WHEN THE CHURCH FAILS TO EDUCATE, MEN TURN TO THE STATE. These men “differed in their views about the Constitution, and wrangled over the dangers of centralization; the best men were fearful of the inroads of slavery and the dangers to commerce,” says Boone, “but all agreed that intelligence was necessary to citizenship.” Washington said, “In proportion as the structure of a government gives force to public opinion, it is necessary that public opinion should be enlightened,” and Jefferson urged that “the diffusion of light and education are the resources most to be relied on for ameliorating the condition, promoting the virtue, and advancing the happiness of man.” There is a demand for the highest and most practical kind of education. Statesmen see that statesmen, _citizens_, are needed. The denominational colleges ceased to educate Christians, and citizens must be educated elsewhere. “In 1805 the Public School Society, of New York City, was formed; the claims of public primary education were urged in Boston in 1818; and New York provided for the county supervision of schools. Early in the nineteenth century were either introduced or else discussed the first high schools, manual training schools, and mechanics’ institutes, teachers’ associations, teachers’ publications, professional schools, and free public libraries.” We have entered the third period. XV AMERICA AND THE EDUCATIONAL PROBLEM (Continued) III. THE NINETEENTH CENTURY The problem of elementary preparatory education fell from the hands of the churches, and was taken up by the state. What is the character of that education which the state can rightfully support? A momentous question indeed; but before considering it, let us investigate the schools that the state has organized, and which it did, and still does, support. There was an urgent demand for liberal education, and several States appropriated lands toward a school fund. As early as 1786 “New York State set apart two lots in each township of the unoccupied lands, for ‘gospel and school purposes,’” and by a vote of about eighteen hundred, devoted the proceeds of half a million acres of vacant lands to the support of the common schools. Other States followed the same general plan, some in rapid succession, others more slowly. One thing was a settled fact,—the _education of the common people, passed over by the churches, had been taken up by the government_. [Sidenote: Horace Mann and the public schools]