working mentally for distant objects; to have an instinct of submission to law, both to the laws of society, which aim at justice to all and at order, and to the laws of nature, submission to which enables a man to use effectually his own powers and to turn to account the powers of nature; to raise life into a higher stage; to give to every one free opportunities for participation in the knowledge and moral training, combined with freedom and political equality, which will elevate the idea of humanity,--these are the moral and intellectual qualities with which the Swiss school system would fain endow the whole people. Just as their old agrarian system made land, so their new educational system is making intellectual training common to all. The powers it confers are now, in a sense, common pastures, upon which all may keep flocks and herds; common forests, from which all may get fuel and building-materials; and common garden ground, by the cultivation of which all may supply their wants. The quaint words of John Knox contain a sentiment still potent in Switzerland, “That no father, of what estate or condition that ever he may be, can use his children at his own fantasie, especially in their youthhood; but all must be compelled to bring up their youth in learning and virtue.” CHAPTER XIV. TECHNICAL AND INDUSTRIAL SCHOOLS. “The noble craftsman we promote, Disown the knave and fool; Each honest man shall have his vote, Each child shall have his school.” A French writer has compared a well-arranged plan of public instruction “to a railway system, with its main line, stations, junctions, and branch lines. Just as passengers on a railway get out at the different stations, so the children who, from pecuniary necessity or social position, are compelled to earn their livelihood leave school at any point of this course; all, according to the amount of knowledge they have acquired, are able to take their place in the social stratification.” As it is the duty and interest of railway managers to give facilities for all classes of passengers, so it is the duty and interest of the state to provide for all who travel the road of learning, leaving to the operation of natural laws, in both cases, the fixing of proportions of way and through fares.