For what is meant by saying that a government ought to educate the people? Why should they be educated? What is the education for? Clearly, to fit the people for social life - to make them good citizens. And who is to say what are good citizens? The government: there is no other judge. And who is to say how these good citizens may be made? The government: there is no other judge. Hence the proposition is convertible into this - a government ought to mold children into good citizens, using its own discretion in settling what a good citizen is and how the child may be molded into one.

The chief arguments that are urged against an established religion, may be used with equal force against an established charity. The dissenter submits, that no party has a right to compel him to contribute to the support of doctrines, which do not meet his approbation. The rate-payer may as reasonably argue, that no one is justified in forcing him to subscribe towards the maintenance of persons, whom he does not consider deserving of relief.

We too often forget that not only is there 'a soul of goodness in things evil,' but very generally also, a soul of truth in things erroneous.

It must be admitted that the conception of virtue cannot be separated from the conception of happiness-producing conduct.

Though, probably, no competent geologist would contend that the European classification of strata is applicable to the globe as a whole; yet most, if not all geologists, write as though it were so.

The tyrant is nothing but a slave turned inside out.

I emphasize the reply that the liberty which a citizen enjoys is to be measured, not by the nature of the governmental machinery he lives under, whether representative or other, but by the relative paucity of the restraints it imposes on him.