The fathers of New England were not _ignorant_ men, and unversed in the concerns of the world. Their clergymen and leading men in civil life, were among the ripe scholars of the age. They had been educated at the English universities, and numbers of them had occupied important stations in church and state. As authors and men of influence, in their native land, they could not have sunk their high character by emigration; and though in a wilderness, and under the pressure of mighty cares, they could not so advantageously pursue their studies as in the shades of academic retirement, they still did not neglect to add to their intellectual stores. In several instances, they brought large and valuable libraries with them. The writings of Colton, Hooker, Davenport, Winthrop, Bradford, Prince, and others, show that they were eminently men of mind and masters of language--that they were well versed in the science and literature which adorned the age; and their universal learning, sanctified by grace, we know, was devoted to the most noble and beneficent purposes. There were among the merchants and men of business, who had figured in the world's affairs before they came to these solitudes--men of large experience and cultivated taste, not wanting in any accomplishment deemed essential in refined and honorable society. The mass of the people, who came over to this country as its settlers, must evidently, from the nature of the case, have been of that thinking, intellectual, practical class, who understood their rights and duties as human beings, as also the principles of government; and could not, therefore, with their good sense and honesty, submit to the exactions and wrongs of tyranny. This, of all others, is the most valuable body of the community. The estimate which the fathers placed upon education, is seen in the immediate establishment of literary institutions, both of the higher and lower grades. Scarcely had the venerable men felled the trees of the forest, than they erected the common school-house, the academy, and the college. In the midst of their untold personal pressing cares and troubles, they exercised a far-reaching sagacity and benevolent regard towards the common good, and towards posterity, in laying broadly the foundations of order, intelligence, and virtue. They conceived the highest idea of the importance of sound education to their rising republic. They wisely judged that solid learning and true religion were the firmest pillars of the commonwealth and of the church. Within ten years from the settlement of Massachusetts, a college, with good endowments, was founded for the use of the colony.