Europe shows us, by experiment, that a republic cannot be made by a few well-minded men, however well-meaning. They tried for it at Rome, full of enlightened priests; in Germany, the paradise of the scholar, but there was not a people well educated, and a democracy could not stand upright long enough to be set a-going. In France, where men are better fitted for the experiment than elsewhere in continental Europe, you see what comes of it--the first step is a stumble, and for their president, the raw republicans chose an autocrat, not a democrat; not a mere soldier, but only the name of a soldier; one that thinks it an insult if liberty, equality, and fraternity be but named! Think you a democracy can stand without the education of all; not barely the smallest pittance thereof which will keep a live soul in a live body, but a large, generous cultivation of mind and conscience, heart and soul? A man, with half an eye, can see how we suffer continually in politics for lack of education among the people. Some nations are priest-ridden, some king-ridden, some ridden of nobles; America is ridden by politicians, a heavy burden for a foolish neck. Our industrial interests demand the same education. The industrial prosperity of the North, our lands yearly enriching, while they bear their annual crop; our railroads, mills and machines, the harness with which we tackle the elements,--for we domesticate fire and water, yes, the very lightning of heaven--all these are but material results of the intelligence of the people. Our political success and our industrial prosperity, both come from the pains taken with the education of the people. Halve this education, and you take away three fourths of our political welfare, three fourths of our industrial prosperity; double this education, you greaten the political welfare of the people, you increase their industrial success fourfold. Yes, more than that, for the results of education increase by a ratio of much higher powers. It seems strange that so few of the great men in politics have cared much for the education of the people; only one of those, now prominent before the North, is intimately connected with it. He, at great personal sacrifice of money, of comfort, of health, even of respectability, became superintendent of the common schools of Massachusetts, a place whence we could ill spare him, to take the place of the famous man he succeeds. Few of the prominent scholars of the land interest themselves in the public education of the people. The men of superior culture think the common school beneath their notice; but it is the mother of them all.