THE HAMILTON ASSOCIATION. Ill 



references we shall confine ourselves to facts bearing upon educa- 

 tional matters, and which show quite conclusively that some of the 

 principles underlying our present system were, even in these colonial 

 days, recognized and applied. As early as 1633, a school was opened 

 in New Amsterdam, and in 1638 provision was made, "That each 

 householder and inhabitant should bear such tax and public charge 

 as shall hereafter be considered proper for the maintenance of school- 

 masters." This is the first recorded instance on this continent of 

 the application of the principle of taxation for the support of schools. 

 In 1635 the first school was opened in Boston, and in 1642 a reso- 

 lution was passed by the general court or legislative body, enjoining 

 upon the local authorities the necessity of seeing, " That the child- 

 ren and servants of each family be taught to read fluently the Eng- 

 lish language, and to acquire a knowledge of the penal laws." This 

 resolution or law was enforced by a penalty of twenty shillings for 

 neglect, and so far as my researches have gone, is the first instance 

 of compulsory education. In 1647 the first legislative enactment in 

 favor of schools was made in Massachusetts, and the Governor of 

 Connecticut declared in 1670, "That one-fourth of the revenue of 

 the State was devoted to schools." 



The absence of newspapers, the scarcity of books, and the want 

 of means for rapid transit in these early days, caused public opinion 

 to be very slow in making its influence felt. These hindrances, to- 

 gether with the political excitement that steadily increased in fer- 

 vency until it led to the revolt of the thirteen colonies, threw the 

 cause of education far into the background, and seriously retarded 

 the advancement of learning. When this unfortunate war was 

 brought to a close, large numbers of faithful adherents and loyal 

 upholders of British supremacy, finding the altered state of their re- 

 lations to the government distasteful to their feelings and repugnant 

 to their sense of honor, left their homes, and began life as pioneers 

 of civilization, on the northern shores of the great lakes. These 

 loyal people brought with them, not only fealty to England's throne, 

 and a love for British institutions, but a deeply seated desire to rear 

 in this, the land of their choice, a nation that should become one of 

 the brightest gems in the British crown. The only means by which 

 such a desirable end could be attained was that of educating the 

 people, for no nation has risen to an honorable position in the world 



