ence. Of a more
general nature is the object of that instruction provided by the State
for all, because it is designed to fit them for a greater variety of
duties, and the chief of these duties is that of _living justly_. If we
regarded physical resources as the chief elements of prosperity, or
intellectual superiority the principal source of national greatness; if
we followed the theory of the Persian legislator, Zoroaster, who thought
that to plant a tree, to cultivate a field, and to have a family, were
the great duties of man, we might be content with that instruction which
would sharpen the intellect, and furnish us with acute and skilful men
of business. But an enlightened public sentiment rejects such a theory
as narrow and unsafe. It is surely of great importance that children
should be made familiar with the common branches of knowledge; that
their minds should receive as thorough discipline as is practicable;
but of what transcendent importance is it that they should have
impressed upon their minds the principles of truth and justice, and the
true value of resolute, earnest industry; that they should grow up in
the love of virtue and honor, and be taught to know and govern
themselves! Education of the heart, as well as education of the mind,
should be promoted. The State should make men before it makes artisans;
citizens before it makes statesmen. And this in theory it proposes to
do. The highest praise that can be bestowed upon our system of
education, here in Massachusetts, is that the leading object it
contemplates is the moral instruction of the young. This is its grand
and peculiar feature. Those who have been and are now at the head of our
educational interests, have sought, by timely word and deed, to carry
this purpose into active operation. In so doing, they have attempted to
give effect to the law which expressly ordains that "all instructors of
youth shall exert their best endeavors to impress on the minds of
children and youth committed to their care and instruction, the
principles of piety, justice, and a sacred regard to truth, love to
their country, humanity and universal benevolence, sobriety, industry
and frugality, chastity, moderation and temperance, and those other
virtues which are the ornament of human society, and the basis upon
which a republican constitution is founded; and it shall be the duty of
such instructors to endeavor to lead their pupils, as their ages and
capacities will admit