I cannot leave this matter without remarking the power of education especially with Friends. Their mode of education is the making and the keeping and the secret of their sect. They subdue the infant conscience with the direct rays of the inward light. They identify all divinity and right in the associations of their children with the light within and its friendly fruits. Here the spell commences that grows with their growth and strengthens with their strength. Investigation is much akin to skepticism and is devoutly precluded—but what worse skepticism it is to suppose that investigation could raze the foundation of our faith. They must take everything for granted or see it in the light. They must wear a ridiculous cut and color of clothes, such as are orthodox or common to the clanship and use the plain language and act like Friends, and then if they feel awkward or foolish, if their garb appears ridiculous to themselves, if their manner expose them to jeering and affront, if they are insolently struck (as I have often) in the street by worthless boys and cursed as a “Quaker,” if their effeminate holy whine is profanely mocked, as it often is by saucy passengers, and if a thousand other inconveniences accrue, especially if they are sometimes asked for one good reason for such singularity in gratuitous opposition to mankind, they must just bear it all for righteousness sake, not be afraid of the cross, but remember early Friends how much more they endured in the same cause. Now much of this which they call a guarded education, is just the worst kind of sorcery. It is a fascination and religious tyrannizing over the blighted attributes of mind. It is a system exactly calculated to prostrate every noble, courageous and manly sentiment, and to transmute a fine ingenuous boy into a sorry, sly, and often simulating creature in the form of a man.[75] [Sidenote: Contrast Cox’s statements above with those of early Quakers in regard to education] It is not necessary to discuss directly the views set forth in the above quotation, as they are stated clearly enough in the author’s own language. However, in the following pages, there will be presented the views on education of as many prominent Friends as space will permit, that in so doing they may be considered in connection with the remarks of their critics and a just comparison made. In presenting the views of Quaker educators reference may be made to salient points in the criticism, which seem out of keeping with the ideas set forth and without foundation as matters of fact. [Sidenote: Only a few of the leaders’ statements to be considered]