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.
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