The developments of statistics are causing history to be re-written. Till recently the historian studied nature in the aggregate, and gave us only the story of princes, dynasties, sieges, and battles. Of the people themselves--the great social body, with life, growth, forces, elements, etc.--he told us nothing. Now, statistical inquiry leads us into the hovels, houses, workshops, mines, fields, prisons, hospitals, and all places where human nature displays its weakness and strength. In these explorations he discovers the seeds of national growth and decay, and thus becomes the prophet of his generation. Statistical science is indispensable to modern statesmanship. In legislation, as in physical science, it is beginning to be understood that we can control terrestrial forces only by obeying their laws. The legislator must formulate in his statistics not only the national will but also those great laws of social life revealed by statistics. He must study society rather than black-letter learning. He must learn the truth that "society usually prepares the crime, and the criminal is only the instrument that completes it," that statesmanship consists rather in removing causes than in punishing, or evading results. [Speech on National Aid to Education, February 6, 1872.] We look sometimes with great admiration at a government like Germany, that can command the light of its education to shine everywhere, that can enforce its school laws everywhere throughout the Empire. Under our system we do not rejoice in that, but we rather rejoice that here two forces play with all their vast power upon our system of education. The first is that of the local municipal power under our State government. There is the centre of responsibility. There is the chief educational power.... But there is another force even greater than that of the State and the local governments. It is the force of private voluntary enterprise, that force which has built up the multitude of private schools, academies, and colleges throughout the United States, not always wisely, but always with enthusiasm and wonderful energy. * * * * * I am considering what is the best system of organizing the educational work of a nation, not from the political stand-point alone, but from the stand-point of the school-house itself. This work of public education partakes in a peculiar way of the spirit of the human mind in its efforts for culture. The mind must be as free from extraneous control as possible; must work under the inspiration of its own desires for knowledge; and while instructors and books are necessary helps, the fullest and highest success must spring from the power of self-help.