and New Haven were likewise organized by charters, and these four, for some time, constituted the New England confederation. Under the Colony charter of Massachusetts Bay, among the first legislative acts, are recorded the following characteristic preamble and law:

"For as much as the good education of children is of singular behoof and benefit to any commonwealth, and whereas many parents and masters are too indulgent and negligent in that kind;

"It is ordered, that the selectmen of every town in the several precincts and quarters where they dwell, shall have a vigilant eye over their brethren and neighbours, to see;

"First, that none of them shall suffer so much barbarism in any of their families, as not to endeavour to teach, by themselves or others, their children and apprentices, so much learning, as may enable them perfectly to read the English tongue, and knowledge of the capital laws :

"Also, that all masters of families do once a week (at the least) catechise their children and servants in the grounds of religion; and if any be unable to do so much, that then, at the least, they procure such children and apprentices to learn some short orthodox catechism without book, that they may be able to answer unto the questions, that shall be propounded to them out of such catechism, by their parents or masters, or any of the selectmen,

when they shall call them to a trial of what they have learned in that kind."*

Although laws like these would not, in themselves, lead us to form any very sanguine expectations of great progress in literature, or very astonishing discoveries in science; yet, from the deep solicitude they manifest upon the subject, we are led to anticipate something better, as soon as the resources of the Colony are adequate to a more liberal provision. This anticipation is realized by the foundation of Harvard College in 1636. After the confederation of the Colonies, Massachusetts Bay, Plymouth, Connecticut, and New Haven, in 1643, this "school of the prophets," as it was then called, became an object of deep interest, and received their united and undiverted patronage.

How general was the interest taken in this institution, and how great exertions they were willing to make, for its encouragement, will appear from the following petition of the "President and Fellows," and the reply they received from the Commissioners.

"Seeing from the first evil contrivall of the collidge building, there now ensues yearely decayes of the rooff, walls, and foundations, which the study rents will not carry forth to repaire; therefore, we present to your wisdome to propounde some way to carry an end to this worke." A reply was returned; "The Commissioners will propounde to, and improve their several interests in the Collonies, that by pecks, half bushells, and bushells of wheat, accord* Colony Laws, Chap. 22, Sec. 1.

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,