Richmond palladium. [volume] (Richmond, IA [i.e. Ind.]) 1839-1854, 1848-09-27


ula'ion rs New England now.
Mr.. MANN As grea, a population as
New ifnclaad'
Mr.. BalLY. We send fifteen Repre-
sent atives.
,voice: And how many of them rep.
resent >laves'I
Mr.. MANN. Massachusetts alone sends
ten Representatives.
? voice. And the rest Of New Eng
land twcntv-one more
Mr.. MANN. | say. sir. the single State
Of Virginia could supper, in abundance
the whole population of New England
18th such a free population, the school
children would be 50 numerous that pub
lie schools might be opened within thee
or four miles OF, each other all over its ter
ritory-the light of each Of which. blend
ing with its neighboring lights. would il!u-
mine the whole land. They would DO
schools. too. in point of cheapness. within
every mans means. The degrading idea
Of paupcr schools would be discarded for
ever. But what is the condition of Nir-
yinin now, One quarter part Of all its adult
free white population are unable to read
or write: and were proclaimed TO be SO by
late Governor. in his annual message.
without producing any reform. Their
remedy is 10 choose Governor who will
not proclaim such fact. When has Vir-
glnia. in any state or national election.
given a majority equal to the number Of
its voters unable 10 read or writel A re-
publican Government supported by the
two pillars of slavery and ignorance!
In South Carolina there is also fun,l
for he support Of pauper schools; but this
had become so useless. and was so dis
dained by its objects, that a late Governor
of the State in his annual message, re-
commented that il shou Il be Withdrawn
from them altogether.
/ Yet in many of the slave States thero
are beautiful paper svsicns uf common
schools dead laws in the statute books
but the ccnsua tells us how proiiless
'hey have been. In l34o. in the fifteen
slave States and Territories, there were
only ooI ,o35 scholars at the primarv
schools. in the same class of schools,
in the free States, there were ,G2G O2G---
eight times As many: New York alone had
5o2 367. or two and a haiftimes as many.
The scholars in the primary schools OF
Ohio alone outnumbcred all those in the
fifteen slave States and Territories. by
more then I7.o00. In the slave States,
almost ono tenth part Of the free white
population. over twenty years Of age, are
unable to read and write. In the free
States. less than one in one hundred and
fifty; and at least four.fitths Of these are
foreigners, who ought not TO be included
in the computation. Many of the slave
States. too. have munifccnt school funds
Kentucky has one Of more than million
of dollars; Tennessee Of two millions;
yet in 1887; Governor Clarke. Of Ken
lucky. declarcl, in his message 10 the Leg
isla'urc. that. one-third CT the adult pop
ulation were unable To write their names;'
and in the State of Tennessee, according
to the last census, there were SO .53I OF
the same description of persons. Surely
il would take more than five Of these 10
make three eemen; for the more State
has Of them the less ofinteligent freedom
will there be in it. and if the schools in
the slave States are compared with the
schools in the free States. the deficiency
in quality will be as great as the deficiency
III number.
Sir, during the last ten years have hal
a most extensive correspondence with the
intelligent friends Of education in the
slave States. They yearn for progress,
but they cannot obtain it. They procure
laws TO be passed. but there is no one to
execute them. They set forth the benefits
and the blessings of education, but they
speak in vacuum. and no one hears the
appeal. If parent wishes to educate his
children. he iniisi send them from home.
and thus suffer sort of bereavement, even
while they live; or he must employ a tutor
or goycrncss in his family, which few ara
able 10 10. The rich may do it, but what
becomes OF the children Of the poor! la
cities the Obstacles are less; but the num-
Der Of persons resident in cities is rcla-
lively small All this is the inevitable con.
sequence Of slavery; and it is as imposs
BILE for free. thorough. universal educ alton,
to cocxist with slavery, as for two bodies
10 occupy the same space at the same
time Slavery would abolish education If
il should invade free State; educafior
would abolish slavery if it could invade n
slave State. !,
Destroying common education, slavery
DESTROYS the fruits Of common education
tine inventive mind. practical talent, the
power of adapting means 10 ends in the
business OF HE. Whence have come all
those mechanical and scientific improve
ments and inventions which have enriched
the world with 50 many comforts, and a.
dorned it with So many beauties; which
TO day give eniotmen.s aud iuxurics TO a
common family in New En- gland village,
which neither Queen Elizabeth, Of Eng
land nor any of her proud court, ever
Dreamed of but little more than two
centuries ago. Among whom have these
originated, All histaey
and experience affirm that .hey have eosne,
= must come from people among whom ed
ucatiol' IS most generous unconfneda ln-
crease the constituency. if may 50 speak.
Of developed intellect. q you increas. IN an
equal ratio the chances of inventive, ere
alive genius. From what part Of our own
country have come the application OF
stea.n to the propulsion Of boats for COM
purposes. or of wheels for manu-
featuring pnrposese Where have the va
rious aud almost infinite improvements