The question of education is considered from a practical rather than from a theoretical point of view, and public sentiment on the subject may be embodied in the following words: The civilized world now recognizes the necessity of popular education. In a government of the people, such as this is, intelligence should be universal. In such a government, to be ignorant is not merely to be weak, it is also to be dangerous to the common welfare; for the ignorant are not only the victims of circumstances, they are the instruments which unscrupulous and designing men make use of, to taint the source of political authority and to thwart the will of the people. To protect itself, the State is forced to establish schools and to see that all acquire at least the rudiments of letters. This is so plain a case that argument becomes ridiculous. They who doubt the good of knowledge are not to be reasoned with, and in America not to see that it is necessary, is to know nothing of our political, commercial, and social life. But the American State can give only a secular education, for it is separate from the church, and its citizens profess such various and even conflicting beliefs, that in establishing a school system, it is compelled to eliminate the question of religion. Church and State are separate institutions, and their functions are different and distinct. The church seeks to turn men from sin, that they may become pleasing to God and save their souls; the State takes no cognizance of sin, but strives to prevent crime, and to secure to all its citizens the enjoyment of life, liberty, and property. Americans are a Christian people. Religious zeal impelled their ancestors to the New World, and when schools were first established here, they were established by the churches, and religious instruction formed an important part of the education they gave. This was natural, and it was desirable even, in primitive times, when each colony had its own creed and worship, when society was simple, and the State as yet imperfectly organized. Here, as in the Old World, the school was the daughter of the church, and she has doubtless rendered invaluable service to civilization, by fostering a love for knowledge among barbarous races and in struggling communities. But the task of maintaining a school system such as the requirements of a great and progressive nation demands, is beyond her strength. This is so, at least, when the church is split into jealous and warring sects. To introduce the spirit of sectarianism into the class-room would destroy the harmony and good-will among citizens, which it is one of the aims of the common school to cherish. There is, besides, no reason why this should be done, since the family and the church give all the religious instruction which children are capable of receiving.