When in the Course of scholastic events, it becomes necessary for one student body to dissolve the academic bands which have connected them with their examiners, and to assume among the powers of the school system, the separate and respected station to which the Laws of Learning and of their minds' God entitle them, a decent respect to the opinions of teachers requires that they should declare the causes which impel them to the separation. We hold these truths to be self­evident, that all pupils are created equal, that they are endowed by their Parents with certain unalienable Rights, that among these are Learning,
Liberty and the pursuit of Knowledge.­­That to secure these rights, Assessments are instituted among Pupils, deriving their just powers from the consent of the tested, ­­That whenever any
Form of Assessment becomes destructive of these ends, it is the Right of the Learner to alter or to abolish it, and to institute new Assessments, laying their foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their
Proper Evaluation and Success. Prudence, indeed, will dictate that Assessments long established should not be changed for light and transient causes; and accordingly all experience hath shewn, that scholarlkind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed.
But when a long train of abuses and improper procedures, pursuing invariably the same
Object evinces a design to reduce them under absolute Testism, it is their right, it is their duty, to throw off such Assessment, and to provide new Guards for their future security.­­Such has been the patient sufferance of these Academies; and such is now the necessity which constrains them to alter their former Systems of Assessment. The history of the present
Department of Education is a history of repeated injuries and improper procedures, all having in direct object the establishment of an absolute Tyranny over these Schools. To prove this, let Facts be submitted to a candid world. He has refused his Assent to Laws, the most wholesome and necessary for the public good.
He has forbidden his Governors to pass Laws of immediate and pressing importance, unless suspended in their operation till his Assent should be obtained; and when so suspended, he has utterly neglected to attend to them.
He has refused to pass other Laws for the accommodation of large districts of people, unless those people would relinquish the right of Representation in the Legislature, a right inestimable to them and formidable to tyrants only.
He has called together legislative bodies at places unusual, uncomfortable, and distant from the depository of their public Records, for the sole purpose of fatiguing them into compliance with his measures.
He has dissolved Representative Houses repeatedly, for opposing with manly firmness his invasions on the rights of the people.

He has refused for a long time, after such dissolutions, to cause others to be elected; whereby the Legislative powers, incapable of Annihilation, have returned to the People at large for their exercise; the State remaining in the mean time exposed to all the dangers of invasion from without, and convulsions within.
He has endeavoured to prevent the population of these States; for that purpose obstructing the Laws for Naturalization of Foreigners; refusing to pass others to encourage their migrations hither, and raising the conditions of new Appropriations of Lands.
He has obstructed the Administration of Justice, by refusing his Assent to Laws for establishing Judiciary powers.
He has made Judges dependent on his Will alone, for the tenure of their offices, and the amount and payment of their salaries.
He has erected a multitude of New Offices, and sent hither swarms of Officers to harrass our people, and eat out their substance.
He has