dge the
text-books contain; but it is a higher learning to understand the effect
of this division upon climate, soil and natural productions--upon the
character and pursuits of the human race. Books are so improved that
they may very well take the place of poor, or even ordinary teachers.

Explanations and illustrations are numerous and appropriate, and very
little remains for the mere text-book teacher to do. But, when the
duties of teacher and the exercises of the school-room are properly
performed, the entire range of science, business, literature and art, is
presented to the student. May it be your fortune to see education thus
elevated here, and then will the same spirit be infused into the public
schools of the vicinity.

The Massachusetts system of education is a noble tribute to freedom of
thought. The power of educating a people, which is, in fine, the chief
power in a state, has been often, if not usually, perverted to the
support of favored opinions in religion and government. The boasted
system of Prussia is only a prop and ally of the existing order of
things. In France, Napoleon makes the press, which has become in
civilized countries an educator of the people, the mere instrument of
his will. Tyrants do not hesitate to pervert schools and the press,
learning and literature, to the support of tyranny. But with us the
press and the school are free; and this freedom, denied through fear in
other countries, is the best evidence of the stability of our
institutions. It is now a hundred years since an attempt was made in
Massachusetts to exercise legal censorship over the press; but we
occasionally hear of movements to make the public schools of America
subservient to sect or party. The success of these movements would be as
great a calamity as can ever befall a free people. Ignorance would take
the place of learning, and slavery would usurp the domain of liberty.

No defence, excuse, or palliation, can be offered for such movements;
and their triumph will safely produce all the evils which it is possible
for an enlightened people to endure. Our system of instruction is what
it professes to be,--a public system. As sects or parties, we have no
claim whatever upon it. A man is not taxed because he is of a particular
faith in religion, or party in politics; he is not taxed because he is
the father of a family, or excused because he is not; but he contributes
to the cause of education because he is a citizen, an