nishing the interest of the people in
education, or relaxing their efforts to maintain improved schools, then
may such a fund prove serviceable, as it will lessen the general tax.
But if the citizens of any state can not be brought to realize the
importance of maintaining an elevated standard of common school
education, and of rendering its blessings universal, without defraying
the whole expense by a direct tax, then will a school fund prove to them
a curse, and not a blessing.

Where there is a will there is a way, says the adage. Mr. Duer, as
quoted at the head of this chapter, says, "I would recommend that each
state should raise a fund sufficient for the entire support of the
schools; that a suitable school-house and apparatus, with a convenient
dwelling-house for the teacher, be furnished by the state for each
district; and that every school-house be supplied with a well-qualified
teacher, who shall receive from the state a suitable compensation." In
this recommendation I fully concur. But with me it is immaterial whether
the state raises a separate fund, set apart exclusively for the purposes
of education, or regards the entire taxable property of the
commonwealth, personal and real, as a general fund from which there
shall be drawn annually a sufficient per centage to provide for
universal education in free schools. This only do I insist upon, that
the people be brought so fully to realize the advantages of a good
common education as to place it high on the list of indispensables; then
will they provide for rendering its blessings universal. The mode of
doing this in any one state may, in view of the peculiar circumstances
of a people, be different from that which it would be most advantageous
ordinarily to adopt. If there is no other sure way of meeting the
expense of common schools, and of begetting and maintaining a deep and
abiding interest in popular education, then let the property of the
state be regarded as a common fund from which there shall be annually
drawn a sum sufficient for the maintenance of improved free schools, in
which every child may receive a generous education, as this is the
interest first in importance to individuals and families, to
neighborhoods and communities, to states and nations.

_The state should maintain an Educational Department._ The magnitude of
the interests involved renders this of the utmost importance. At the
head of this department in every state there should be a min