pon
scientific knowledge and principles, which shall render the highway of
nations secure against the disasters that have often befallen those who
go down to the sea in ships. Science gave to the world the steamship,
which promised for a time to engross the entire trade upon the ocean;
but science again appears, constructs vessels upon better scientific
principles, traces out the path of currents in the water and the air,
and thus restores the rival powers of wind and steam to an equality of
position in the eye of the merchant. Will any one say that all this
inures to capital, and leaves the laborer comparatively unrewarded? We
are accustomed to use the word prosperity as synonymous with
accumulation; and yet, in a true view, a man may be prosperous and
accumulate nothing. Suppose we contrast two periods in the life of a
nation with each other. Since the commencement of this century, the
wages of a common farm laborer in America have increased seventy-five or
one hundred per cent., while the articles necessary and convenient for
his use have, upon the whole, diminished in price. Admit that there was
nothing for accumulation in the first period, and that there is nothing
for accumulation now,--is not his condition nevertheless improved? And,
if so, has he not participated in the general prosperity?

Indeed, we may all accept the truth, that there is no exclusiveness in
the benefits which learning confers; and this leads me to say, next,
that there ought to be no exclusiveness in the enjoyment of educational
privileges.

In America we agree to this; and yet, confessedly, as a practical result
we have not generally attained the end proposed. There are two practical
difficulties in the way. First, our aim in a system of public
instruction is not high enough; and, secondly, we do not sufficiently
realize the importance of educating each individual. Our aim is not high
enough; and the result, like every other result, is measured and limited
by the purpose we have in view. Our public schools ought to be so good
that private schools for instruction in the ordinary branches would
disappear. Mr. Everett said, in reply to inquiries made by Mr.
Twistleton, "I send my boy to the public school, because I know of none
better." It should be the aim of the public to make their schools so
good that no citizen, in the education of his children, will pass them
by.

It is as great a privilege for the wealthy as for the poor to have an
o