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.146 . . THE 1NDIA1N ADVOCATE Now do not tell me that mere learning is apt to create and VSi develop in the child the sense of duty. For I ask you, what J, relation is there between arithmetic and the virtue of obe- ? dience, between philosophy and justice, between spelling "", and chastity? Says Herbert Spencer: "Are not fraudulent . bankrupts educated people, and getters-up of bubble compa- . nies, and makers of adulterated goods, and users of false ' trade marks, and retailers who have their light-weights,and owners of unseaworthy ships; and those who cheat insurance companies, and those who carry on turf-chicaneries, and the great majority of gamblers? Or, to take a more extreme form of turpitude, is there not among those who have committed murder by poison within our memories, a considerable num- "ber of the tducated a number bearing as large a ratio to . the educated classes as. does the total number of murders to the total population? 'J his belief of the moralizing effect of intellectual culture, flatly contradicted by facts, is absurd, 'a piioti." What imaginable conclusion is there between learning that certain i lusters of marks on paper stand for certain wotds and the getting of a higher sense of duty?' What possible effect can acquirement of faculty in making written-signs of sounds have in strengthening the desire to ,do good? How does knowledge of the multiplication table, or quickness in adding and dividing, so increase the sympa thies as to restrain the tendency to trespass against . fellow creatuies? in what way can . the accuracy in spelling and parsing, etc,, make the sentiment of justice more powerful than it was? or why. from stores of geographical knowledge perseveringly gained is there likely to come increased regard for truth. Learning is a weapon. It all depends on how we use it. iw?M If used to promote the intellectual and moral advancement of the individual and the community, it is a power for goodj n if used for an unjust accumulation of capital, for the oppres- 'M-f sion of the working people or the corruption of public con- ' ";i science, it i an instrument of evil. But it will never have ' s by itself, a direct and positive moralizing effect. Learning will lefine but never reform vice. It will conceal crime and i iSiJj&ii.iojJdif uvd&UJ t U ,. f. " .. -v v jl . LalolatA&iilJ,,..