those capable of receiving and profiting by it. Compulsory school attendance is only a weak beginning. How can poor men afford to send their children to school until they are ten or twelve years old, when they are unable to feed and clothe them during that time, and the little ones must labor for their own support. And is it justifiable, is it consistent, for the State to say: "You must learn to read and write; thus far shalt thou go and no farther?" Why does compulsory school attendance cease at the elementary grades? Why does it not extend to the higher branches? Ignorance is either an infirmity in the individual and consequently in the community, or else it is not. If it is no infirmity, why are the children compelled to attend the primary and elementary schools? If it is, why is it not cured completely by a complete and rounded education? Is not knowledge of the laws of nature as valuable as the multiplication table? The coming voters, in whose hands lie the destinies of their native land, do not they need any acquaintance with history, politics and national economy? Can they get the full benefit of the art of reading which they have mastered, if they are not instructed in nor even introduced to the masterpieces of prose and poetry in their national literature? The intermediate schools provide for this, at least. Why then is not attendance upon the intermediate schools made compulsory? The obstacle is a material one. The poor man who has already experienced great difficulty in supporting his child until he graduates from the primary school, would find it utterly impossible to carry the burden of his maintenance until he had reached an advanced age, until his eighteenth or twentieth year. He is compelled by sheer necessity to convert the laboring power of his child into money, at the earliest possible moment. In order to have the benefits of the intermediate schools shared
