“The architects of the Constitution had the intention of making a republican and federal government which would endure with stability, insure justice, promote the general welfare and be proof against usurpation, either by the few and the rich or by the poor and the many. For the founding of a republic they had guides. For a federal system they had none. But they thoroughly believed that help could be found in the successes and failures of the past. They knew all about the ‘class struggle’—so, for that matter, did the Greek philosophers, although you would think from our young socialist friends that Karl Marx was the first person ever to notice it. They knew all about Fascism and its causes, although they called it by another name.”

Ashcroft and the blowhard discuss desegregation
2001-01-17
Townhall
http://townhall.com/columnists/anncoulter/2001/01/17/ashcroft_and_the_blowhard_discuss/page/full; in her book How to Talk to a Liberal (If You Must) (2004) this passage is slightly revised to end with assertions about "transferring power from cities to the federal courts."
2001

1870s, Message to the Senate and House of Representatives (1870)
Context: The framers of our Constitution firmly believed that a republican government could not endure without intelligence and education generally diffused among the people. The Father of his Country, in his Farewell Address, uses this language: Promote, then, as an object of primary importance, institutions for the general diffusion of knowledge. In proportion as the structure of a government gives force to public opinion, it is essential that public opinion should be enlightened.

First Inaugural Address (4 March 1829).
1820s

1960s, Emancipation Proclamation Centennial Address (1962)

Source: Look Away!: A History of the Confederate States of America (2002), pp. 97–98

Part 4, 1979 - 1984 "Welcome to the 1980's", p. 290
Memoirs (1993)

From The Bush Betrayal (Palgrave, 2004) http://www.jimbovard.com/Epigram%20page%20Bush%20Betrayal.htm

1900s, A Square Deal (1903)
Context: The outcome was equally fatal, whether the country fell into the hands of a wealthy oligarchy which exploited the poor or whether it fell under the domination of a turbulent mob which plundered the rich. In both cases there resulted violent alternations between tyranny and disorder, and a final complete loss of liberty to all citizens -- destruction in the end overtaking the class which had for the moment been victorious as well as that which had momentarily been defeated. The death-knell of the Republic had rung as soon as the active power became lodged in the hands of those who sought, not to do justice to all citizens, rich and poor alike, but to stand for one special class and for its interests as opposed to the interests of others.

Speech in House of Commons, as recorded (in third person) in the | minutes of 20 June, 1839 http://hansard.millbanksystems.com/commons/1839/jun/20/education-adjourned-debate#S3V0048P0_18390620_HOC_4. <br class="br">1830s <br class="br">Context: [It appears to me that] the Society of Education, that school of philosophers, were, with all their vaunted intellect and learning, fast returning to the system of a barbarous age, the system of a paternal government. Wherever was found what was called a paternal government was found a state education. It had been discovered that the best way to insure implicit obedience was to commence tyranny in the nursery. There was a country in which education formed the only qualification for office. That was, therefore, a country which might be considered as a normal school and pattern society for the intended scheme of education. That country was China. These paternal governments were rather to be found in the east than in the west, and if the hon. Member for Waterford asked [me] for the most perfect programme of public education, if he asked [me] to point out a system at once the most profound and the most comprehensive, [I] must give him the system of education which obtained in Persia. Leaving China and Persia and coming to Europe, [I] found a perfect system of national education in Austria, the China of Europe, and under the paternal government of Prussia. The truth was, that wherever everything was left to the government the subject became a machine.