stressed by a score of writers, illustrated by legal enactments, court decrees, town records, and anniversary sermons, cannot be over-emphasized in a summary of the social contributions which the Yankees made to the new western societies they helped to build. Notwithstanding all that has been written to prove the priority, in this or that feature of American educational progress, of other social strains or geographical areas, history may confidently assign to the Yankee priority in the attainment of universal literacy on an extensive scale.
Once the Puritan had convinced himself that the temptation to ignorance came from "ye old deluder Satan," whose fell purpose was to keep men from a knowledge of the Scriptures and thus the more readily win them for his own, he hesitated not to require the maintenance of schools in all towns and neighborhoods under his jurisdiction. He was also concerned to recruit an "able and orthodox ministry" to take the places of the aging pastors who had come from England and to supply the needs of new settlements. Harvard College could turn out the ministers, if it had properly prepared young men to work upon. So the larger towns were required to maintain grammar schools in addition to the common schools. Thus we have, as early as 1647, provision for schooling from the lowest rudiments up through the college course.
The original religious motive for maintaining these schools persisted. But other motives were added as the Puritans perceived how notably secular interests, as well as religious, were served by schooling. For one thing, young persons who could read, write, and cipher had a distinct advantage in worldly matters over those who could not. Cheats and "humbugs," of whom every community had its share, made victims of the ignorant, while they fled from the instructed even as their master, Satan, was supposed to flee from them. Many New England stories were
