I now purposely name them in this order, though I shall presently refer to them several times, and in a different succession. These forces act on the people, making us such men as we are; they act indirectly on the child before he comes to consciousness; directly, afterwards, but most powerfully on the man. What is commonly and technically called education--the development and instruction of the faculties of children, is only preparatory; the scholastic education of the boy is but introductory to the practical education of the man. It is only this preparatory education of the children of the people that is the work of the school-masters. Their business is to give the child such a development of his faculties, and such furniture of preliminary knowledge, that he can secure the influence of all these educational forces, appreciating and enhancing the good, withstanding, counteracting, and at last ending the evil thereof, and so continue his education; and at the same time that he can work in one or more of those modes of activity, serving himself and mankind, politically by the state, ecclesiastically by the church, literarily by the press, or at any rate, industrially by his business. To give children the preparatory education necessary for this fourfold receptivity, or activity, we need three classes of public institutions: I. Free common schools; II. Free high schools; III. Free colleges. Of these I will presently speak in detail, but now, for the sake of shortness, let me call them all collectively by their generic name--the School. It is plain the teachers who work by this instrument ought to understand the good and evil of the four educational forces which work on men grown, in order to prepare their pupils to receive the good thereof, and withstand the evil. So then let us look a moment at the character of these educational forces, and see what they offer us, and what men they are likely to make of their unconscious pupils. Let us look at the good qualities first, and next at the evil.