Some or the educational problems with which our Colonial Fathers had to wrestle were “parental responsibility, the general viciousness of indolence, the educative office of labor, the State’s relation to individual need, compulsory employment and schooling, the state ownership of child-life,” and above all, and including all, the relation the church sustained to the schools, how far secular education could be offered in Christian schools, and how far the church could ask aid of the state in the conduct of church schools. They were weighty questions upon which hung, and still hangs, the destiny of a nation. No sharp dividing line can be drawn between the Colonial and the Revolutionary periods. The work begun in the Colonial period prepared men to act a noble part in the Revolutionary period. The _truth_ of the educational system would bear fruit, but the error which we have already noticed was in great danger of gaining strength enough to choke the pure principles. Mere accusations amount to but little. Let it suffice to follow the history of educational progress through the next century. Results speak for themselves. II. THE REVOLUTIONARY PERIOD. [Sidenote: Founding preparatory schools] In addition to the instruction given by pious Puritan parents to the flock in their own homes, a limited number of common or church schools was established in the Colonial period. The position of academies, as they develop in the Revolutionary period, is significant. We find that “alongside each of the first colleges, frequently antedating them, sometimes forming part of the organization, was a grammar-school.” Such schools, attached to Harvard, Yale, Princeton, William and Mary’s, and others, prepared for the universities, and supplemented the work of the elementary or common schools. Herein lay a vital point. They had home schools, elementary schools, and colleges. It was impossible for these elementary schools to fit students for university life when such schools required for entrance that the student should “read Tully or any like classical Latin author _ex tempore_, and make and speak true Latin in verse and prose, and decline perfectly the paradigms of nouns and verbs in the Greek tongue,” as has already been quoted from an early Harvard announcement. [Sidenote: The universities demanded classics] The universities founded by the church were, then, forming a course of study for these grammar schools, or academies, as they were soon called; and since the demand was for a classical preparatory school, naturally their courses were “fitted to the time-sanctioned curriculum of the college. They taught much Latin and Greek, an extended course in mathematics, and were strong generally on the side of the humanities.” This was a modeling after Rugby, Eton, and other noted English schools, or the classical drill-schools of Germany, which, as we have before seen, were schools bearing decided marks of Jesuit teaching.