It seems to me that there never was a time in the history of the country when those interested in education should the more earnestly consider to what extent the mere acquiring of the ability to read and write, the mere acquisition of a knowledge of literature and science, makes men producers, lovers of labour, independent, honest, unselfish, and, above all, good. Call education by what name you please, if it fails to bring about these results among the masses, it falls short of its highest end. The science, the art, the literature, that fails to reach down and bring the humblest up to the enjoyment of the fullest blessings of our government, is weak, no matter how costly the buildings or apparatus used or how modern the methods of instruction employed. The study of arithmetic that does not result in making men conscientious in receiving and counting the ballots of their fellow-men is faulty. The study of art that does not result in making the strong less willing to oppress the weak means little. How I wish that from the most cultured and highly endowed university in the great North to the humblest log cabin school-house in Alabama, we could burn, as it were, into the hearts and heads of all that usefulness, that service to our brother, is the supreme end of education. Putting the thought more directly as it applies to conditions in the South, can you make the intelligence of the North affect the South in the same ratio that the ignorance of the South affects the North? Let us take a not improbable case: A great national case is to be decided, one that involves peace or war, the honour or dishonour of our nation,--yea, the very existence of the government. The North and West are divided. There are five million votes to be cast in the South; and, of this number, one-half are ignorant. Not only are one-half the voters ignorant; but, because of the ignorant votes they cast, corruption and dishonesty in a dozen forms have crept into the exercise of the political franchise to such an extent that the conscience of the intelligent class is seared in its attempts to defeat the will of the ignorant voters. Here, then, you have on the one hand an ignorant vote, on the other an intelligent vote minus a conscience. The time may not be far off when to this kind of jury we shall have to look for the votes which shall decide in a large measure the destiny of our democratic institutions. When a great national calamity stares us in the face, we are, I fear, too much given to depending on a short "campaign of education" to do on the hustings what should have been accomplished in the school.