pensable, as the usurpation of powers not granted is criminal and odious. Among the first, perhaps the very first instrument for the improvement of the condition of men, is knowledge; and to the acquisition of much of the knowledge adapted to the wants, the comforts, and enjoyments of human life, public institutions and seminaries of learning are essential.—First annual message to Congress, Dec. 6, 1825.

Andrew Jackson

(1767-1845. Soldier and Statesman; Seventh President of the

United States)

.

Some of the topics which shall engage my earliest attention as intimately connected with the prosperity of our beloved country, are a just respect for State rights and the maintenance of State sovereignty as the best check of the tendencies to consolidation; and the distribution of the surplus revenue amongst the States according to the apportionment of representation, for the purposes of education and internal improvement, except where the subjects are entirely national.-Rough draft of the first inaugural address, Mar. 4, 1829.

And to be plain I was determined that he (Daniel Donelson) should have a liberal education without the sale of his land-if I paid it out of my own means. I know the value of a real education, I set out that you all three should receive it, and nothing but the want of means shall prevent it, and I trust in a kind Providence that He will not deprive me of the means to carry into effect such a praiseworthy object. From a letter to

Andrew J. Donelson, dated Mar. 5, 1823.

Martin Van Buren

(1782-1862. Lawyer and Statesman; Eighth President of the

United States)

The liberal endowments from time to time granted to our scientific and literary institutions, have added much to the character of the state, and reflected high honor on the enlightened counsels under whose auspices they were made. Although sometimes improvident, and occasionally unsuccessful, their general results have been highly auspicious to the great cause they were meant to subserve, and afford the strongest encouragement to a faithful perseverance in the same wise and liberal policy.

The more direct agency of the government in conducting the affairs of the common schools, as well as the more extensive range of usefulness that belongs to those very valuable elementary institutions, require a fuller statement of the different matters that appertain to that system, and concern its administration.New York State. Messages from the Governors, Ed. by C. Z. Lincoln, Albany, J. B. Lyon, 1909. Vol. III, p. 238.

William Henry Harrison

(1773-1841. Soldier and Statesman; Ninth President of the

United States)

He (Harrison) would allow that there were also lands allotted for schools in the Western States. But that was a matter of national concernment. And if they looked to our neighbors, they would find that reserves for this purpose were far greater than in this country. In Canada, the appropriations of land

for the purposes of education, were more than double those given to the Western States. These allotments were absolutely necessary in a new country, and it was the best policy of the Government to make them. The gentleman from New Hampshire had, a few days since, spoken in high terms of the seamen of New England. He had said that, during the late war, they poured out their blood like water in the cause of their country. And so did the men of the West, and so they were ready to do again; and it was a great interest of the Government to diffuse amongst its citizens the means of obtaining that general intelligence, which teaches men to appreciate the liberty and privileges they enjoy, and prompts them to endure danger and death in their defence.Debates in Congress. of the 2d sess., 19th Congress, Vol. III, col. 318, in remarks on the bill to appropriate six sections of land for the purpose of aiding the State of Indiana in opening a Canal, etc.)

...

John Tyler

(1790-1862. Statesman and Governor of Virginia; Tenth President of the United States)

Among these subjects possessed of the most manifest importance, in the accomplishment of this end (to perpetuate the blessings which we enjoy, so that generations, in endless succession, may possess the same high privileges with ourselves), is the organization of a system for the diffusion of general instruction among the great mass of the people . . . Should not the condition of all the youth of the country excite the efforts of a parental government? Does not that condition call for the establishment of a system of instruction embracing all, and alike available to all? If it be said, that the rich require no legislative interposition to enable them to educate their children, yet there still remains a numerous portion of our population, who while they are far from being mendicants, would, nevertheless, be greatly benefitted by such interference. Gov. Tyler, in Annual message, December 1826, House of Delegates of Virginia, Session, 1826-27, pp. 6-7.