Savannah morning news. [volume] (Savannah) 1868-1887, 1884-03-27
AT THE NATIONS CAPITAL
AID GRANTED THE LOUISIANA
FLOOD SUFFERERS.

FLOOD SUFFERERS.
The Balance of the Unexpended ApprO-
priatiOn AuthOriz ed to be Expended
Mr.. Butler Objects to Federal Educa-
tiOnal = id for South Carolina, and
Digs His Oratorical Spurs in Charger
Sherman.
WASHINGTON, March 26.-In the SEN
ate to-day, Mr.. German presented and
read a memorial of the Baltimore yearly
meeting of Friends, urging the Senate to
pass the education bill now before it. Mr..
German in presenting the bill remarked
that the Society of Friends had them
selves contributed 100000 toward the ed
ucation of all classes of iiliterates in the
South, and We're much interested in the
question of education everywhere.
The Senate took up the bill reported
from the Committee on Indian Affairs pro-
viding for the allotment of lands in sew
crafty to the Indians on the various res
eryations, and to extend the protection of
the laws of the States and Territories
over Indians. An amendment was adopt
ed providing that the principal Of the pur-
chase price paid to the Indian tribes for
any of their lands shall be withheld for
twenty-five years, interest to be paid
during the time withheld, such interest to
be expended for the support and educa-
tion of the Indians to whom it belongs.
After further debate the bill passed.
MIR. BLAIR's BILL.
Mr.. Blair's educational bill then came
up. Mr.. Vance said that much taunting
and boasting had been INDUCED in with
regard to the superior educational facili-
ties of the Northern States over the South
ern States. Many of the Northern States
had received large grants of land and
many of those States had received a class
OF immigrants who were already educated.
He Instituted some comparisons between
North Carolina and Kansas TO show what
North Carolina had accomplished for
education as compared with Kansas. He
also compared Massachusetts and North
Carolina as to common schools. He cited
figures to show that though the wealth OF
Massachusetts was ten times that of
North Carolina. The amount devoted to
school purposes was only nine times
greater than in North Carolina. and the
percentage of taxation devoted to educa-
tion was only ? per cent. greater than the
amount given by North Carolina, and Mr..
Vance thought that doing pretty well,
considering how Massachusetts had got
her wealth. The whole country had for
chusetts, and North Carolina was COM
PEELED to contribute to that support.
Referring to the remark made by Mr..
Hoar yesterday, Mr.. Vance said that it
was constant source of modification to
him Mr.. vance, to hear the Senators
taunt his StSte with illiteracy, but it
made the modification more hui
initiating to hear that taunt from
representatives of Tewksburv, rep
/ 70 of n 70 hot
feed every principle for gain, that was
more responsible for slavery than any
other State, that was nursing the mother
Of .he horrors of the middle passage.
When slavery was found not to pay in
Massachusetts Mr.. Vance said that the
people OF that State sold their slaves to
/ the South for consideration and then
thanked God and sang a long meter doX-
ology through their noses that they were
not responsible any longer for the sin Of
slavery.
MR.. DOLPH'S VIEWS.
! Mr.. Dolph, of Oregon, said that it was
understood that the bill before the Senate
was meant primarily to secure the educa-
| ton Of the cOlored children of the South.
| Why should not the bill go directly to that
point: Before being called upon to vote
4 for an appropriation of money to any
| State for education, Mr.. Dolph wanted to
| be shown some evidence that the State
| was in sympathy with the object of the
appropriation. In connection with this
| point Mr.. D0lph referred to what he de-
scribed as a denial of the civil rights to
the colored people of the South.
CALUMNY REFUTED.
Mr.. Jonas, while not deeming it neces-
! sary to make any speech in favor of the
| bill, could not refrain from referring to
/ the remarks made yesterday by the Sena-
/ tor from Ohio Mr.. Sherman), who had
I said that he would not trust the South
with this money, and the Senator from
Oregon Mr.. Dolph), who to-day
had SAID that the people of the
| South had trampled under foot
the constitutional amendments, and
would not administer this fund faithfully.
Mr.. Jonas denied most emphat-
ically as baseless and calumni-
Gus any charge that the people
of the South had any prejudice against
! the cOlOred people. "YOu sympathise,' .
said Mr.. Jonas, with their ignorance and
4 poverty. but they are our fellow-citizens.
We meet them in the contests Of every
day life. They are our neIghbors. They
pervade the streets of our cities. They
live in our villages. They cultivate our
fields. They mix with our families. They
mix with our children. They vote at our
polls, and to a large extent control Oul
elections" Mr. Jonas repelled in the
| strongest terms the insinuatiOn that had
been made that the people of the South
or, at least, that portion that
he in part represented, would be
faithless to this trust if confided to them
"Why, Mr.. President" said he, Mr.. Frye
being in the chair, ''you know that before
the committee that examined into the af
fairs of the far off county of Copiah il
nothing else was proven there it was
proved that the blessings of education t
the utmost limit of the capacity of thai
people were extended to both races
alike"
MR.. BUTLER OPPOSES THE BILL.
Mr.. Butler opposed the bill. He said
that the common school system o
South Carolina was as good as any in the
United States. The constitutional pro
vision created a tax for an educatiOna
fund and that fund received in addition
an income from the poll tax. Mr.. Butler
read from the proceedings Ofan. .educatiOna
body the Acknowledgements of a coloreC
teacher to show how much the people O
South Carolina had done for education
The people of the South, he continued
had had to solve a problem that no Othel
branch of the Caucasian race had eVe
been called upon to solve before. They
had uade mistakes, no doubt, and as Ions
as human nature was as weak as it was
he supposed that they would continue t
make mistakes. But if he knew his owl
heart and the hearts of his people, they
meant to deal fairly with this great ques
ton. Slaves had been illiterate, of course
and as freedmen they had been illiterate
but the next census would show a grea
improvement, for the older people Were
passing away.
1Ir. Logan called attention to the re
marks made by him Mr.. Loganl the Othe
day with reference to the prOpriety o
basing aid upon the number of children
and not upon the total illiteracy.
Mr.. Butler agreed that that would be
better basis, as it would be impossible t
educate the old people. But of what die
education consist, anyway? Education
did not consist in cramming letters int,
peoples heads. One of the most intelli
gent men in South Carolina was a maj
that could not read or write. And Their
was another consideration one whicl
Mr.. Butler thought of the utmost impor
tancei there was an education NOR
important than book learning. Tha
was the education OF the family relation
: education in which the character, honor
integrity and honesty of man had thei
origin and largest growth. He feared
TOO, the effects Of measure of this char
acter upon personal and private efforts
There was no success in life comparabl
to that which resulted from individual
effort, and he would hesitate before doin
anything to discourage it. The people Q
J South Carolina, Mr.. Butler continued
were not so badly off in the way of edu
: cation as might be supposed from th
debate which had taken place in the Ser
ate. He cited statistics to shoV
what that State had done 70
! public schools, and said that with tn
! disposition that existed in the South
: remove illiteracy there he could nc