CHAPTER VII.

Right Estimate of Educational Power-Objections to Education-Evidence taken by Mr. Chadwick illustrating its Benefits to the Workman-Importance of Moral Education-Education and Crime-Intemperance and Education-Sweden-Norway-Glasgow-The Fable of the Syrens-Influence of Education on Holland-The Schoolmaster-Duty of Elevating the Profession-The End of Learning-Milton-Dr. Channing-Degradation of Children-Ragged Schools-Old House in Pye Street-The Old Stable-Auxiliaries to the Schoolmaster.

EVERY essay on the people, every treatise on political economy, at this time is incomplete which does not include, as one of the most important elements of the social state, education. We have already seen that the foundation of the people's sorrows is in a diseased moral condition. Education, therefore, is prominently insisted on, because if properly interpreted, it is the readiest means of access to the moral nature of the classes it seems so desirable to elevate; it is not that the possession of certain elements of knowledge, the power to read and to write, are magical, and that the possessor of such knowledge has an amulet, a sacred charm hung round the spirit; but knowledge, it is well known, enlarges the soul, it gives to the mind more correct apprehensions and more noble dispositions; it seems, on the

whole impossible for a man to obtain even the first rays of true instruction without also enlarging the boundaries of his moral being for power, if not for goodness. Hence the foundation of all improvement is said to be in judi cious education; it ennobles and dignifies a man, it makes him of worth to himself, puts him in the way for obtaining ideas, makes them a source of worldly value, and infinitely curious and beautiful speculation to him; education holds the enchantment of power, it is the surest means of making even the poorest man an excellent citizen, it will by dignifying him set him beyond the contagion of corruption, by exalting and purifying his tastes it will compel him to select his companions with greater care, as he will seek in them education and taste similar to his own; this at once girds the soul for warfare, and trains it to stand in the attitude of moral defiance by which it may meet the assault and achieve the victory. Every other system of improvement will be successful, just as it sends education before it as its herald. It is true too that the educated man has a preservative against crime and vice which an uneducated man has not. It is further true that the soul of the educated man expands to the time and the occasion, and he is better fitted to avail himself of all opportunities for uplifting himsel from his condition. Finally, we may say, that education is at once the soul's eye and hand, that by which it sees and holds, it is a knowledge of the means of Providence, and how to use them. But while this is conceded, it must

be also admitted that the eye may remain voluntarily powerless.

There has been, it may be that in some minds there is, an impression, that it is not necessary that the working man should be educated; that he will perform his labour no better, nay, that in some particulars the ignorant is more desirable than the educated labourer; that education leads to discontent. Objections like these, however they may still find a place in the minds of some, are for ever dispelled from all intelligent minds, by the best evidence; the evidence taken by Mr. Chadwick, several years since, is as fresh and important as ever.

The

testimony of Mr. Escher, of the large firm of Escher, Wyss, and Co., machine makers, at Zurich, in Switzerland, is immediately in point, in many particulars; the employers of from eleven to twelve hundred men, are well qualified to give their opinions on the matter.

"What do you find to be the differences of acquirements imparted by specific training and education?"" As workmen only the preference is undoubtedly due to the English; because as we find them, they are all trained to special branches, on which they have had comparatively superior training, and have concentrated all their thoughts as men of business and general usefulness; and as men with whom an employer would best like to be surrounded. I should, however, decidedly prefer the Saxons and the Swiss, but more especially the Saxons, because they have had a very careful general education, which has extended their capacities beyond any

special employment, and rendered them fit to take up, after a short preparation, any employment to which they may be called. If I have an English workman engaged in the erection of a steam engine, he will understand that and nothing else; he will understand only his steam engine, and for other branches of mechanics, however closely allied, he will be comparatively helpless to adapt himself to all the circumstances that may arise, to make arrangements for them, and give sound advice and write clear statements and letters on his works in the various related branches of mechanics. The better educated workmen are distinguished by superior moral habits in every respect. In the first place, they are entirely sober; they are discreet in their enjoyments, which are of a rational and refined kind, they are more refined themselves, and they have a taste for much better society, which they approach respectfully, and consequently find much readier admittance to it. They cultivate music, they read, they enjoy the pleasures of scenery, and form parties for an excursion into the country; they are economical, and their economy extends beyond their own purse, to the stock of their master; they are trustworthy."

Of the English workmen, Mr. Escher remarks, "With respect to the work to which they have been especially trained, they are most skilful, in conduct they are most disorderly, debauched, and unruly, and least respectable and trustworthy of any nation whatsoever that we have employed. These characteris