cipal pride and energy. It would be quite beyond the limits I have set before me, to enter upon this subject, else, I should venture to point out great and growing evils which are the result of this state of things; in the points, that is, of political ambition, local improvements, roads, and civil order. I confine myself, however to the subject of education; and I would fain call the attention of public men to the necessity of putting the power of common school education in the hands of the people, in townships,[1] with whatever measure of government aid can be afforded; if, indeed, they wish to see inaugurated a common school system in our country, and desire the continuance in the land, of sound English speech, thought, manners, and morals, (c) In addition to the above, let every responsible man in the country, and by responsible men, I mean Government Officers, Ministers, Teachers, and Parents, strive to introduce among our youthful citizens a sound and elevating English Literature. In this respect we are greatly endangered. There is going on, continually, a vast importation among our young men, of the vilest, trash conceivable, in the form of books. They are, moreover, as poisonous as they are trashy. As trade and commerce increase, this evil will increase, and magnify itself; and it is a manifest duty to ward off and forestall this danger, as soon and as effectually as possible. Happily the antidote to this evil is simple,
- ↑ The wide diffusion of education which has distinguished New England from her earliest times, is owing to this arrangement. Its great and divers advantages are pointed out by De Tocqueville. See "Democracy in America," ch. V
