hree centuries ago, even since the
invention of the art of printing in 1440. The reasons are evident. Until
after the invention of printing and the multiplication of books, all
ranks were, in relation to education, nearly upon a level. But, in the
language of the adage, "Knowledge is power;" and, since "knowledge has
been increased," those who possess it are elevated, relatively and
absolutely, while those who remain in the ignorance of former
generations, although their absolute condition in the scale of being is
unchanged, occupy, nevertheless, relatively, a lower place in society
than they would have done had they lived in the midst of the Dark Ages.

Wherever improved free schools have been maintained, not only are the
_children_ of the poor in attendance upon them elevated in the scale of
intellectual, social, and moral being, but, through their irresistible
influence, their degraded and besotted _parents_ have been reformed and
become law-abiding subjects, when all other means had failed to reach
and influence them. Of the truth of this statement I am well persuaded
from my own observation. I have also in my possession an abundance of
unquestionable testimony to this effect, gathered in cities, towns, and
villages which have become celebrated for the maintenance of a high
order of public schools. The public, then, on many accounts, are more
interested in the right education of poor children than in the
preservation of their lives! The latter is carefully provided for. But
if this only is done; if their bodies are fed and clothed, without
providing for the sustenance of their minds; if we provide for their
wants as helpless young animals merely, but neglect to provide for their
necessities as spiritual and immortal beings, the probabilities are that
such children will become a pest to society, while, in providing for
their proper education, we are sure of making them good citizens, of
constituting them a blessing to the world that now is, and of
brightening their prospects for a blessed immortality in that which is
to come.

Bishop Butler, in a sermon preached in Christ Church, London, on charity
schools, May 9th, 1745, recognizes the principle that the property of
the state should educate the children of the state. "Formerly," says he,
"not only the _education_ of poor children, but also their
_maintenance_, with that of the other poor, were left to voluntary
charities. But great changes of different sorts happen