of Greece with the Roman commonwealth.  “O morem preclarum, disciplinamque, quam a majoribus accepimus, si quidem teneremus! sed nescio quo pacto jam de manibus elabitur.  Nullam enim illi nostri sapientissimi et sanctissimi viri vim concionis esse voluerunt, quae scisseret plebs, aut quae populus juberet; summota concione, distributis partibus, tributim et centuriatim descriptis ordinibus, classibus, aetatibus, auditis auctoribus, re multos dies promulgata et cognita, juberi vetarique voluerunt.  Graecorum autem totae respublicae sedentis concionis temeritate administrantur."[15]

But at what time this wise system existed in this perfection at Rome, no proofs remain to show.  Her constitution, originally framed for a monarchy, never seemed to be adjusted in its several parts after the expulsion of the kings.  Liberty there was, but it was a disputatious, an uncertain, an ill-secured liberty.  The patrician and plebeian orders, instead of being matched and joined, each in its just place and proportion, to sustain the fabric of the state, were rather like hostile powers, in perpetual conflict.  With us, an attempt has been made, and so far not without success, to divide representation into chambers, and, by difference of age, character, qualification, or mode of election, to establish salutary checks, in governments altogether elective.

Having detained you so long with these observations, I must yet advert to another most interesting topic,—­the Free Schools.  In this particular, New England may be allowed to claim, I think, a merit of a peculiar character.  She early adopted, and has constantly maintained the principle, that it is the undoubted right and the bounden duty of government to provide for the instruction of all youth.  That which is elsewhere left to chance or to charity, we secure by law.[16] For the purpose of public instruction, we hold every man subject to taxation in proportion to his property, and we look not to the question, whether he himself have, or have not, children to be benefited by the education for which he pays.  We regard it as a wise and liberal system of police, by which property, and life, and the peace of society are secured.  We seek to prevent in some measure the extension of the penal code, by inspiring a salutary and conservative principle of virtue and of knowledge in an early age.  We strive to excite a feeling of respectability, and a sense of character, by enlarging the capacity and increasing the sphere of intellectual enjoyment.  By general instruction, we seek, as far as possible, to purify the whole moral atmosphere; to keep good sentiments uppermost, and to turn the strong current of feeling and opinion, as well as the censures of the law and the denunciations of religion, against immorality and crime.  We hope for a security beyond the law, and above the law, in the prevalence of an enlightened and well-principled moral sentiment.  We hope to continue and prolong the time, when, in