"I turn for a single moment to call attention to the philanthropy of the proposition. If you introduce all without regard to qualification, without their being able to read or write, and thus to understand the questions on which they are to decide, what would be the effect? You will take away from them the strongest incentive to learn to read or write. As a race, it is not accustomed to position and property; it has no homesteads, it has no stake in the country; and unless they are required to be intelligent, and qualified to understand something about our institutions and our laws, and the questions which are submitted to the people from time to time, you say then to them, 'No matter whether or not you make progress in civilization or education, you shall have all the rights of citizenship,' and in that way you take away from them all special motive to education and improvement. On the contrary, if the ability to read and write and understand the ballot is made the qualification on the part of these people to exercise the right of voting, the remaining portion will see that color is not exclusion. They would all aspire to the qualification itself as preliminary to the act. You can submit no motive to that race so powerful for the purpose of developing in them the education and intelligence required. "I say, therefore, on whatever grounds you put it, whether you regard the safety of our institutions or the light of philanthropy, you should insist on qualifications substantially the same as those required in the State of Massachusetts. And let me say that, taking the State of Massachusetts as an example of the result of general intelligence and qualified suffrage, and a careful guardianship of the ballot-box, I know of no more illustrious example in this or any other country of its importance. "With a credit that surpasses that of the United States, with a history that is surpassed by no State in the Union, with wealth that is almost fabulous in proportion to its population, with a prosperity almost unknown in the history of the world, that State stands before us to-day in all her dignity, strength, wealth, intelligence, and virtue. And if we, by adopting similar principles in other States, can secure such results, we certainly have an inducement to consider well how far this condition is to be attributed to her diffused education, and to the provisions of her constitution." At the close of Mr. Kasson's speech, a colloquy occurred between him and his colleague, Mr. Price, eliciting the fact that the question of negro suffrage in Iowa had been squarely before the people of that State in the late fall election, and their vote had been in favor of the measure by a majority of sixteen thousand.