be understood that I am not here speaking of those I met in society or of their children, but of the working people—­of that class who find that a gratuitous education for their children is needful, if any considerable amount of education is to be given.  The result is to be seen daily in the whole intercourse of life.  The coachman who drives you, the man who mends your window, the boy who brings home your purchases, the girl who stitches your wife’s dress,—­they all carry with them sure signs of education, and show it in every word they utter.

It will of course be understood that this is, in the separate States, a matter of State law; indeed, I may go further, and say that it is, in most of the States, a matter of State constitution.  It is by no means a matter of Federal constitution.  The United States as a nation takes no heed of the education of its people.  All that is left to the judgment of the separate States.  In most of the thirteen original States provision is made in the written constitution for the general education of the people; but this is not done in all.  I find that it was more frequently done in the Northern or free-soil States than in those which admitted slavery, as might have been expected.  In the constitutions of South Carolina and Virginia I find no allusion to the public provision for education; but in those of North Carolina and Georgia it is enjoined.  The forty-first section of the constitution for North Carolina enjoins that “schools shall be established by the legislature for the convenient instruction of youth, with such salaries to the masters, paid by the public, as may enable them to instruct at low prices”—­showing that the intention here was to assist education, and not provide it altogether gratuitously.  I think that provision for public education is enjoined in the constitutions of all the States admitted into the Union since the first Federal knot was tied except in that of Illinois.  Vermont was the first so admitted, in 1791; and Vermont declares that “a competent number of schools ought to be maintained in each town for the convenient instruction of youth.”  Ohio was the second, in 1802; and Ohio enjoins that “the General Assembly shall make such provisions by taxation or otherwise as, with the income arising from the school trust fund, will secure a thorough and efficient system of common schools throughout the State; but no religions or other sect or sects shall ever have any exclusive right or control of any part of the school funds of this State.”  In Indiana, admitted in 1816, it is required that “the General Assembly shall provide by law for a general and uniform system of common schools.”  Illinois was admitted next, in 1818; but the constitution of Illinois is silent on the subject of education.  It enjoins, however, in lieu of this, that no person shall fight a duel or send a challenge!  If he do, he is not only to be punished, but to be deprived forever of the power of holding any office of honor or profit in the State.  I have no reason, however, for supposing that education is neglected in Illinois, or that dueling has been abolished.  In Maine it is demanded that the towns—­the whole country is divided into what are called towns—­shall make suitable provision at their own expense for the support and maintenance of public schools.