( 4. ) Perhaps a better-founded charge is that a system of equal
education, with its superficiality, creates discontent with the condition
in which a majority of men must be--that of labor--a distaste for trades
and for hand-work, an idea that what is called intellectual labor (let us
say, casting up accounts in a shop, or writing trashy stories for a
sensational newspaper) is more honorable than physical labor; and
encourages the false notion that "the elevation of the working classes"
implies the removal of men and women from those classes.

We should hesitate to draw adverse conclusions in regard to a system yet
so young that its results cannot be fairly estimated. Only after two or
three generations can its effects upon the character of a great people be
measured: Observations differ, and testimony is difficult to obtain. We
think it safe to say that those states are most prosperous which have the
best free schools. But if the philosopher inquires as to the general
effect upon the national character in respect to the objections named, he
must wait for a reply.

III. The pursuit of the chimera of social equality, from the belief that
it should logically follow political equality; resulting in extravagance,
misapplication of natural capacities, a notion that physical labor is
dishonorable, or that the state should compel all to labor alike, and in
efforts to remove inequalities of condition by legislation.

IV. The equality of the sexes. The stir in the middle of the eighteenth
century gave a great impetus to the emancipation of woman; though,
curiously enough, Rousseau, in unfolding his plan of education for
Sophie, in Emile, inculcates an almost Oriental subjection of woman--her
education simply that she may please man. The true enfranchisement of