The integrity of Condorcet raised him high in the esteem of his countrymen; as springing from the class of nobles, his disinterestedness could not be doubted. He loved his country, he loved reason and knowledge, and virtuous conduct and benevolent sentiments. He was, with all this, a determined republican. His favourite theory being the perfectibility of mankind, he rejected that view of human nature which inculcates the necessity of ruling the many by the few, and sinking the majority of his fellow-creatures in ignorance and hard labour; he wished all to be enlightened as to their duties, and all to tend equally to the improvement of their intellectual and moral nature. These theories, if they be mistaken, emanate from benevolent and just feelings. They made him a democrat, because the very corner-stone of royalty and aristocracy is the setting apart a class of men to possess the better gifts of fortune and education, and the reduction of the rest to a state of intellectual dependence and physical necessity. [Sidenote: 1792. Ætat. 48.] When the king exercised his veto, and put a stop to the measures considered necessary by the assembly for the safety of France, Condorcet, even as early as the month of March, represented the monarchical power as at open war with the nation, and proposed that the king should be considered as having abdicated. His view met with few co-operators at that crisis, and was set aside. He busied himself, at the same time, in forming a plan of national education, and brought forward a system on a more philosophical and comprehensive scale than had hitherto been meditated. It was his design to secure to the human race, to use his own expressions, the means of satisfying their necessities, and securing their welfare; of knowing and exercising their rights, and of understanding and fulfilling their duties; giving scope to all to carry their industry to a state of perfection, and to render themselves capable of the social functions which they were called upon to exert; to develope to their extent the talents given them by nature; and thus to establish in the nation a real equality, so to meet the political equality established by law. The system of instruction which was to realise so blessed a state of society he considered as properly placed in the hands of government. He looked forward, indeed, to the time when public establishments for education would become superfluous and even detrimental; but this would only be when right reason prevailed, and it was no longer necessary for the wiser few to labour to destroy the prejudices and mistakes of the ignorant many; when superstition should be no more; and when each man should find in his own knowledge, and in the rectitude of his mind, arms sufficient to combat every species of imposition.