The French Revolution, among other things, diffused communistic and socialistic theories. Nay, communism and socialism seemed to have, for a moment, the fullest sway in those revolutionary proceedings. It is from such socialistic revolutionists that came the idea, or rather principle, which was made a law, that the State should educate the children of its subjects. Accordingly the school-system was arranged, which Napoleon I. highly welcomed and retained, as he saw in it a welcome instrument of his despotism. In fact, nothing pleases State-absolutism or despotism so much as the complete control of education through the system of State-schools. As the result of impartial history, then, we see that the foundation of the State-school system is nothing else than the objectionable Protestant State-church, and especially revolutionary socialism. But most absurd did the State-school system appear after it had been transplanted into free America. Here this "State system of education" was at first applied to the poor, and other unprovided-for "waifs of society." But not long after, the State claimed to have a paramount interest in the children of all classes; it made no distinction, it knew not the rich from the poor, but opened its scholastic treasures alike, and it was thought to be all right. What an absurdity! The State, as I have remarked, must scrupulously abstain from violating any of those rights which it was organized to protect. It must not paralyze or take away the industry of the individual, family, or private institutions by substituting for it its own industry. The State should rather protect and promote the industry of its subjects, as well as other rights and liberties. Let me speak more plainly: the State, for instance, should protect trade, but it should not be itself a tradesman; the State should encourage agriculture, but it should not be itself a farmer; the State should sustain honest handicraft, but it should not work at shoe-making or tailoring, and bread-baking. So, in the same manner, the State should promote and protect education, but it should not be itself a school-master, and give instruction. What a cry would be raised if the State erected State workshops, and thereby ruined all other similar trades! Now the State does the same thing, as far as possible, in regard to education. What an absurdity! In our free country, State education has no more foundation in good sense than the old sumptuary laws, that regulated the length of a boot or the dimensions of a skirt.