But all these are made
valuable and efficient by the power of mind. What we call
civilization,--passing from an inferior to a superior condition of
existence,--is a mental and moral process. If mind is the capital,--the
producing force of society,--what shall we say of the person or
community that neglects its improvement? Certainly, all that we should
say of the miser, and all that was said of the timid servant who buried
his talent in the earth. If one mind is neglected, then we fail as a
generation, a state, a nation, as members of the human family, to answer
the highest purposes of existence. Some possible good is unaccomplished,
some desirable labor is unperformed, some means of progress is
neglected, some evil seed, it may be, is sown, for which this generation
must answer to all the successions of men. But let us not yield to the
prejudice, though sanctioned by custom, that learning unfits men for
the labors of life. The _schools_ may sometimes do this, but _learning_
never. We cannot, however, conceal from our view the fact that this
prejudice is a great obstacle to progress, even in New England; an
obstacle which may not be overcome without delay and conflict, in many
states of this Union; and especially in Great Britain is it an obstacle
in the way of those who demand a system of universal education.
In the House of Commons, Mr. Drummond opposes a national system of
education in this wise: "And, pray, what do you propose to rear your
youth for? Are you going to train them for statesmen? No.
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