FAEMERS' INSTITUTES. 271 



If this broadest principle fails, there is a second that may reach us. True 

 patriotism makes us wish to be educated. 



Our government stands upon the united wisdom of its people. Every weak- 

 minded citizen, every wavering, imprincijiled citizen, is a weak spot in the fab- 

 ric. Every time I pin my princijiles to my neighbor's sleeve, I endanger the 

 stability of the Ecpublic. If his Avealth or influence can overawe me in forming 

 judgment, I ought to want the power to see for myself and Judge for myself, 

 since tlie very essence of demagoguism is the craft of one exercised upon the 

 ignorance of the many. We cannot be good and loyal citizens in a broad sense 

 without seeking to train ourselves to think. To shirk this responsibility may 

 one day be just as much a breach of good faith as once it was to run away from 

 the draft. It may be enough to-day that we have learned the elements in the 

 common school, but the time is not far distant when this will be sadly insuffi- 

 cient. Already hosts of the people are demanding larger privileges of training 

 for citizenship, not for private advantage, but for political safety. The most 

 important questions of social reform hang constantly upon tlie uncertain waver 

 of popular will, and the world sees to what depths ignorance may plunge us all. 

 The very greatness of our republic makes this demand imperative, and it is find- 

 ing a A-oice in every State. Hear Prof. Kent of our own university. ''A higher 

 education for the laboring classes is one of the necessities which modern civili- 

 zation is demanding. They have lost their old reverence and fear for those 

 above them ; if society is to be saved from constant convulsions, they must be 

 made to see that the hardships of their condition come not from human laws, 

 but from the very constitution of the universe in which we find ourselves." 

 If the educated men are first to make the call for such education, it is not 

 because they feel the pressure first, but their eyes see, and their jiatriotism 

 sends to the rescue. 



There is a narrower principle still that makes us feel the need of training to 

 think. AVe love our children, and not a parent of us but trembles now and 

 then as he takes his boy upon his knee or fondles his blooming girl, at the 

 responsibility he carries. God give us wisdom to lead their young feet through 

 the safe paths ! But God helps those Avho help themselves ; and how can we 

 expect tlie Avisdom which Ave neglect? Education may not ensure a Avise direc- 

 tion of our children by any means, and I knoAV the sad reputation that some 

 seemingly highly-favored sons have gained ; Imt, other things ecpial, there is no 

 question of its advantage to our skillful guiding of the young. 



But let all these pass, and narrow it doAvn to self. Do I need an education to 

 enjoy my OAvn existence? 



I ansAver for myself, unhesitatingly, — Yes. If enjoyment consists in an appre- 

 ciation of the outside Avorld, of tlie relations Avhich nature gives, of the powers 

 she has endoAved me Avith, — if a man can enjoy more than an oyster, then an 

 educated man can enjoy more than an uneducated one. If enjoyment is mere 

 absence of Avants, — Avhy, better to be an oyster or a sponge, and have done Avitli 

 it. Do AA'e not often overlook this ever-present object of our labor, spend all 

 our best days in gathering means for our gratification, to find at last that we 

 have left uncared-for the very capacity for being gratified? Shall I heap up 

 Avealth, that I can use for my oavu satisfaction only by lavishing it upon my 

 children to their destruction and my grief? This is the sad enjoyment of too 

 many, Avhom an early education might haA'e taught a wiser use of riches. 



Everybody needs the pleasure that comes with thinking, after the time for 

 actiA"e doiug is past. But that is only a small part of the use of an education 



