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lamites. We abominate tlie system, because the schools are 

 free." The long neglect of public schools so manifestly checked 

 the growth and prosperity of the Old Dominion, notwith- 

 standing her vast natural resources, and created so marked a 

 contrast between her and other States far less favored in all the 

 elements of material prosperity, that the logic of events has at 

 last swept away these objections and converted old opponents 

 to friends and supporters of free schools. At length Virginia 

 rejoices in a free public school system. The progress of her 

 public schools since the war is remarkable, accomplished in the 

 face of prejudice, ignorance, and great financial embarrass- 

 ments, for Virginia had her full share in the loss of over 

 "three thousand millions of dollars sunk by the Southern 

 States by the war," an amount larger than all the property of 

 New England. To the question. How can schools be organized 

 for the Southern States, without Federal aid or interference? 

 the answer is, Look at Virginia, especially the schools of 

 Richmond, Petersburg, Lynchburg, Staunton and Norfolk. 

 Public sentiment there has been revolutionized. The common 

 schools are growing in favor. Prejudice, opposition and penu- 

 riousness of course still exist, but are evidently waning. I in- 

 spected most of the schools of Richmond with as much delight 

 as surprise, alike in view of the interest of the pupils, the cul- 

 ture of the teachers and the excellence of the schools. Private 

 schools have greatly diminished and the children of the 

 rich generally attend the public schools. Considered as the 

 growth of eight years, the Virginia system is a most gratifying 

 work. In the light of such facts, and in view of the rapid 

 working of intellectual forces in this age and country, and the 

 growing power of public sentiment, shall the most illiterate 

 portions of our land be reached by National Schools supported 

 by National aid and in any way controlled by a National De- 

 partment? Shall the National Bureau of Education become 

 a Federal Department, enlarged and authorized to organize and 

 maintain a National University — or, with still greater expan- 

 sion, empowered to establish schools and distribute the income 

 from the sale of public lands, whether in proportion to existing 

 illiteracy, school attendance, or the length and grade of the 

 schools maintained? 



