Devout as were the founders of New England, it followed inevitably that they should establish institutions where their children might obtain a distinctly religious training as well as a general education. Thus, for a long period of New England history, the Christian academy, under denominational control, flourished just as it does now in the West, and for much the same reason. As the public-school system has expanded, as town after town has added the high school to the primary and grammar school, as sectarian fences have toppled over or ceased to be restrictive, the academy of the old type has ceased to play the part it once did in New England life. But, in any survey of the history of education in New England, it should not be overlooked. Many excellent institutions of this type still survive to meet the demands of those persons who either distrust the public high school, or else are unable to send their children to one, owing to residence in towns where the school system has not developed to that extent. But, as a rule, the New England boy and girl, no matter what the social station or wealth of his or her parent, still “derives his or her preparation for college or life from the community in which he or she lives.” And, as Phillips Brooks said in his address at the two hundred and fiftieth anniversary of the Boston Latin School: “That is the real heart of the whole matter.... It constitutes the greatest claim of the public-school system. It represents the fundamental idea of the town undertaking the education of her children.... It educates the thought of law and obedience, the sense of mingled love and fear, which is the true citizen’s true emotion to his city. It educates this in the very lessons of the school-room, and makes the person of the State the familiar master of the grateful subject from his boyhood.... It is in the dignity and breadth and seriousness which the sense that their town is training them gives to their training, that the advantage of the public-school boys over the boys of the best private schools always consists.” Emigrating westward, the pioneers from New England carried with them the public school, the academy, and the college. Connecticut’s settlers in the Western Reserve, Ohio, took with them conceptions of duty in this respect, which profoundly affected the future history of the commonwealth. Ohio has come to be, in this later day, what Virginia was in the early history of the country--“The Mother of Presidents”--and has more colleges within its borders than any State in the Union. It was a Massachusetts soldier, Gen. Rufus Putnam of Rutland, a Congregational clergyman, Rev. Manasseh Cutler of Hamilton, Massachusetts, and an Ipswich, Massachusetts, lawyer, Nathan Dane, who founded Marietta, Ohio, and induced Congress to put into the epoch-marking Ordinance of 1787 governing the Northwest Territory, this remarkable declaration and article: