we submit to the will of the majority, it is because it is
more convenient to do so; and if the republic or the democracy vindicate
itself, it is because it works best, on the whole, for a particular
people. But it needs no prophet to say that it will not work long if God
is shut out from it, and man, in a full-blown socialism, is considered
the ultimate authority.

II. Equality of education. In our American system there is, not only
theoretically but practically, an equality of opportunity in the public
schools, which are free to all children, and rise by gradations from the
primaries to the high-schools, in which the curriculum in most respects
equals, and in variety exceeds, that of many third-class "colleges." In
these schools nearly the whole round of learning, in languages, science,
and art, is touched. The system has seemed to be the best that could be
devised for a free society, where all take part in the government, and
where so much depends upon the intelligence of the electors. Certain
objections, however, have been made to it. As this essay is intended only
to be tentative, we shall state some of them, without indulging in
lengthy comments.

( 1. ) The first charge is superficiality--a necessary consequence of
attempting too much--and a want of adequate preparation for special
pursuits in life.

( 2. ) A uniformity in mediocrity is alleged from the use of the same
text-books and methods in all schools, for all grades and capacities.
This is one of the most common criticisms on our social state by a
certain class of writers in England, who take an unflagging interest in
our development. One answer to it is this: There is more reason to expect
variety of development and character in a generally educated than in an
ignorant community; there is no such uniformity as the dull level of
ignorance.

( 3. ) It is said that secular education--and the general schools open to
all in a community of mixed religions must be secular--is training the
rising generation to be materialists and socialists.

( 4. ) Perhaps a better-founded charge is that a system of equal
education, with its superficiality, creates discontent with the condition
in which a majority of men must be--that of labor--a distaste for trades
and for hand-work, an idea that what is called intellectual labor (let us
say, casting up accounts in a shop, or writing trashy stories for a
sensational newspaper) is more honorable than physical labor; and
en