If this bill cannot be adopted, then I ask that you shall take at least one of its provisions. Require free schools as an essential condition of Reconstruction. But I am met by the objection, that we are already concluded by the Military Bill adopted a few days ago, so that we cannot establish any new conditions. This is a mistake. There is no word in the Military Bill which can have this interpretation. Besides, the bill is only a few days old; so that, whatever its character, nothing is as yet fixed under its provisions. It contains no compact, no promise, no vested right, nothing which may not be changed, if the public interests require. There are some who seem to insist that it is a strait-jacket. On the contrary, this very bill asserts in positive terms “the paramount authority of the United States.” Surely this is enough. In the exercise of this authority, it is your duty to provide all possible safeguards. To adopt a familiar illustration, these States must be “bound to keep the peace.” Nothing is more common after an assault and battery. But this can be only by good laws, by careful provisions, by wise economies, and securities of all kinds.
Sometimes it is argued that it is not permissible to make certain requirements in the new constitutions, although, when the constitutions are presented to Congress for approval, we may object to them for the want of these very things. Thus it is said that we may not require educational provisions, but that we may object to the constitutions, when formed, if they fail to have this safeguard. This argument forgets the paramount power of Congress over the Rebel States, which you have already exercised in ordaining universal suffrage. Who can doubt, that, with equal reason, you may ordain universal education also? And permit me to say that one is the complement of the other. But I do not stop with assertion of the power. The argument that we are to wait until the constitution is submitted for approval is not frank. I wish to be plain and explicit. We have the power, assured by reason and precedent. Exercise it. Seize the present moment. Grasp the precious privilege. There are some who act on the principle of doing as little as possible. I would do as much as possible, believing that all we do in the nature of safeguard must redound to the good of all and to the national fame. It is in this spirit that I now move to require a system of free schools, open to all without distinction of caste. For this great safeguard I ask your votes.
You have prescribed universal suffrage. Prescribe now universal education. The power of Congress is the same in one case as in the other. And you are under an equal necessity to employ it. Electors by the hundred thousand will exercise the franchise for the first time, without delay or preparation. They should be educated promptly. Without education your beneficent legislation may be a failure. The gift you bestow will be perilous. I was unwilling to make education the condition of suffrage; but I ask that it shall accompany and sustain suffrage.
Mr. President, I plead now for Education. Nothing more beautiful or more precious. Education decorates life, while it increases all our powers. It is the charm of society, the solace of solitude, and the multiple of every faculty. It adds incalculably to the capacity of the individual and to the resources of the community. Careful inquiry establishes what reason declares, that labor is productive in proportion to its education. There is no art it does not advance. There is no form of enterprise it does not encourage and quicken. It brings victory, and is itself the greatest of victories.
In a republic education is indispensable. A republic without education is like the creature of imagination, a human being without a soul, living and moving blindly, with no just sense of the present or the future. It is a monster. Such have been the Rebel States,—for years nothing less than political monsters. But such they must be no longer.
It is not too much to say, that, had these States been more enlightened, they would never have rebelled. The barbarism of Slavery would have shrunk into insignificance, without sufficient force to break forth in blood. From the returns before the Rebellion[96] we learn that in the Slave States there were not less than 493,026 native white persons over twenty years of age who could not read and write,—while in the Free States, with double the native white population, there were but 248,725 native whites over twenty years of age thus blighted by ignorance. In the Slave States the proportion was 1 in 5; in the Free States it was 1 in 22. The number in Free Massachusetts, with an adult native white population of 470,375, was 1,055, or 1 in 446; the number in Slave South Carolina, with an adult native white population of only 120,136, was 15,580, or 1 in 8. The number in Free Connecticut was 1 in 256, in Slave Virginia 1 in 5; in Free New Hampshire 1 in 192, and in Slave North Carolina 1 in 3. In this prevailing ignorance we may trace the Rebellion. A population that could not read and write naturally failed to comprehend and appreciate a republican government.
This contrast between the Rebel States and the Loyal States appeared early. It was conspicuous in two Colonies, each of which exercised a peculiar influence. Massachusetts began her existence with a system of free schools. The preamble of her venerable statute deserves immortality. “That learning may not be buried in the grave of our fathers,” her founders enacted that every township of fifty householders should maintain a school for reading and writing, and every town of a hundred householders a school to fit youths for the University.[97] This statute was copied in other Colonies. It has spread far, like a benediction. At the same time Virginia set herself openly against free schools. Her Governor, Sir William Berkeley, in 1671, in a reply to the Lords Commissioners of Plantations on the condition of the Colony, made this painful record: “I thank God there are no free schools, nor printing, and I hope we shall not have these hundred years; for learning has brought disobedience and heresy and sects into the world, and printing has divulged them.… God keep us from both!”[98] Thus spoke Massachusetts, and thus spoke Virginia, in that ancient day. The conflict of ideas had already begun. Can you hesitate to adopt the statute so well justified by time? It began in an infant colony. Let it be the law of a mighty republic.
The papers of the day mention an incident, showing how the original spirit of the Virginia Governor still animates these States. A motion to print two hundred copies of the Report of the State Superintendent of Public Education was promptly voted down in the Senate of Louisiana, while a Senator, in open speech, “denounced the public education scheme as an unmitigated oppression, an electioneering device, an imposition, which he intended to bring in a bill to abolish, if they were allowed to go on legislating.” With such brutality is this beautiful cause now encountered. It is as if a savage rudely drove an angel from his tent.
Be taught by this example, and do not hesitate, I entreat you. Remember how much is now in issue. You are to fix the securities of the future, and especially to see that a republican government is guarantied in an the Rebel States. I call them “Rebel,” for such they are in spirit still, and such is their designation in your recent statute. But I ask nothing in vengeance or unkindness. All that I propose is for their good, with which is intertwined the good of all. I would not impose any new penalty or bear hard upon an erring people. Oh, no! I simply ask a new safeguard for the future, that these States, through which so much trouble has come, may be a strength and a blessing to our common country, with prosperity and happiness everywhere within their borders. I would not impose any new burden; but I seek a new triumph for civilization. For a military occupation bristling with bayonets I would substitute the smile of peace. But this cannot be without Education. As the soldier disappears, his place must be supplied by the schoolmaster. The muster-roll will be exchanged for the school-register, and our headquarters will be a school-house.