The production of wealth was hindered, and taxes had been increased to the point of confiscation.

In States which had been ravaged by war, and of which the whole economic and social systems had been dislocated, an undue proportion of the total social income was demanded for the schools.

Under existing conditions the communities could not support the schemes of education which had been projected.

This fact is enough to account for their failure, for when an individual or a community is unable to pay the price demanded, it matters little how desirable or laudable the object may be.
As if to make failure doubly certain, the schools were neither honestly nor judiciously administered.

Much money was deliberately stolen, and much more was wasted.