If we turn to the new States, we find that slavery and freedom have the same influence on population as in the old. Take, for instance, Michigan and Arkansas. They came into the Union about the same time-- In 1830, the population of Arkansas was 30,388 In 1840, " " 97,574 In 1830, " Michigan, 31,639 In 1840, " " 212,267 The ratio of increase of white inhabitants, for the last ten years, has been in Arkansas as 200 per cent; in Michigan, 574 per cent. In both instances the increase has been chiefly owing to immigration; but the ratio shows the influence of slavery in retarding immigration. Compare also Alabama and Illinois-- In 1830, the free population of Alabama, was 191,975 " " " Illinois, 157,455 ------- Excess in favor of Alabama 34,520 ------- In 1840, free population of Illinois, 476,183 " " " Alabama, 337,224 ------- Excess in favor of Illinois, 138,959 We surely need not detain you with farther details on this head, to convince you what an enormous sacrifice of happiness and prosperity you are offering on the altar of slavery. But of the character and extent of this sacrifice you have as yet had only a partial glimpse. Let us proceed to examine II. THE STATE OF EDUCATION IN THE SLAVE STATES. The maxim that "Knowledge is power," has ever more or less influenced the conduct of aristocracies. Education elevates the inferior classes of society, teaches them their rights, and points out the means of enforcing them. Of course, it tends to diminish the influence of wealth, birth, and rank. In 1671, Sir William Berkley, then Governor of Virginia, in his answer to the inquiries of the Committee of the Colonies, remarked, "I thank God that there are no free schools nor printing presses, and I hope we shall not have them these hundred years." The spirit of Sir William seems still to preside in the councils of his own Virginia, and to actuate those of the other slave States. The power of the slaveholders, as we have already showed you, depends on the acquiescence of the major part of the white inhabitants in their domination. It cannot be, therefore, the interest or the inclination of the sagacious and reflecting among them, to promote the intellectual improvement of the inferior class.