ative dogmatism
sinks into materialism." (M. Wolowski's Essay on the Historical Method,
prefixed to his translation of Roscher's Political Economy.)]--We need to
remember that the Creator of man, and not man himself, formed society and
instituted government; that God is always behind human society and
sustains it; that marriage and the family and all social relations are
divinely established; that man's duty, coinciding with his right, is, by
the light of history, by experience, by observation of men, and by the
aid of revelation, to find out and make operative, as well as he can, the
divine law in human affairs. And it may be added that the sovereignty of
the people, as a divine trust, may be as logically deduced from the
divine institution of government as the old divine right of kings.
Government, by whatever name it is called, is a matter of experience and
expediency. If 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,