provided for. Sec. 5. That the moneys distributed under the provisions of this act shnll be used in the school districts of the several States and Territories in such way as to provide for the equalization of school privileges to all the children thnxigh- out the State or Territory wherein the expenditure shall be made, thereby giv- ing to each child an opportunity for common-school education ; and to this end existing public schools not sectarian in character may be aided, and new ones may be established, as may be deemed best in the several localities, Skc. 6. That apart of the money apportioned to each State or Territory, not exceeding one-tenth thereof, may yearly be applied to the education of teachers for the common schools therein, which sum maybe expended in maintaining institutes or temporary training schools or in extending opportunities for nor- mal or other instruction to intelligent and suitable persons, of any color, who are without necessary means, and who shall agree, in writing, to qualify them- selves and teach in the common schools of such State or Territory at least one yeai*. Sec. 7. That the design of this act not being to establish an independent sys- tem of schools, but rather to aid for the time being in the development and maintenance of the school systems established by local power, and whieli must eventually be wholly maintained by the States and Territories wherein they exist, it is hereby provided that no part of the money appropriated under this actshall be paid out in any State or Territory which shall not during the first five years of the operation of this act annually expend for the maintenance of common schools, free to all, at least one-third of the sum which shall be allotted to it under the provisions hereof, and during the second five years of its opera- tion a sum at least equal to the whole it shall be entitled to receive under this act ; and if such expenditure shall not be shown to the Secretary of the Interior at the end of each fiscal year by each State or TeiTitory, respectively, or by such other evidence as shall be satisfactory to him, then the allotment under this act for each subsequent year so long as there shall be a deficiency of such expendi- ture by the State or Territory from the proceeds of local funds, whether derived from taxation or otherwise, shall be expended for the support of common schools therein wholly in the discretion of the Secretary, who shall apply the same to the support of existing or to the establishment of new schools in such way as he shall deem best. Sec. 8. That no part of the money herein provided for shall be used for the erection of school-houses or school-buildings of any description, nor for rent of the same : Provided, however. That whenever it shall appear to the Secretary that otherwise any given locality will remain wholly without reasonable common- school advantages, he mayjin his discretion, from the general fund allotted to the State or Territory, provide schools and fortheirtemporary accommodations, by rent or otherwise, in the most economical manner possible: And provided fur- ther. That in no case shall more than 5 per cent, of such allotment be set apart for or be expended under the provisions of this section. Sec. 9. That there shall be appointed by the President, by and with the advice and consent of the Senate, a commissioner of common schools in each State and Territory, who shall be a citizen thereof and shall reside therein, and shall perform all such duties as may be assigned to him by the Secretary of the In- terior, and who shall be specially charged with all the details of the execution of this act within his jurisdiction, and in co-operation with the State authorities. In the Territories he shall also be charged with the general supervision and control of public education, and shall possess all the powers now vested in Ter- ritorial superintendents and boards of education, or by whatever Territorial officers the same may have been hitherto exercised. He shall be paid a' salary of not less than three nor more than five thousand dollars, in the discretion of the Secretary of the Interior. He shall annually make full reports of all mat- ters connected with schools in his jurisdiction to the Secretary of the Interior, and particular reports when called upon by the Secretary, and especially of all details in the administration of this act. In addition to his other duties he shall devote himself to the promotion of the general interests of public educa- tion in the State or Territory for which he is appointed. Seo. 10. That any State, in which the number of persons ten years of age and upward who can not read is not over 5 per cent, of the whole population, sig- nifying its desire that the amount allotted to it under the provisions of this act shall be appropriated in any other way for the promotion of common-school education, in its own borders or elsewhere, its allotment shall be paid to such State to be thus appropriated : Provided, That its Legislature shall have first con- sidered the question of its appropriation to the general fund for use under the provisions of this act in States and Territories where theproportion of illiterate persons is more than 5 per cent, of the whole population. Sec. H. That any State whose illiterate is greater than 5 per cent, of its whole population failing to accept the provisions of this act and to comply with its provisions, so as to be entitled to its allotment from year to year, the sum al- lotted to such State, subject to the discretionary action of the Secretary of the Interior under the sixth and seventh sections of this act, shall become a part of the fund to be distributed among the States which shall be entitled to their re- spective allotments, and to the Territories. And any State not accepting the provisions of this act, nor acquiring the right to dispose of its allotment as pro- vided in the preceding section, the same shall become a part of the general fund for like distribution. Sec. 12. That the District of Columbia shall be entitled to the privileges of a Territory under the provisions of this act, but there shall be no commissioner of common schools appointed forsaid District, norshall its existing laws and school authoritiesbe interfered with. The Commissioner of Education shall be charged with the duty of superintending the distribution of its allotment, and shall make full report of his doings to the Secretary of the Interior. Sec. 13. ThattheSecretary of tho'Interior shall be charged with the practical administration of this law through the Bureau of Education, and all moneys paid under its provisions shall be made by Treasury warrant to the individual performing the service to whom indebtedness shall be due. and who shall be personally entitled to receive the money, or to his agent, duly authorized by him, upon vouchers approved by the State authorities, when under theprovis- ions of this act their approval is necessary, and by the commissioner of common schools for the State or Territory wherein the expenditure shall be made, and by theSecretiiry of the Interior. NATIONAL AID TO COMMON SCHOOLS. 49 [Text of the bUl (S. 194) as it passed the Senate March 5, 1886, by a vote of yeas 36, nays 11.] SS. 194. IN THE SENATE OF THE UNITED STATES. Maboh 5, 1886. A BILL To aid in tlie establishment and temporary support of common scliools. Be it enacted by the Senate and House of Representatives of the United Stales oj AmcHca in Congress assembled^ That for eift no money shall be paid to a State, or any officer thereof, until the Legislature of the State shall, by bill or resolution, accept the provisions of this act; and such acceptance shall be filed with the Secretary of the Interior. And if any State, by its Legislature, shall decline or relinquish its share or proportion under this act, or any portion thereof, the sum so relinquished shall go to increase the amount for distribution among the other States and the Territories as herein provided. And any State or Territory which shall accept the provisions of this act, at the first session of its Legislature after its passage, shall, upon complying with the other provis- ions of this act, be entitled at once to its pro rata share of all previous annual appropriations- Sec.2. Thatsnchmoneyshallannually be divided among and paid out in the several States and Territories and in the District of Columbia in that proportion which the whole number of persons in each who, being of the age often years and over, can not write bears to the whole number of such persons in the United States ; such computation shall be made according to the census of 1880 until the illiteracy returns of the census of 1890 shall be received, and then upon the basis of that census. And in each State and Territory, and in the District of Colum- bia, in which there shall be separate schools for white and colored children the money received in such State or Territory, and in the District of Columbia, shall be apportioned and paid out for the support of such white and colored schools respectively, in the proportion that the white and colored children between the ages of ten years and twenty-one years, both inclusive, in such State or Terri- tory, and in the District of Columbia, bear to each other, as shown by the said census. The foregoing provision shall not aflTect the application of the proper proportion of said money to the support of all common schools wherein white and colored children are taught together. Sec. 3. That the district of Alaska shall be considered a Territory within the meaning of this act; but no acceptance of the provisions of this act report of "}^soyeinovof the district, or expenditure by the district for school purposes shall be required ; and the money apportioned to said district shall be expended annually, under the direction of the Secretary of the Interior, in the manner provided for the expenditure of other appropriations for educational purposes in said district ; and for the purpose of ascertaining the amount to be appor- tioned to said district the Secretary of the Interior shall ascertain, in such man- ner as shall be deemed by him best, the number of illiterates therein. Sec 4. That no State or Territory shall receive any money under this act until the governor thereof shall file with the Secretary of the Interior a state- ment, certified by him, showing the common-school system in force in such State or Territory ; the amount of money expended therein during the last pre- ceding school year in the support of common schools, not including expend- itures tor the rent, repair, or erection of school houses ; whether any discrimina- tion is made in the raising or distributing of the common-school revenues or in the common-school facilities atforded between the white and colored children tnerem, and, so far as is practicable, the sources from which such revenuei were derived ; the manner in which the same were apportioned to the use of the com- mon schools ; the number of white and colored children in each county or par- ish and city between the ages of ten and twenty-one years, both inclusive as given by the census of 1880, and the number of children, white and colored ' of such school age attending school; the number'of schools in operation in each county or parish and city, white and colored; the school term for each class • the number of teachers employed, white and colored, male and female, and the o^h'TP compensation paid such teachers ; the average attendance in each class ; and the length of the school term. No money shall be paid out under this act to any State or Territory that shall not have provided by law a system of free common schools for all of its children of school age, without distinction of raol or color, either In the raising or distributing of school revenues or in the school d''r';n'lh»n*^°'?,?'^= ^'■?T'^'"^.' 1''?'^' ^eparate^schools for white and colored chS- dren shal not be considered aviolation of this condition. The Secretary of the Interior shall certify to the Secretary of the Treasurythe States and TCTritoriel ^Xnt due to'ea^h *"™''^ '° '^"'^ " '^^ ^■''"'^'' "^ '^^ act and a7so the dr«w;f,.l^',"'ti,*V°"'""''?°''PP°''"°"*''*<"^='°'^ State and Territory shall be fhT^ ,^^ * ? Treasury by warrant of the Secretary of the Treasury upon the monthly estimates and requisitions of the Secretary of the IntSrior ks thS same may be needed and shall be paid over to such ofllcers as shall be author- AnH ^l f?,,'''!'' °^ ^^'^ "-eiPeetiYe States and Territories to receive tlie same And that the Secretary of the Interior is charged with the proper adminSSa tion of this law, through the Commissioner of Education ; aSd t?iey are a" thot ized and directed, under the approval of the President, to make all needful rUes sirT TW ',h"°- ■"°°n^!stent with itsprovisions, to carry this law into eSect! ■ nUK T'^**i'^« instruction in the common schools wherein these moneys lall be expended shal inn nrie thn orf. «<■ roo^:,,., „_,vi j ',,..*" sliall be expended shall include the arf of reading: wing^ndspeakrg"??! fi hf I iJtnST"''®'?' '''■''>^??'=ti<=. geography, history of the United States and^such other branches of useful knowledge as may be taught under local ikw^-anrt n??h';%l^" r''°S-''.°°'^" ?"''^°"^«<1 by the school boardrorotWaSoV^^^^^ sL','rbrireT;^i?hTercfetL^;'i'f°tSsre'li^f "^ "^ "^^ ^-^^-^ °^ "^« ^^ ofpsLr^f^uP^^e^S^^^^^ Sec s' Thlt°the ies?„^°ofTh'?"' '^ ir?""-^ °f ''^^ Legis!atu?e theS " rnK^LrsSiifbT^^f.^rtoT^^^^^^^^^^^ the sum expended cut of its own revenues or out of moneys raised under Its authority in the preceding year for the maintenance of common schools not including the sums expended in the erection of school-buildings. Sec. 9. That a part of the money apportioned to each State or Territory, not exceeding one-tenth thereof, may, in the discretion of its Legislature, yearly be applied to the education of teachers for the common schools therein, which sum may be expended in mahitaining institutes or temporary training schools, or in extending opportunities for normal or other instruction to competent and suit- able persons, of any color, who are without necessary means to qualify them- selves for teaching, and who shall agree in writing to devote themselves exclu- sively, for at least one year after leaving such training schools, to teach in the common schools, for sucli compensation as may be paid other teachers therein. Sec. 10. That no part of the fund allotted to anv State or Territory under the hrst section of this act shall be used for the erection of school-houses or school buildings of any description, nor for rent of the same. Sec. 11. That the moneys distributed under the provisions of this act shall be used only for common schools, not sectarian in character, in the school districts of the several States, and only for common or industrial schools in Territories in su ch way as to provide, as near as may be, for the equalization of school priv- ileges to all the children of the school age prescribed bv the law of the State or Territory wherein the expenditure shall be made, thereby giving to each child without distinction of race or color, an equal opportunity for education. The term " school district " shall include all cities, towns, parishes, and other terri- torial subdivisions for school purposes, andall corporations clothed by law with the power of maintaining common schools. Sec. 12. That no second or subsequent allotment shall be made under this act to any State or Territory unless the governor of such State or Territory shall hrst file with the Secretary of the Interior a statement, certified by him, giving a detailed account of the payments or disbursements made of the school fund apportioned to his State or Territory and received by the State or Territorial treasurer or oflicer under this act, and of the balance in the hands of such treas- urer or officer withheld, unclaimed, or for any cause unpaid or unexpended and also the amount expended in such State or Territory as required by section 9of this act. and also a statement of the number of school districts in such State or Territory, and whether any portion of such State or Territory has hot been di- vided into school districts or other territorial subdivisions for school purposes and if so, what p ortion, and the reasons why the same has not been so subdi- vided; the num ber of children of school age in each district, and the relative number of white and colored children in each district, and of the number of public, common, and industrial schools in each district ; the number of teachers employed ; the rate of wages paid ; the total number of children in the State or Territory, and the total number taught during the year and in what branches instructed ; the average daily attendance and the relative number of white and colored children ; and the number of months In each year schools have been inaintained m each school district. And if any State or Territory shall misap- ply or allow to be misapplied, or in any manner appropriated or used other than for the purposes and in the manner herein required, the funds, or any part thereof, received under the provisions of this act, or shall fail to comply with the cond itions herein prescribed, or to report as herein provided, through its proper o fflcers, the disposition thereof, and the other matters herein prescribed to be so reported, such State or Territory shall forfeit its right to any subse- quent apportionment by virtue hereof until the full amount so misapplied lost or misappropriated shall have been replaced by such State or Territory and applied as herein required, and until such report shall have been made- Pro- mded, That if the public schools in any State admit pupils not within the ages herein specified, it shall not be deemed a failure to comply with the conditions herein. If it shall appear to the Secretary of the Interior that the funds re- ceived under this act for the preceding year by the State or Territory have been faithfully applied to the purposes contemplated by this act, and that the condi- tions thereof have been observed, then and not otherwise the Secretary of the Interior shall distribute the next year's appropriation as is hereinbefore pro- vided. And it shall be the duty of the Secretary of the Interior to promptly in- vestigate all complaints lodged with him of any misappropriation by or in any State or Territory of any moneys received by such State or Territory under the provisions of this act, or of any discrimination in the use of such moneys; and the said complaints, and all communications received concerning the same, and the evidence taken upon such investigations, shall be preserved by the Secre- tary of the Interior, and shall be open to public inspection and annually re- ported to Congress. Sec. is. That on or before the 1st day of September of each year the Secretary of the Interior shall report to the President of the United States whether any State or Territory has forfeited its right to receive its apportionment under this act, and how forfeited, and whether he has withheld such allotment on account of such forfeiture. Sec. 14. That no State or Territory that does not distribute the moneys raised for common-school purposes equally for the education of all the children, with- out distinction of race or color, shall be entitled to any of the benefits of this act. Sec. 15. That the apportionment of the money shall be appropriated in pur- suance of this act for the purposes of education in the Territories shall be upon the basis of the illiteracy therein, as provided in section 2 of this act; but in de- termining the number of illiterates therein the Secretary of the Interior is au- thorized to receive and consider, in addition to the census returns of 1880 any evidence that may be submitted to him showing the number of illiterates in any such Territories, and shall determine therefrom, before the first distribu- tion is made, the amount to which such Territory is entitled. Sec. 16. That there shall be appropriated and set apart, in addition to the sum of seven millions of the first appropriation, the sum of $2,000,000, which shall be allotted to the several States and Territories on the same basis as the moneys appropriated in the first section, which shall be known as the common-sohool- house fund, to be paid out to each State and Territory at the end of the year on proof of the expenditure made during such year, which shall be expended for ' ectionjind construction of school-houses for the use and occupation of the 4.1 ,_ _ ,. - thesparselypopulated districts thereof. the; pupils attending the common schools .,,„.„„.^ ^„^ o«ix^„o u^x^icwi where the local community shall be comparatively unable to bear the burdens of taxation. Such school-houses shall be built in accordiince with plans to be furnished free on application to the Bureau of Education in Washington : Pro- vided, however. That not more than $150 shall be paid from said fund toward the cost of any single school-house, nor more than one-half the cost thereof in any case ; and the States and Territories shall annually make full report of all ex- penditures from the school-house fund to the Secretary of the Interior, as in case of other moneys received under the provisions of this act. Sec. 17. The District of Columbia shall be entitled to all the benefits and sub- ject to all the regulations of this act, so far as applicable under its form of gov- ernment. Sec. 18. The power to alter, amend, or repeal this act is hereby reserved. 50 NATIONAL AID TO COMMON SCHOOLS. EDUCATION AND LABOR. Competition Between the North and South— National Aid to Education Alone is Protection to Labor and Capital, Especially in the North. SPEECH OF HON. HENRY W. BLAIR OF NEW HAMPSniEE, In the Senate op the United States, WeAnesday, March H, 1887. The Senate, ns in Committee of tlie Whole, having under consideration the bill (ET. R. 11020) making appropriations for the naval service of the United States for the iiscal year ending June 30, 1888, and for other purposes — Mr. BLAIR said : Mr. Pkesident: For about six thousand years the human race has been engaged in the science and the art of war, which is simply the prosecution of those methods liy which Iniman beings can best destroy each other. The chief bnrdiMis that niaukiud have borne aud that now overload civilization are the results of this tendency to war; and it has seemed to me, I confess, that if the millennium which we are accustomed to believe in is not an absolute myth, a nation like our own with sixty millions of the most highly civilized peoiile that the world has ever seen, still evolving aud developing, it may be for the first time in the records of history, might set to the world the exam- ple of an effort to settle the controversies which arise between na- tions without resorting to the destructive arts of butchery. For one, though I vote all that is asked, it is with great reluctance that I sujiport these bills which call for such enormous expenditures purely in contemplation of conflicts which are to come. Though it may be a sentiment hardly proper to enunciate and which it is cer- tainly not popular to enunciate, yet I still think the American people need do very little in the way of preparing for actual war. I believe that this nation is great enough and strong enough iu its intellectual and moral worth and character to defy the possibility of any conflict by appealing to the seuse of justice of the world, and that refusing to engage in warfare from this day forth we might initiate an era which, if not absolute peace at once, would result within a short period in the elimination of wars from among civil- ized nations ; and the great wars of the world have only been those among civilized nations, for only those are capable of a comprehen- sive concentration of eft'ort which makes a great war. While I suppose that we are sure to have some expenditure iu this direction, I would be very sure to limit the appropriations aud expenditure to what may be strictly called national defense. I would not willingly vote to appropriate a single dollar which I thought would induce this nation under any circumstances, oven of great jirovocation, to engage in anything like aggressive war. But the expenditure for war of a defensive character, the con- Btruction of vessels, the makiug of great guns, the development of new agencies of destrnctiou by modern inventions, such as dynar mite, nitro-glycerine, and many others, will require, of course, large amounts, and I am willing to vote something, only being assured, as far as possible, that the expenditures will be simjdy iu the way of defense. I think, too, that if this be done, it is very proper that measures be taken to secure the expenditure iu such a way in difl'ereut parts of the country as to give to all of our people the advant.age of the expenditure of the public funds in their own vicinity. I do not know precisely what the amendment moved may be, but there can be no doubt that the claim of our friends from the Southern country that labor is cheaper there, that raw materials which may bo used in the construction of these vessels, or these great guns, are cheaper there — there can be no doubt I say that this claim is true, and if those conditions were to continue, I have no doubt that in the not remote future the industries and the labor of the North would find them- selves 8ufl:eriug from a form of competition greater than that which we are lik ely to sufler from, even from the repeal of our protective tarili', and by the introduction of Chinese labor to our shores with- out limit or stint to any degree whatever. It is because the Senator from Florida [Mr. Call] touched upon this |)oint that I am ready at this time to make a few remarks which 1 had jiropared for auother occasion, bearing upon this question, which needs to bo more considered I think iu our country than it has been as yet — the advantages which one section has iu this mat- ter of labor ; aud this is the great item after all of expenditure, for of .all the amounts of money th.at are paid out from one year's end to the other in the form of wages, in the form of payment for mate- rials, at least 90 or 95 per cent, of the whole represents wages for labor ; and iu this direction I wish to submit a few remarks at this time. The war between the nation and the Southern States Mr. HALE. Will the Seurvtor allow mo a question? I know that we are all very desirous of listening to the remarks which the Sen- ator, as ho says, has prepared for another occasion ; but will not the Seuator give way for five or ten minutes and let us pass this bill in order that it may get through and go to the Prosiilent ? Of course, I understand the Senator can go ou and I do not attempt to take him from the floor except by his entire good-will and assent. Mr. BLAIR. Under the circumstances I think the Senator will not press his request. Mr HALE. I am at the mercy of the SenaK;or. Mr. BLAIR. I think the Senator is, and at the same time I will remind him that he has not often been at my mercy in the eft'ort to assert any title of occupancy to this floor. I promise the Senator that I will ofter remarks which it will bo worth while for him to con- sider, and that it will be worth while for him and for the President, to whom he appeals for his cordial signature to this bill, to consider these same remarks. They are pertinent now ; they will be perti- nent on many other occasions; and it will do the Senator no harm to have these ideas iu his mind as he goes on during the remainder of his Senatorial term. Mr. HALE. I wish the Senator would wait and let me hear them after the Senate has adjourned at 13 o'clock on the 4th day of March. Mr. BLAIR. I have indicated my desire and propose to be no fur- ther interrupted. The war between the nation and the Southern States was a conflict between systems of industrial production. One system secured to tho wage-laborer high returns for his toil aud to the individual producer high prices for his commodity. The other system paid the common laborer the scant necessaries of life, just enough to create and pre- serve him as a profitable animal or an eliScient machine, while the entire product as well as the plant of fixed, circulating, and living capital was owned by the employer. These two systems collided in Kansas, aud the war which followed abolished the forms of slavery, retaining much of its power, because the ignorance which made slavery possible with the prejudice against work which grow out of its degradation was neither removed nor seriously diminished. More than twenty years have now elapsed since peace was re- stored, during which long period considerable progress has been made in the South iu the diversification of industries and of produc- tion and in the increase of general intelligence. A corresponding in- crease of compensation has resulted to all laboring men, whether wage-workers or producers with small capital of their own, aud some advancement has been made. The wonderful natural resources of the South are now being con- stantly bought up by the capital of tho North and of other countries. Already the Southern market for many forms of goods once furnished from tlie North or from Burope as well as for agricultural productions and raw materials is beiug supplied, as it should be, at home. More than this, the South is already invading tho Northern audNorthwest- ern markets, and is competing for trade with production of which the highly-paid labor and capital of tho North is tho chief element. F'orcseeing the inevitable. Northern capital and iuvestments are seeking the South where, with labor of all kinds, agricultural, me- chanical, and operative, skilled and unskilled, upon an average not more than one-half or two-thirds as high when paid in actual money or in commodities at cash prices as in the North, the profits of their now location will replace the depreciation and losses which are im- pending to their investments at home. It is safe to predict that within ten years, unless new aud impor- tant factors are combined with existing conditions, the productions of the South after fully supplying their own will compote in Northern markets with most of tho commodities which now are tho chief pro- duction of the old free States at prices so low as to make it a matter of indiflcrence to Northern labor whether the protective tariff agai nst the products of " foreign pauper labor " be removed or continued, or even whether Chinese or foreign contract labor be longer excluded from our shores. The farm laborers and nprrati ves of both races in the South are rap- idly acquiring theskill rc'(|uind toequiil thatof corresponding classes at the North, while the fact that women aud children are more gen- erally employed, aud tliat all work more hours than at the North, enables a given population if of equal iutoUigence aud skill to pro- duce more for a time at least than the same number could under the more liberal treatment of manual workers iu tho old free-labor States. NATIONAL AID TO COMMON SCHOOLS. 51 Tho South contains very nearly, perhaps fully, one-half the natural resources of the whole country, and is certainly capable of greater rapidity of development during the next quarter of a century than the North and further West. Already she has more than one-third the entire population of the Union. Her rate of natural increase is equal to that of the North with our advantage by reason of emigra- tion, while this advantage even is passing away as the capabilities of the South are becoming better known. The two principal facts to be noted are these: That the average cash compensation for labor at the South is not more than one-half ortwo-thirds the amount paid to for the same at the North, and that capital, cognizant of this fact, and of the superior resources, facili- ties, and capabilities of the South, is already rushing there from all directions as the most promising field for permanent investment in active production. On the 10th day of the month of November, 1886, I was in North Carolina and ascertained the wages paid to the men who had charge of the yard work at an important railroad station, the shifting of cars, making up of trains, &o., and to section-men and common laborers. The foreman received the highest pay of any one iu the yard, which was ^1 a day cash or a check on the bank, including Sabbath, or $30 per month, boarding himself, while the section-men received 50 cents and board, making about 75 cents per diem. Good farm-hands work for |6 per month. I have here a slip, which I have verified to a large extent, from a gentleman who writes to the editor of the Press, of Philadelphia: To the Editor of the Press : SIR: I read every few days in the Eecord and Times of Philadelphia that tho negro lahorer receives as much in wages at the South as North. Now, I wish to say if they mean tho men who work on the farms and plantations receive as much, I heg to state it is not so. I own two plantations in Virginia, ab, ut as gooil as any, and I have men who farm them on shares. Thoj pay, and I never knew any other parties to pay, hut 40 cents a day and rations. The rations consist of iifteen pounds of bacon and a bushel and a half of cornmeal a month, and oven at 40 cents a day they do not have steady work. M"ow, if the laborers here do not get more than that I would like to know it. I can hire hundreds South on farms in Virginia at 40 cents a day and the rations specified above, and I know what I am talking about, aa they draw on me for money to help run their places. Dr. Bradley, who is connected with your othce, can inform you who 1 am. C. P. FAENBE. Burlington, N. J., December 12, : You can go out from here anywhere 5, 10, 15, or 20 miles into either Virginia or Maryland, and you will find that the prices for common labor are not in excess of what I have mentioned, and if any one chooses to be at the trouble of consulting the evidence taken by the Committee on Education and Labor two or three years ago in the South he will find that these statements as to the compens'ation for ordinary labor, which is the great mass of labor, are not overstated in the direction of a minimum. It is true that here and there skilled labor, where it is itself in the nature of instruction, giving instruc- tion to the surrounding labor, commands as high prices as iu the North. That is very true. But the great mass of labor — nine-tenths of the labor which enters into the production of the South — is this cheap form of labor with which Northern labor has to compete. But I will not load the pages of the Record with the details which establish the well-known proposition that, although here and there skilled labor may be paid nearly the same as in the North, yet as a rule the cost of labor as an element in Southern production is little, if any, more than one-half the cost of like labor at the North, and that this great fact foreshadows a competition ruinous to Northern industries and with no corresponding benefit to the cheap labor in the Southern States. As an illustration of the rapidity with which capital is investing in the Southern States I cite an authoritative statement, recently given to the public, that during the first nine months of the year 1886 eighty-one millions of dollars were invested from other States andcountries in Southern enterprises, chiefly man- ufacturing cloths and metals, with every reason to anticipate at least one hundred millions thus invested as the total for the year 1886. When we consider that this sum is more than one twenty- eighth part of the total of manufacturing capital in the United States, according to the last census, the fact becomes of startling significance to capital fixed in Northern plants, and still more so to Northern laborers, operatives, and mechanics. Another fact should be comprehended also by the Northern people, and that is the wonderful uprising of the spirit of thrift, energy and industry observable all over the South. " The traditional conception of the Southern people is no longer true. A new generation controls that land of surpassing resources and nat- ural advantages. The war destroyed the old form of patrician and semi-military supremacy which madly appealed to arms to prolono- its power. But informed as well as chastened by defeat the sur^ vivors of the struggle and the generation now upon the stan-e are full of life and hope and enterprise, and are eagerly at work°to re- build their fortunes and restore the power and prestige of their sec- tion of our common country by imitating and, if possible, surpass- ing all the conditions which enabled the North to triumph in the mighty conflict. No one can witness this display of fortitude iu ad- versity and of aggressive courage, when there was room for despair, without admiration. But all the more do these facts demand the attention of the North. Their contemplation can occasion regret only in the breast of a common enemy of both sections of the country. But they point with unerring certainty to a coming competition between the producers of both sections for tke home market iu all the common articles of consumption in comparison with which that between American labor and the cheap production of the Old World is mere fun. The pro- tective taiaff, or absolute prohibition, is the omnipresent and com- plete defense of American labor and capital whenever threatened with destruction by the commodities of lower civilizations planted on foreign soils. But here we find a cheaper production by a laborer with fewer wants than our own upon which no tarift'can be levied and against which no prohibition can be raised. On the contrary, every power of the Government, both State and national, is or may bo invoked for its development and defense. In this emergency what shall be done by Northern labor and by Northern capital'? The question has already been answered and is being answered by the owners of a great mass of the surplus which those hitherto engaged iu the diversified industries of the North, as we have already seen, are planting in the South, where future profits may replace the inevitable losses upon like investments in the North - resulting from the coming competition. But how about that capital fixed in plants already in operation in the North, and which can not be transferred to the more favorable conditions of the South, and whose owners have no capital tojinvest elsewhere ? More serious still is this problem to Northern labor, which must, as a whole, live or die where it is. Capital can endure delay, may be transferred elsewhere, or suffer absolute destruction even before its owner is reduced to the level of necessity all the while occupied by ihe toiler for his daily bread. The laborer must have his work every day, for he is hungry three times every day. So are his wife and their little ones. Mr. Blaine has recently called public attention to this relation be- tween Northern and Southern labor with his usual ability and power, but no solution of the difficulty or relief from coming calamities to the Northern laborer has been suggested. None can or ought to be suggested which will interfere with the uplifting of laborers at the South or with the rapid progress of that great section of the country iu wealth and power. In April, 1886, I had occasion to discuss this subject, and believe the suggestions then made worthy of public at- tention, and accordingly will reproduce the substance of what was then said. The late war was a conflict between cheap labor, which cost the master little more than its board and clothes under the institution of slavery, and the intelligent, free, highly civilized, and, conse- quently, highly paid labor of the North. The war freed the slaves so far as the Constitution and statutes were concerned, but left him merely a freed man — not a free man — ignorant, unskilled, and, therefore, condemned to low wages and poverty ; and so ever since the irrepressible conflict has continued between intelligence and ignorance, free labor and labor still en- slaved by ignorance — cheap labor at the South and labor better paid at the North. Hitherto that competition has not been active. But now new conditions are arising, and throughout the South Northern and European capital are developing that region of won- derful and universal resources, comprising one-third of the territory of the nation, producing all things which come from the soil, the forest, and tho mine, close by abounding water-powers, with cheap transportation already provided, and all these combined with the remaining factor of very cheap labor and long hours. This state of things is becoming more and more formidable, and Southern products and manufactures, free from all restrictions of the tarift' and the like, which protect us from ruinous foreign com- petition — that is, enjoying tho benefits of free trade forever between the States— are already disputing with us our owm markets and con- trolling them in many articles of cotton, wool, and iron, those of the Middle and Wastern States especially, while the Southern market, to us so valuable, is rapidly disappearing by supplying itself. What does all this save cheap, because ignorant, labor ? Labor with long hours imposed upon children as well as adults ; because labor is too ignorant and therefore too weak to defend itself. Northern manufacturers as well as laborers will go to the wall iu the end as surely as though the tariff were wholly removed and European production and Asiatic immigration were perfectly free. Nothing but dense stupidity can fail to see that the manufactur- ing capital and cities of NewEngland and the North generally are doomed if they are to compete with the cheap labor of the South, which is already becoming skillful with the hand, although, unfort- unately, not fully intelligent iu the discharge oi^ the duties and in the exercise of the powers of citizenship. This condition comes only with education in the art of reading and writing and iu the other common branches of knowledge, thus giving capacity to receive the benefits oi that great instructor aud preserver of the life of repub- lics — the press. It has become a question not of extending our markets, but of preserving those we now have ; not of preserving our own in one line of production, but already in many lines, and ultimately in 52 NATIONAL AID TO COMMON SCHOOLS. nearly all. Every Nortliern industry is tlireatoued by this clicap labor of the South— the boot and the shoe maker, and the irou- workor no less than the manufacturer and the operative in cotton and wool. It is a ([uestion of presorviui; onr vested capital and prosiiority and of protecting the masses of our people iu reasonable hours of continuous employment with fair pay, which enable them to supply the wanis of au advanced civilization. To one who reflects upon the fact that political unity in a genu- ine republic depends upon the universal ditTusiou of iutelligeuce amonj; the people, the converse is also apparent that so far as unity of ]ic>lilii"il jurisdiction extends, if it is to be permanent, theremust be ostablislied tbrouKhout that jurisdiction a high and homogene- ous standard of intelligent thought and of moral action. Kesultiug from these couditious will be a uniformity of individual power, which will enable the producer in every path of industry to secure fair pay for the supply of his wants. With wise reference to the establishment of this general condition of intelligence, aud consequently of industrial independence and equality throughout the country, the national education bill has been earnestly advocated by those who have long foreseen what is now so j)atent that politiciaus and statesmen and patriots are sound- ing the alarm and pressing home upon our people the importance of universal intelligence and industrial training as the only remedy. What does this national educal ion bill propose to do ? Not to les- sen the development of the South by any means; but, on the con- trary, to increase it. It proposes to make Southern labor aud the Southern masses more intelligent, and therefore more highly civil- ized; to create among their rapidly-multiplying millions of both races a vast increase of the wants of life which must be supplied, so that Southern labor will consumCj and therefore enjoy, as well as produce and thus be obliged to receive in order that it may imrehase, as high wages as NoTthoni labor, i>utting an end to the competition between the x>roaucts of the North and South, aud improving both sectiousby uplifting the masses of the people all over the country. Consumption can only increase by increasing the cajiacity to enjoy, that is, by adding to the wants of life by higher civilization and pro- viding higher .vages or returns for labor wherewith to purchase the more diversified and costly supply of the necessaries aud comforts of a higher life. Increased intelligence constitutes that better civ- ilization and gives the power which enables its jiossessor to command his rightful share in the production of his labor combined with the capital of the employer. This subject of the general difi'usion of intelligence throughout the country is thus seen to be as important to the North as to the South. It is the only remedy for our threat- ened Northern industries except a dissolution of the Government aud the establisliment of new political relations which will enable the North to apply the principle of protection against Southern cheap production the same as agaiust that of any otiier foreign power — or a gradual sinkiug of the iiay of Northern producers to the lower level of average Southern compensatiou for toil. The schools — common and industrial — with wise and conservative organization of labor are the agencies u|ion which we must rely. I have abiding faith that these great agencies already in action will carry on their beneiicent work until the perfect day. But every philanthropist aud patriot should contribute his utmost to stimnlate every energy of the individual, the State, and the nation, to lift all portions of our common country to the level of the highest, that nowhere shall any recede or fall. ^r,-r \ ft \^'> Department of the Interior, WaaMngton, June 20, ISST. Hon. H. W. Blair, U. S. Senate: Sir : In reply to your verbal inquiry I have to say that the statistics of the Tenth Census relative to schools, libraries, and chmches have never been published, and » * » that it is probable they will never be issued. Very respectfully, D. L. HAWKINS, EBSOLUTIONS. \_Women's Christian Tmiperance TJnion,~\ Resolved, That we earnestly request the House of Eepresentatives to pass the Blair education bill without delay, in the interest of sobriety and intelligent citizenship. NATIONAL WOMAN'S CHRISTIAN TEMPERANCE UNION. Minneapolis, 1886. '^Knights of Labor .~\ Sesolved, That we believe the cause of education woxild be promoted by the passage of the Blair educational bill. . Resolved, That the national legislative committee be instructed to use all their efforts to further the passage of said bill. T. V. POWDERLY, Chairman. JOHN W. HAYES, Secretary. [From A'atiunal Bcpuhlican, Washington, D. C, Maij 2, 1887.'] Below we give the resolutions passed by the general assembly of the State of Pennsylvania in favor of the Blair educational bill. Space forbids any extended comment on these resolutions, but they speak for themselves. We can hardly conceive how any one can be so blind as to oppose this beneficent measure. Intelligence is the surest foundation on which a free government can be built and the surest guarantee of its stability, and the principle of national aid to schools of a high class has been recognized for nearly the whole existence of the nation. Why should it be denied to the common schools? l^Itesolutions pasaed iij the legislature of Pennsylvania, April, 1887.] Resolved, That our Senators in Congress be instrncted and the Eepresentatives be requested to support at the next session the Blair biU for national aid to common schools, to the end that all sections may secure educational facilities. Resolved, That the secretary of the Commonwealth is hereby directed to send copies of the above resolutions to the President of the Senate and the Speaker of the House of Eepresentatives at Washington when Congress convenes.in December next. [Republican National Platfm;vi, 1884.] Section 11. W^ favor the establishment of a National Bureau of Labor; the enforcement of the eight-hour law; a toise and jndi- oioui system of general education by adequate appropriation from i\e national revenues whei-ever the same is needed. N" U. v'^- -S:.. N"^ -^.^^^^ * .x J O. ,0 _^ ,■0- X 'I I 't' ■ o^ ^■5 ^^ ,.0' s" ^A ,A- "O V X" -^ci. 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