the victims of
vicious homes, need more than others the influence and example of the
good; and it should be among the chief satisfactions of those who are
able to train their own children in the ways of virtue, that thereby a
healthful influence is exerted upon the less fortunate of their race.
There is also in this course a wise selfishness; for, although
_children_ may be separated from each other, the circumstances of
maturer years will often make the virtuous subject to the influence of
the vicious. The safety of society, considered individually or
collectively, is not in the virtuous training of any part, however large
the proportion, but in the virtuous training of all. I cannot deem it
wise policy, whether parental or public, that takes the child from the
school on account of the immoral associations that are ordinarily found
there, or, on the other hand, that drives the vicious or unfortunate
from the presence of those who are comparatively pure. When it is
considered that the school is often the only refuge of the unhappy
subject of orphanage, or the victim of evil family influences, it seems
an unnecessary cruelty to withhold the protection, encouragement, and
support, which may be so easily and profitably furnished. It is said
that a sparrow pursued by a hawk took refuge in the bosom of a member of
the sovereign assembly of Athens, and that the harsh Areopagite threw
the trembling bird from him with such violence that it was killed on the
spot. The assembly was filled with indignation at the cruelty of the
deed; the author of it was arraigned as an alien to that sentiment of
mercy so necessary to the administration of justice, and by the
unanimous suffrages of his colleagues was degraded from the senatorial
dignity which he had so much dishonored.

It does not seem necessary to offer an argument in support of the
position that the public school is not unfavorably affected, morally, by
the fact that it is subject to the popular judgment. This judgment can
be rendered only at stated times, and under the forms and solemnities of
law. The history of public schools would probably furnish but few
instances of wrong in this respect. The people are usually sensitive in
regard to the moral character of teachers; they contribute liberally for
the support of the schools, are anxious for their improvement, and there
is no safer depositary of a trust that is essential to a nation in which
is the hope of freedom and free