CHAPTER IV.
To facilitate my progress in the language of Mizora I was sent to their National College. It was the greatest favor they could have conferred upon me, as it opened to me a wide field of knowledge. Their educational system was a peculiar one, and, as it was the chief interest of the country. I shall describe it before proceeding farther with this narrative.
All institutions for instruction were public, as were, also, the books and other accessories. The State was the beneficent mother who furnished everything, and required of her children only their time and application. Each pupil was compelled to attain a certain degree of excellence that I thought unreasonably high, after which she selected the science or vocation she felt most competent to master, and to that she then devoted herself.
The salaries of teachers were larger than those of any other public position. The Principal of the National College had an income that exceeded any royal one I had ever heard of; but, as education was the paramount interest of Mizora, I was not surprised at it. Their desire was to secure the finest talent for educational purposes, and as the highest honors and emoluments belonged to such a position, it could not be otherwise. To be a teacher in Mizora was to be a person of consequence. They were its aristocracy.
Every State had a free college provided for out of the State funds. In these colleges every department of Science, Art, or Mechanics was furnished with all the facilities for thorough instruction. All the expenses of a pupil, including board, clothing, and the necessary traveling fares, were defrayed by the State. I may here remark that all railroads are owned and controlled by the General Government. The rates of transportation were fixed by law, and were uniform throughout the country.
The National College which I entered belonged to the General Government. Here was taught the highest attainments in the arts and sciences, and all industries practised in Mizora. It contained the very cream of learning. There the scientist, the philosopher and inventor found the means and appliances for study and investigation. There the artist and sculptor had their finest work, and often their studios. The principals and subordinate teachers and assistants were elected by popular vote. The State Colleges were free to those of another State who might desire to enter them, for Mizora was like one vast family. It was regarded as the duty of every citizen to lend all the aid and encouragement in her power to further the enlightenment of others, wisely knowing the benefits of such would accrue to her own and the general good. The National College was open to all applicants, irrespective of age, the only requirements being a previous training to enter upon so high a plane of mental culture. Every allurement was held out to the people to come and drink at the public fountain where the cup was inviting and the waters sweet. "For," said one of the leading instructors to me, "education is the foundation of our moral elevation, our government, our happiness. Let us relax our efforts, or curtail the means and inducements to become educated, and we relax into ignorance, and end in demoralization. We know the value of free education. It is frequently the case that the greatest minds are of slow development, and manifest in the primary schools no marked ability. They often leave the schools unnoticed; and when time has awakened them to their mental needs, all they have to do is to apply to the college, pass an examination, and be admitted. If not prepared to enter the college, they could again attend the common schools. We realize in its broadest sense the ennobling influence of universal education. The higher the culture of a people, the more secure is their government and happiness. A prosperous people is always an educated one; and the freer the education, the wealthier they become."
The Preceptress of the National College was the leading scientist of the country. Her position was more exalted than any that wealth could have given her. In fact, while wealth had acknowledged advantages, it held a subordinate place in the estimation of the people. I never heard the expression "very wealthy," used as a recommendation of a person. It was always: "She is a fine scholar, or mechanic, or artist, or musician. She excels in landscape gardening, or domestic work. She is a first-class chemist." But never "She is rich."
The idea of a Government assuming the responsibility of education, like a parent securing the interest of its children, was all so new to me; and yet, I confessed to myself, the system might prove beneficial to other countries than Mizora. In that world, from whence I had so mysteriously emigrated, education was the privilege only of the rich. And in no country, however enlightened, was there a system of education that would reach all. Charitable institutions were restricted, and benefited only a few. My heart beat with enthusiasm when I thought of the mission before me. And then I reflected that the philosophers of my world were but as children in progress compared to these. Still traveling in grooves that had been worn and fixed for posterity by bygone ages of ignorance and narrow-mindedness, it would require courage and resolution, and more eloquence than I possessed, to persuade them out of these trodden paths. To be considered the privileged class was an active characteristic of human nature. Wealth, and the powerful grip upon the people which the organizations of society and governments gave, made it hereditary. Yet in this country, nothing was hereditary but the prosperity and happiness of the whole people.