that it would be treachery to employ the personal judgment which was originally contemplated as the essence of the affair. The local conditions under which our institutions took shape is well indicated by our system, apparently so systemless, of public education. Any one who has tried to explain it to a European will understand what is meant. One is asked, say, what method of administration is followed, what is the course of study and what the authorized methods of teaching. The American member to the dialogue replies that in this state, or more likely county, or town, or even some section of a town called a district, matters stand thus and thus; somewhere else, so and so. The participant from this side is perhaps thought by the foreigner to be engaged in concealing his ignorance; and it would certainly take a veritable cyclopedic knowledge to state the matter in its entirety. The impossibility of making any moderately generalized reply renders it almost indispensable to resort to a historical account in order to be intelligible. A little colony, the members of which are probably mostly known to one another in advance, settle in what is almost, or quite, a wilderness. From belief in its benefits and by tradition, chiefly religious, they wish their children to know at least how to read, write and figure. Families can only rarely provide a tutor; the neighbors over a certain area, in New England an area smaller even than the township, combine in a “school district.” They get a schoolhouse built, perhaps by their own labor, and hire a teacher by means of a committee, and the teacher is paid from the taxes. Custom determines the limited course of study, and tradition the methods of the teacher, modified by whatever personal insight and skill he may bring to bear. The wilderness is gradually subdued; a network of highways, then of railways, unite the previously scattered communities. Large cities grow up; studies grow more numerous and methods more carefully scrutinized. The larger unit, the state, but not the federal state, provides schools for training teachers and their qualifications are more carefully looked into and tested. But subject to certain quite general conditions imposed by the state-legislature, but not the national state, local maintenance and control remain the rule. The community pattern is more complicated, but is not destroyed. The instance seems richly instructive as to the state of affairs under which our borrowed, English, political institutions were reshaped and forwarded.