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MAN THE SUBJECT OF EDUCATION.             49
who administered instruction, marked the va­lue set upon instruction itself. But, though it would be easy to multiply proofs that the power of education has been known in all ages, it is still true that the first instance of an attempt on the part of a sovereign to diffuse it over all classes of his subjects has been reserved for the present king of Prussia. He has indeed pro­vided ample means for the intellectual culture of youth: but, with a Jesuitical skill in human nature, he takes care to weave in, with the very texture of the mind and heart, a love of mon­archy and loyalty to a king. And let it be re­marked, too, that education in Prussia is as much a matter of conscription as levies for the army. The children are as sternly required to attend the schools and go through the lessons, as the recruit to appear on parade or submit to the drill.
While thus we perceive the despotism of the Prussian monarch, we cannot deny that he has taken an enlightened course to reach his object. He seeks to rule his people through knowledge, and not, like other sovereigns, through igno­rance. His scheme is founded upon the doc­trine that man is formed by education; that such is the plastic, yielding, impressible cha­racter of human nature in early life, that skilful 5                                     d
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