Chapter III: Section IV

Objection, that a material increase of knowledge and intelligence among
the people would render them unfit for their station, and discontented
with it; would excite them to insubordination and arrogance toward
their superiors; and make them the more liable to be seduced by the
wild notions and pernicious machinations of declaimers, schemers, and
innovators.--Observations in answer.--Special and striking absurdity
of this objection in one important particular.--Evidence from matter of
fact that the improvement of the popular understanding has not the
tendency alleged.--The special regard meant to be had to _religious_
instruction in the education desired for the lower classes, a security
against their increased knowledge being perverted into an excitement to
insubordination and disorder.--Absurdity of the notion that an improved
education of the common people ought to consist of instruction
specifically and almost solely religious.--The diminutive quantity of
religious as well as other knowledge to which the people would be
limited by some zealous advocates of order and subordination utterly
inadequate to secure those objects.--But, question what is to be
understood by order and subordination.--Increased knowledge and sense
in the people certainly not favorable to a credulous confidence and a
passive, unconditional submission, on their part, toward the presiding
classes in the community.--Advantage, to a wise and upright government,
of having intelligent subjects.--Great effect which a general
improvement among the people would necessarily have on the manner of
their being governed.--The people arrived, in this age, at a state
which renders it impracticable to preserve national tranquillity
without improving their minds and making some concession to their
claims.--Folly and probable calamity of an obstinate resolution to
maintain subordination in the nations of Europe in the arbitrary and
despotic manner of former times.--Facility and certain success of a
better system.