carried on trade himself, he would be satisfied with a single profit, and the consumer would be relieved to this extent. The effort now is to increase the class of idlers; every man who has saved enough to live upon, must retire to idleness, while he leaves his business and capital to others. This is all wrong, since the business of a nation is not done by those who own the capital, but by those who do not. Stability is impossible in such a state of things; and commercial revulsions will be as regular as the overflow of our streams, or the annual break-ups in our northern lakes and rivers. Let the man doing business be out of debt, and you will have no revulsions; things will move steadily and firmly, and with the regularity of the military tread. It would be well if moneyed men would look their duties fairly in the face, and learn once for all that idleness is a sin; that work alone is divine; that God blesses the one, but nowhere has He spoken a blessing upon the other.

This discussion might be largely extended, but enough has been said to illustrate the principles by which an honest man should be governed in all his business relations. There is a most melancholy perversion of morality in the current maxims, by which business is guided. The great practical principle seems to be this: to see how much of the products of the labor of others can be got for the least possible amount of our own. The moment one adopts such a maxim, he ceases to be honest; cunning becomes the means, and fraud the end of all he does. He seeks to over-reach another; to obtain the advantage of him; to get his property for less than what it is worth. Such a code must lead business men to dishonesty, to positive frauds; must produce Schuylers, and Huntingdons, and Sadlers.

CHAPTER XXII.

EDUCATION.

We have spoken of education and teaching as duties of the family; but family education can extend but a little way; its most important teaching must be that moral teaching which is adpated to meet the early wants of the mind. The demands of labor preclude the parent from becoming an educator of his own children; he has neither the time, nor the ability, nor the qualifications necessary to this important function of an educator. Hence this important function is one of those which arise when labor becomes diversified. The educator needs a peculiar training as well as the farmer, the mechanic, and the architect. The parent then cannot perform this duty.

The professed educator must be paid; a single family could not. afford to do this; hence there must be a union of families in order to raise the means to employ even a single teacher. Nor is this all; the materials of education have also to be collected at an expense, which requires the enlargement of this union; hence education must be the duty of the community; it cannot be carried forward to that perfection which is needed for the thorough training of a community, without the union of the whole community.

The importance of education need not be enlarged on; it is only as a duty we now regard it. Humanity cannot be carried forward in the career of improvement, progress, and perfection without educa

tion. Our intellectual faculties are given us as means of studying God's works and truth and law, and qualifying us rightly to decide upon our moral judgments and beliefs. Hence the cultivation of the intellect is necessary to our moral and religious culture. So'is its cultivation necessary in order that invention and improvements may be made, and in this way labor be economized, and time gained for intellectual and moral improvement. The education of the intellect then becomes to the community a matter of immense importance; the community in this aspect needs the inventor, the gifts of genius, more than the possessor of them does education. He could get along without high intellectual culture; but society cannot get along successfully without his inventions, and discoveries, and teachings. Genius is not plenty in this world; inventors, and discoverers, and teachers of great truths are scarce; hence the community have a deep interest in finding those who are endowed with these divine gifts, which enable them to become public benefactors. The basis of education should then be broad enough to reach all, in order that all may have that intellectual culture needed for their several spheres in life, and that genius wherever placed may be reached and discovered; and the system of education should be extended so far that it may take up these choicer minds and carry them onward through all the knowledge of the age; so that having mastered this, they may be prepared to go forward, enlarging the boundaries of thought and knowledge, and making those discoveries which from time to time bless the human race, abridging its toil and labor in providing for its material wants, and thus leaving more time for education and moral culture. It will thus be seen that education is a duty, and a duty resting on the community. It naturally divides itself into two branches: 1, the means of education; 2, the character of it; of these in their order. 1. The means of education.

The school is the great instrumentality of education It is the collecting of those to be taught into bodies at convenient points, so

that instruction and education may be imparted to the pupils. The school, therefore, implies different grades, so that the education and instruction in each may be adapted to the class of pupils there to be assembled. The lowest grades should be adapted to receive the child from the family, and impart to him the first rudiments of education and instruction. Every child is entitled to this, and the community are bound to afford the means. Schools then should rise in grades as the scholars advance, so that all may have that measure of education suited to their respective positions and pursuits in life; all should have enough to qualify them for forming their own moral judgments and beliefs; while others may need to proceed farther in mere intellectual culture to qualify them for other stations, and to become the leaders and teachers of humanity. The system of education should look to the most complete and perfect means, the college and the university. There are professions, which cannot be successfully pursued without this higher education, while progress in science and in society can be carried forward only by affording means for the higest culture to the choice few, whom God has ordained for the leaders and instructors of humanity. Nor can community be certain of a supply of qualified teachers and educators without the aid of higher schools. The teacher must have been trained in a higher degree than his pupils are to be trained, if he is to be a successful teacher. Hence it is the duty of the community to provide the common school, the high school, the academy, the college and the university, so that the studious mind may find the means of the highest mental culture. Such higher schools are also needed in order that the ardent inquirer may be able to prosecute his studies, to carry on his investigations, and test his discoveries. No one individual can do this; it must be done by the community; and the community should do it, since all new discoveries, and inventions, and thoughts are at once appropriated to its benefit and advantage, and aid immensely in its progress. These higher schools are not established for one class of

students, nor for students of one age or generation; they are established for students of every class and of all ages and all time. They are built for the community; and it alone has the great interest in their existence and completeness; hence the community must establish them.

When these schools are established, they must be provided with the necessary means for instruction, teachers, books, maps, apparatus, cabinets, libraries, and all other means, which may contribute to the education of a people. These materials of education must be adapted to the school, and to what is there to be taught. They are also indispensable, if public education is to be successfully carried on; hence, if education is a duty, so is it a duty to provide all the necessary means for the accomplishment of this great end.

The community is also interested in literary and scientific studies and discoveries and teachings; hence it has a deep interest in the existence of a body of men who make science and literature their life's business, their appointed work. Such men are the appointed teachers of humanity; the minds which must discover and communicate those new thoughts and facts, which go to make up the knowledge of the many. Hence the community should collect libraries, all the materials of knowledge, all possible means for study and investigations. No one individual can do all this, and it cannot be done, unless the community see to its being done. It is its interests which are to be promoted, and the burden should be its. The student has no more at stake than any other; he labors for his fellows not of to-day, but of all time; hence he should be aided in his noble and God-like work of discovering and diffusing truth, truth which has laid hidden from the foundation of the world. Science has done an immense work for humanity, has enabled man to supply his material wants at an expense of half the time once required, and thus saved time for all those improvements which indicate so decidedly the progress of civilization and the march of mind. Look to the steam engine, and calculate, if you can, what