IV

voted friends of education, to assist him in bearing the hea-
vy responsibility which he has assumed.

It is the Pioneer who encounters the greatest obstacles,
who has to make the rough places smooth, who is called
upon to explain misapprehensions, to conciliate prejudices, to
correct misinterpretations and remove those doubts and hesi-
tations which even among clear thinking men always throw
a shadow overiand rear a barrier before every new enterprise.

We cannot and ought not to conceal from ourselves the
fact, that a system of Free Public Instruction, which aims at
nothing short of Universal Education, which designs to give
the child of the poorest and humblest family every opportu-
nity for elementary education; a system which, if the child
prove worthy, will carry him forward through the High
School and the College to the professional Schools of the
University, is not unanimously advocated by our fellow-
citizens. Some complain because they are taxed, and oppose
Schools, saying "that no child is entitled to any better educa-
tion than his parents can pay for." Others claim to be
friends of Public Instruction but disapprove certain features
of the Law and upon that base an opposition to Free Schools,
instead of proving their sincerity by striving to correct the
real or imagined defects, A few persistently oppose all
Schools for the poor, asserting that the laboring man is most
contented "when ignorant, and as laboring men will always be
needed, it is best that nothing be done which will cause them
to be dissatisfied with their condition. By such specious
arguments, universal education is opposed, and prejudices
are awakened against every system which provides for the
diffusion of knowledge among the masses. We have to con-
tend against this opposition. We also have to meet that dis-
trust which always attaches to new expedients, new laws,
especially those Laws which work radical, social and moral
changes. Let the contest be pursued with calmness. Seek
by lucid explanations of the law and of its many beneficent
provisions to gain for it friends. Convince the tax payers
that it is better to use money for Schools than for Alms
Houses and Penitentiaries. That the teacher is cheaper than
the Judge. The School House costs less than the Court
House. Thus disarm opposition and at the same time secure
the hearty, earnest support of the thousands who know the
value of knowledge and claim its benefits for the children
who are to be our future voters, perhaps legislative and ex-
ecutive officers.

Many object to the School Law because so little has been
accomplished under the old systems. Disappointed in the
past and now impatient to reach results, they, are disinclined
to give this a fair trial, to wait till its growth proves its
worth. They expect a sudden and radical change by which
school houses will be transformed, teachers qualified, child-