1893D Waste of Militarism 



Once the great struggle of labor was to supply the neces- 

 sities of life; now, but a small portion of our people are so 

 engaged. Food, clothing, and shelter are common in our coun- 

 try to every provident person, excepting, of course, in oc- 

 casional accidental cases. The great demand for labor is to 

 supply what may be termed intellectual wants, to which there 

 is no limit except that of intelligence to conceive. If all the 

 relations and obligations of man were properly understood, it 

 would not be necessary for people to make a burden of labor. To 

 The great masses of the toilers are now compelled to perform dignijy 

 such an amount of labor as makes life often wearisome. An ^°'^°'^ 

 intelligent system of education would correct this inequality. 

 It would make the humblest laborer's work more valuable, it 

 would increase both the demand and supply for skilled labor, 

 and reduce the number of the non-producing class. It would 

 dignify labor, and ultimately would go far to wipe out the 

 mere distinctions of wealth and ancestry. It would achieve 

 a bloodless revolution and establish a republic of industry, 

 merit, and learning. 



How near to that state we may be, or how far from it, we 

 cannot tell. It seems very far when we contemplate the great 

 standing armies of Europe, where over five millions of men 

 j (or about one for every twelve adult males) are marching 

 about with guns on their shoulders to preserve the peace of 

 nations, while hovering near them is an innumerable force of 

 police to preserve the peace of individuals; but when we re- 

 member the possibilities of civilization and the power of educa- 

 1 tion, we can foresee a time when these soldiers and policemen 

 ^ shall be changed to useful producing citizens, engaged in lift- 

 ing the burdens of the people instead of increasing them. 

 And yet, extravagant as are the nations of Europe in standing 

 armies and preparations for war, their extravagance in the 

 waste of labor is still greater. Education, by teaching the 

 intelligent use of machinery, is the only remedy for such 

 waste. 



Mr. Stanford further held that higher education An open 

 should not be limited to the chosen few, as it prac- '°f^°. 



• 11 . . _, 1111 eaucatiof 



cicaiiy IS in Europe — there should be an open 



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