ing as men are free and able, the Collidge may have some considerable yearly healp towards their occasions, and herein, if the Massachusetts please to give a leading example, the rest may probably the more reddyly follow."*

Notwithstanding the solicitude of the puritans, that the rising generation should be educated sound in the faith, as well as correct in practice, it seems, the perversity of human nature did sometimes, even in those good days, prevail; and it was difficult to find proper objects of the publick favour. The government of the College ask direction of the general Court, as to the distribution of their bounty in the following words.

"Whither we shall have respect, in the disposall of the said contributions, to all the schollars in generall, (as by maintenance of common officers and the like,) or especially, to such as are poore, pious, and learned; the three usual qualifications looked at in such cases."+

The Court reply; "The supplies granted by the severall Collonies were first intended for the support and encouragement of poore, pious, and learned youthes, and it is desired these ends may cheefly be attended in the disposall thereof; onely if no such youthes be present, it may be imployed for the common advantage of the Collidge."‡

These evidences of early attention to Harvard College are cited, not because it is that, in which I am

*Haz. Hist. Coll. vol. ii. p. 107.

Hist. Coll. vol. ii. p. 85.

Hist. Coll. vol. ii. pp. 86, 87.

now chiefly interested, but to show the interest, our ancestors felt on the subject of education, and the sacrifices they were willing to make for the general diffusion of knowledge. Although the College was a favorite object of patronage, the puritans did not forget the "primary schools."* They bestowed upon them an attention, which evinced how well they judged, that it is in them, the character of the mass of the people is formed. So far as education is concerned, the highest seminaries may furnish the ornament, but the primary schools must afford the strength and stability of republican institutions. As early as 1647, less than twenty years from the date of their first charter, the colony of Massachusetts Bay made provision by law, for the support of schools at the public expense, for instruction in reading and writing, in every town containing fifty families; and for the support of a grammar school, the instructer of which should be competent to prepare young men for the University, in every town containing one hundred families. For this exertion, which, considering the state of the Colonies at this period of their history, must have been no inconsiderable one, they assign the following truly catholick and pious rea

son :

"It being one chief project of Satan to keep men from the knowledge of the scripture, as in former times keeping them in unknown tongues, so in these

*This phrase is used to denote the elementary or lowest class of schools, which are supported by the districts of each town.

latter times, by persuading from the use of tongues, that so at least the true sense and meaning of the original might be clouded and corrupted with false glosses of deceivers; to the end that learning may not be buried in the graves of our forefathers in church and commonwealth, the Lord assisting our endeavours :

"Sec. I. It is therefore ordered by this Court and the authority thereof; that every township within this jurisdiction, after the Lord hath increased them to the number of fifty householders, shall then forthwith appoint one within their towns to teach all such children, as shall resort to him, to write and read, whose wages shall be paid, either by the parents or masters of such children, or by the inhabitants in general, by way of supply, as the major part of those, that order the prudentials of the town, shall appoint provided that those who send their children be not oppressed by paying much more than they can have them taught for in other towns.

"SEC. II. And it is further ordered, that where any town shall increase to the number of one hundred families or householders, they shall set up a grammar school, the master thereof being able to instruct youth, so far as they may be fitted for the University; and if any town neglect the performance hereof above one year, then every such town shall pay five pounds per annum to the next such school, till they shall perform this order.""* To insure the object of the law,

2

* Colony Laws, Chap. 78.

the penalty was afterwards increased to ten, and finally, to twenty pounds. And lest the moral characters of the young should suffer, by their being educated by improper instructers, this cautious and saving admonition is subjoined; "this court doth commend it to the serious consideration and special care of our overseers of the college, and the selectmen in the several towns, not to admit or suffer any such to be continued in the office or place of teaching, educating, or instructing youth or children in the college or schools, that have manifested themselves unsound in the faith, or scandalous in their lives, and have not given satisfaction according to the rules of Christ."

As the population increased in some towns, so as to render the former provisions inadequate to their purpose, another law provided, that " every town consisting of more than five hundred families or householders, shall set up and maintain two grammar schools, and two writing schools, the masters whereof shall be fit and able to instruct youth, as the law directs." These were the laws for the support of free schools, which obtained under the Colony Charter of Massachusetts Bay, and as they were executed, they secured to all, the means of some education.

The colony of Plymouth, though not approaching that of Massachuetts in population and resources, was hardly inferior in the enlightened views entertained upon the subject of free schools. In 1667, their legislature hold the following language; "For as much as the maintenance of good literature doth

much tend to the advancement of the weal and flourishing state of societies and republicks, this court doth therefore order, that in whatever township in this government, consisting of fifty families or upwards, any meet man shall be obtained to teach a grammar school, such township shall allow at least twelve pounds, to be raised by rate on all the inhabitants." As the colony of Connecticut was principally settled by emigration from the older colony of Massachusetts, it early adopted the spirit of its laws, upon all subjects. The causes, which influenced so strongly all the early institutions of New England, operated as powerfully in Connecticut, as in any of the colonies. They loved free institutions, and were impatient of control from any source foreign to themselves. And their zeal to propagate and perpetuate a blind and bigoted faith was proverbial. But they did all for conscience's sake. Whatever were the causes, which led the puritans of New England to the adoption of their liberal and enlightened policy in regard to free shools, the effects were, certainly, most happy upon the condition of the people. And with the advantages of their experience, and of living in a more enlightened age, though we might wish to change some shades in their motives, we could hardly hope, on the whole, to make more noble exertions for the promotion of the same object. Their pious care of the morals of the young; their deep and devoted interest in the general dissemination of knowledge; and the sacrifices they endured to afford