It is noticeable, too, that these three Constitutions indicate a growing sentiment in favor of public education, that of 1858 embodying far more definite and mandatory requirements than the one framed in 1855, and that of 1859 being even more specific, exacting and peremptory than the Constitution of 1858. The educational article of the Topeka Constitution includes four sections, and occupies only fifteen lines in the “Annals;” the same article in the Leavenworth Constitution embraces nine sections, occupying thirty-three lines; and in the Wyandotte Constitution the educational article includes nine sections, occupying forty-seven lines. On the other hand, the article on education in the Lecompton Constitution—the only organic law framed by the advocates of Slavery—is ambiguous in language and feeble in direction. It is permissive rather than mandatory. Its five sections occupy but seventeen lines, and require only that “schools and the means of education” shall be “encouraged by the State,” and that the Legislature shall establish “one common school in each township”—that is, one for every 23,240 acres of land! This would give the county of Douglas fourteen schools! It now has nearly one hundred. No requirement for schools of higher grade, nor for a University, is embodied in the article. It is not strange that the contest between these two civilizations resulted as it did. Although the one was sustained by all the power and authority of the National Government, the other had Education as its ally, and made Intelligence the most important stone in the foundation of the State. The men who brought Freedom to Kansas brought in her train the school and the printing press. Fighting Slavery, they fought Ignorance also; upholding Liberty, they upheld her true friend and ally, Learning. The crowning glory of Kansas, from that day to this, has been her schools, embracing those of every grade, from the rude dug-out on the lonely frontier to the stately buildings on Mount Oread. These bright children of the State are her jewels, and she can point to them with a pride equaling that of the Roman mother. For they are worthy of her, as she is of them—worthy of her love and fostering care, as well as of her pride.