The attempt which we are making in our public schools to educate our children in the shortest possible time is a grave error. We ought rather to "make haste slowly," if we would do the work well. A work of this character is one which requires patience and perseverance. There is no short way to knowledge, no patent right that can produce it to order. It can only be obtained by study, persevering study, aided by the patient efforts of competent teachers. It is all-important therefore that we should furnish our children with such elementary books as are best adapted to their capacities and needs, and with such teachers as are qualified to teach them lessons contained not only inside of books but outside of books,--lessons which abound everywhere, both in the natural and in the moral world. We should also furnish them with school libraries composed of standard works, and including the best current literature of the day. A library of this character should be established in every school-district, and be made accessible to every citizen. In this way, and only in this way, can the masses be supplied with the mental food which they so much need, and which is indispensable to their moral and intellectual elevation. No matter what the cost, public libraries always pay a liberal dividend in the shape of mental and moral power, if not in dollars and cents. No matter what dangers may threaten our free institutions, depend upon it, a reading people will take care of themselves. The ancients built temples for their gods; we build school-houses for our children. This one fact exhibits perhaps more clearly than any other the distinctive character which marks the career of ancient and modern civilization, and indicates the great change which has been wrought in the course of ages by the law of progress. We may justly regard our numerous school-houses and churches as the mirrors not only of moral character, but as the safeguards of the Republic. In the pursuit of knowledge, it is quite absurd to suppose that all high attainment in art, in literature, and in science, must of necessity be confined to the "learned professions," as they are called by way of pre-eminence. It does not matter what a man professes to know, but the question is, what does he know, compared with what he might know? There should never be such a monopoly allowed to exist as a monopoly of knowledge. The learned professions have nothing in them sacred, no forbidden fruit,--nothing more than what everybody may know who chooses; nor can there be any good reason why every employment in the various departments of human industry--every trade, every mechanic art--should not be regarded as a learned profession, and be made a learned profession, in which brains as well as hands should co-operate in achieving success and in solving new problems.