GUPPY — EDUCATION. 
311 
the great aims of national education cannot be achieved until 
the rightful place of that education is admitted and the fullest 
powers conferred upon it to enable it to carry out its objects. 
In my report for 1881-82, I copied a portion of President 
Garfield’s reference to education in his inaugural speech. I un- 
fortunately omitted to take a note of President Grant’s which 
was even more apposite and I cannot now lay my hand on it. 
Garfield’s was as follows : “ There- is but one remedy. All the 
constitutional power of the nation and of the states and all the 
Volunteer Forces of the people should he summoned to meet this 
danger'"' by the saving influence of universal education : it is the 
high privilege and the sacred duty of those now living to educate 
their successors and fit them by intelligence and virtue for the 
inheritance which awaits them. In this beneficent work, sections 
and races should be forgotten and partizanship should be un- 
known.” 
That the principles I have above indicated as lying at the 
base of public education are widely acknowledged is obvious 
from the educational policy of many communities. I am now 
citing the case of the United States which will have none other 
but secular State Schools. The case with them stands thus When 
the denominationalists demand that public education should be 
placed in their hands on the plea (among others) that they can 
give education cheaper than the State does or can, the reply is 
“ no doubt, but it does not matter how cheap your education is, 
we do not want it. What we want is really national secular 
education, and we are willing to pay what it costs. ” Now some 
of the denominationalists keep very good schools— m fact some 
of them spare no pains to achieve success in this as in other di- 
rections. They point to these schools and say ‘‘ compare our 
schools with the national secular schools, see 1 ]e ;> aie no l 
least as good if not bettor.” The State simply replies We do 
not care how good your schools are, they do not serve the end of 
national education and we must have schools that will serve that 
end.” 
It would lead me into too intricate a task for my P^^ent 
purpose to .attempt «u aoaly* of the 
Wei, Indies. Nearly EtSfST ££ 
ana .some of them such as ■, ov Mn«?ivelv secular. 
nominally denominational, practical y a mo,. .. ■ s j 
But only one Colony in this part of the wo Id has o far*, i 
know, a thorough system of avowedly secular schools. 
~ * The danger deferred to isTbe political Degeneration of ihe people. 
