=Developments in the Other New England States.=--The development of common schools in Massachusetts may be considered typical of New England in general, except Rhode Island. Connecticut similarly degenerated into a district system, which was recognized by law in 1794, and was destined later to constitute one of the greatest problems during the period of educational development (see pp. 313 and 320). Vermont likewise made provision for town and district schools, and eventually established a state school fund and school commissioners, but this legislation was soon repealed, and the schools of the state were in a parlous condition when the awakening found them. New Hampshire and Maine also present very similar features. In Rhode Island the voluntary organization of education continued throughout the eighteenth century. In 1800 a law permitting each town to maintain ‘one or more free schools’ was passed, but no municipality availed itself of this permission, except Providence, and the act was repealed in 1803. The basal state law for common schools was not passed until 1828, when at length $10,000 was appropriated, and each town was required to supplement its share by such an amount as should annually be fixed in town meeting. [Sidenote: Conditions at close of transition period in the Southern] [Sidenote: and Middle states,] [Sidenote: as opposed to those in New England.] =The Extension of Educational Organization to the Northwest.=--It is thus evident that by the close of the first half century of the republic, there was everywhere slowly growing up a sentiment for public education. The development of common schools had, however, been greatly hindered in the Southern states by the separation of classes in an aristocratic organization of society. Yet the superior class had shown no lack of educational interest in their own behalf and had through the facilities offered reared a group of intellectual leaders, some of whom, like the far-sighted Jefferson, had caught the vision of universal education. The great diversity of nationality and creed in the Middle states, on the other hand, had fostered sectarian jealousies and the traditional practice of the maintenance of its own school by each congregation. This had proved almost as disastrous to the rise of a system of public schools, although Pennsylvania, and even more New York, had well begun the establishment of a public system. In both sections of the country public education was at first viewed as a species of poor relief, and the wealthy were unable to see any justice in being required to educate the children of others. As a result, the young ‘paupers’ at times had their tuition paid in private schools, and these institutions were not infrequently allowed to share in public funds. The New England states, however, as a result of the homogeneity of their citizens, had early adhered to a system of public schools for all, organized, supported, and supervised by the people. While