The same writer, after describing another fight, in which one bull had
killed three horses and one man, and remained master of the arena,
remarks, that "this was a time to observe the character of the people.
When the unfortunate picador was killed, in place of a general
exclamation of horror and loud expressions of pity, the universal cry
was 'Que es bravo ese toro! ('Ah, the admirable bull!') The whole scene
produced the most unbounded delight; the greater the horror, the greater
was the shouting, and the more vehement the expressions of satisfaction.
I did not perceive a single female avert her head or betray the
slightest symptom of wounded feeling."--Vol. i., p. 195.

A correct system of public instruction develops a character widely
different from that here brought to light. Instead of a love for vicious
excitement, it cultivates a taste for simple and innocent pleasures, and
gives to its subjects a command over their passions, and a disposition
habitually to control them. It acquaints them with their duty, and
enables them to find their highest pleasure in its discharge. They order
their pursuits and choose their employments with reference to their own
advantage, it is true; but still, a higher, and the controlling motive
with them is, the promotion of the best good of the community in which
they live. In short, their supreme desire is to co-operate with the
beneficent Creator in advancing the permanent interests of the whole
human family; in themselves obeying, and leading others to obey, all the
laws which God has ordained for the government and well-being of his
creatures.

Education, we said, dissipates the evils of ignorance. But in this
country we hardly know what popular ignorance is. The most illiterate
among us have derived many and inestimable advantages from our systems
of public instruction. Occasionally persons are found among us who can
neither read nor write. But even such persons insensibly imbibe ideas
and moral influences from the more cultivated society about them which,
in countries less favored, are denied to multitudes. Individuals who
have had no early advantages for learning, who have never even entered a
school-house, but have grown up amid a generally intelligent population,
trained by the institutions established by our fathers, have in many
instances acquired a mental character and influence which, but for these
fortuitous circumstances, they could not have attained. The very
excell