10 at an annual expense of $237,000; Baltimore has only 36 public schools, with 138 teachers, and 8,011 pupils, supported at an annual expense of $32,423. But even these figures do not disclose the whole difference; for there exist in the Free States teachers’ institutes, normal schools, lyceums, and public courses of lectures, which are unknown in the region of Slavery. These advantages are enjoyed also by the children of colored persons; and here is a comparison which shows the degradation of the Slave States. It is their habit particularly to deride free colored persons. See, now, with what cause. The number of colored persons in the Free States is 196,016, of whom 22,043, or more than one-ninth, attend school, which is a larger proportion than is supplied by the whites of the Slave States. In Massachusetts there are 9,064 colored per- 1 sons, of whom 1,439, or nearly one sixth, attend school, which is a much larger proportion than is supplied by the whites of South Carolina. Among educational establishments are public libraries; and here, again, the Free States have their customary eminence, whether we consider libraries strictly called public, or libraries of the common school, of the Sunday school, of the college, and of the church. Here the disclosures are startling. The number of libraries in the Free States is 14,911, and the sum total of volumes is 3,888,234; the number of libraries in the Sl^ve' States is< 695, and the sum total of volumes is 649,577 ; showing an excess for Freedom of more than fourteen thousand libraries, and more than three millions of volumes. In the Free States the common school libraries are 11,881, and contain 1,589,683 volumes; in the Slave States they are 186, and contain 57,721 volumes. In the Free States the Sunday school libraries are 1,713, and contain 478,858 volumes; in the Slave States they are 275, and contain 63,463 volumes. In the Free States the college libraries are 132, and contain 660,573 volumes; in the Slave States they are 79, and contain 249,248 volumes. In the Free States the church libraries are 109, and contain 52,723 volumes; in the Slave States they are 21, and ■ contain 5,627 volumes. In the Free States the I libraries strictly called public, and not inclu- ; ded under the heads already enumerated, are 1,058, and contain 1,106,397 volumes; those of the Slave States are 152, and contain 273,518 volumes. Turn these figures over, look at them in any light, and the conclusion will be irresistible for Freedom. The college libraries alone of the Free States are greater than all the libraries of Slavery. So, also, are the libraries of Massachusetts alone greater than all the libraries of Slavery; and the common school libraries alone of New York are more than twice as large as all the libraries of Slavery. Michigan has 107,943 volumes in her libraries; Arkansas has 420. /nes in" the libraries ,’of Slave colleges ■ .3,011.; in the libraries of the Free colleges , ,67,227. If the materials were at hand for a comparison between these colleges, in buildings, cabinets, and scientific apparatus, or in the standard of scholarship, the difference would be still more apparent. Of professional schools, teaching law, medicine, and theology, the Free States had 65, with 269 professors, 4,426 students, and 175,951 volumes in their libraries, while the Slave States had only 32 professional schools, with 122 professors, 1,807 student’s, and 30,796 volumes in their libraries. The whole number educated at these institutions in the Free States was 23,513, in the Slave States 3,812. Of these, the largest number in the Slave States study law, next medicine, and lastly theology. According to the census, there are only 808 in the Slave theological schools, and 747 studying for the ministry in the Slave colleges; and this is all the record we have of the education of the Slave clergy. Of academies and private schools, in 1850, the Free States, notwithstanding their multitudinous public schools, had 3,197, with 7,175 teachers, 154,893 pupils, and an annual income of $2,457,372 ; the Slave States had 2,797 academies and private schools, with 4,913 teachers, 104,976 pupils, and an annual income of $2,079,724. In the absence of public schools, to a large extent, where Slavery exists, the dependence must be chiefly upon private schools; and yet even in these the Slave States fall below the Free States, whether we consider the number of pupils, the number of teachers, or the amount paid for their support. In public schools, open to all, alike the poor and the rich, the eminence of the Free States is complete. Here the figures show a difference as wide as that between Freedom and Slavery. Their number in the Free States is 62,433, with 72,621 teachers, and with 2,769,901 pupils, supported by an annual expense of $6,780,337. Their number in the Slave States is 18,507, with 19,307 teachers, and with 581,861 pupils, supported by an annual expense of $2,719,534. This difference may be illustrated by details. Virginia, an old State, and more than a third larger than Ohio, has 67,353 pupils in her public schools, while the latter State has 484,153. Arkansas, equal in age and size with Michigan, has only 8,493 pupils at her public schools, while the latter State has 110,455. South Carolina, three times as large' as Massachusetts, has 17,838 pupils at public school, while the latter State has 176,475. South Carolina spends for this purpose, annually, $200,600 ; Massachusetts, $1,006,795. Baltimore, with a population of 169,012, on the northern verge of Slavery, has school buildings valued at $105,729 ; those of Boston are valued at $729,502. Boston, with a population smaller than that of Baltimore, has 203 public schools, with 353 teachers, and 21,678 pupils, supported
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