In the winter of 1620 the Mayflower landed its precious cargo on Plymouth Rock. This small band, cheered by the valedictory prayers of its beloved pastor, John Robinson, braved sea and wilderness for the sake of Liberty. In this inspiration our Commonwealth began. That same year, another cargo, of another character, was landed at Jamestown in Virginia. It was twenty slaves,--the first that ever touched and desecrated our soil. Never in history was greater contrast. There was the Mayflower, filled with men, intelligent, conscientious, prayerful, all braced to hardy industry, who before landing united in a written compact by which they constituted themselves “a civil body politic,” bound “to frame just and equal laws.” And there was the Slave-Ship, with its fetters, its chains, its bludgeons, and its whips,--with its wretched victims, forerunners of the long agony of the Slave-Trade, and with its wretched tyrants, rude, ignorant, profane, “who had learned their only prayers From curses,” carrying in their hold that barbarous Slavery, _whose single object is to compel labor without wages_, which no “just and equal laws” can sanction. Thus in the same year began two mighty influences; and these two influences still prevail far and wide throughout the country. But they have met at last in final grapple, and we are partakers in the holy conflict. The question is simply between the Mayflower and the Slave-Ship,--which of the two to choose? True to her origin, Massachusetts began at once that noble system of Common Schools which continues her “peculiar institution,” while a College was founded at Cambridge which has grown to be a light throughout the land. Thus together began Common Schools and the College, and together they have flourished always. Said one of her early teachers, in most affecting words,--“After God had carried us safe to New England, and we had builded our houses, provided necessaries for our livelihood, reared convenient places for God’s worship, and settled the civil government, one of the next things we longed for and looked after was to advance learning and perpetuate it to posterity, dreading to leave an illiterate ministry to the churches when our present ministers shall lie in the dust.”[2] In this spirit it was ordered by the General Court, as early as 1642, “That in every town the chosen men appointed for managing the prudential affairs of the same … shall have power to take account from time to time of all parents and masters, and of their children, concerning their calling and employment of their children, especially of their ability to read and understand the principles of religion and the capital laws of this country.”[3] This was followed only a few years later, in 1647, by that famous law which ordered, “That every township in this jurisdiction, after the Lord hath increased them to the number of fifty householders, shall then forthwith appoint one within their town to teach all such