{"1": {"fulltext": "", "height": "4015", "width": "2418", "jp2-path": "addressdelivered00curr_0001.jp2"}, "2": {"fulltext": "9 V\\nA\\nr*\\nv sv\\n9\\n^V\\n4 o\\nA k\\nAT\\n\u00e2\u0096\u00a0V", "height": "4015", "width": "2418", "jp2-path": "addressdelivered00curr_0002.jp2"}, "3": {"fulltext": "", "height": "4015", "width": "2418", "jp2-path": "addressdelivered00curr_0003.jp2"}, "4": {"fulltext": "", "height": "3937", "width": "2198", "jp2-path": "addressdelivered00curr_0004.jp2"}, "5": {"fulltext": "", "height": "3937", "width": "2198", "jp2-path": "addressdelivered00curr_0005.jp2"}, "6": {"fulltext": "", "height": "3937", "width": "2198", "jp2-path": "addressdelivered00curr_0006.jp2"}, "7": {"fulltext": "iu L V\\nADDRESS\\nDelivered February 6th, 1885,\\nBY\\nHON. J. L. M. CURRY,\\nGENERAL AGENT\\nOF THE\\nPEABODY EDUCATION FUND,\\nIN RESPONSE TO AN INVITATION EXTENDED IN A JOINT RESOLUTION OF THE\\nSENATE AND HOUSE OF REPRESENTATIVES OF ALABAMA.\\nREPORTED STENOGRAPHICALLY BY E. WORKMAN.\\nMONTGOMERY, ALA.\\nBARRETT CO., STATE PRINTERS AND BINDERS.\\n1885.", "height": "3937", "width": "2198", "jp2-path": "addressdelivered00curr_0007.jp2"}, "8": {"fulltext": "", "height": "3937", "width": "2198", "jp2-path": "addressdelivered00curr_0008.jp2"}, "9": {"fulltext": "ADDRESS\\nDelivered February 6th, 1885,\\nBY\\nHON. J. L. M. CURRY,\\nGENERAL AGENT\\nOF THE\\nPEABODY EDUCATION FUND,\\nIN RESPONSE TO AN INVITATION EXTENDED IN A JOINT RESOLUTION OF THE\\nSENATE AND HOUSE OF REPRESENTATIVES OF ALABAMA.\\nREPORTED STENOGRAPHICALLY BY E. WORKMAN.\\nMONTGOMERY, ALA.:\\nBARRETT CO., STATE PRINTERS AND BINDERS.\\n1885.", "height": "3937", "width": "2198", "jp2-path": "addressdelivered00curr_0009.jp2"}, "10": {"fulltext": "\u00e2\u0080\u00a2A", "height": "3937", "width": "2198", "jp2-path": "addressdelivered00curr_0010.jp2"}, "11": {"fulltext": "ADDRESS.\\nIn introducing Dr. Curry, Governor O Neal said\\nSenators, Representatives and Fellow Citizens I have been\\nrequested to introduce to you a distinguished gentleman,\\neminent for his talents and for his virtues, and who has a\\nnational reputation. Formerly a distinguished citizen of\\nthe State of Alabama, he has rendered great service to his\\nState in the General Assembly, and in the Congress of the\\nUnited States. It affords me pleasure to introduce to you\\nthe Hon. J. L. M. Curry.\\nDr. Curry said\\nGovernor, Senators, Representatives, Ladies and Gentlemen\\nLoving as I do the State of Alabama with all the intensity\\nof an earnest nature, devoting as I do all the energies of my\\nbeing to the cause of the education of the mases of both\\nraces, I do not ascribe the honor of this invitation to any-\\nthing personal to myself but to the fact that I am the agent\\nof the Peabody Education Fund\u00e2\u0080\u0094 -the most magnificent gift\\never made by a single person in the interest of humanity.\\nIt was not, mark you, made to his own section, exultant in\\nvictory, but to a people smitten, peeled, subjugated, over\\nwhose fair and fertile fields rolled a tide, the reflection of\\nthe inky blackness of which darkened the heavens. It was\\nthe first voice of cheer and hope that came to the South\\nwhile her heart quivered in speechless agony and was in aid\\nof those who had suffered most from the ravages of a fratri-\\ncidal war. The Southern States, in testimony of their\\ngratitude, should unitedly erect, in the hall of the nation s", "height": "3937", "width": "2198", "jp2-path": "addressdelivered00curr_0011.jp2"}, "12": {"fulltext": "glory in Washington, a statue of marble or bronze to their\\nillustrious benefactor.\\nA State government is a representative Republic. A\\nrepresentative is chosen for his patriotism, fidelity, wisdom\\nand integrity. It surely is a high honor to have the welfare\\nand liberties of a people committed to one s hands. To the\\ndischarge of these high duties he should bring a clear head\\nand an honest heart a mind well stored by diligent and\\npainstaking study, a judgment free from prejudice, and a\\ncourage and conscientiousness which bribes, intimidation,\\nselfishness, or fear of popular displeasure can not shake.\\nHe reflects the conscience, the high resolve, the intelligent\\npatriotism, or the passions and hates of his constituency.\\nHe is a lawmaker. Law is the expression of sovereignty.\\nBehind law, which should be the embodiment of justice and\\nright, sits enthroned for its enforcement the power, the\\nmajesty, of the commonwealth. I believe with Sir James\\nMackintosh that there can be no scheme or measure so\\nbeneficial to the State as the mere existence of men who\\nwould not do a base act for any public advantage, and that\\na State can possess no richer patrimony and no purer wealth\\nthan the stainless honor of its public men men of earnest\\nconvictions and noble aims, to whom power is not a pos-\\nsession to be grasped but a trust to be fulfilled.\\nThe constitution of Alabama, which on the threshold of\\nyour legislative duties you swore to support, enjoins that\\nthe General Assembly shall an imperative word shall\\nestablish, organize and maintain a system of public schools\\nthroughout the State for the benefit of the children thereof.\\nThis is not a temporary, local or subordinate duty. It is\\ngeneral, continuing, paramount, affecting the present and\\nthe future, every family, every citizen and every interest of\\nthe State. These schools are the colleges for the people,\\nthe masses, and in their successful maintenance is the real\\ntest of political intelligence and statesmanship. Education,", "height": "3937", "width": "2198", "jp2-path": "addressdelivered00curr_0012.jp2"}, "13": {"fulltext": "o\\nin a broad sense, includes all the influences that result in\\ngrowth. It is the product of all the institutions, all the\\nenvironments of man. It comprehends whatever helps to\\nshape the human being, to stimulate faculties to action, to\\nform habits, to mould character, to make the individual\\nman what he is, or to hinder him from being what he is not.\\nIt is both a result aud a process. For our purpose, let us\\nconsider it a process of development and transformation so\\nas to realize tlie ideal man and accomplish the end of his\\nbeing. Education is then not be tested by the quantity or\\nkind of knowledge acquired so much as by the capacity for\\nusing knowledge and the extent to which knowledge\\ngained has been turned into faculty so as to be available\\nfor purposes of life. The new education, of which we\\nhear so much, means the best method that the experience\\nof 4,000 years and the improved knowledge of the human\\nmind and of child nature have evolved for bringing a skilled\\nteacher in contact with the mind of the pupil.\\nThis capacity for education and for spiritual religion dif-\\nferentiates the human species from the lower animals. The\\nrange of their acquisitions is limited and is usually referred\\nto instinct, as superseding the necessity of reason. Man\\nis made tor education as much as the earth is for culture.\\nTruth and mind are as much complementary as light and\\nthe eye. The nature and the needs of man are the same,\\nand hence education is an universal necessity and right.\\nThe child of the poor man, of the black man, has the same\\nindefeasible right to the unfolding ot his powers, the exer-\\ntion of his faculties, with the child of the rich man, or of\\nthe white man. There is the whole argument in a nutshell.\\nWherever there is a man man by virtue of his creation\\nin God s image a responsible, volitional, immortal man he\\nhas a right to the fullest moral and intellectual development,\\nand to me it seems arrant blasphemy to deny it.\\nEducation is not only essential to usefulness, happiness", "height": "3937", "width": "2198", "jp2-path": "addressdelivered00curr_0013.jp2"}, "14": {"fulltext": "6\\nand dignity of man, to truest manhood and womanhood,\\nbut also to good government and high civilization. An\\nignorant people needs restraint, repression, visible and strong\\nauthority; a wise people may be entrusted with self-\\ngovernment. The maximum of education is the minimum\\nof government. Civilization, good order and refinement\\nare proportionate to intelligence. Crime is often to be\\ntraced to ignorance or improperly developed faculties. The\\nrecords of any criminal court or penitentiary will show that\\nthe criminal classes are largely furnished by illiterates. The\\nPresident of the Council on Education in* Great Britain re-\\ncently said, One of the great features of the working of\\nthe Education act had been the startling diminution of\\ncrime, especially among juveniles. Mr. Foster, the author r\\\\\\nof the act, in a late speech, referring to the diminution of\\ncrime said i; that progress great and material had been made\\nin the habits, almost in the natures, of men. The\\ntwo great causes of the beneficial change are education and\\ntemperance. As the school rooms grow full, prison cells\\nbecome vacant. It is far cheaper to pay even a\\nmoderate school master than the best of prison wardens.\\nThe report of the Bureau of Education tor 1872, summing*\\nup the evidence of the intimate relation of crime aud igno-\\nrance, says that one-third of all criminals are totally un-\\neducated, that four-fifths are practically uneducated, and\\nthat the proportion of criminals from the illiterate classes is\\nat least tenfold as great as the proportion from those having m\\nsome education. Education is not regeneration nor a sub-\\nstitute for it, but developed mental power certainly lessens\\nsubjection to lower appetites and brutal instincts. As you\\nmultiply mental resources, the taste for the gross and sen-\\nsual is somewhat corrected and subdued, higher enjoyments\\nare opened and one s mere impulses are held in check by\\nthe habit of thiuking and the companionship of good books.\\nEducation is the fundamental basis of general and perma-", "height": "3937", "width": "2198", "jp2-path": "addressdelivered00curr_0014.jp2"}, "15": {"fulltext": "nent prosperity. Poverty is the inevitable result of igno-\\nrance. Capital follows the school house. Thrift accom-\\npanies governmental action in behalf of schools. Macaulay,\\nin urging an educational grant, said that State education in\\nScotland, tried under disadvantages, produced an improve-\\nment to which it would be difficult to find a parallel in any\\nage or country. In spite of the rigor of the climate and\\nthe sterility of the earth, Scotland became a country which\\nhad no reason to envy the fairest portions of the globe.\\nIf we look at the matter in the lowest point of view, if we\\nconsider human beings merely as producers of wealth, the\\ndifference between an intelligent and stupid population esti-\\nmated in pounds, shillings and pence, exceeds a hundred\\nfold the proposed outlay. Education opens to the masses\\nnew avenues of business and profitable careers, and puts in\\nthe hands of all an instrument whereby alone advance in life\\nbecomes possible. Success and wealth are to the largest\\nintelligence rather than to the largest capital. Potentiality\\nis more in the brain than in the muscle. The two must\\nform partnership. As the world makes strides, a greater\\nfaculty, more industry and more intelligence are required.\\nUnless the laborer is educated, civilized nations are now\\nseeing that his industrial products can not sustain competi-\\ntion in the markets of the world. Mr. Mundella states that\\n40 years ago Germany and other nations saw that the only\\nway to compete with the industries of England, which had\\nan\u00c2\u00bb unrivalled geographical position and could command\\ncapital at the lowest rates of interest, was not by wealth but\\nby intelligence, and as a result Liebig introduced science\\nand art in connection with the German industries. Berlin\\nhas lately opened a technical college which cost \u00c2\u00a3340,000-\\nEngland realizes that if she holds her own as the foremost\\nindustrial nation, she can not neglect technical education.\\nFrance, attributing the rise of Germany to her system of\\neducation, is making gigantic efforts in the same direction.", "height": "3937", "width": "2198", "jp2-path": "addressdelivered00curr_0015.jp2"}, "16": {"fulltext": "8\\nIf we unite the practical knowledge of field and workshop\\nwith the intelligence and knowledge that science brings to\\nbear, we can soon understand what Watt and Stephenson,\\nBessemer and Whitworth, Howe and Whitney and Edison\\nhave done in forwarding the industries of the world.\\nBorrowing the thought and somewhat the language of\\nDr. Wm. T. Harris, I advance a step in the argument and\\naffirm that the recognition of government makes things\\nbecome property and confirms and protects. The quality\\nof the property depends on the community which recognizes\\nit. In a cultivated community it is raised to a high potency\\nof value. In a barbarous community it may not be worth\\nthe risks incident to its possession. Franchises, vested\\nrights, incorporeal hereditaments, copy-rights, patent rights,\\nc, are the outgrowth of civilization and all imply ad-\\nvanced intelligence. Property in the highest sense exists\\nonly where the largest enlightenment obtains. This enlight-\\nenment obtains in proportion to the universality of education.\\nEducation is approximately universal only where it is\\norganized, controlled and maintained by the State. Prop-\\nerty in the highest sense can exist only where it is taxed\\nfor the education of the people.\\nSome contend that it is unjust to burden their property\\nwith the education of the children of other people. It may\\nbe well to remember that the rights of property are put on\\na firm basis when its duties are practically acknowledged,\\nand it is to the interest of property to make a generous\\nacknowledgment of these obligations. The rights of prop-\\nerty harmonize with the right of men to be educated, to\\nlive truly and worthily, to attain the end of their creatiou.\\nProperty must pay a ransom for the privileges it enjoys and\\nit will find it to its advantage to provide insurance against\\nthe risks to which it is exposed, to guard against the perils\\nof ignorance, agrarianism, nihilism and dynamite. Educa-\\ntion, it is true, is for the advantage of the children, but also", "height": "3937", "width": "2198", "jp2-path": "addressdelivered00curr_0016.jp2"}, "17": {"fulltext": "9\\nof the community and the community ought to pay for it.\\nTo compel the poor, even if they were able, to educate their\\nchildren is a tax not proportionate to their ability but to\\ntheir wants and necessities. Taxation is not an unmixed\\nevil. When taxes collected are expended for just adminis-\\ntration, wise and honest government, maintenance of good\\nroads, providing adequate supply of water and light and\\nsustaining public schools, they are not so much a burden as\\na proper distribution of a part of the annual product for the\\nprotection and welfare of society. Dr. Mayo, so well known\\nand esteemed in the South for his ministry of education,\\nforcibly says, The State or community that taxes bravely\\nand amply for public education m\\\\\\\\ find itself more and\\nmore relieved from the thousand perils of public dishonesty,\\npublic corruption, and the hateful charge for crime and\\npauperism, and the manifold curses that, like a flock of\\nbuzzards, hang over an ignorant people.\\nUniversal education is indispensable to American citizen-\\nship and tree institutions. For good or for evil, in the United\\nStates, Democracy has triumphed and popular government\\nhas supplanted the government of the few. In populous\\ncountries there is always a helpless, shiftless class, who in a\\nRepublic are both a burden and a danger. The problem of\\nfree government is complicated by the presence, citizenship\\nand suffrage of the negroes, an alien race of African origin.\\nWe must accept the influence of these new and suddenly\\nmade citizens, this lower stratum upon society, politics and\\ngovernment. We can not avoid danger or duty by shutting\\neyes, or casting responsibility on the North. Our own well\\nbeing is imperiled. The danger increases our obligation.\\nThere is solidarity of citizenship. We must lift up the de-\\ngraded, or they will drag us down.\\nManhood suffrage is a terrible power and society may\\nwell tremble at what it may do for anarchy or despotism.\\nTen million of men have ballots in their hands and about two", "height": "3937", "width": "2198", "jp2-path": "addressdelivered00curr_0017.jp2"}, "18": {"fulltext": "10\\nmillion are illiterate. Of illiterate voters, the census of\\n1880 gives to Alabama 24,450 whites and 95,408 blacks.\\nAdd 120,858 colored female adults, and you may well be ap-\\npalled at what confronts the statesman, the patriot, the Christ-\\nian. I pity the simpleton who wraps himself in the robe of self-\\ncomplacent ignorance or prejudiceand refuses to look squarely\\nin the face this overmastering question. The great preacher,\\nEobt. Hall, used this strong language: Nothing in reality\\nrenders legitimate governments so insecure as extreme igno-\\nrance of the people. It is this which yields them an easy prey\\nto seduction, makes them the victims of prejudices and false\\nalarms, and so ferocious withal, that their interference in a time\\nof public commotion is more to be dreaded than the eruption\\nof a volcano. Look at the popular insurrections and\\nmassacres in France: of what description of persons were\\nthose ruffians composed They were the very scum\\nof the people, destitute of all moral culture, whose atrocity\\nwas only equalled by their ignorance, as might well be ex-\\npected, when one was the legitimate parent of the other.\\nI have been told since I came to Montgomery that if you\\neducate the laboiing classes they will become discontented\\nand aspiring. The imaginations of some men are haunted\\nby the prospective disappearance of scavengers and boot-\\nblacks, when all men are taught the three E s. There is a\\nvague apprehension that somebody s children not the ob-\\njectors being instructed, will be lifted above their station\\nin life. Out of every one hundred children in Saxony and\\nWurtemburg ninety-six attended school and we have heard\\nof no special disobedience, idleness or insubordination in those\\ncountries where children are so highly favored. What\\ncreates discontent with an inferior position is to be en-\\ncouraged. Man s vocation is perpetual growth. Let him\\npush beyond and above the hard and narrow limits of the\\npresent and reach after the ideal. No one should be con-\\ntent to remain in servitude and vassalage. These that", "height": "3937", "width": "2198", "jp2-path": "addressdelivered00curr_0018.jp2"}, "19": {"fulltext": "11\\nhave turned the world upside down have come hither also.\\nIt is a libel on the social order to make it dependent on ig-\\nnorance and servility. Instead of letting distinctions rest\\non mere artificial conventionalities, or legal subordinations?\\nlet them rather rest on usefulness, integrity, fidelity to\\ntruth, aristocracy of soul. ISTiebuhr said, years ago, of the\\nItalians that they were destitute of hope and all the springs\\nof great and noble thoughts were choked up. An American\\ncitizen should not be a mere machine, a proletary. The\\nfinest fruit earth holds up to its maker is a man, a de-\\nveloped man. Trade, law, government, science, education\\nand religion are but so many schoolmasters tor training a\\nman. Europe ends at Pyrennees and then Africa begins.\\nTwo centuries ago Spain was a first class power. Now she\\nis below some of her then Colonies. Out of a population\\nof 17,000,000, two and a quarter million can not read and\\nonly 715,000 women can read. That tells the tale.\\nAlabama has sought with courage and wisdom to meet\\nthe constitutional requirement in reference to education and\\nto adapt herself to the changes which have occurred since\\n1860. A comparison of school statistics for five years shows\\nmost commendable progress. ^m\\nWHITES.\\n1879. school pop. 214.098.\\n18 S4. 233.555.\\n1879. num. enrol. 100.950.\\n1884. 131.513.\\n1879. av. daily at. 65.936.\\n1884. 8.815.\\n1879. no schs. taug t 3. 1 77.\\n1884. u 3.421.\\n1879. am texp d w. sch. $208,568. col. sch. $155,849.\\n1884. 284.649. 202.131.\\nAn efficient public school s} 7 stem needs a well defined and\\npermanent educational policy, the product of sagacious and\\nCOL.\\nTOTAL.\\n162.551.\\n376.649.\\n186.209.\\n419.764.\\ni\u00e2\u0080\u0094 not\\n174.585.\\n84.065.\\n215.578.\\n46 438.\\n112.374.\\n55.595.\\n134.410.\\n1.494.\\n4.671.\\n1.797.\\n5.218.", "height": "3937", "width": "2198", "jp2-path": "addressdelivered00curr_0019.jp2"}, "20": {"fulltext": "12\\nliberal statesmanship, unalterable except for improvement.\\nFree schools are a perpetual duty and can not be discharged\\nonce for all. The obligation is continuing, co-extensive with\\nand necessary to the well being and life of the State. The\\nsystem of schools is not so much an immediate creation as a\\nsteady growth. We should strive to perfect, to have a sus-\\ntaining public opinion behind, to create a well merited con-\\nfidence, to have schools good enough for the richest and\\ncheap enough for the poorest. Governors, judges, legisla-\\ntors and citizens should accustom themselves to look upon\\npublic schools as they do upon habeas corpus or trial by\\njury, as the foundation of prosperity, the crown of glory.\\n(a) The State should enjoin and maintain in every town\\nand school district, where the population justifies, a suf-\\nficient number of schools for the education of all the chil-\\ndren in the rudimentary branches. If left to the will of each\\nlocality, there will not be a general or uniform system. To\\nsecure economy and efficiency in teaching, the schools\\nshould be graded according to the capacity of the pupils.\\n(b) General revenues are needed to equalize burdens,\\nmake schools possible in poorer and less populous sections,\\njustify State supoigision and control, and ensure the con-\\ntinuance and permanence of the system. No tax on prop-\\nerty is more legitimate than that for universal education.\\nUnless this is recognized, the system had better be abol-\\nished. Experience has shown that voluntary or denomina-\\ntional enterprise is inadequate to secure general education.\\nThis necessarily is the work of the State. A limitation of\\nintelligence is a limitation of citizenship, and ignorance on\\nthe part of some is an abridgement of the liberty of others.\\nThe general appropriation should be supplemented by\\nlocal taxation. The most efficient schools are those where\\nthe local revenues are constant and liberal. Local interest\\nis secured, watchfulness as to results, and an energetic\\npublic sentiment.", "height": "3937", "width": "2198", "jp2-path": "addressdelivered00curr_0020.jp2"}, "21": {"fulltext": "13\\n(d) State superintendent to take general supervision is-\\nindispensable. Special qualifications are needed, for he is to-\\nbe clothed with authority and responsibility. He should be\\na superior man, full of enthusiasm, knowing thoroughly the\\nwork of each grade of his schools, and ever on the alert to\\nsecure excellence. He is to understand and interpret the\\nschool law, to study other systems, to suggest or introduce\\nreforms, to stimulate interest in his work, to attend Insti-\\ntutes, to keep himself en rapport with teachers and be their\\nadviser and friend. The office should not be political, nor\\nconferred as a reward for partisan services. The general\\nadministration should be on a strictly non-partisan basis\\nand without any political entanglements. A school officer,\\nor teacher, no more than a juryman, should be chosen for\\nhis party relations. Frequent changes are a serious misfor-\\ntune; permanence ensures experience, intelligence and pro-\\ngress.\\n(e) Local agencies are needful auxiliaries to the general\\ndirection, and thorough county supervision has been de-\\nmonstrated to be most helpful in bringing the schools up to\\nthe proper standard.\\n(f) In assuming the responsibility of establishing and\\nmaintaining free schools, there is the resulting obligation of\\nproviding trained teachers. Public school teachers are to\\nbe the only teachers of the masses. Obviously there is\\nmuch waste of money, time and talents in employing un-\\nskilled and incompetent teachers. The income of the Pea-\\nbody Fund is hereafter to be used largely in teacher train-\\ning. Observation and inquiry furnish conclusive evidence\\nas to the advantage of traiued teachers, in the methods and?\\nprocesses of instruction, in the organization and manage-\\nment and discipline of the schools, in elevating the profes-\\nsion of teaching, and in educating the people to a better es-\\ntimate of the true object and value of the school system..\\nNormal Schools and Teachers Institutes have been found", "height": "3937", "width": "2198", "jp2-path": "addressdelivered00curr_0021.jp2"}, "22": {"fulltext": "14\\nto be the most efficient instrumentalities for the instruction\\nof teachers. This State has three normal schools for white\\nand three for colored teachers. They might be more dis-\\ntinctively normal and will doubtless improve in that respect.\\nNothing has been done for Teachers Institutes. Teaching\\nwell is difficult and demands special culture and training.\\nKnowing what should be taught, and how to teach it, is a\\nhigh art. The education received in schools and colleges\\nis a meagre result compared with what might be accom-\\nplished if teachers knew how to teach so as to secure the\\nbest results. A good scholar is not necessarily a good\\nteacher. The wliat and the how are two very different\\nthings. If the art of teaching is founded on the science of edu-\\ncation, and the science of education is founded on the science\\nof the mind, then it is not true that any respectable anybody,\\nany Dogberry, or Squeers, or Dominie Sampson can teach.\\nAny dolt can hear a lesson, drill in the multiplication table,\\nteach by rote, but to pursue a rational method in accor-\\nauce with the nature of the being to be taught aud the or-\\nderly evolution of the mind s powers is a higher process.\\nTo proceed from simple to complex, particular to general,\\nconcrete to abstract, empirical to rational and logical, from\\nobserved facts or things to generalized or scientific knowl-\\nedge, requires training. The Prussians say whatever you\\nwould have appear in the life of a nation you must first put\\ninto its schools, and whatever you would put into schools\\nmust first be put into the teacher.\\nI have, gentlemen, presented some dark and stubborn\\nfacts, which lie in the pathway of your progress, but I am\\nno pessimist and sing no doleful jeremiads in reference to\\nthe future. I have no sympathy with those who would\\nkeep alive alienations betwixt North and South, or who\\nwould dig deep chasms betwixt the so-called upper and\\nlower classes nor with that Toryism or Bourbonism which\\nresists all progress and is indifferent to the welfare of the", "height": "3937", "width": "2198", "jp2-path": "addressdelivered00curr_0022.jp2"}, "23": {"fulltext": "15\\npeople. God reigus. Truth will triumph. In the mother\\nland, we have seen the franchise extended, civil disabilities\\nremoved, religious tests abolished, taxes reduced, and the\\nestablishment partly overthrown. The growth of our coun-\\ntry can not be arrested, if lawmakers, rulers and people\\nheed the teachings of experience and the word of God.\\nWith near 60,000,000 people, increasing 2,000,000 annually,\\n125,000 miles of railway, boundless territory, exhaustless\\nresources and the stimulus of free institutions, no god Ter-\\nminus can stay our advance. In Europe one in every\\ntwenty is a soldier, and one in every twenty has to sustain\\nthe soldiers. Growing armies, expensive wars, increasing\\ndebts, heavier taxes. Misery and wrong engendercommunism\\nand nihilism. We are exempt from these evils but what we\\nhold and enjoy is in trust and with the trust comes respon-\\nsibility.\\nWithin a few days has appeared in the newspapers a let-\\nter from Col. McOlure of the Philadelphia Times, in which\\nhe says Alabama has been gifted far beyond even our\\nboasted empire of Pennsylvania and he refers to the\\n11,000 square miles of coal, the illimitable supplies of iron\\nore and limestone, and the marvellous development of coal\\nand iron products during a season of continued and\\nsteadily decreasing depression in the iron and coal trade of\\nthe country. The proximity of the mineral wealth to the\\nGult of Mexico and the contemplated inter-oceanic highway\\ninduced some of us, years ago, to favor the construction of\\ntransportation lines and the opeuiug of these mines of wealth.\\nThey give to you a most invitiug future; they promise to\\nmake Alabama one of the richest States of the Union. So\\nmote it be. We shall not forget, in the presence of this\\noriental wealth, that honesty and intelligence are at the\\nbasis of individual, corporate, State and national prosperity.\\nProsperity comes from honest administration, honest trade,\\nhonest money, honest and intelligent labor, quick and cheap", "height": "3937", "width": "2198", "jp2-path": "addressdelivered00curr_0023.jp2"}, "24": {"fulltext": "16\\nexchange of products. Individual intelligence and integ-\\nrity, sustained by public justice, constitute the sole condi-\\ntion under which permanent prosperity can be the rule\\namong men.\\nYou are making in New Orleans an exposition of your\\nproducts and resources. That is wise but your real wealth,\\nreal greatness, is not in cotton, lumber, iron, coal, marble,\\nbanks, railways, but in the minds and hearts of your boys\\nand girls. Your future glory depends on your efforts and\\nsuccess in making the youth of Alabama intelligent, indus-\\ntrious and virtuous. To leave them in mental and moral\\ndarkness, ignorant, superstitious, indolent, brutal, quarrel-\\nsome, and shut up to little, narrow lives, is the surest way\\non earth to blight and impoverish the State. No com-\\nmunity that understands its own interest will evade or re-\\nsist the utmost possible sacrifice for that public education\\nwhich pays everybody as no other outlay does. I con-\\ngratulate you, legislators, that you are, by the favor of your\\nconstituents, placed in a position where you can take the\\nlead in doing so much, and so beneficiently, for the pros-\\nperity and the honor of the people.", "height": "3937", "width": "2198", "jp2-path": "addressdelivered00curr_0024.jp2"}, "25": {"fulltext": "", "height": "3937", "width": "2198", "jp2-path": "addressdelivered00curr_0025.jp2"}, "26": {"fulltext": "66 81", "height": "3937", "width": "2198", "jp2-path": "addressdelivered00curr_0026.jp2"}, "27": {"fulltext": "", "height": "3937", "width": "2198", "jp2-path": "addressdelivered00curr_0027.jp2"}, "28": {"fulltext": "", "height": "3937", "width": "2198", "jp2-path": "addressdelivered00curr_0028.jp2"}, "29": {"fulltext": "", "height": "3937", "width": "2198", "jp2-path": "addressdelivered00curr_0029.jp2"}, "30": {"fulltext": "0* A\\n\u00e2\u0099\u00a6\u00e2\u0080\u00a2To o V\\na?\\n=v-~-* Ap\u00c2\u00b0 \\\\z^*\\n\u00e2\u0080\u00a2*y% -SKe- WP?* v\\nA s aCt .*o,\\nV 1 *b\\no N o o\\na*\\na 8 ,Cr\\nCr", "height": "3937", "width": "2198", "jp2-path": "addressdelivered00curr_0030.jp2"}, "31": {"fulltext": "\u00e2\u0096\u00a05?\\nv\u00c2\u00abs=8^ N. MANCHESTER,\\n^=s^ INDIANA 46962", "height": "3937", "width": "2198", "jp2-path": "addressdelivered00curr_0031.jp2"}, "32": {"fulltext": "LIBRARY OF CONGRESS\\n030 218 793 9\\nM\\nBawl\\niiiS\\nm\\nmm\\nH\\n1118\\nUs\\nllfili\\nI\\nHi\\nHnH\\nHI H29\\nmieiimI\\nUla H\\nH9 59H3\\n91\\n8588\\ni\\nllliill\\nH\\nml Haw\\nHi WW\\nH88HHH\\nBflBja\\nH I\\nm WSm\\nMas\\n\u00e2\u0096\u00a0i\\nBml H", "height": "3937", "width": "2198", "jp2-path": "addressdelivered00curr_0032.jp2"}}