of Suffrage shall be separately submitted to the electors of this State for adoption or rejection in the manner following-Namely: A separate ballot may be given by every person having a right to vote at said election, to be deposited in a separate box; and those given for the adoption of each proposition shall have the words, "Shall the word white' be stricken out of the article on the Right of Suffrage? Yes." And those given against the proposition shall have the words, Shall the word 'white' be stricken out of the article on the Right of Suffrage? No." And if at said election the number of ballots cast in favor of said proposition shall be equal to the majority of those cast for and against this Constitution, then said word "white" shall be stricken from said article and be no part thereof.

Sec. 15. Until otherwise directed by law, the County of Mills shall be in and a part of the Sixth Judicial District of this State. Done in convention at Iowa City this fifth day of March, in the year of our Lord one thousand eight hundred and fifty-seven, and of the Independence of the United States of America, the eighty-first. In testimony whereof we have hereunto subscribed our names :

Timothy Day,
S. G. Winchester,
David Bunker,
D. P. Palmer,
Geo. W. Ells,
J. C. Hall,
John H. Peters,
Wm. H. Warren,
H. W. Gray,
Robt. Gower,
H. D. Gibson,
Thomas Seeley,
A. H. Marvin,
J. H. Emerson,
R. L. B. Clarke,
James A. Young,
D. H Solomon,

ATTEST:

M. W. Robinson,
Lewis Todhunter,
John Edwards,
J. C. Traer,
James F. Wilson,
Amos Harris,
John T. Clarke,
S. Ayres,
Harvey J. Skiff,
J. A. Parvin,
W. Penn Clark,
Jere. Hollingsworth
Wm. Patterson,
D. W. Price,

Alpheus Scott,

George Gillaspy,

Edward Johnstone,

Francis Springer, President.

Th. J. Saunders, Secretary.

E. N. Bates, Assistant Secretary.

TOPIC FOR FURTHER STUDY.

The subject of Educational Land Grants is not generally well understood. There is a common misapprehension to the effect that the policy of educational land grants originated in the Ordinance of 1787. A study of the article in the Report of the Commissioner of Education for 1892 and '93, Vol. II.,

pp. 1268-1283, and of the same subject as treated in Dr. Hinsdale's The Old Northwest, will correct several mistakes very common among teachers. The Act of July 23, 1787, is often confused with the great Ordinance of 1787, and the latter makes no such dedication of land. Even the Act of July 23 was permissory rather than mandatory, and the actual educational land grants have been made by special acts, and not by any single grant for all States.

PART III.

The Government of the United States.

CHAPTER XXIII.

THE MAKING OF THE GOVERNMENT.

The American Government. Sections 66.222 inclusive. The United States, both as forty-five individual States and as a Nation, are an outgrowth of the Thirteen English Colonies planted on the eastern shore of North America in the years 1607-1732. The process by which this change was effected, will be briefly described in this chapter.

312. The Colonial Governments.-The Kings of England gave to the companies, proprietors, and associations that planted the Colonies certain political powers and rights. These powers and rights were formally granted in documents called charters and patents; they were duly protected by regular governments, and so became the possession of the people of the Colonies. While differing in details, these governments were alike in their larger features. There was in every Colony (1) an Assembly or popular house of legislation; (2) a Council, which served as an upper house of legislation in most of the Colonies and as an

advisory body to the governor in all of them; (3) a Governor, and (4) Courts of Law. The members of the assembly were chosen by the qualified voters. The members of the council and the governors were elected by the people in Connecticut and Rhode Island, and were appointed by the proprietors in Maryland and Pennsylvania, and by the king in the other colonies. The judges were generally appointed by the king or his representatives. Powers of local government were distributed to local officers in every Colony.

313. The Home Government. The Kings who granted the charters and patents, for themselves and their descendants, guaranteed to their subjects who should settle in the Colonies and their children, all liberties, franchises, and immunities of free denizens and native subjects within the realm of England. Previous to the troubles that led to the Revolution, the Home government commonly left the Colonies practically alone as free states to govern themselves in their own way. Still they were colonies. The charters enjoined them not to infringe the laws of England, and Parliament passed an act expressly declaring that all laws, by-laws, usages, and customs which should be enforced in any of them contrary to any law made, or to be made, in England relative to said Colonies, should be utterly void and of none effect. Moreover, the power to decide what was so contrary the Home government retained in its own hands.

314. Dual Government.-Thus from the very beginning the Colonies were subject to two political authorities; one their own Colonial governments, the other the Crown and Parliament of England. In other words, government was double, partly local and partly general. This fact should be particularly noted, for it is the hinge upon

which our present dual or federal system of government turns. The American, therefore, as has been said, has always had two loyalties and two patriotisms.

315. Division of Authority.—In general, the line that separated the two jurisdictions was pretty plainly marked. It had been traced originally in the charters and patents, and afterwards usage, precedent, and legislation served to render it the more distinct. The Colonial governments looked after purely Colonial matters; the Home government looked after those matters that affected the British Empire. The Colonies emphasized one side of the double system, the King and Parliament the other side. There were frequent disagreements and disputes; still the Colonists and the Mother Country managed to get on together with a good degree of harmony until Parliament, by introducing a change of policy, brought on a conflict that ended in separation.

316. Causes of Separation. The right to impose and collect duties on imports passing the American custom houses, the Home government had from the first asserted and the Colonies conceded. But local internal taxation had always been left to the Colonial legislatures. Beginning soon after 1760, or about the close of the war with France, which had left the Mother Country burdened with a great debt, Parliament began to enforce such taxes upon the people directly. These taxes the Colonies resisted on the ground that they were imposed by a body in which they were not represented or their voice heard. Taxation without representation they declared to be tyranny. At the same time, the acts relative to American navigation were made more rigorous, and vigorous measures were taken to enforce them. In the meantime the Colonies had greatly increased in