This difference is most striking in the mechanic arts, but it is clearly visible also in husbandry. Not the most fertile soil, not mines of silver and gold, can make a nation rich, without intelligence. Who ever had a more fertile soil than the Egyptians? Who have handled more silver and gold than the Spaniards? The universal cultivation of the mind and heart is the only true source of opulence;—the cultivation of the mind, by which to lay hold on the treasures of nature; the cultivation of the heart, by which to devote those treasures to beneficent uses. Where this cultivation exists, no matter how barren the soil or ungenial the clime, there comfort and competence will abound; for it is the intellectual and moral condition of the cultivator that impoverishes the soil or makes it teem with abundance. He who disobeys the law of God in regard to the culture of the intellectual and spiritual nature, may live in the valley of the Nile, but he can rear only the “lean kine” of Pharaoh; but he who obeys the highest law may dwell in the cold and inhospitable regions of Scotland or of New England, and “well-formed and fat-fleshed kine” shall feed on all his meadows. If Pharaoh will be a taskmaster, and will not let the bondmen go free, the corn in his field shall be the “seven thin ears blasted by the east wind;” but if he will obey the commandments of the Lord, then behold there shall be “seven ears of corn upon one stalk, all rank and good.” Sir, the sweat of a slave poisons the soil upon which it falls; his breath is mildew to every green thing; his tear withers the verdure it drops upon.
But slavery makes the general education of the whites impossible. You cannot have general education without Common Schools. Common Schools cannot exist where the population is sparse. Where slaves till the soil, or do the principal part of whatever work is done, the free population must be sparse. Slavery, then, by an inexorable law, denies general education to the whites. The providence of God is just and retributive. Create a serf caste, and debar them from education, and you necessarily debar a great portion of the privileged class from education also. It is impossible, in the present state of things, or in any state of things which can be foreseen, to have free and universal education in a slave state. The difficulty is insurmountable. For a well-organized system of Common Schools, there should be two hundred children, at least, living in such proximity to each other that the oldest of them can come together to a central school. It is not enough to gather from within a circle of half a dozen miles’ diameter fifty or sixty children for a single school. This brings all ages and all studies into the same room. A good system requires a separation of school children into four, or at least into three, classes, according to ages and attainments. Without this gradation, a school is bereft of more than half its efficiency. Now, this can never be done in an agricultural community where there are two classes of men—one to do all the work, and the other to seize all the profits. With New England habits of industry, and with that diversified labor which would be sure to spring from intelligence, the State of Virginia, which skirts us here on the south, would support all the population of the New England states, and fill them with abundance.
Mr. Bayly. We have as great a population as New England now.
Mr. Mann. As great a population as New England!!
Mr. Bayly. We send fifteen representatives.
[A voice. And how many of them represent slaves?]
Mr. Mann. Massachusetts alone sends ten representatives.
[A voice. And the rest of New England twenty-one more.]
Mr. Mann. I say, sir, the single State of Virginia could support in abundance the whole population of New England. With such a free population, the school children would be so numerous that public schools might be opened within three or four miles of each other all over its territory,—the light of each of which, blending with its neighboring lights, would illumine the whole land. They would be schools, too, in point of cheapness, within every man’s means. The degrading idea of pauper schools would be discarded forever. But what is the condition of Virginia now? One quarter part of all its adult free white population are unable to read or write, and were proclaimed to be so by a late governor, in his annual message, without producing any reform. Their remedy is to choose a governor who will not proclaim such a fact. When has Virginia, in any state or national election, given a majority equal to the number of its voters unable to read or write? A republican government supported by the two pillars of Slavery and Ignorance!
In South Carolina there is also a fund for the support of pauper schools; but this had become so useless, and was so disdained by its objects, that a late governor of the state, in his annual message, recommended that it should be withdrawn from them altogether.