Again he says: “. . . all private affairs, when they impinge on the domain of public affairs, or assume a quasi-public character, must become the subject of regulation by public authority. So far as _internal administration_ goes, the State has, and can claim, no concern so long as such administration squares with legality. But public authority must step in when these schools become potent factors in public economy. We have been led, therefore, to the suggestion that such schools as are established by foreign and domestic mission societies in the Republic, should conform, in their primary grades especially, to the requirements of law for the public schools, and that the Department of Public Instruction should have the right to inspect these schools in order to find out if the conditions are being kept. To secure this, every school, before beginning operations, should be registered at the Department of Public Instruction, and licensed to this end. Where the legal requirements have not been kept, the Board of Education, or other educational authority, should have the power of summarily closing said school. These regulations are necessary when we consider the peculiar conditions which confront us in the administration of the country.” Again he says: “While the State must in great measure depend upon the public spirit and missionary zeal of individual citizens in fomenting and creating the national spirit, it is, _a priori_, the duty of the people in their collective capacity to provide capital means to this end. If the country is to be utilized, if we are to develop into a strong nation, capable of demanding universal respect, and worthy of taking that leading place among African states and the African civilization, which is our destiny, the preoccupation of government for the next two or three generations must be in the direction of developing a specific type of citizens, animated by an identical spirit, filled with an unbounded faith in their destiny, and possessed and inspired by the same ideals. As this is to be effected through the schools, we can not escape the impressions: (a) That some central authority of the State _must_ supervise _all_ educational operations in the country; (b) that, if mission schools and private corporate and non-corporate institutions be allowed, they must operate subject to limitations imposed by law as regards the course of study, the general character of instruction, and the special object to be obtained, especially in the primary grades. In other words, they must assist in developing the civic instincts of the pupils; (c) that a uniform system of training must be rigidly, consciously, and universally enforced.”