'In the third place, supposing all children born after January 1, 1831, were declared free, how are they to be educated? That they may be prepared for the enjoyment of that liberty with which you have invested them, they must undergo a particular and appropriate training. So say the _gradualists_. Very well; under whom are they to get this training? Are they to be separated from their parents? Is that dearest of natural ties to be broken asunder? Is this necessary for your plan? And are not you thus endeavoring to cure one species of wickedness by the instrumentality of another? But if they are to be left with their parents and brought up under their care, then either they will be imbued with the faults and degeneracies that are characteristic of slavery, and consequently be as unfit for freedom as those who have not been disenthralled: or they will be well nurtured and well instructed by their parents, and this implies a confession that their parents themselves are sufficiently prepared for liberty, and that there is no good reason for withholding from them, the boon that is bestowed upon their children. 'Whatever view, in short, we take of the question, the prospective plan is full of difficulty or contradictions, and we are made more sensible than ever that there is nothing left for us, but to take the consistent, honest, uncompromising course of demanding the abolition of slavery with respect to the present, as well as to every future generation of the negroes in our colonies.' We are told that 'it is not right that men should be free, when their freedom will prove injurious to themselves and others.' This has been the plea of tyrants in all ages. If the immediate emancipation of the slaves would prove a curse, it follows that slavery is a blessing; and that it cannot be unjust, but benevolent, to defraud the laborer of his hire, to rank him as a beast, and to deprive him of his liberty. But this, every one must see, is at war with common sense, and avowedly doing evil that good may come. This plea must mean, either that a state of slavery is more favorable to the growth of virtue and the dispensation of knowledge than a state of freedom--(a glaring absurdity)--or that an immediate compliance with the demands of justice would be most unjust--(a gross contradiction.)