Among the changes of the last half-century in New England, one notable one has been the tendency of the larger towns to adopt the city form of government as soon as it was deemed that the increase of population warranted the step and made it necessary. This fact, as well as the marked increase of urban population in New England,[60] is counted by some students of her social development as indicative of retrogression, however inevitable. Certain it is, that if the town of Brookline, with its population of 16,164, and its property valuation of $64,169,200,[61] and annual appropriations of more than $900,000, can still work the ancient machinery of the town-meeting without the slightest loss either of a pecuniary or a civic sort, other towns, with a smaller population and much smaller valuation of property, cannot reasonably claim that mere physical growth is any warrant for the change from a system so purely democratic to one less so and much more readily adapted to serve the ends of partisan bosses and those who batten at the public crib. The third of the indispensable and ever-present institutions found in every New England town or village is the public school, open to all and supported by all. Roman Catholic, Protestant and Jew, Caucasian and African, French Canadian and Irish, Italian and Portuguese, English and German, mingle in the school-room and learn the essential likeness of each to the other, their common and peculiar gifts, and their common duties to God and the State. No man in the community is so rich or aristocratic as to escape taxation for support of the school, even though his children may never darken the doors. No man in the community is so humble or so poor as to be debarred from sending his children to the highest as well as to the lowest grades. Unsectarian in the sense that they derive support from taxpayers of all sects and inculcate the dogmas of none, secular in the sense that religion is not a part of the curriculum, they ever have been a bulwark to the cause of religion, partly by reason of the example of the teaching force, who usually are men and women with religious faith as well as mental attainment, and partly because they have developed the rational powers of men, and thus enabled them to discriminate between superstition and truth. Beginning, in the more favored and advanced communities, with kindergarten instruction for young children, and not ceasing until the youth or maiden is prepared to enter the college or university, the State and the town, co-operating together, make it possible for every parent to give to his children, or for every ambitious or friendless boy or girl to secure for himself or herself, at the public expense, a thorough preparatory education. Nor is there any item of his yearly tax bill which the typical New Englander pays with greater alacrity and more certainty of belief as to its equity or economy than his annual contribution for popular education. For it is ingrained in his very