entertained by the
friends of public education.

I have, however, to suggest that while this objection applies with some
force to the public school, it applies also to every other school, and
that the evil is the least dangerous when the pupil is intrusted to the
care of a qualified teacher, who is personally responsible to the public
for his conduct, and when the child is also subject to the restraints,
and influenced by the daily example and teachings, of the parents.

Moreover, it is to be remembered that the great value of education, in a
moral aspect, is the development of the power to resist temptation. This
power is not the growth of seclusion; and while neither the teacher nor
the parent ought wantonly to expose the child to vicious influences, the
school may be even a better preparation for the world from the fact that
temptation has there been met, resisted, and overcome. It is also to be
remembered that the judgment of parents in a matter so difficult and
delicate as a comparison between their own children and other children
would not always prove trustworthy nor just; and that a judgment of
parties not interested would prove eminently fruitful of dissatisfaction
and bitterness.

If all are to be educated, it only remains, then, that they be educated
together, subject to the general rule of society, that when a member is
dangerous to the safety or peace of his associates, he is to be excluded
or restrained. Nor is this necessity of association destitute of moral
advantages. If the comparatively good were separated from the relatively
vicious, it is not improbable that the latter would soon fall into a
state of barbarity. It seems to be the law of the school and of the
world that the most rapid progress is made when the weight of public
sentiment is on the side of improvement and virtue. It is not necessary
for me to remark that such a public sentiment exists in every town and
school district of the state; but who would take the responsibility in
any of these communities, great or small, of separating the virtuous
classes from the dangerous classes? Parents, from the force of their
affections, are manifestly incompetent to do this; and those who are not
parents are probably equally incompetent. But, if it were honestly
accomplished, who would be responsible for the crushing effects of the
measure upon those who were thus excluded from the presence and
companionship of the comparatively virtuous? These, often