2. Hence, the salaries of judicial, legislative, and executive officers should be such as will command the services of such talent as the duties of each office require. It is most unwise parsimony, to give to a judge such a salary as will command the services of nothing more than a third rate lawyer; and it is mean to ask an individual to do a service for the community at a lower rate than that at which he would do it for an ivdividual.

In answer to this, it may be said, that by bestowing large salaries upon the offices of government, we present temptations to avarice. But, I reply, the reduction of salaries, by no means diminishes the evil. Were emolument to be reduced, there would always be a contest for office. The only question then is, whether we shall have the contest between men of high or between men of low character; between those who are capable of serving us to our advantage, or those who are only capable of serving us to our disadvantage. Were the most important trusts in the government to command no higher salaries than the wages of day laborers, there would be as great competition for them as at present; only, then, the contest would be between day laborers, instead of being between men of professional ability.

Here, however, I am willing to allow that the principles of wages formerly illustrated, should have their full effect. For instance, where an office confers rank, or dignity, or indicates professional eminence, the emolument should be less than would otherwise be paid for the same amount of service. Again; when an office is permanent, the emolument should be less than when it is temporary. But, on the other hand, if it be insisted upon, that neither rank nor consideration shall be allowed to the. public officer, but that all men are and must show themselves to be, on a level; the remuneration of office should be higher. And also, when an office is temporary, and the having held it, disenables the incumbent from subsequent professional employ

ment, the remuneration should rise accordingly. In such cases, a pension should be attached to the office, if its duties, for a given time, have been faithfully discharged.

II Of expenses for the purpose of education.

1. Education is of two kinds, common and scientific. Common education, is limited to the teaching of those branches of which a knowledge is necessary in the pursuit of the ordinary occupations of life. This is a proper object for national expenditure, because it is for the interest of every man, that every other man should be acquainted with the elements of learning. Specially is this the case in a representative government.

A question, however, occurs, both as to the manner in which such a revenue should be raised, and the manner in which it should be distributed. It may, for instance, be raised like any other tax, and paid into the public chest, and the teachers be paid as officers of the government. Or, it may be raised in the different districts in which the schools are to be supported, and paid into the hands of district officers, who both oversee the schools and employ the teachers. The latter seems to be by far the preferable method. In this manner, there will be by far the most lively interest maintained in behalf of schools, the appropriation of money will be more vigilantly guarded, and the teachers will more probably be appointed on account of their skill and ability. The appointment of so many teachers could rarely be effected by a central government, with either skill or fidelity. And the community, having no interest either in the selection or the remuneration of the teacher, would rarely take that interest in the subject of education, which the good of the pupils requires.

On this subject, the principles to be kept in view seem to be simple. It seems necessary, that every district sufficiently large to maintain a school, should be obliged to maintain one, and that, for this pur

pose, the necessary funds be raised by the authority of the public. When, however, these funds have been raised, they may safely be left in the power of each district itself, in the belief, that those who have themselves earned and contributed the money, will be more likely than any other persons, to disburse it skillfully and economically. Besides this, as upon such a system, teachers will be wanted in large numbers, it may be desirable that seminaries be established for the special purpose of educating them. This will give uniformity to the system of instruction, and enable the science of education, throughout a whole community, the more easily to keep pace with the progress of science, in other departments of knowledge.

2. Of scientific education.

That the cultivation and the diffusion of science is greatly advantageous to a whole community, does not, I trust, require proof. Nations are, at present, principally enriched by the result of discovery and invention; and in consequence of the general diffusion of knowledge and intelligence. That a portion of the national revenue should be directed to the promotion of these objects, seems both equitable and wise.

As both the cultivation and the diffusion of science may be performed by the same individuals, and, as the same instruments are needful for both purposes, these two objects have been commonly united. The design of an establishment for scientific education is two fold. 1st. To diffuse abroad the knowledge already existing, and 2dly, to add to the amount of knowledge that now actually exists. Seminaries of learning have rarely been successful in accomplishing either one of these objects, when they were not also successful in accomplishing the other. The only question to be considered here is this. In what manner, and how, at the least expense, may a government promote the cultivation and diffusion of

science, by means of seminaries of higher education.

1. I have remarked when treating of production, that the instruments, the books and the buildings necessary for the accomplishment of these objects, are very expensive, and can rarely be possessed by individuals. Or, if they were possessed by individuals, the cost of the investment would render education so expensive, as to restrict it entirely to the rich. Hence, we see that public provision for scientific education, instead of benefitting the wealthy, is specially, a benefit to the poor. The furnishing of these means, is the most important duty of a government, in so far as scientific education is concerned.

2. Whether teachers should pay for the use of such means, may be easily decided. If they pay for such use, they must charge a proportionally higher price for tuition. If they have the use for nothing, their charges for tuition will fall in proportion.

3. The emolument of the teacher should be made to depend upon his professional skill and ability. In no other manner will the necessary stimulants be presented to professional industry; and in no other way will it be rendered impossible for a man to support himself in this profession, without performing its duties with skill and fidelity. I have no doubt that the mode, in this country, of remunerating all college officers by a fixed salary, is exceedingly unfavorable to the progress of education. If, for the sake of promoting the study of a particular science, funds be provided for the partial support of an instructor, they should always be so managed, as not in any manner to conflict with the principle here advanced.

4. If, in addition to this, funds be provided for the education of a certain number of those who are indigent, I think this should be done upon the following principles :

1. The provision should be so made, as to benefit merely the indigent, and not reduce the price of tuition to the whole. If tuition be so expensive that A cannot procure it, and it be desirable to educate him, it may be well to make provision for him. But this is no reason why the price of tuition should be reduced, in an equal degree, for B, C, D, and the rest of the community, who are able to pay for it at its natural cost.

2. The provision should be so made as not to interfere with the principle above advanced, that teachers be rewarded according to their skill and fidelity. If it be so made that a college, on account of its cheapness, will always be full, and its officers be paid, whether they perform their duties or not, it will retard, instead of promoting the cause of education.

3. It might be of advantage, supposing a series of schools were established, if gratuitous admission to the higher seminaries were the reward of talent, diligence and good conduct in the lower. This would be a strong stimulant to effort in the lower schools, and would be more likely than any other mode, to limit the bounty of the public, to those who are the most deserving of it.

It may not be amiss here to add, that the success of public efforts for the purpose of promoting scientific education, will depend very greatly upon the mode in which those efforts are exerted. If they be directed to the single object of reducing the cost of education, nothing but this object will be effected. Pupils will pay the smallest possible sum for tuition, and the instructors will receive the smallest possible remuneration for their services, and their services will be of the smallest possible value. A man would be considered very simple, who flattered himself that he could purchase twenty-five dollars' worth of broadcloth, or flour, or coffee for five dollars. Let him please himself with his own fancies as he may, it will be found in the end, that for five