nance of 1787 was in substance the plan of government marked out in Newburgh, in 1783. Manasseh Cutler, the agent of the company, was familiar with all these previous movements, and it required but little time to embody the principles into an ordinance and secure its passage by Congress. We see why he went directly to Grayson and Carrington and Lee. They were military comrades of Generals Parsons and Putnam. They had unbounded confidence in Washington, and Washington had always favored the Ohio plan of colonization; in fact, he had suggested it. The measures of 1787 were virtually those of 1783, which he had strongly urged in Congress. The directors of the Ohio company have entered upon their records their obligations to Washington in these words: "The path to a competence in this wilderness was pointed out by the Commander-in-Chief of the American army." Lest some, to whom the name of Manasseh Cutler may be in a measure unfamiliar, may think too great prominence has been given him, let me quote the words of Dr. A. P. Peabody in the New Englander for April: "For diversity of good gifts, for their efficient use, and for the variety of modes of valuable service to his country and to mankind, I doubt whether Manasseh Cutler has his equal in American history. Had he distinguished himself in any one way as he did in many ways, his would have been confessedly among the greatest names of his age. We see that the plan of government for a new Western State, outlined by officers of the army at Newburgh, in 1783, and their petition to Congress to assign them their bounty lands beyond the Ohio; the formation of the Ohio company by the same men in 1786; the Ordinance of July 13, 1787; and the settlement by General Putnam and his associates at the mouth of the Muskingum, in 1788 were all parts of one whole, of which the settlement was the completion and the consummation. It was fitting that the State of Ohio should invite her sister States of the original Northwest to unite with her in the celebration at Marietta, on the seventh of April next, of the centennial of that settlement. It was fitting also that the governor of Ohio should extend, as he has done, a cordial invitation to the governors of the old thirteen States to be present on that occasion, with such other representatives as those States may depute, and thus commemorate the event which was the beginning of this great Northwest, as a civilized community. WHAT LESSONS DOES THE ORDINANCE TEACH IN REGARD TO THE FUTURE EDUCATIONAL POLICY OF OUR GOVERNMENT? J. L. PICKARD, LL. D., PROFESSOR OF POLITICAL SCIENCE, IOWA STATE UNI VERSITY. The ordinance, whose history has just been sketched so vividly, pays a deserved tribute to schools as the main dependence for the security of a republic, whose corner-stones are intelligence and virtue. It is my province to consider our educational policy as outlined by the spirit of this immortal ordinance. 1. It must be progressive. Such has been its past. Such must be its future. Our system must be ever new-new foliage out of the old stock. Out of the theories which have had their admirers, the fittest will survive, though it appear as a resurrection. That which has had its brief day and has disappeared like the foliage of last year reappears in new leaves supplied from its decay. From Seneca to Froebel, through a long line of reformers like Ascham, Milton, Locke, Fenelon, Basedow, Rousseau, Pestalozzi, Jacotot, and Lancaster, the Christian era has been one of constant progress toward a point of perfection which still eludes attainment. Towards its attainment the nineteenth century has furnished a rapidly increasing number of eager workers. In spite of the hinderances by those who travel backward with eyes riveted upon the past, there are many who, with eyes looking forward, push ahead, perhaps too eagerly at times, but in the right direction. Jefferson tersely puts it into these words: "The Gothic idea that we are to look backwards instead of forwards for the improvement of the human mind, and to recur to the annals of our ancestors for what is perfect in learning✶✶✶ is worthy of bigots." But progress must be, not that of the locomotive, gathering momentum only by increased velocity, rather that of the stream, which broadens and deepens as it flows toward the sea,-its momentum and its value increased by volume even with diminished velocity. It must be not like that of the rocket, however dazzling its light, but like that of the sun, diffusing its radiance until the whole earth is embraced. The school system of the future must take all of the good things which reformers present, and thus become a composite photograph. of the marked features, which, after all, are so similar as to leave little trace of individuality. The citizen of to-day needs a better equipment than he of the past. In industrial life there has been a constant abandonment of old forms and a constant introduction of new agencies. The sickle has given place to the reaper; a self-binder has diminished the number of followers of the reaper ; steam has supplemented or transplanted entirely the white wings of commerce; the palace car has relegated the Concord coach to the back-yard of some hostelry; the steady motion of the feminine foot produces more and better stitches than the most nimble fingers; the spinning-wheel of the grandmother stands unused in the garret, while a few steps back and forth of the grand-daughter multiply a hundred fold the threads most deftly spun. Still the old principle remains. It is the sickle, the vessel, the coach, the needle, the wheel, unchanged in name or in purpose, but greatly increased in capacity and power under the new development. This increase is not an inspiration of matter but of mind, which better understands and controls matter. The demand of the age is, therefore, for a quickened mind, and the " new education" must supply the quickening power. To this end it must enter new fields, make broader and better cultivation of the old,—discard old and insufficient tools, introduce new and more effective agencies and methods. Where, do you ask, shall we find in the Ordinance of 1787 the cause of and the necessity for this enlargement of the sphere of public education? In the dedication of the soil to freedom. As Webster happily phrases it, "It impressed upon the soil itself while it was yet a wilderness, an incapacity to bear up any other than free men." With free men labor is honored. The most effective improvements in industry have had their birth upon this very soil, no longer a wilderness, but teeming with millions of thinking workers. Some of us can trace the growth from very near its inception, and we stand amazed at what God has wrought. Who of us dares forecast the future even in his dreams? Who will dare call a halt in our educational work, when less than one-fifth of our resources are as yet developed? Freedom, energy, progress! The system of schools which accepts not this inseparable trinity must go to the wall. The five ordinance States have already a school population one-third greater than the entire population of the United States one hundred years ago. With $86,000,000 invested in school-houses, $33,000,000 of annual taxation and $40,000,000 annual expenditure; with an army of 85,000 school-teachers, instructing daily over 3,000,000 pupils; with 200,000 pupils in private schools, colleges and universities, and over 16,000 in normal schools,-there is reason to believe, at least, that these five states are in the line of progress and are set in their purpose to meet any demand which the future may make. A beautiful vine which grows by my study window has given me a thought. Its delicate tendrils floating in the breeze touch the strings stretched for the climbing of the vine. Sensitive to the touch, they instantly coil and by spiral contraction draw the vine to its support. Other tendrils appear which by contact and coiling spread the vine, and soon the veranda will be covered with a delicate and cooling shade of green. So have I seen for more than forty years the outreaching of our educational work, the rapid growth of the vine rooted in free soil. These five States are not alone in feeling the pulse-throbs of freedom. Though they have given to the nation such saviors as Lincoln, Grant, and Sherman, the products of free institutions, their influence has not been centred upon themselves-it has gone East, West, and South with its leaven, until the whole country has been leavened. 2. The school system of the future must maintain a leavening power. To this end it must have life in itself. No dead forms will suffice. No past success will satisfy. It must obey the call to the soul in the "Chambered Nautilus: " "Leave thy low-vaulted past! Let each new temple, nobler than the last, Till thou at length art free, Leaving thine outgrown shell by life's unresting sea." Recurring to the figure of the vine-life springs from the root. fed from the air; light and heat from its surroundings; moisture from the soil. 3. It must be American-American in its deepest significance-libertyloving, liberty-promoting. As a friend to true liberty, it must encourage industry, sobriety, impartiality, which shows favor to real merit wherever found. It must inculcate love of order and respect for law. Its course must widen in the principles of government-the study of administration -the theory of politics-the resources of nature and of the people-the means of acquiring wealth and of its preservation-the questions of economy in industries and in finance-the responsibilities of office-holding with more patriotic, less personal ends in view-the sacredness of the ballot, emblem of a freeman's power and pledge of a freeman's honor. In short, the school of the future must impress upon the pupil the value of American citizenship in all political and economic relations. Intelligence is essential to good government, says the Ordinance. It must extend in the direction of honest administration, which with us daily becomes more complex through the widening of industries, the minute sub-division of labor, and the increase of a heterogeneous population. The simplicity of rural life is fast giving place to the competitions, the rivalries, and the jealousies which grow with urban life. More certain is it every day that the words of John Stuart Mill are applicable to the American people: The province of government is to increase to the utmost the pleasures and to diminish to the utmost the pains which men derive from each other." Social life introduces another important element into education,— the moral element; and the proper bond of this social life introduces the religious element. 4. The school of the future must emphasize character. This is but a recurrence to the principles of our fathers. The Ordinance placed morality and religion on a level with intelligence, as essential to good government. The dangerous tendency of these latter days is toward the worship of human intellect, the enthronement of human reason. This puts aside all religious sanctions and restraints. Admitting the convenience of moral lives on account of our close personal relations in society, the tendency is to sever morality and religion, to look for the fruit when the stock of the vine has been cut off at the root. Washington foresaw the country's danger when he said: "Let us with caution indulge the supposition that morality can be maintained without religion." Jefferson too, wrote: "In our early struggles for liberty, religious freedom,"-mark you! not freedom from religion, but religious freedom-"could not fail to become a primary object." Is it less important in the preservation of liberty than in the struggle for its establishment? When, if ever, was there greater need of quickening the public conscience through a sense of responsibility to a power higher than human, than now, when the court machinery of two large cities is employed in discovering the crookedness of men in high places-cities too, which have gained some reputation for the excellence of their public-school systems, in the line of intellectual training. To the formation of character the schools must address themselves, or our boasted liberties will become unbridled license, and our property and our lives will be at the mercy of the incendiary and the bomb-thrower. The words of Horace Mann are worthy of repetition in this connection, and especially in this presence: "All the powers of the mightiest nation can never prevent bad men from doing wrong-the only way to diminish the amount of wrong done is to diminish the number of bad men." This cannot be done by the prison bar or by the halter. It must be accomplished through the schools, where the life of the citizen receives its moulding, to a very important degree. "As the soul is immortal," says Socrates, "it has no other means of being freed from its evils, or any safety from it, except in becoming very good and very wise; for it carries nothing with it but its bad or good deeds, its virtues and its vices, which are commonly the consequences of the education it has received." Instruction in our duties to our God and to our fellow-men should never degenerate into the inculcation of opinions as to minor and non-essential points of belief or polity. No one questions the right of the State to enforce the positive duty of patriotism; nor is the right less sacred or the duty less pressing because |