Chapter VIII

THE IMPORTANCE OF POPULAR EDUCATION.

Education, as the means of improving the mural and intellectual faculties, is, under all circumstances, a subject of the most imposing consideration. To rescue man from that state of degradation to which he is doomed unless redeemed by education; to unfold his physical, intellectual, and moral powers, and to fit him for those high destinies which his Creator has prepared for him, can not fail to excite the most ardent sensibility of the philosopher and philanthropist. A comparison of the savage that roams through the forest with the enlightened inhabitant of a civilized country would be a brief but impressive representation of the momentous importance of education.—Report of School Commissioners, New York, 1812.

He who has carefully perused the preceding chapters of this work is already aware that we regard the subject of popular education as one of paramount importance. The object of devoting a chapter to the special consideration of this subject at this time is, if possible, to remove from the mind any remaining doubts in relation to it. The reader will bear in mind that we regard education as having reference to the whole man—the body, the mind, and the heart; and that its object, and, when rightly directed, its effect, is to make him a complete creature after his kind. To his frame it should give vigor, activity, and beauty; to his intellect, power and thoughtfulness; and to his heart, virtue and felicity.

We shall be the better prepared to appreciate the importance and necessity of a judicious system of training and instruction if we consider that, in its absence, every individual will be educated by circumstances. Let it be borne in mind, then, that all the children in every community will be educated somewhere and somehow; and that it devolves upon citizens and parents to determine whether the children of the present generation shall receive their training in the school-house or in the streets; and if in the former, whether in good or poor schools.

In the discharge of my official duties in this state, I had occasion to visit two counties in 1846 in which there were no organized common schools.[30] They were not, however, without places of instruction, for in the shire town of each of those counties there were a billiard-room, bar-rooms, and bowling-alleys. I was forcibly impressed with the remark of an Indian chief residing in one of those counties. As he was passing along the streets one day, he discovered a second bowling-alley in process of erection. He paused, and, surveying it attentively, remarked to those at work upon it as follows: "You have here another long building going up rapidly; and," he added, "is this the place where our children are to be educated?" Such keen and well-merited rebuke rarely falls from human lips. Those two bowling-alleys, with their bars—indispensable appendages—were thronged from six o'clock in the morning until past midnight, six days in the week. They were, moreover, the very places where many of the youth of that village were receiving their education. And who were their teachers? Idlers, tipplers, gamblers, profane persons, Sabbath-breakers. Mark well this truth: as is the teacher, so will be the school. Those pupils will graduate, it may be, at our poor-houses, at our county jails, or at the state penitentiary. These debasing and corrupting appendages of civilization spent not all their influence upon the white man; and this is what gave pungency to the withering satire of the chief. They were at once working the ruin of the red man and of his pale neighbor.

The rudest nations or individuals can not be said to be wholly without education. Even the wildest savage is taught by his superiors not only the best mode of procuring food and shelter known to his race, but also the most adroit manner of defending himself and destroying his enemy. But we use the term in a higher, broader, and more capacious sense, as having reference to the whole man, and the whole duration of his being. A volume might be filled in stating and illustrating the advantages of education. We have only space to state and elucidate a few propositions. We remark, then, first, that

EDUCATION DISSIPATES THE EVILS OF IGNORANCE.

Ignorance is one principal cause of the want of virtue, and of the immoralities which abound in the world. Were we to take a survey of the moral state of the world as delineated in the history of nations, or as depicted by modern voyagers and travelers, we should find abundant illustration of the truth of this remark. We should find, in almost every instance, that ignorance of the character of the true God, and false conceptions of the nature of the worship and service he requires, have led, not only to the most obscene practices and immoral abominations, but to the perpetration of the most horrid cruelties.—Dr. Dick.

The evils of ignorance are not few in number nor small in magnitude. The whole history of the world justifies the statement that ignorant and uncultivated mind is prone to sensuality and cruelty. In what countries, let me ask, are the people most given to the lowest forms of animal gratification, and most regardless of the lives and happiness of others? Is it not in pagan lands, over which moral and intellectual darkness broods, and where men are vile without shame, and cruel without remorse? And if from pagan we pass to Christian countries, we shall find that those in which education is least prevalent are the very ones in which there is the most immorality, and the greatest indifference to the sufferings of animated and sentient beings. Spain—in which, until recently, there was but one newspaper printed, and in which only about one in thirty five of the people are instructed in schools—has a population about equal to that of England and Wales. Popular education in the latter countries, although much behind several of the other European states, is still greatly in advance of what it is in Spain, and there is an equally marked difference in the state of morals in the people of these countries. In England and Wales the whole number of convictions for murder in the year eighteen hundred and twenty-six was thirteen, and the number convicted for wounding, etc., with intent to kill, was fourteen; while in Spain, the number convicted during the same year was, for murder, twelve hundred and thirty-three! and for maiming with intent to kill, seventeen hundred and seventy-three! or a more than one hundred fold greater number than in the former countries. Facts like these speak volumes in favor of the elevating influences of popular education, while they show most conclusively the low and degraded condition to which people will sink in countries in which education is neglected.

Spain affords an apt illustration of the truth of the statement just made, that ignorant and uncultivated people are prone to sensuality and cruelty. Scenes of cruelty and blood constitute the favorite amusement of the Spaniards, their greatest delight being in bull-fights. An eye-witness describes the manner in which they conduct themselves during these appalling scenes in the following language. "The intense interest which they feel in this game is visible throughout, and often loudly expressed. An astounding shout always accompanies a critical moment. Whether it be the bull or man who is in danger, their joy is excessive; but their greatest sympathy is given to the feats of the bull! If the picador receives the bull gallantly and forces him to retreat, or if the matadore courageously faces and wounds the bull, they applaud these acts of science and valor; but if the bull overthrow the horse and his rider, or if the matadore miss his aim and the bull seems ready to gore him, their delight knows no bounds. And it is certainly a fine spectacle to see thousands of spectators rise simultaneously, as they always do when the interest is intense. The greatest and most crowded theater in Europe presents nothing half so imposing as this. But how barbarous, how brutal is the whole exhibition! Could an English audience witness the scenes that are repeated every week in Madrid, a universal burst of 'shame!' would follow the spectacle of a horse gored and bleeding, and actually treading upon his own entrails while he gallops round the arena. Even the appearance of the goaded bull could not be borne, panting, covered with wounds and blood, lacerated by darts, and yet brave and resolute to the end.

"The spectacle continued two hours and a half, and during that time there were seven bulls killed and six horses. When the last bull was dispatched, the people immediately rushed into the arena, and the carcass was dragged out amid the most deafening shouts."—Spain in 1830, vol. i., p. 191.

The same writer, after describing another fight, in which one bull had killed three horses and one man, and remained master of the arena, remarks, that "this was a time to observe the character of the people. When the unfortunate picador was killed, in place of a general exclamation of horror and loud expressions of pity, the universal cry was 'Que es bravo ese toro! ('Ah, the admirable bull!') The whole scene produced the most unbounded delight; the greater the horror, the greater was the shouting, and the more vehement the expressions of satisfaction. I did not perceive a single female avert her head or betray the slightest symptom of wounded feeling."—Vol. i., p. 195.

A correct system of public instruction develops a character widely different from that here brought to light. Instead of a love for vicious excitement, it cultivates a taste for simple and innocent pleasures, and gives to its subjects a command over their passions, and a disposition habitually to control them. It acquaints them with their duty, and enables them to find their highest pleasure in its discharge. They order their pursuits and choose their employments with reference to their own advantage, it is true; but still, a higher, and the controlling motive with them is, the promotion of the best good of the community in which they live. In short, their supreme desire is to co-operate with the beneficent Creator in advancing the permanent interests of the whole human family; in themselves obeying, and leading others to obey, all the laws which God has ordained for the government and well-being of his creatures.

Education, we said, dissipates the evils of ignorance. But in this country we hardly know what popular ignorance is. The most illiterate among us have derived many and inestimable advantages from our systems of public instruction. Occasionally persons are found among us who can neither read nor write. But even such persons insensibly imbibe ideas and moral influences from the more cultivated society about them which, in countries less favored, are denied to multitudes. Individuals who have had no early advantages for learning, who have never even entered a school-house, but have grown up amid a generally intelligent population, trained by the institutions established by our fathers, have in many instances acquired a mental character and influence which, but for these fortuitous circumstances, they could not have attained. The very excellence of our systems of education in many states of the Union, and the vital and pervading influence of the schools upon the public mind, reaching as they do, and improving even those that remain ignorant of letters, do not allow us to see the full extent of our obligation to them. This remark applies to all civilized countries where any systems of general education are adopted, but perhaps not to so great an extent in any other country as in our own.

The evils which flow from ignorance are deplorable enough in the case of individuals, although, as we have seen, the disastrous consequences are limited in the case of those who live surrounded by an intelligent community. But the general ignorance of large numbers and entire classes of men, unreached by the elevating influence of the educated, acting under the unchastened stimulus of the passions, and excited by the various causes of discontent which are constantly occurring in the progress of human affairs, is not unfrequently productive of scenes, the contemplation of which makes humanity shudder. The following extract from a foreign journal affords a pertinent illustration of the evils which flow from popular ignorance. It relates to the outrages committed by the peasantry in a part of Hungary in consequence of the ravages of the cholera in that region.

"The suspicion that the cholera was caused by poisoning the wells was universal among the peasantry of the counties of Zips and Zemplin, and every one was fully convinced of its truth. The first commotion arose in Klucknow, where, it is said, some peasants died in consequence of taking the preservatives; whether by an immoderate use of medicine, or whether they thought they were to take chloride of lime internally, is not known. This story, with a sudden and violent breaking out of the cholera at Klucknow, led the peasants to a notion of the poisoning of the wells, which spread like lightning. In the sequel, in the attack of the estate of Count Czaki, a servant of the chief bailiff was on the point of being murdered, when, to save his life, he offered to disclose something important. He said that he received from his master two pounds of poisonous powder, with orders to throw it into the wells, and, with an ax over his head, took oath publicly, in the church, to the truth of his statement. These statements, and the fact that the peasants, when they forcibly entered the houses of the land-owners, every where found chloride of lime, which they took for the poisonous powder, confirmed their suspicions, and drove the people to madness. In this state of excitement, they committed the most appalling excesses. Thus, for instance, when a detachment of thirty soldiers, headed by an ensign, attempted to restore order in Klucknow, the peasants, who were ten times their number, fell upon them; the soldiers were released, but the ensign was bound, tortured with scissors and knives, then beheaded, and his head fixed on a pike as a trophy. A civil officer in company with the military was drowned, his carriage broken, and, chloride of lime being found in the carriage, one of the inmates was compelled to eat it till he vomited blood, which again confirmed the notion of poison. On the attack of the house of the lord at Klucknow, the countess saved her life by piteous entreaties: but the chief bailiff, in whose house chloride of lime was unhappily found, was killed, together with his son, a little daughter, a clerk, a maid, and two students who boarded with him. So the bands went from village to village; wherever a nobleman or a physician was found, death was his lot; and in a short time it was known that the high constable of the county of Zemplin, and several counts, nobles, and parish priests, had been murdered. A clergyman was hanged because he refused to take an oath that he had thrown poison into a well; the eyes of a countess were put out, and innocent children cut to pieces. Count Czaki, having first ascertained that his family was safe, fled from his estate at the risk of his life; but he was stopped at Kirtchtrauf, pelted with stones, and wounded all over, torn from his horse, and only saved by a worthy merchant who fell on him, crying, 'Now I have got the rascal.' He drew the count into a neighboring convent, where his wounds were dressed, and a refuge afforded him. His secretary was struck from his horse with an ax, but saved in a similar manner, and in the evening conveyed with his master to Leutschau."[31]

A little knowledge on the part of the peasantry would have prevented these horrible scenes. Had they learned even the elements of physiology and chemistry, they would have known that cleanliness is essential to health at all times, and that during the prevalence of a malignant epidemic it is doubly needful. They would have known, also, that chloride of lime is not a medicine to be taken internally, but that it is very useful for disinfecting offensive apartments, and that its tendency, when properly used, would be to counteract the cause of the disease which they so much dreaded.

Among all nations, and in all ages of the world, ignorance has not only debarred mankind from many exquisite and sublime enjoyments, but has created innumerable unfounded alarms, which greatly increase the sum of human misery. In the early ages of the world, a total eclipse of the sun or of the moon was regarded with the utmost consternation, as if some unusual catastrophe had been about to befall the universe. Believing that the moon in an eclipse was sickening or dying, through the influence of enchanters, the trembling spectators had recourse to the ringing of bells, the sounding of trumpets, the beating of brazen vessels, and to loud and horrid exclamations, in order to break the enchantment, and to drown the muttering of witches, that the moon might not hear them. Nor are such foolish opinions and customs yet banished from the world.

Comets, too, with their blazing tails, were long regarded, and still are by many, as harbingers of divine vengeance, presaging famines and inundations, or the downfall of princes and the destruction of empires. The northern lights have been frequently gazed at with similar apprehensions, whole provinces having been thrown into consternation by the fantastic coruscations of these lambent meteors. Some pretend to see in these harmless lights armies mixing in fierce encounter and fields streaming with blood, while others behold states overthrown, earthquakes, inundations, pestilences, and the most dreadful calamities. Because some one or other of these calamities formerly happened soon after the appearance of a comet or the blaze of an aurora, therefore they are considered either as the causes or the prognostics of such events.

Popular ignorance has given rise to the practice of judicial astrology; an art which, with all its foolish notions so fatal to the peace of mankind, has been practiced in every period of time. Under a belief that the characters and the fates of men are dependent on the various aspects of the stars and conjunctions of the planets, the most unfounded apprehensions, as well as the most delusive hopes, have been excited by the professors of this fallacious science. Such impositions on the credulity of mankind are founded on the grossest absurdity and the most palpable ignorance of the nature of things; still, in the midst of the light of science which the present century has shed upon the world, the astrologer meets with a rich support[32] even in the metropolis of Great Britain; and soothsayers, if not astrologers, get great gain by their craft in various portions of the United States. The extensive annual sale of hundreds of thousands of copies of almanacs that abound in astrological predictions in the United Stales and in Great Britain, and the extent to which they are consulted, affords a striking proof of the belief which is still attached to the doctrines of this fallacious science, and of the ignorance and credulity from which such a belief proceeds.

Shooting stars, fiery meteors, lunar rainbows, and other atmospherical phenomena, have likewise been considered by some as ominous of impending calamities, but they are regarded in a very different light by scientific observers. The most sublime phenomenon of shooting stars of which the world has furnished any record was witnessed throughout the United States on the morning of the 13th of November, 1833. This astonishing exhibition covered no inconsiderable portion of the earth's surface. The first appearance was every where that of fire-works of the most imposing grandeur, covering the entire vault of heaven with myriads of fire-balls resembling sky-rockets; but the most brilliant sky-rockets and fire-works of art bear less relation to the splendors of this celestial exhibition than the twinkling of the most tiny star to the broad glare of the noonday sun. Their coruscations were bright, gleaming, and incessant, and they fell thick as the flakes in the early snows of December. The whole heavens seemed in motion, and suggested to some the awful grandeur of the image employed in the Apocalypse upon the opening of the sixth seal, when "the stars of heaven fell unto the earth, even as a fig-tree casteth her untimely figs when she is shaken of a mighty wind."

While these scenes of grandeur were viewed with unspeakable delight by enlightened scientific observers, the ignorant and superstitious were overpowered with horror and dismay. The description which a gentleman of South Carolina gave of the effect produced by this phenomenon upon his ignorant blacks will apply well to many hardly better informed white persons. "I was suddenly awakened," said he, "by the most distressing cries that ever fell upon my ears. Shrieks of horror and cries of mercy I could hear from most of the negroes of three plantations, amounting in all to about six or eight hundred. While earnestly listening for the cause, I heard a faint voice near the door calling my name: I arose, and, taking my sword, stood at the door. At this moment I heard the same voice still beseeching me to rise and saying, 'O! my God, the world is on fire!' I then opened the door, and it is difficult to say which excited me most, the awfulness of the scene or the distressed cries of the negroes. Upward of one hundred lay prostrate on the ground, some speechless, and some with the bitterest cries, but most with their hands raised, imploring God to save the world and them. The scene was truly awful, for never did rain fall much thicker than the meteors fell toward the earth; east, west, north, and south, it was the same."

Those harmless meteors, the ignes fatui, which hover above moist and fenny places in the night-time, emitting a glimmering light, have been regarded by the ignorant as malicious spirits endeavoring to deceive the bewildered traveler and lead him to destruction. The plaintive note of the mourning dove, the ticking noise of the little insect called the death-watch, the howling of a dog in the night-time, the meeting of a bitch with whelps, or a snake lying in the road, the breaking of a looking-glass, and even the falling of salt from the table, and the curling of a fiber of wick in a burning candle, together with many other equally harmless incidents, have been regarded with apprehensions of terror, being considered as unfailing signs of impending disasters or of approaching death.

Dr. Dick remarks, that in the Highlands of Scotland—and it should be borne in mind that the Scotch are, as a nation, better instructed, and more moral and religious in their habits, than any other people in Europe—the motions and appearances of the clouds were, not long ago, considered ominous of disastrous events. On the evening before new year's day, if a black cloud appeared in any part of the horizon, it was thought to prognosticate a plague, a famine, or the death of some great man in that part of the country over which it seemed to hang; and in order to ascertain the place threatened by the omen, the motions of the clouds were often watched through the whole night. In the same country, the inhabitants regard certain days as unlucky, or ominous of bad fortune. The day of the week on which the third of May falls is deemed unlucky throughout the year.

With a very slight change, a part of this description would apply well to our own country, even up to the present time. How many thousands of days are lost annually in the United States in consequence of superstitious fears in relation to setting out upon a journey, entering upon a new pursuit of any kind, or even beginning to plant or plow on Friday, the unlucky day of the Americans. How many persons have had misfortunes attend them all their lives because they were born, or christened, or married on Friday! How many houses have been burned because they were begun, raised, or moved into on Friday! How many steamboats and vessels have been burned or wrecked because they were launched or sailed on Friday! And yet, strange as it may seem, this is the very day on which Columbus set sail on a voyage that resulted in the discovery of the New World.

Many people, and in some instances whole communities, always commence plowing, sowing, and reaping on Tuesday, though by this rule the most favorable weather for these purposes is frequently lost. Others, again, will not, on any account, perform certain kinds of labor on Friday. The age of the moon is also much attended to in many parts of the world. Among the vulgar Highlanders, an opinion prevails, that if a house takes fire while the moon is in the decrease, the family will from that time decline in its circumstances and sink into poverty. In this country, equally unfounded and ridiculous opinions are entertained. Passing by the more commonly received opinions that if swine are killed in the old of the moon, the pork will shrink in the pot; that seed sown at this time will be less likely to do well, etc., etc., I will mention one or two instances of opinions which, although equally well founded, are less commonly received, and which may therefore more forcibly impress the popular mind. A few years ago, I spent some months in a neighboring state, in a community where the belief was commonly entertained that shingles should not be laid nor stakes driven in the old of the moon, because the former would be more likely to warp, and the latter to be thrown by the frost. The same and kindred opinions are extensively held in various portions of the United States.

These are a few, and but a very few, of the superstitious notions and vain fears by which the great majority of the human race, in every age and country, have been enslaved, as he who will take the pains to peruse Dr. Dick's admirable treatise on the improvement of society by the diffusion of knowledge can not fail to be convinced. That such absurd notions should ever have prevailed is a most grating and humiliating thought, when we consider the noble faculties with which man is endowed. That they still prevail to a great extent, even in our own country, is a striking proof that as yet we are, as a people, but just emerging from the gloom of intellectual darkness. The prevalence of such opinions is to be regretted, not only on account of the groundless alarms they create, but chiefly on account of the false ideas they inspire with regard to the nature of the Supreme Ruler of the universe, and of his arrangements in the government of the world. He whose mind is enlightened with true science perceives throughout all nature the most striking evidences of benevolent design, and rejoices in the benignity of the Great Parent of the universe, discovering nothing in the arrangements of the Creator, in any department of his works, which has a direct tendency to produce pain to any intelligent or sensitive being. The superstitious man, on the contrary, contemplates the sky, the air, the waters, and the earth as filled with malicious beings, ever ready to haunt him with terror or to plot his destruction. The former contemplates the Deity directing the movements of the material world by fixed and invariable laws, which none but himself can counteract or suspend. The latter views these movements as continually liable to be controlled by capricious and malignant beings to gratify the most trivial passions. How very different, of course, must be their conceptions and feelings respecting the attributes and government of the Supreme Being! While the one views him as the infinitely wise and benevolent Father, whose paternal care and goodness inspire confidence and affection, the other must regard him, in a certain degree, as a capricious being, and offer up his adorations under the influence of fear.

These and like notions have also an evident tendency to habituate the mind to false principles and processes of reasoning which unfit it for legitimate conclusions in its researches after truth. They manifestly chain down the understanding, and unfit it for the appreciation of those noble and enlarged views which revelation and modern science exhibit of the order, extent, and economy of the universe. It is lamentable to reflect that so many thousands of beings endowed with the faculty of reason, who can not by any means be persuaded of the motion of the earth, and the distances and magnitudes of the heavenly bodies, should swallow, without the least hesitation, opinions ten thousand times more improbable. Notwithstanding the mathematical certainty of the truth of the Copernican system of astronomy, I have never yet become extensively acquainted with any community in which I have not found many persons professing a respectable degree of intelligence, and even official members of orthodox churches, who entirely discredit its sublime teachings; and yet some of these very persons find little difficulty in believing that an old woman can transform herself into a hare, and wing her way through the air on a broomstick. What contracted notions such persons must have of the almightiness of the Deity, and of the infinite depth of meaning of the following and like passages of Scripture: The heavens declare the glory of God, and the firmament showeth his handy work. Day unto day uttereth speech, and night unto night showeth knowledge.—Ps. xix., 1-2.

It has been already remarked, that the whole history of the world justifies the statement that ignorant and uncultivated mind is prone to sensuality and cruelty. Spain and Hungary were referred to in illustration. We are now prepared to remark, what is worse still, that where such superstitious notions as we have been considering are held, even by persons who are somewhat educated, they almost invariably lead to the perpetration of deeds of cruelty and injustice. Many of the barbarities committed in pagan countries, both in their religious worship and their civil polity, and most of the cruelties inflicted on the victims of the Romish Inquisition, have flowed from this source.[33] Nor are the annals of Great Britain and the United States deficient in examples of this kind. About the commencement of the last century, the belief in witchcraft, which was almost universal throughout Christendom, was held in both of these countries. The laws of England, which admitted its existence and punished it with death, were adopted by the Puritans of New England, and in less than twenty years from the founding of the colony, one individual was tried and executed for the supposed crime. Half a century later the delusion broke out in Salem. A minister, whose daughter and niece were subject to convulsions accompanied by extraordinary symptoms, supposing they were bewitched, cast his suspicions on an Indian woman who lived in the house, and who was whipped until she confessed herself a witch; and the truth of the confession, although obtained in this way, was not doubted. During the same year more than fifty persons were terrified into the confession of witchcraft, twenty of whom were put to death. Neither age, sex, nor station afforded any safeguard against a charge for this supposed crime. Women and children not only were its victims, but magistrates were condemned, and a clergyman of the highest respectability was among the executed. So late as 1722 a woman was burned for witchcraft in Scotland, which was among the last executions in that country.

It appears that these superstitious notions, so far from being innocent and harmless speculations, lead to the most deplorable results; they ought, therefore, to be undermined and thoroughly eradicated by all persons who wish to promote the happiness and well-being of general society. This duty is especially incumbent upon parents and teachers, and can be effected only by rendering correct early education universal. Ignorance of the laws and economy of nature is the one great source of these absurd opinions. They have not only no foundation in nature or experience, but are directly opposed to both. In proportion, then, as we advance in our researches into Nature's economy and laws, shall we perceive their futility and absurdity. As in other cases, take away the cause, and the effect will be removed.

Education will dissipate all these evils. It is true that an acquaintance with a number of dead languages, with Roman and Grecian antiquities, with the subtleties of metaphysics, with pagan mythology, and with politics and poetry, may coexist with these superstitions, as was true in the case of the late Dr. Samuel Johnson, who believed in ghosts and in the second sight. However important in other respects these departments of an extensive and varied education may be, they do not form an effectual barrier against the admission of superstitious opinions. In order to do this, the mind must be directed to the study of the material universe, to contemplate the various appearances it presents, and to mark well the uniform results of those invariable laws by which it is governed. In particular, the attention should be directed to those discoveries which have been made by philosophers in the different departments of nature and art during the last two centuries. For this purpose, the study of natural history, as recording the various facts respecting the atmosphere, the waters, the earth, and animated beings, combined with the study of natural philosophy and astronomy, as explaining the causes of the phenomena of nature, will have a happy tendency to eradicate from the mind superstitious and false notions, and at the same time will present to view objects of delightful contemplation. Let a person be once thoroughly convinced that nature is uniform in her operations, and governed by regular laws impressed by an all-wise and benevolent Being, and he will soon be inspired with confidence, and will not easily be alarmed at any occasional phenomena which at first sight might appear as exceptions to the general rule.

Let persons be taught, for example, that eclipses are occasioned merely by the shadow of one opaque body falling upon another; that they are the necessary result of the inclination of the moon's orbit to that of the earth; that, if these orbits were in the same plane, there would be an eclipse of the sun and of the moon every month, the former occurring at the change, and the latter at the full of the moon; that the times when they do actually take place depend on the new or full moon happening at or near the points of intersection of the orbits of the earth and moon, and that other planets which have moons experience eclipses of a similar nature. Let them also be taught that the comets are regular bodies belonging to our system, which finish their revolutions and appear and disappear in stated periods of time; that the northern lights, though seldom seen in southern climes, are frequent in the regions of the North, and supply the inhabitants with light in the absence of the sun, and have probably a relation to the magnetic and electric fluids; that the ignes fatui are harmless lights, formed by the ignition of a certain species of gas produced in the soils above which they hover; and that the notes of the death-watch, so far from being presages of death, are ascertained to be the notes of love and presages of hymeneal intercourse among these little insects.

Let rational information of this kind be imparted to people generally, and they will learn to contemplate nature with tranquillity and composure. A more beneficial effect than this will at the same time be produced, for those very objects which were formerly beheld with alarm will now be converted into sources of enjoyment, and be contemplated with emotions of delight.

To remove the groundless apprehensions which arise from the fear of invisible and incorporeal beings, let persons be instructed in the various optical illusions to which we are subject, arising from the intervention of fogs, and the indistinctness of vision in the night-time, which makes us frequently mistake a bush that is near us for a large tree at a distance, and let them be taught that under the influence of these illusions a timid imagination will transform the indistinct image of a cow or a horse into a terrific phantom of a monstrous size. Let them also be taught, by a selection of well-authenticated facts, the powerful influence of the imagination in creating ideal forms, especially when under the dominion of fear; the effects produced by the workings of conscience when harassed by guilt; let them be taught the effects produced by lively dreams, by strong doses of opium, by drunkenness, hysteric passions, madness, and other disorders that affect the mind. Let the experiments of optics, and the striking phenomena produced by electricity, galvanism, magnetism, and the different gases, be exhibited to their view, together with details of the results which have been produced by various mechanical contrivances. In fine, let their attention be directed to the foolish, whimsical, and extravagant notions attributed to apparitions, and to their inconsistency with the wise and benevolent arrangements of the Governor of the universe.

There is no rational foundation for entertaining any doubts but that, could such instructions as I have suggested be universally given, the effect would be the banishment of superstitions of the nature contemplated from among mankind; for they have uniformly produced this effect on every mind which has been thus enlightened. Where is the man to be found whose mind is enlightened by the doctrines and discoveries of modern science, and who yet remains the slave of superstitious notions and vain fears? Of all the philosophers of America and Europe, is there one who is alarmed at an eclipse, at a comet, at an ignis fatuus, or at the notes of a death-watch? or who postpones his experiments on account of what is called an unlucky day? Who ever heard of a specter appearing to such a person, dragging him from bed at the dead hour of midnight, to wander through the forest, trembling with fear? Such beings appear only to the ignorant and illiterate, at least to those who are unacquainted with natural science, and we never hear of their appearing to any who did not previously believe in their existence. But should philosophers be freed from such terrific visions, if substantial knowledge has not the power of banishing them from the mind? Why should supernatural beings feel so shy in conversing with men of science? These would, indeed, be the fittest persons to whom they might impart their secrets, and communicate information respecting the invisible world; but it never falls to their lot to be favored with such visits. It may therefore be concluded that the diffusion of useful knowledge among mankind would infallibly dissipate those groundless fears which have banished much of happiness from the human family, and particularly among the lower orders of society.[34]

I might, perhaps, safely dismiss this subject, and proceed to the consideration of other topics; but, before doing so, it may be well to state that many of the views here presented, and all that come within the range of the subjects discussed by him, are fully sustained by Dr. Lardner, whose popular lectures on science and art have been so well received both in Europe and America. His publishers justly remark, that "probably no public lecturer ever continued, for the same length of time, to collect around him so numerous audiences." The author himself states, in the preface to his Lectures,[35] that from November, 1841, when he commenced his public lectures in the lecture-room of Clinton Hall, in New York, to the close of the year 1844, when he concluded his public labors in this country, he "visited every considerable city and town of the Union, from Boston to New Orleans, and from New York to St. Louis. Most of the principal cities were twice visited, and several courses were given in Boston, New York, and Philadelphia. Nor did the appetite for this species of intellectual entertainment appear to flag by repetition."

I can not forbear making a few quotations from the preface to the work under consideration, which are creditable to the comparative intelligence of the American people, and show the avidity with which they seek instruction and useful knowledge. Dr. Lardner observes, that "it was usual on each evening to deliver from two to four of the essays which compose the contents of the present volumes, and the duration of the entertainment was from two to three hours. On every occasion the most profound interest was evinced on the part of the audience, and the most unremitting and silent attention was given. These assemblies consisted of persons of both sexes, of every age, from the elder classes of pupils in the schools to their grandfathers and grandmothers. Frequently the audiences amounted to twelve hundred, and sometimes, as at the Philadelphia Museum, they exceeded two thousand. Nor was the manifestation of this interest confined, as might be imagined, to the northern Atlantic cities, where education is known to be attended to, and where, as in New England, the diffusion of useful knowledge is regarded as a paramount duty of the state. The same crowded assemblies were collected, for a long succession of nights, in the largest theaters of each of the southern and western cities; in the Charleston Theater; the Mobile Theater; the St. Charles Theater, New Orleans; the Vicksburg and Jackson Theaters, Mississippi; the St. Louis Theater, Missouri; and in the theaters of Cincinnati, Pittsburg, and other western and central cities.

"It can not be denied that such facts are symptomatic of a very remarkable condition of the public mind, more especially among a people who are admitted to be, more than any other nation, engrossed by money-getting and by the more material pursuits of life. The less pretension to eloquence and the attractive graces of oratory the lecturer can offer, the more surprising is the result, and the more creditable to the intelligence of the American people. It is certain that a similar intellectual entertainment, clogged, as it necessarily was, with a pecuniary condition of admission, would fail to attract an audience even in the most polished and enlightened cities of Europe."

While these statements are highly creditable to the American people, the lectures themselves contain paragraphs which show that the popular mind even in our own country is not sufficiently enlightened to eradicate the superstitions just considered.

The Moon and the Weather.—Dr. Lardner, in a lecture on the moon, in answer to the question, Does the moon influence the weather? says,[36] It is asserted, first, that at the epochs of new and full moon, and at the quarters, there is generally a change of weather; and, secondly, that the phases of the moon, or, in other words, the relative position of the moon and sun in regard to the earth, is the cause of these changes. Now these and kindred opinions are very extensively held in this country. But the doctor refers to meteorological tables, constructed in various countries after the most extensive and careful observation, and the result is that no correspondence exists between the condition of the weather and the phases of the moon. He hence, after a full examination, comes to the conclusion that "the condition of the weather as to change, or in any other respect, has, as a matter of fact, no correspondence whatever with the lunar phases."

In another lecture on the moon and the weather, the following decisive opinion is expressed: "From all that has been stated, it follows then, conclusively, that the popular notions concerning the influence of the lunar phases on the weather have no foundation in the theory, and no correspondence with observed facts."[37]

Time for Felling Timber.—In another lecture on lunar influences, Dr. Lardner observes that "there is an opinion generally entertained that timber should be felled only during the decline of the moon; for if it be cut down during its increase, it will not be of a good or durable quality. This impression prevails in various countries. It is acted upon in England, and is made the ground of legislation in France. The forest laws of the latter country interdict the cutting of timber during the increase of the moon. In the extensive forests of Germany, the same opinion is entertained and acted upon, with the most undoubting confidence in its truth. Sauer, a superintendent of some of these districts, assigns what he believes to be its physical cause. According to him, the increase of the moon causes the sap to ascend in the timber, and, on the other hand, the decrease of the moon causes it to descend. If the timber, therefore, be cut during the decrease of the moon, it will be cut in a dry state, the sap having retired, and the wood, therefore, will be compact, solid, and durable. But if it be cut during the increase of the moon, it will be felled with the sap in it, and will therefore be more spongy, more easily attacked by worms, more difficult to season, and more readily split and warped by changes of temperature.

"Admitting for a moment the reality of this supposition concerning the motion of the sap, it would follow that the proper time for felling the timber would be the new moon, that being the epoch at which the descent of the sap would have been made, and the ascent not yet commenced. But can there be imagined, in the whole range of natural science, a physical relation more extraordinary and unaccountable than this supposed correspondence between the movement of the sap and the phases of the moon? Assuredly theory affords not the slightest countenance to such a supposition; but let us inquire as to the fact whether it be really the case that the quality of timber depends upon the state of the moon at the time it is felled.

"M. Duhamel Monceau, a celebrated French agriculturist, has made direct and positive experiments for the purpose of testing this question, and has clearly and conclusively shown that the qualities of timber felled in different parts of the lunar month are the same. M. Duhamel felled a great many trees of the same age, growing from the same soil, and exposed to the same aspect, and never found any difference in the quality of the timber, when he compared those which were felled in the decline of the moon with those which were felled during its increase: in general, they have afforded timber of the same quality. He adds, however, that by a circumstance which was doubtless fortuitous, a slight difference was manifested in favor of timber which had been felled between the new and full moon, contrary to popular opinion."

Supposed Lunar Influences.—It is an aphorism received by all gardeners and agriculturists in Europe, remarks the same author, that vegetables, plants, and trees, which are expected to flourish and grow with vigor, should be planted, grafted, and pruned during the increase of the moon. This opinion, however, he thinks is altogether erroneous; for the experiments and observations of several French agriculturists have clearly established the fact that the increase or decrease of the moon has no appreciable influence on the phenomena of vegetation.

This erroneous prejudice prevails also on the American continent. A French author states that, in Brazil, cultivators plant during the decline of the moon all vegetables whose roots are used as food, and that, on the contrary, they plant during the increasing moon the sugar-cane, maize, rice, beans, etc., and those which bear the food upon their stocks and branches. Experiments, however, were made and reported by M. de Chauvalon, at Martinique, on vegetables of both kinds, planted at different times in the lunar month, and no appreciable difference in their qualities was discovered.

There are some traces of a principle adopted by the South American agronomes (farmers), according to which they treat the two classes of plants distinguished by the production of fruit on their roots or on their branches differently; but there are none in the European aphorisms. The directions of Pliny are still more specific: he prescribes the time of the full moon for sowing beans, and that of the new moon for lentils. "Truly," says M. Arago, "we have need of a robust faith to admit, without proof, that the moon, at the distance of two hundred and forty thousand miles, shall, in one position, act advantageously upon the vegetation of beans, and that in the opposite position, and at the same distance, she shall be propitious to lentils."

Dr. Lardner gives numerous and extended illustrations of the supposed influence of the moon on the growth of grain, on wine-making,[38] on the color of the complexion, on putrefaction, on the size of shell-fish, on the quantity of marrow in the bones of animals, on the number of births, on mental derangement, and other human maladies, etc., etc.

The influence on the phenomena of human maladies imputed to the moon is very ancient. Hippocrates had so strong a faith in the influence of celestial objects upon animated beings, that he expressly recommends no physician to be trusted who is ignorant of astronomy. Galen, following Hippocrates, maintained the same opinion, especially of the influence of the moon. The critical days, or crises, were the seventh, fourteenth, and twenty-first of the disease, corresponding to the intervals between the moon's principal phases. While the doctrine of alchemists prevailed, the human body was considered as a microcosm, or an epitome of the universe, the heart representing the sun, and the brain the moon. The planets had each his proper influence: Jupiter presided over the lungs, Saturn over the spleen, Venus over the kidneys, and Mercury over the organs of generation. The term lunacy, which still designates unsoundness of mind, is a relic of these grotesque notions, and is defined by Dr. Webster as "a species of insanity or madness, formerly supposed to be influenced by the moon, or periodical in the month." But even this term may now be said, in some degree, to be banished from the nomenclature of medicine; it has, however, taken refuge in that receptacle of all antiquated absurdities of phraseology—the law—lunatic being still the term for the subject who is incapable of managing his own affairs.

Sanctorius, whose name is celebrated in physics for the invention of the thermometer, held it as a principle that a healthy man gained two pounds' weight at the beginning of every lunar month, which he lost toward its completion. This opinion appears to have been founded on experiments made upon himself, and affords another instance of a fortuitous coincidence hastily generalized.

For all the progress that has been made in this country toward the removal from the popular mind of the numerous corrupting and debasing absurdities which have hitherto enslaved it, we are indebted to our enlightened and chastened systems of popular education; and to these, and to these only, may we confidently look for entire freedom from the thraldom.

EDUCATION INCREASES THE PRODUCTIVENESS OF LABOR.

Education has a power of ministering to our personal and material wants beyond all other agencies, whether excellence of climate, spontaneity of production, mineral resources, or mines of silver and gold. Every wise parent, every wise community, desiring the prosperity of its children even in the most worldly sense, will spare no pains in giving them a generous education.—Horace Mann. The best educated are always the best paid.—Foreign Report.

The desirableness of education is manifest, view it in what light we may, and whether as affecting individuals or communities. We have already seen that education, and that alone, will dissipate the evils of ignorance. We now propose to discuss the equally tenable proposition that education increases the productiveness of labor.

That knowledge is power has become a proverb. If it be asked why the labor of a man is more valuable than the same amount of physical effort put forth by a brute, the ready answer is, It is because man combines intelligence with his labor. A single yoke of oxen will do more in one day at plowing than forty men; yet the oxen may be had for fifty cents a day, while each of the men can earn a dollar. Physical exertion in this case, combined with ordinary skill, is eighty times more valuable than the same amount of brute force. The strength of the ox is of no account without some one to guide and apply it, while the power of man is guided by intelligence within.

In proportion as man's intelligence increases is his labor more valuable. A small compensation is the reward of mere physical power, while skill, combined with a moderate amount of strength, commands high wages. The labor of an ignorant man is scarcely more valuable than the same amount of brute force; but the services of an intelligent, skillful person are a hundred fold more productive. I will pause and illustrate, for I wish to have every person who arises from the perusal of these pages do so with the fullest conviction that mental culture is of the highest importance even in the ordinary departments of human industry. It is, indeed, hardly less important for the man of business, the farmer, or the mechanic, than for statesmen, legislators, and members of the so-called learned professions.

An intelligent farmer of my acquaintance having a piece of greensward to break up, and having three work-horses, determined to employ them all. He hence, possessing some mechanical skill, himself constructed a three-horse whipple-tree, by means of which he advantageously combined the strength of his horses. A less intelligent neighbor, pleased with the novel appearance of three horses working abreast, resolved to try the experiment himself. But not possessing the skill requisite to construct such a whipple-tree, he waited till his better-informed and more expert neighbor had got through with his, and then, borrowing it, tried the experiment with his own team. Early one morning, and full of expectation, aided by his two sons and a hired man, he harnessed his three horses to the plow. But one of them, for the first time, refused to draw. After several fruitless attempts to make the team work as first harnessed, the relative position of the horses was changed, when, lo! although this horse would draw as formerly, one of the others would not. By and by another change was made, and the third horse, in turn, refused to draw. The farmer could not understand it, nor his sons, nor his hired man. His three horses, for the first time, were each fickle in turn. And, what was most surprising, they would all work in either of two positions, but in the third none of them would draw. The honest farmer thought the age of witchcraft had not yet passed. At the conclusion of the forenoon he gave up the undertaking in disgust, and, carrying the whipple-tree home, told the story of his unsuccessful and vexatious experiment.

"And how did you harness the horses to the whipple-tree?" inquired the more intelligent farmer. "Why, one at the short end, and two at the long end, where there is the most room for them, to be sure!" was the frank reply.

The power at the short end, I need not say, should be twice that at the long end; whereas he had it reversed. One horse drew against two with a double purchase. He then would have to draw twice as much as both of them, or four times as much as one of them. The fickleness of the horses, then, instead of being the result of witchcraft, as he was inclined to believe, was chargeable solely to the ignorance of their hardly more intelligent master. A knowledge of the first principles of mechanics, or, in the absence of this, an ordinary degree of active, available common sense, would teach the proper use of such a whipple-tree. For want of this knowledge, the farmer suffered much chagrin, lost the time of four men, and did great injury to his team.

After mentioning this circumstance on a certain occasion, a gentleman present gave a parallel case, that occurred under his immediate observation. His neighbor had a yoke of oxen, one of which was large, strong, and beautiful. One day, as the neighbor was passing the residence of the gentleman, the latter remarked to him, "You have one very fine-looking ox." "Yes," replied the neighbor, with apparent satisfaction, "and a bonny fellow he is too. He can carry the long end of the yoke, and grow fat under it." Here, again, the weaker ox had to tax his strength doubly on account of the advantage which the ignorance of his kind master had unintentionally given to his superior yoke-fellow.

A farmer, or laborer of any kind, who possesses a knowledge of the merest elements of science, and is accustomed to think and investigate, can not only work more advantageously with his team, but he can do more work himself, and do it easier too, than his neighbor of superior physical strength, though of inferior mental capacity. The correctness of this statement may be satisfactorily proved and amply illustrated in loading timber, in moving buildings, in plowing, and in almost every kind of work done on a farm or among men, either on land or at sea. The ignorant man will spend more time in running after help to do a supposed difficult job, than it will require for a skillful one to do it alone. This is true in carpentry, and in all of the mechanic arts. Increase the practical and available education of the laborer, and you enable him to do more work, and better work too, than his less informed associate. The following is a striking illustration.

A practical teacher employed some mechanics to build him a barn. The day after the frame was raised, the teacher discovered that it needed to be turned a few inches upon its foundation, to range properly with other buildings. While the mechanics went in several directions to procure what they regarded as necessary help, the teacher, who was familiar with the various combinations of the lever, effected the work alone, and before their return! Other equally striking illustrations might be cited.

But education increases the productiveness of labor in a wider and more extended sense. By its omnipotent influence, man is enabled to lay the elements under tribute. The water and the wind, by its mysterious power, are made to propel his machinery for various purposes. The utmost skill of the untutored savage enables him to construct a rude canoe which two can carry upon their shoulders by land, which is barely capable of plying upon our rivers and coasting our inland seas, and which can be propelled only by human muscles, but the educated man erects a magnificent vessel, a floating palace, and, spreading his canvas to the breeze, aided by the mariner's compass, can traverse unknown seas in safety. To such perfection has he attained in the science and art of navigation, that he contends successfully with wind and tide, and makes headway against both, even when he depends upon the former for his motive power. Yes, education enables man even to tax the gentle breeze to urge a proud ship, heavily laden, up an inclined plane, thousands of miles, against the current of a mighty river.

I can not, perhaps, so satisfactorily establish the proposition which I am now endeavoring to elucidate, nor so well maintain the universality of its application, as by referring to the writings of the most indefatigable and successful laborer in the department of popular education of which our country can boast. I refer to the Hon. Horace Mann,[39] who, a few years ago, in his official capacity, opened a correspondence, and availed himself of all opportunities to hold personal interviews with many of the most practical, sagacious, and intelligent business men in our country, who for many years had had large numbers of persons in their employment. His object was to ascertain the difference in the productive ability, where natural capacities were equal, between the educated and the uneducated; between a man or a woman whose mind has been awakened to thought, and supplied with the rudiments of knowledge by a good common school education, and one whose faculties have never been developed, or aided in emerging from their original darkness and torpor by such a privilege. For this purpose he conferred and corresponded with manufacturers of all kinds—with machinists, engineers, rail-road contractors, officers in the army, etc.; classes which have means of determining the effects of education on individuals equal in their natural abilities that other classes do not possess.

A farmer hiring a laborer for one season who has received a good common school education, and the ensuing season hiring another who has not enjoyed this advantage, although he may be personally convinced of the relative value or profitableness of their services, yet he will rarely have any exact data or tests to refer to by which he can measure the superiority of the former over the latter. They do not work side by side, so that he can institute a comparison between the amounts of labor they perform. They may cultivate different fields, where the ease of tillage or the fertility of the soils may be different. They may rear crops under the influence of different seasons, so that he can not discriminate between what is referable to the bounty of nature and what to superiority in judgment or skill.

Similar difficulties exist in estimating the amount and value of female labor in the household. And as to the mechanic also—the carpenter, the mason, the blacksmith, the tool-maker of any kind—there are a thousand circumstances, which we call accidental, that mingle their influence in giving quality and durability to their work, and prevent us from making a precise estimate of the relative value of any two men's handicraft. Individual differences, too, in regard to a single article or a single days' work, may be too minute to be noticed or appreciated, while the aggregate of these differences at the end of a few years may make all the difference between a poor man and a rich one. No observing man can have failed to notice the difference between two workmen, one of whom, to use a proverbial expression, always "hits the nail on the head," while the other loses half his strength and destroys half his nails by the awkwardness of his blows; but perhaps few men have thought of the difference in the results of two such men's labor at the end of twenty years.

But when hundreds of men or women work side by side in the same factory, at the same machinery, in making the same fabrics, and, by a fixed rule of the establishment, labor the same number of hours each day; and when, also, the products of each operative can be counted in number, weighed by the pound, or measured by the yard or cubic foot, then it is perfectly practicable to determine, with arithmetical exactness, the productions of one individual and class as compared with those of another individual and class.

So, where there are different kinds of labor, some simple, others complicated, and of course requiring different degrees of intelligence and skill, it is easy to observe what class of persons rise from a lower to a higher grade of employment.

This, too, is not to be forgotten, that in a manufacturing or mechanical establishment, or among a set of hands engaged in filling up a valley or cutting down a hill, where scores of people are working together, the absurd and adventitious distinctions of society do not intrude. The capitalist and his agents are looking for the greatest amount of labor or the largest income in money from their investments, and they do not promote a dunce to a station where he will destroy raw material or slacken industry because of his name, or birth, or family connections. The obscurest and humblest person has a fair field for competition. That he proves himself capable of earning more money for his employers is a testimonial better than a diploma from all the colleges.

Now many of the most intelligent and valuable men in the community, in compliance with Mr. Mann's request, examined their books for a series of years, and ascertained both the quality and the amount of work performed by persons in their employment, and the result of the investigation is a most astonishing superiority in productive power on the part of the educated over the uneducated laborer. The hand is found to be another hand when guided by an intelligent mind. Processes are performed not only more rapidly, but better, when faculties which have been exercised in early life furnish their assistance. Individuals who, without the aid of knowledge, would have been condemned to perpetual inferiority of condition, and subjected to all the evils of want and poverty, rise to competence and independence by the uplifting power of education. In great establishments, and among large bodies of laboring men, where all services are rated according to their pecuniary value; where there are no extrinsic circumstances to bind a man down to a fixed position after he has shown a capacity to rise above it; where, indeed, men pass by each other, ascending or descending in their grades of labor just as easily and certainly as particles of water of different degrees of temperature glide by each other—under such circumstances it is found, as an almost invariable fact, other things being equal, that those who have been blessed with a good common school education rise to a higher and a higher point in the kinds of labor performed, and also in the rate of wages received, while the ignorant sink like dregs, and are always found at the bottom.

James K. Mills, Esq., of Boston, who has been connected with a house that has had for the last ten years the principal direction of cotton-mills, machine shops, and calico-printing works, in which are constantly employed about three thousand persons, and whose opinions of the effects of a common school education upon a manufacturing population are the result of personal observation and inquiries, and are confined to the testimony of the overseers and agents who are brought into immediate contact with the operatives, expresses the conviction that the rudiments of a common school education are essential to the attainment of skill and expertness as laborers, or to consideration and respect in the civil and social relations of life; that very few who have not enjoyed the advantages of a common school education ever rise above the lowest class of operatives, and that the labor of this class, when it is employed in manufacturing operations which require even a very moderate degree of manual or mental dexterity, is unproductive; that a large majority of the overseers and others employed in situations which require a high degree of skill in particular branches—which oftentimes require a good general knowledge of business, and always an unexceptionable moral character—have made their way up from the condition of common laborers, with no other advantage over a large proportion of those they have left behind than that derived from a better education.

A statement made from the books of one of the manufacturing companies will show the relative number of the two classes, and the earnings of each; and this mill, we are assured, may be taken as a fair index of all the others. The average number of operatives employed for the last three years is twelve hundred. Of this number there are forty-five unable to write their names, or about three and three fourths per cent. The average of women's wages, in the departments requiring the most skill, is two dollars and fifty cents per week, exclusive of board. The average wages of the lowest departments is one dollar and twenty-five cents per week.

Of the forty-five who are unable to write, twenty-nine, or about two thirds, are employed in the lowest department. The difference between the wages earned by the forty-five and the average wages of an equal number of the better-educated class is about twenty-seven per cent. in favor of the latter. The difference between the wages earned by twenty-nine of the lowest class and the same number in the higher is sixty-six per cent. Of seventeen persons filling the most responsible stations in the mills, ten have grown up in the establishment from common laborers or apprentices.

This statement does not include an importation of sixty-three persons from Manchester, in England, in 1839. Among these persons there was scarcely one who could read or write; and although a part of them had been accustomed to work in cotton-mills, yet, either from incapacity or idleness, they were unable to earn sufficient to pay for their subsistence, and at the expiration of a few weeks not more than half a dozen remained in the employment of the company.

In some of the print-works a large proportion of the operatives are foreigners. Those who are employed in the branches which require a considerable degree of skill are as well educated as our people in similar situations. But the common laborers, as a class, are without any education, and their average earnings are about two thirds only of those of our lowest classes, although the prices paid to each are the same for the same amount of work.

Among the men and boys employed in the machine shops, the want of education is quite rare. Mr. Mills does not know an instance of a person so employed who is unable to read and write; and many have a good common school education. To this, he thinks, may be attributed the fact that a large proportion of persons who fill the higher and more responsible situations come from this class of workmen. From these statements the reader will be able to form some estimate, in dollars and cents, at least, of the advantages of even a little education to the operative; and there is not the least doubt, says the same authority, that the employer is equally benefited. He has the security for his property that intelligence, good morals, and a just appreciation of the regulations of his establishment always afford. His machinery and mills, which constitute a large part of his capital, are in the hands of persons who, by their skill, are enabled to use them to their utmost capacity, and to prevent any unnecessary depreciation.

Each operative in a cotton-mill, according to the estimate of Mr. Mills, may be supposed to represent from one thousand to twelve hundred dollars of the capital invested in the mill and its machinery. It is only from the most diligent and economical use of this capital that the proprietor can expect a profit. A fraction less than one half of the cost of manufacturing common cotton goods when a mill is in full operation, is made up of charges which are permanent. If the product is reduced in the ratio of the capacity of the two classes of operatives mentioned in this statement, it will be seen that the cost will be increased in a compound ratio. Mr. Mills expresses the opinion "that the best cotton-mill in New England, with such operatives only as the forty-five mentioned above, who are unable to write their names, would never yield the proprietor a profit; that the machinery would be soon worn out, and he would be left, in a short time, with a population no better than that which is represented by the importation from England. I can not imagine any situation in life," he continues, "where the want of a common school education would be more severely felt, or be attended with worse consequences, than in manufacturing villages; nor, on the other hand, is there any where such advantages can be improved with greater benefit to all parties. There is more excitement and activity in the minds of people living in masses, and if this expends itself in any of the thousand vicious indulgences with which they are sure to be tempted, the road to destruction is traveled over with a speed exactly corresponding to the power employed."

H. Bartlett, Esq., of Lowell, who has been engaged ten years in manufacturing, and has had the constant charge of from four hundred to nine hundred persons during that time, has come in contact with a very great variety of character and disposition, and has seen mind applied to production in the mechanic and manufacturing arts possessing different degrees of intelligence, from gross ignorance to a high degree of cultivation, and he has no hesitation in affirming that he finds the best educated to be the most profitable help. Even those females who merely tend machinery give a result somewhat in proportion to the advantages enjoyed in early life for education, those who have a good common school education giving, as a class, invariably a better production than those brought up in ignorance.

In regard to the domestic and social habits of persons in his employ, the same gentleman adds, "I have never considered mere knowledge, valuable as it is to the laborer, as the only advantage derived from a good common school education. I have uniformly found the better educated, as a class, possessing a higher and better state of morals, more orderly and respectful in their deportment, and more ready to comply with the wholesome and necessary regulations of an establishment. And in times of agitation, on account of some change in regulations or wages, I have always looked to the most intelligent, best educated, and the most moral for support, and have seldom been disappointed; for, while they are the last to submit to imposition, they reason, and if your requirements are reasonable, they will generally acquiesce, and exert a salutary influence upon their associates. But the ignorant and uneducated I have generally found the most turbulent and troublesome, acting under the influence of excited passion and jealousy.

"The former appear to have an interest in sustaining good order, while the latter seem more reckless of consequences. And, to my mind, all this is perfectly natural. The better educated have more and stronger attachments binding them to the place where they are. They are generally neater in their persons, dress, and houses; surrounded with more comforts, with fewer of 'the ills flesh is heir to.' In short, I have found the educated, as a class, more cheerful and contented, devoting a portion of their leisure time to reading and intellectual pursuits, more with their families, and less in scenes of dissipation. The good effect of all this is seen in the more orderly and comfortable appearance of the whole household, but nowhere more strikingly than in the children. A mother who has a good common school education will rarely suffer her children to grow up in ignorance. As I have said, this class of persons are more quiet, more orderly, and, I may add, more regular in their attendance upon public worship, and more punctual in the performance of all their duties."

Mr. Bartlett thinks it would be very difficult, if not impossible, for a young man, who has not an education equal to a good common school education, to rise from grade to grade until he should obtain the berth of an overseer, and that, in making promotions, as a general thing, it would be unnecessary to make inquiry as to the education of the young men from whom you would select. Very seldom indeed, he says, would an uneducated young man rise to "a better place and better pay. Young men who expect to resort to manufacturing establishments for employment, can not prize too highly a good education. It will give them standing among their associates, and be the means of promotion among their employers."

The final remark of this gentleman, in a lengthy letter, showing the advantages of education in a pecuniary, social, and moral point of view, is, that "those who possess the greatest share in the stock of worldly goods are deeply interested in this subject, as one of mere insurance; that the most effectual way of making insurance on their property would be to contribute from it enough to sustain an efficient system of common school education, thereby educating the whole mass of mind, and constituting it a police more effectual than peace officers and prisons." By so doing he thinks they would bestow a benefaction upon those who, from the accident of birth or parentage, are subjected to the privations and temptations of poverty, and would do much to remove the prejudice and to strengthen the bands of union between the different and extreme portions of society. He very justly regards it a wise provision of Providence which connects so intimately, and, as he thinks, so indissolubly, the greatest good of the many with the highest interest of the few; or, in other words, which unites into one brotherhood all the members of the community, and in the existing partnership connects inseparably the interests of Labor and Capital.[40]

John Clark, Esq., of Lowell, who has had under his superintendence for eight years about fifteen hundred persons of both sexes, gives concurrent testimony. He has found, with very few exceptions, the best educated among his hands to be the most capable, intelligent, energetic, industrious, economical, and moral, and that they produce the best work, and the most of it, with the least injury to the machinery. They are, in short, in all respects the most useful, profitable, and the safest operatives; and as a class, they are more thrifty, and more apt to accumulate property for themselves. "I am very sure," he remarks, "that neither men of property nor society at large have any thing to fear from a more general diffusion of knowledge, nor from the extension and improvement of our system of common schools. On our pay-roll for the last month are borne the names of twelve hundred and twenty-nine female operatives, forty of whom receipted for their pay by 'making their mark.' Twenty-six of these have been employed in job work; that is, they are paid according to the quantity of work turned off from their machines. The average pay of these twenty-six falls eighteen and one half per cent. below the general average of those engaged in the same departments.

"Again: we have in our mills about one hundred and fifty females who have at some time been engaged in teaching schools. Many of them teach during the summer months, and work in the mills in winter. The average wages of these ex-teachers I find to be seventeen and three fourths per cent. above the general average of our mills, and about forty per cent. above the twenty-six who can not write their names. It may be said they are generally employed in the higher departments, where the pay is better. This is true; but this again may be, in most cases, fairly attributed to their better education, which brings us to the same result. If I had included in my calculations the remaining fourteen of the forty, who were mostly sweepers and scrubbers, and who are paid by the day, the contrast would have been still more striking; but, having no well-educated females in this department with whom to compare them, I have omitted them altogether. In arriving at the above results, I have considered the net wages merely, the price of board being in all cases the same. I do not consider these results as either extraordinary or surprising, but as a part only of the legitimate and proper fruits of a better cultivation, and fuller development of the intellectual and moral powers."

Mr. Mann gives the entire letters from which I have so freely drawn, and also introduces into his report extracts from a letter of Jonathan Crane, Esq., who has been for many years a large rail-road contractor, and has had several thousand men in his employment. The testimony of this gentleman is corroborative of that already presented. Testimony similar to the preceding might be introduced from the proprietors and superintendents of the principal manufacturing establishments in America not only, but from every part of the civilized world. Before concluding this chapter, I shall, for another purpose, refer to statements made by extensive manufacturers in England and Switzerland.

These are no more than a fair specimen of a mass of facts which Mr. Mann obtained from the most authentic sources. They seem to prove incontestably that education is not only a moral renovator, and a multiplier of intellectual power, but that it is also the most prolific parent of material riches. It has a right, therefore, not only to be included in the grand inventory of a nation's resources, but to be placed at the very head of that inventory. It is not only the most honest and honorable, but the surest means of amassing property. Considering education, then, as a producer of wealth, it follows that the more educated a people are, the more will they abound in all those conveniences, comforts, and satisfactions which money will buy; and, other things being equal, the increase of competency and the decline of pauperism will be measurable on this scale.

Education and Agriculture.—The healthful and praiseworthy employment of agriculture requires knowledge for its successful prosecution. In this department of industry we are in perpetual contact with the forces of nature. We are constantly dependent upon them for the pecuniary returns and profits of our investments, and hence the necessity of knowing what those forces are, and under what circumstances they will operate most efficiently, and will most bountifully reward our original outlay of money and time.

Our country yields a great variety of agricultural productions, and this brings into requisition all that chemical and experimental knowledge which pertains to the rotation of crops and the enrichment of soils. If rotation be disregarded, the repeated demands upon the same soil to produce the same crop will exhaust it of the elements on which that particular crop will best thrive. If the chemical ingredients and affinities of the soil are not understood, an attempt may be made to reenforce it by substances with which it is already surcharged, instead of renovating it with those of which it has been exhausted by previous growths. But for these arrangements and adaptations knowledge is the grand desideratum, and the addition of a new fact to a farmer's mind will often increase the amount of his harvests more than the addition of acres to his estate.

Why is it that, if we except Egypt, all the remaining territory of Africa, containing nearly ten millions of square miles, with a soil most of which is incomparably more fertile by nature, produces less for the sustenance of man and beast than England, whose territory is only fifty thousand square miles? In the latter country, knowledge has been a substitute for a genial climate and an exuberant soil; while in the former, it is hardly a figurative expression to say that all the maternal kindness of nature, powerful and benignant as she is, has been repulsed by the ignorance of her children. Doubtless industry as well as knowledge is indispensable to productiveness; but knowledge must precede industry, or the latter will work to so little effect as to become discouraged, and to relapse into the slothfulness of savage life. This is illustrated by the condition of the inhabitants of Lower California, as described by an intelligent friend of the author, who left this country a year ago. He says this is a "most beautiful country, with the finest climate in the world. But its inhabitants, who are principally Spaniards and Indians, are in a state of semi-barbarism, and consequently its resources are, to a certain extent, undeveloped. The land, which is generally level and of the richest quality, is divided into ranchos or plantations, the largest of which are twenty miles square, and feed twenty or thirty thousand head of wild cattle, with horses and mules in proportion. But these are all. The arts are in the lowest state imaginable. Their houses are mere pens, without pen floors; their plows are pointed logs; their yokes are straight sticks, which they tie to the horns of their oxen; and every implement of industry shows an equal want of ingenuity and enterprise. They are too indolent to raise much grain, though the soil will yield, I am told, eighty bushels of wheat to an acre; consequently, wheat is sold to the immigrants at three dollars per bushel, while the finest beef cattle in the world bring from eight to ten dollars per head. Butter, cheese, and even milk, you can not obtain at all, for they are too lazy to tame their cows. A few Americans, who own large ranchos, have American plows, and are doing better than the rest. Many ranchos have been abandoned, and their owners have gone to the mines. This state of things the energetic Anglo-Saxon will soon change. The immigration for the next few years will be immense, and the whole community will yield to American customs. The large ranchos will be cut up into farms, and their products will supply the wants of a dense population. Property will rapidly change hands, and it will be easy for the shrewd Yankee to reap the benefit of the change."

But, without further exposition, it may be remarked generally, that the spread of intelligence, through the instrumentality of good books, and the cultivation in our children of the faculties of observing, comparing, and reasoning, through the medium of good schools, would add millions to the agricultural products of nearly every state of the Union, without imposing upon the husbandman an additional hour of labor.

Education and the Useful Arts.—For the successful prosecution among us of the manufacturing and mechanic arts, if not for their very existence, there must be not only the exactness of science, but also exactness or skill in the application of scientific principles throughout the whole processes, either of constructing machinery, or of transforming raw materials into finished fabrics. This ability to make exact and skillful applications of science to an unlimited variety of materials, and especially to the subtile but most energetic agencies of nature, is one of the latest attainments of the human mind. It is remarkable that astronomy, sculpture, painting, poetry, oratory, and even ethical philosophy, had made great progress thousands of years before the era of the manufacturing and mechanic arts. This era, indeed, has but just commenced; and already the abundance, and, what is of far greater importance, the universality of the personal, domestic, and social comforts it has created, constitute one of the most important epochs in the history of civilization.

The cultivation of these arts is conferring a thousand daily accommodations and pleasures upon the laborer in his cottage, which, only two or three centuries ago, were luxuries in the palace of the monarch. Through circumstances incident to the introduction of all economical improvements, there has hitherto been great inequality in the distribution of their advantages; but their general tendency is greatly to ameliorate the condition of the mass of mankind. It has been estimated that the products of machinery in Great Britain, with a population of eighteen millions, is equal to the labor of hundreds of millions of human hands. This vast gain is effected without the conquest or partitioning of the territory of any neighboring nation, and without rapine or the confiscation of property already accumulated by others. It is an absolute creation of wealth—that is, of those articles, commodities, and improvements which we appraise and set down as of a certain moneyed value alike in the inventory of a deceased man's estate and in the grand valuation of a nation's capital. These contributions to human welfare have been derived from knowledge; from knowing how to employ those natural agencies which from the beginning of the race had existed, but had lain dormant or run uselessly away. For mechanical purposes, what is wind, or water, or the force of steam worth, until the ingenuity of man comes in, and places the wind-wheel, the water-wheel, or the piston between these mighty agents and the work he wishes them to perform? But after the intervention of machinery, how powerful they become for all purposes of utility! In a word, these great improvements, which distinguish our age from all preceding ages, have been obtained from Nature by addressing her in the language of Science and Art, the only language she understands, yet one of such all-pervading efficacy that she never refuses to comply to the letter with all petitions for wealth or physical power, if they are preferred to her in that dialect.

Now it is easy to show, from reasoning, from history, and from experience, that an early awakening of the mind is a prerequisite to success in the useful arts. But it must be an awakening to thought, not to feeling merely. In the first place, a clearness of perception must be acquired, or the power of taking a correct mental transcript, copy, or image of whatever is seen This, however, though indispensable, is by no means sufficient.

The talent of improving upon the labors of others requires not only the capability of receiving an exact mental copy or imprint of all the objects of sense or reasoning; it also requires the power of reviving or reproducing at will all the impressions or ideas before obtained, and the power of changing their collocations, of re-arranging them into new forms, and of adding something to or removing something from the original perceptions, in order to make a more perfect plan or model. If a ship-wright, for instance, would improve upon all existing specimens of naval architecture, he would first examine as great a number of ships as possible; this done, he would revive the image which each had imprinted upon his mind, and, with all the fleets which he had inspected present to his imagination, he would compare each individual vessel with all others, make a selection of one part from one, and of another part from another, apply his own knowledge of the laws of moving and of resisting forces to all, and thus create, in his own mind, the complex idea or model of a ship more perfect than any of those he had seen.

Now every recitation in a school, if rightly conducted, is a step toward the attainment of this wonderful power. With a course of studies judiciously arranged and diligently pursued through the years of minority, all the great phenomena of external nature, and the most important productions in all the useful arts, together with the principles on which they are evolved or fashioned, would be successively brought before the understanding of the pupil. He would thus become familiar with the substances of the material world, and with their manifold properties and uses; and he would learn the laws, comparatively few, by which results infinitely diversified are produced. When such a student goes out into life, he carries, as it were, a plan or model of the world in his own mind. He can not, therefore, pass, either blindly or with the stupid gaze of the brute creation, by the great objects and processes of nature; but he has an intelligent discernment of their several existences and relations, and their adaptation to the uses of mankind. Neither can he fasten his eye upon any workmanship or contrivance of man without asking two questions: first, How is it? and, secondly, How can it be improved?

Hence it is that all the processes of nature and the contrivances of art are so many lessons or communications to an instructed man; but an uninstructed one walks in the midst of them like a blind man among colors, or a deaf man among sounds. The Romans carried their aqueducts from hill-top to hill-top, on lofty arches erected at immense expenditure of time and money. One idea—that is, a knowledge of the law of the equilibrium of fluids; a knowledge of the fact that water in a tube will rise to the level of the fountain—would have enabled a single individual to do with ease what, without that knowledge, it required the wealth of an empire to accomplish.

It is in ways similar to this—that is, by accomplishing greater results with less means; by creating products at once cheaper, better, and by more expeditious methods; and by doing a vast variety of things otherwise impossible—that the cultivation of mind may be truly said to yield the highest pecuniary requital.

Intelligence is the great money-maker, not by extortion, but by production. There are ten thousand things in every department of life which, if done in season, can be done in a minute, but which, if not seasonably done, will require hours, perhaps days or weeks for their performance. An awakened mind will see and seize the critical juncture; the perceptions of the sluggish one will come too late, if they come at all.

A general culture of the faculties, also, gives versatility of talent, so that, if the customary business of the laborer is superseded by improvements, he can readily betake himself to another kind of employment. But an uncultivated mind is like an automaton, which can do only the thing for which its wheels or springs were made. Brute force expends itself unproductively. It is ignorant of the manner in which Nature works, and hence it can not avail itself of her mighty agencies. Often, indeed, it attempts to oppose Nature. It throws itself across the track where her resistless car is moving. But knowledge enables its possessor to employ her agencies in his own service, and he thereby obtains an amount of power, without fee or reward, which thousands of slaves could not give.

Every man who consumes a single article in whose production or transportation the power of steam is used, has it delivered to him cheaper than he could otherwise have obtained it. Every man who can avail himself of this power in traveling, can perform the business of three days in one, and so far add two hundred per cent. to the length of his life as a business man. What innumerable millions has the invention of the cotton-gin, by Whitney, added, and will continue to add, to the wealth of the world! a part of which is already realized, but vastly the greater part of which is yet to be received, as each successive day draws for an installment which would exhaust the treasury of a nation. The instructed and talented man enters the rich domains of Nature not as an intruder, but, as it were, a proprietor, and makes her riches his own.

Why is it that, so far as the United States are concerned, four fifths of all the improvements, inventions, and discoveries in regard to machinery, to agricultural implements, to superior models in ship-building, and to the manufacture of those refined instruments on which accuracy in scientific observations depends, have originated in New England? I believe no adequate reason can be assigned but the early awakening and training of the power of thought in her children. Improvements, inventions, and discoveries have been made in other states of the Union to an extent commensurate with the progress they have made in perfecting their systems of public instruction, and these improvements will ever keep pace with the attentions which a people bestow upon their common schools.