These are the feelings and convictions, very plain and primitive in their nature, which were shared by the real makers of America, and which have ever since controlled her real leaders. They are in striking contrast with the views expressed by some of the strangers who were sent out in early times to govern the colonies; as, for example, that Royal Governor Berkeley who, writing home to England from Virginia in the seventeenth century, thanked God that "no public schools nor printing-presses existed in the colony," and added his "hope that they would not be introduced for a hundred years, since learning brings irreligion and disobedience into the world, and the printing-press disseminates them and fights against the best intentions of the government." But this Governor Berkeley was of a different type from that Bishop Berkeley who came to the western world to establish a missionary training-school, and, failing in that, gave his real estate at Newport and his library of a thousand books to the infant Yale College at New Haven; of a different type from those Dutch colonists of New Amsterdam who founded the first American public school in 1621; of a different type from those Puritan colonists of Massachusetts Bay who established the Boston Latin School in 1635 and Harvard College in 1636; of a different type from Franklin, who founded the Philadelphia Circulating Library in 1731, the American Philosophical Society in 1744, and the Academy of Pennsylvania in 1749; of a different type from Washington, who urged the foundation of a national university and left property for its endowment by his last will and testament; of a different type from Jefferson, who desired to have it recorded upon his tombstone that he had rendered three services to his country--the framing of the Declaration of Independence, the establishment of religious liberty in Virginia, and the founding of the University of that State. Among the men who were most responsible, from the beginning, for the rise and growth and continuance of the spirit of self-reliance and fair play, of active energy and common order in America, there was hardly one who did not frequently express his conviction that the spread of public intelligence was necessary to these ends. Among those who have been most influential in the guidance of the republic, nothing is more remarkable than their agreement in the opinion that education, popular and special, is friendly to republican institutions. This agreement is not a mere formal adherence to an academic principle learned in the same school. For there has been the greatest possible difference in the schooling of these men. Adams, Jefferson, Madison, Monroe, Hamilton, Webster, Hayes, Garfield, Harrison, Roosevelt, had a college training; Washington, Franklin, Marshall, Jackson, Van Buren, Clay, Lincoln, Cleveland, McKinley, did not.