"That which makes a good Constitution must keep it, viz.: men of wisdom and virtue; qualities which, because they descend not with worldly inheritance must be carefully propagated by virtuous education of youth, for which spare no cost; for by such parsimony, all that is loved is lost." The first real systematic efforts to promote popular education began in New England, from thence it has spread in all directions. In 1635 the first school was opened at Boston, Massachusetts, and brother Philemon Purmount was appointed schoolmaster by the Town Committee. Thirty acres of land were given for his support. In 1642 the General Court, (or Legislature) passed a resolution enjoining on the local authorities: "To keep a watchful eye on their brothers and neighbors, and above all things to see that there be no family in so barbarous a state, that the head thereof do not himself, or by the help of others, impart instruction to his children and servants, to enable them to read fluently the English language, and to acquire a knowledge of the penal laws, under a penalty of twenty shillings for such neglect." Speaking on this subject, in his inaugural address in 1853, President Walker of Harvard University said: What most distinguishes the early settlers of Massachusetts, is the interest and care they took in education, and especially in the institution of a system of common schools, to be sustained at the public charge. Here they were first. In other things they thought wisely and acted nobly; but in this, and perhaps in this alone, they were original. Honor, immortal honor to the men, who, while still struggling for a scanty and bare subsistence, could yet find the means and the heart to do what had never been done or attempted before: placing the advantages of a competent instruction within the reach of all. By taking this course, what a noble confidence they manifested in the truth of their principles and in the justice of their measures.... But the founders and early settlers of Massachusetts did not limit their views of education to common schools. Many of their leading men had studied at the English Universities and were imbued with, or at least, could appreciate the highest scholarship of that day. They also knew, on general grounds and as practical men, that the public good requires the advancement, as well as the diffusion, of knowledge; in short, that both must go together; that the streams will soon cease, if the fountains fail.--Pages 33, 34. To be brief on this point I may state that in 1847, the first legislative enactment in favor of schools was made in Massachusetts; and in 1670, the Governor of Connecticut declared that "one-fourth of her revenue was devoted to schools." * * * * * General Eaton in his comprehensive report of 1875 says: