erty for all. Happiness is the aim that we must suppose attached to human existence; and therefore each man must be free—within those limits which the like freedom of others imposes on him—to judge for himself in what consists his happiness. As soon as this view is once clearly seen, we then see what the state has to do and from what it has to abstain. It has to make such arrangements as are necessary to insure the enjoyment of this liberty by all, and to restrain aggressions upon it. Wherever it undertakes duties outside this special trust belonging to it, it is simply exaggerating the rights of some who make up the nation and diminishing the rights of others. Being itself the creature of liberty, that is to say, called into existence for the purposes of liberty, it becomes organized against its own end whenever it deprives men of the rights of free judgment and free action for the sake of other objects, however useful or desirable they may be.
It is on account of our continued failure to recognize this law of liberty that we still live, like the old border chieftains, in a state of mutual suspicion and terror. Far the larger amount of intolerance that exists in the world is the result of our own political arrangements, by which we compel ourselves to struggle, man against man, like beasts of different kinds bound together by a cord, each trying to destroy the other out of a sense of self-preservation. It is evident that the most fair-minded man must become intolerant if you place him in a position where he has only the unpleasant choice either to eat or be eaten, either to submit to his neighbor's views or force his own views upon his neighbor. Cut the cord, give us full freedom for differing among ourselves, and it at once becomes possible for a man to hold by his own convictions, and yet be completely tolerant of what his neighbor says and does.
I come now to another great evil belonging to our system. The effort to provide for the education of children is a great moral and mental stimulus. It is the great natural opportunity of forethought and self-denial; it is the one daily lesson of unselfishness which men will learn when they will pay heed to none other. There is no factor that has played so large a part in the civilization of men as the slow formation in parents of those qualities which lead them to provide for their children. In this early care and forethought are probably to be found the roots of those things which we value so highly—affection, sympathy, and restraint of the graspings of self for the good of others. We may be uncertain about many of the agents that have helped to civilize men, but here we can hardly doubt. What, then, is likely to be the effect when, heedless of the slow and painful influences under which character is formed, you intrude a huge, all-powerful something you call the state between parents and children, and allow it to say to the former: "You need trouble yourself no more about the education of your children. There is no longer any occasion for that patience and unselfishness which you were beginning to acquire, and under the
