The time especially has need of men. This hour, and every hour of the last three years, ought to prove to us beyond cavil that no class can safely be left in ignorance, least of all the class that holds in its hands a people's staff of life. Our country needs all the brain, all the conscience, all the nerve and patience and moral strength, that can be commanded. Her salvation lies in a yeomanry capable of comprehending the momentous issues at stake. "More light!" is the dying gasp of a dying people. Our republican institutions are but half completed. To give every man the right to vote, without giving him at the same time the power to vote intelligently, is but questionable service. If such an arrangement were perpetual, it would be unquestionable disservice. Only as fast and as far as we keep enlightenment abreast of power are we seeing that the Republic receives no detriment. Ignorance is the never-failing foe of freedom, the never-failing ally of despotism. We have organized and successfully fought a crusade against tyranny; we are now in the full tide of our crusade against slavery; let us have one more, organized and efficient, against ignorance, that the fruit of our former victories be not lost to us for lack of wisdom to use them aright. That the people who suffer most from want of knowledge should disdain it is but natural. To see the need of teaching, men must be taught. It is this very ignorance which is the strong buttress against education. Ignorance propagates itself. It can be subdued only by force or tact, not by argument. But for men who have attained by the help of their education whatever reputation they possess to affect to question its importance is to spurn the ladder by which they have mounted to eminence. We are sometimes almost tempted to suspect the existence of a petty jealousy in members of the learned professions. It would seem as if a small fear were indulged lest a wider diffusion of knowledge and a more thorough culture among the farming classes should detract from the supremacy of others. There is certainly, among some writers, a leaning towards a continuance of present abuses for which it is difficult to account. The shrewdness of the plain farmer is pitted against the science of the scholar, to the entire discomfiture of the latter. But would the plain farmer's shrewdness be at all diminished by educating the plain farmer? Would his sharp sense be blunted by being expressed with some partial subjection to grammatical forms? Would his observation be any less close for being trained? Would his reasoning be any less profitable by being wisely directed than by running at hap-hazard? Would it not be more economical to strengthen and polish his powerful weapons, and give them honest work to do, than to leave them rough and rusty from disuse, and only brought out at long intervals to hew and hack devices for walking in darkness? If education is not the foe of legal,