er. If I
offend the prejudices, convictions, or susceptibilities of any on this
strangely misrepresented subject, no one can more regret it than myself;
I can truly say it is not intended. All I ask of my fellow-citizens is a
fair discussion on this great question of education, to look at it
without prejudice, without bigotry; for if prejudice and bigotry stand
in our way, they will stand in the way of the glory and stability of
this country, whose future God only knows. It is the duty of all
citizens to labor with a good heart, a clear mind, an earnest soul, to
do all they can in building up, and strengthening, and making still more
glorious this great American people.

CHAPTER II.

EDUCATION--ITS OBJECT AND NECESSITY.

The question of Education is, of all others, the most important. It has
for some time back received a good deal of attention in public meetings,
in newspapers, and in the pulpit. In fact it has become a question of
the day. On this question, however, there is unfortunately such an
amount of ignorance, prejudice, and confusion of ideas, that it is
almost impossible to make the public understand it. The reason of this
is, because so many follow the vague views expressed on this subject in
newspapers. Many a paper is undoubtedly political, and so far partisan;
and as such its editor will defend and advance what he believes to be
the principles of his party. But the question of education rises above
party politics; yet when you read many a paper you will find that the
editor appeals to the prejudice and passions of party in a way quite
unworthy of an independent journalist, and of the grave subject under
consideration. He advances principles which, at first sight, seem to be
quite true; for instance: "Public School Education is necessary for our
republican form of government, for the very life of the Republic." "It
is an admitted axiom, that our form of government, more than all others,
depends on the intelligence of the people." "The framers of our
Constitution firmly believed that a republic form of government could
not endure without intelligence and education generally diffused among
the people. The State must, therefore, take all means within its power
to promote and encourage popular education, and furnish this
intelligence of the people through her public schools."

At first sight such principles seem to be true, and the people in
general will accept them. Experience teaches that the publ