I am aware that there are some writers who represent that this addition to school land was a special favor to Oregon; and at least one Oregon man who claimed to have secured it by his personal efforts.[8] But the records of congress disprove such pretensions. It was sometimes objected in congress that the new states were receiving too much land gratuitously.[9] In a speech on this subject by Woodbridge, of Michigan, delivered April 29, 1846, that gentleman said: "Now, a very great error prevails on this subject. It is a common opinion, I believe, that the school lands, amounting, as the gentleman from Connecticut says, in some instances, to an enormous amount, are gratuitously conveyed to the new states. Sir, I do not so read my books at all. There is no gratuity about it! This appropriation of section sixteen was made in order to secure an accelerated sale of your wild lands. I do not say that there were not other and higher motives, but this was one, and an efficient one. * * * You published to the world your terms of sale. You pledged your faith to all who should buy land of you in any surveyed township, that one thirty-sixth part of it, namely, section number sixteen, should forever afterwards be applied toward the support of schools. * * * It is true that you afterwards affected to transfer these school lands to the states; but what passed by that transfer? Nothing, sir, but the naked title only, subject always to the use, and I am not prepared to admit the competency of your doing even that." So there were in congress, in 1846, men who contended that the western people, and not the government which had solemnly renounced it, held the right to the educational reservations in the public lands from the beginning. In August, 1846, a bill being before congress to enable Wisconsin to form a state government, it passed through the usual routine, and was reported from the territorial committee by Douglas, February 9, 1847. On the fifteenth, the question of engrossing the bill was about being put, when John A. Rockwell of Connecticut, moved to amend by adding the following: "And be it further enacted, That in addition to section numbered sixteen, section numbered thirty-six, in each township of the public lands of the United States in said state, not heretofore otherwise disposed of, be, and the same is hereby appropriated to the support of education in the said state." Certain conditions were attached, which need not be here quoted, as the amendment failed.[10] That it failed was not owing to any strong opposition so much as to the fact of its not being incorporated in the original bill. Congressmen and senators have to be urged somewhat to make changes by which their districts gain nothing. Rockwell's amendment was crowded out by other business concerning the disposition of the public lands then claiming attention.