ure on the nation
relapsing into imperialism or monarchy."

It has a great deal to do; it is an attempt to trace effects to their
causes. This government of ours, both in its Federal and State capacity,
is growing ambitious to play the _King_. It is setting itself up as
master. It is using the language of all tyrants: "_Sic volo, sic
jubeo_," etc., etc. It claims, after the example of Prussia or Russia,
or some other despotism, _to direct the education of the children_ of
the people. It even claims them as belonging to itself. It is the great
feudal master. It takes upon itself the old duty of providing
instruction for the sons and daughters of its dependents. It takes upon
itself the discharge of duties imposed on parents by Divine Law, just as
if fathers and mothers had lost their natural instincts as well as sense
of duty; just as if the State had all the intelligence, virtue, and
forethought of the public in her keeping. It dispenses parents from a
duty from which God will never dispense them. It has usurped the office
of teacher; it will, if not checked, set itself up as preacher. It makes
Sunday laws, temperance laws; it places marriage on the footing of
simple contracts, facilitates divorce; it is constantly, in all these
things and many others, repeating the "mot" ascribed to a King of
France: "_L'etat c'est moi_." In fine, it makes, as it has been aptly,
but not very reverently, said, God a little man, and itself and the
State a little god, not in love and charity, indeed, but in power and
authority.

Here is where the danger comes from, and it is against this that the
people must provide. The people must see to it that the State, or those
who are charged with its authority, keep within their proper place. The
people can never be too vigilant or jealous of their constituted
authority, never permit themselves to be the victims of misplaced
confidence. The State is not seldom the usurper--the rebel that should
be watched. The allegiance is not to it, but from it to the people--its
master. "Eternal vigilance is the price of liberty."

The people have been greatly deceived and wronged by the State on the
establishment of the Public School system. The better to understand
this, let us see again, in a few words, what are the _principles_ on
which the establishment of public schools is based. How did men arrive
at the idea that the State should be a school-master? If we consult
history, we shall find that this idea