The institutions themselves will gradually improve, in both the method and the compass of their discipline. They will acquire a more vigorous mechanism, and a more decidedly intellectual character. In this latter respect, it is but comparatively of late years that schools for the inferior classes have ventured anything beyond the humblest pretensions. Mental cultivation--enlarged knowledge--elements of science--habit of thinking--exercise of judgment--free and enlightened opinion--higher grade in society--were terms which they were to be reverently cautious of taking in vain. There would have been an offensive sound in such phrases, as seeming to betray somewhat of the impertinence of a _disposition_, (for the idea of the _practicability_ of any such invasion would have been scorned,) to encroach on a ground exclusively appropriate to the superior orders. Schools for the poor were to be as little as possible scholastic. They were to be kept down to the lowest level of the workshop, excepting perhaps in one particular--that of working hard: for the scholars were to throw time away rather than be occupied with anything beyond the merest rudiments. The advocates and the petitioners for aid of such schools, were to avow and plead how little it was that they pretended or presumed to teach. The argument in their behalf was either to begin or end with saying, that they taught _only_ reading and writing; or if it could not be denied that there was to be some meddling with arithmetic and grammar,--we may safely appeal to some of the veterans of these pleaders, whether they did not, thirty or forty years since, bring out this addition with the management and hesitation of a confession and apology. It is a prominent characteristic of that happy revolution we have spoken of as in commencement, that this aristocratic notion of education is breaking up. The theory of the subject is loosening into enlargement, and will cease by degrees to impose a niggardly restriction on the extent of the cultivation, proper to be attempted in schools for the inferiors of the community.
As these institutions go on, augmenting in number and improving in organization, their pupils will bring their quality and efficacy to the proof, as they grow to maturity, and go forth to act their part in society. And there can be no doubt, that while too many of them may be mournful exemplifications of the power with which the evil genius of the corrupt nature, combined with the infection of a bad world, resists the better influences of instruction, and may, after the advantage of such an introductory stage, be carried down towards the old debasement, a very considerable proportion will take and permanently maintain a far higher ground. They will have become imbued with an element, which must put them in strong repulsion to that coarse vulgar that will be sure to continue in existence, in this country, long enough to be a trial of the moral taste of this better cultivated race. It will be seen that they cannot associate with it by choice, and in the spirit of companionship. And while they are thus withheld on their part, from approximating, it may be hoped that in certain better disposed parts of that vulgar, there may be a conversion of the repelling principle into an impulse to approach and join them on their own ground. There will be numbers among it who cannot be so entirely insensate or perverse, as to look with carelessness at the advantages obtained through the sole medium of personal improvement, by those who had otherwise been exactly on the same level of low resources and estimation as themselves. The effect of this view on pride, in some, and on better propensities, it may be hoped, in others, will be to excite them to make their way upward to a community which, they will clearly see, could commit no greater folly than to come downward to them. And we will presume a friendly disposition in most of those who shall have been raised to this higher standing, to meet such aspirers and help them to ascend.