to the subject. In 1817, and the
following years, commenced what has been improperly termed a
revival of education. To form public opinion in favor of Public
Schools, the following means were employed: Public School
societies and organizations were established in New York,
Philadelphia, Boston, Portland, Lancaster, Pittsburgh,
Worcester, Hartford, Lowell, Providence, Cincinnati, etc.;
Thomas H. Gallaudet, James G. Carter, and Walter R. Johnson,
made great efforts through the press; there were established
the 'American Journal of Education,' in January, 1826, and the
'American Annals of Education.' Conventions were held
throughout New England from 1826 to 1830, in behalf of Public
Schools; lectures were delivered in every precinct in the
States, on the subject of education; there were also
established local school periodicals, as well as others of a
more general character, to contribute towards forming public
opinion in favor of Public Schools, in every corner of the
country. All these means, and the zealous and unwearied efforts
of Horace Mann, Henry Barnard, and others, have contributed
towards the success in establishing the Public Schools in our
country."--_American Encyclopaedia_.

This is a brief history of the Public Schools. It tells, in clear terms,
all that they are, and all that they are to bring about, namely: a
generation without belief in God and immortality, free from all regard
for the invisible--a generation that looks upon this life as their only
life, this earth as their only home, and the promotion of their earthly
interests and enjoyments as their only end--a generation that looks
upon religion, marriage, or family and private property as the greatest
enemies to worldly happiness--a generation that substitutes science of
this world for religion, a community of goods for private property, a
community of wives for private family; in other words, a generation that
substitutes the devil for God, hell for heaven, sin and vice for virtue
and holiness of life.

We may, then, confidently assert that the defenders and upholders of
_Public Schools without religion_ seek in America, as well as in Europe,
to turn the people into refined Pagans. They recently betrayed
themselves. They wish, as Dr. Wehrenphennig and Dr. Wirgow openly said,
for an equalization of religious contradictories, a religion and an
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