ir own equality among Englishmen,
which not being granted to them, they declared their independence. But
scarcely had their swords won that independence, when the governing
classes of Great Britain began to teach the rising generation, through
the medium of books, schools, and colleges, that the democratic
doctrine, which declared all white men equal to one another, _included
negroes_. Thus making the learned world believe that democracy and negro
slavery are incompatible--that there can be no such thing as a
democracy, or a government where the people rule, so long as black
people are held in slavery. The schools not only taught the doctrine
that negro slavery is anti-republican, but that it is a moral, social
and political evil, and soon it was denounced from the pulpit as _sin
against God_!

Under the influence of such an education, imported from Europe, the
American people, even in the South, began to regard negro slavery as an
evil--not from any thing they saw, but from what they had been taught.
Thence all manner of experiments were made with the negro to make his
condition better out of slavery than in it. All of which proving a
failure, the South took issue with Old and New England on the question
of negro slavery being an evil, social, political, or moral, and called
for the proof. No proof could be given except that drawn from England,
from hearsay evidence, and from theoretical teaching of that system of
education designed to support European despotisms, and to destroy
American republicanism. This has opened the eyes of the South to the
necessity of establishing schools and colleges of its own to uphold
American civilization. The address of the commissioners for the raising
of the endowment of the University of the South commends it to the
attention of the American people, not as a sectional or Southern
university, but as an American university, to be the house and home of
the spirit of American civilization--a dwelling-place not lighted with
fox-fire tapers or artificial lights to disguise nature, as the
institutions of learning in Europe are, but with the light inherent in
nature's truths and in the revealed word of God, honestly translated and
interpreted. Some schools to aid American civilization have already been
established, but there is a sad outcry for the proper kind of school
books; those of Old and New England being rotten to the core with
abolitionism and with that false democracy which would make