THE BIBLE.-How comes it that this little volume, composed by humble men in a rude age, when art and science were but in their childhood, has exerted more influence on the human mind and on the social system than all other books put together? Whence comes it that this book has achieved such marvellous changes in the opinions and habits of mankind-has banished idol worship has abolished infanticide-has put down polygamy and divorce-exalted the condition of woman-raised the standard of public morality-erected for families that blessed thing, a Christian home, and crowned its other triumphs by causing benevolent institutions to spring up as with the wand of enchantment? What sort of a book is this, that even the winds and the waves of human prejudice and passion obey it? What other engine of social improvement has operated so long, and yet lost none of its virtue ? Since it appeared, many boasted plans of human amelioration have been tried and failed; many codes of jurisprudence have arisen, and run their course, and expired. Empire after empire has been launched on the tide of time, and gone down, leaving no trace on the waters. But this book is still going about doing goodleavening society with its holy principles-cheering the sorrowful with its consolations-strengthening the tempted-encouraging the penitent--calming the troubled spirit—and smoothing the pillow of death? Can such a book be the offspring of human genius? Does not the vastness of its effects demonstrate the excellency of the power to be of God?-Literary Characteristics of the Holy Scriptures, by Dr. McCulloch, Greenock.

EARLY RISING.-Dean Swift says he never knew a man rise to eminence who lay in bed of a morning; and Dr. Franklin says, he who rises late may trot all day but never overtake his business.

SECRET OF LIVING ALWAYS EASY.-An Italian Bishop having struggled through great difficulties without complaining, and met with much opposition in the discharge of his episcopal functions, without ever betraying the least impatience, an intimate friend of his, who highly admired those virtues, which he conceived it impossible to imitate, one day asked the prelate if he could tell him the secret of being always easy. "Yes," replied the old man, "I can teach you my secret, and will do so very readily. It consists in nothing more than in making great use of my eyes." His friend begged him to explain. "Most willingly," said the bishop. "In whatever state I am, I first of all look up to heaven, and remember that my principal business here is to get there: I then look down upon the earth, and call to mind the space I shall shortly occupy in it I then look abroad into the world, and observe what multitudes there are who in all respects have more.cause to be unhappy than myself. Thus I learn where true happiness is placed, where. all our cares must end, and how very little reason I have to repine or complain."-Practical Life.

PATRIOTISM.-The very Heathens could teach us by the light of nature, that we are not born for ourselves only, but partly for ourselves, partly for our country. Ulysses preferred the smoke of Ithaca, his native soil, before all those pleasant regions that he had seen. Whether it be by the instinct of nature, as beasts love their dens, birds their nests; or by civil institution, as having the same laws, the same ceremonies, the same temples, the same markets, the same tribunals. It was the prayer of the elders for Boaz, that "he might do worthily in Ephratah, and be famous in Bethlehem," that is, in his native country. It was Esther's resolution for her countrymen, And "If I perish, I perish" for my country. Nehemiah, though he was cup-bearer to a great king, yet his affections are still the same to his country : "Why should not my countenance be sad, when the city, the place of my fathers' sepulchres, lieth waste, and the gates thereof are burned with fire." Abraham that was so ready to sacrifice his only son upon a mere command, yet when God requireth him to leave his native country, he presseth it home to him with many reasons and promises. Brutus commanded his own sons to be slain before his eyes for conspiring against their country. When Samson, without any weapon in his hand, set upon a lion as though it had been a kid, the reason has been intimated in the verse precedent, for the safeguard of his fath.r and his mother. There cannot be a juster war

every one in Rome had it written upon his affected towards the commonwealth.-Archt

TEMPERANCE.-Our physical well-being our political tranquility, all depend upon the and passions, which the ancients designed of temperance.-Burke.

DILIGENCE.-Diligence is connected with the habit of looking forward at any other enjoyment. Do not, in severe study, sola prospect of relaxation, and easier occupatio home, to be in your element, in whatever n not look over its verge, if it be your proper b more agreeable; but be wholly in it, and fe To keep the mind easy, it will be a great po what you are at present employed in, as v Occupying you that it is expedient and dut you easy, and you will learn to prefer duty t think upon enjoyment, and you will always h

THE GREATEST MAN.-The greatest man right with invincible resolutions; who resists from within and without; who bears the he fully; who is calmest in storms, and most fe and frowns; whose reliance on truth, on vi unfaltering.-Channing.

ADVANTAGES OF STRENGTH.-It should be an in tion to give children a considerable degree of bo merely of high utility for the laborious occupation must pass their lives; it is often a great support to should excite good impulses in children, and als strength of mind and body to carry them out. A withstand injustice attempted by superior strength both parties more than the tyranny exercised o elder ones at school. Many good impulses are when he has not physical courage to support the as strong as his age and constitution permit, he v greaterstrength. A boy of this kind, resisting fir of an elder tyrant, may receive some hard treatme he will have achieved his deliverance. His coura The tyrant will not again excite the same troubleso ance. This is certainly not intended to encourage b it. But, until a high degree of moral educatio security of general peace among children of d each a strength and spirit which no one will like to give each a confidence in his powers, and a self none of his hardy virtues can flourish.-Abbot.

VALUE OF EXERTION.-It is a happy reflection scarcely any obstacle to the attainment of a p insurmountable. If a man be determined to be mined to amass a fortune, he may do so; if to a ledge of art or science, it is attainable. This ver founded upon the grand nature of the human intell lime process of intense operation, can overcome app ever formidable. This proposition, although bo lation; it is accounted for by the laws of nature; transactions of every day. Individuals have ofte of attention, accomplished undertakings, which feared to be far above their reach. They have on try for the subsequent accomplishment of the obje convinced of this apply it in practice to themselves happiness will be considerably increased.-Practic

WHY THE STATE SHOULD EDUCATE.-Without i ten a curse instead of a blessing to the possesso knowledge will ultimately save three or four or pe as it costs, by the moral effects upon the habits

COMMON SCHOOLS.-Fairy lights which attract around them the good and beautiful t Sentiment from the Chair at the late Annual J New York, January, 1849.

V. Elementary Geometry.

V. Davies' Elements of Surveying.

THE COLLEGIATE COURSE.

I. Davies' Bourdon's Algebra.

II. Davies' Legendre's Geometry and Trigonometry.

II. Davies' Analytical Geometry.

V. Davies' Descriptive Geometry.

V. Davies' Shades, Shadows, & Perspective. 1. Davies' Differential and Integral Calculus. hese Works, having an established reputa2, will be the common standards to which the gest portion of the students of the present day 1 hereafter refer.

NATURAL PHILOSOPHY.

PARKER'S FIRST LESSONS IN NATURAL PHIOPHY, embracing the Elements of the Science. strated with numerous Engravings. Designor young beginners.

E. PARKER'S COMPENDIUM OF NATURAL AND PERIMENTAL PHILOSOPHY, embracing the Eletary Principles of Mechanics, Hydrostatics, draulics, Pneumatics, Acoustics, Pyronymics, ics, Astronomy, Galvanism, Magnetism, tro-Magnetism, Magneto-Electricity, with escription of the Steam and Locomotive En

s.

Illustrated by numerous Diagrams.

1. GILLESPIE'S MANUAL OF ROAD-MAKING. all respects, the best work on this subject which I am acquainted; equally adapted to wants of students of Civil Engineering and purposes of persons in any way engaged in Construction or supervision of roads."-Prof. an, U. S. M. Academy.

LARK'S NEW ENGLISH GRAMMAR.-A PractiGrammar, in which Words, Phrases, and ences are classified according to their offices their relations to each other. Illustrated by nplete system of Diagrams, by S. W. Clark, 1.

LTON & EASTMAN'S BOOK-KEEPING, by SinEntry. The methods of accounts here preed furnishes that part of a common education -h in practical life is most indispensible. It inted in script type, and presents the forms autiful hand-writing to the eye of the learner. LTON & EASTMAN'S PRINCIPLES OF PENMAN-Illustrated and expeditiously taught by se of a series of Chirographic Charts, a Key, ■set of School Writing-Books, appropriately

Y to Fulton & Eastman's Charts.
LTON & EASTMAN'S SCHOOL WRITING BOOKS.
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T PUBLISHED-SCHOOL ARCHITECTUre, 8mo. By Hon. Henry Barnard, Superinnt of Schools in Rhode Island. Embracing for School-houses, and everything that -s to their interior arrangement and ventilaIt is a work full of valuable information for hers and School Trustees.

AMBER'S EDUCATIONAL COURSE, in 7 vols., acing the following scientific subjects, viz: asury of Knowledge," "Elements of Draw"Elements of Vegetable and Animal Phyy," "Elements of Natural Philosophy," ments of Chemistry," 66 Elements of Geol"Elements of Zoology.'

E'S THEORY AND PRACTICE OF TEACHING. Edition.-"This Work should be in the of every Parent and Teacher, interested in Orals and intellectual training of the young." -York, January, 1849.

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WEBSTER'S DICTIONARY.

THE ENTIRE WORK UNABRIDGED.

IN one volume, crown quarto. Contain

ing all the matter of Dr. Webster's original work, revised and greatly enlarged and improved by Prof. C. A. GOODRICH, of Yale College. Price reduced to $6. TESTIMONIALS.

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66

The work is a noble monument of erudition, and indefatigable research; and the style and accuracy of its typography would do honour to the press of any country in Europe."

From Geo. M. Dallas, Vice Prest of the United States.

"The crown quarto edition ought to receive universal favour, as a monument of American intellect and erudition, equally brilliant and solid -more copious, precise, and satisfactory than any other work of the kind."-March, 1848.

From Pres. Olin, of the Wesleyan University. "Webster's American Dictionary may now be recommended, without reserve or qualification, as the best extant."-December, 1847.

"We recommend it to all who desire to possess the most complete, accurate, and reliable Dictionury of the Language."

Signed by the following gentlemen, March, 1848.
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in New-Jersey.

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January, 1849.

a large and varied assortment of BOOKS, in every department of Literature.

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Their stocks of Blank Books and Stationery are at all times varied and extensive; Ciphering Books, Copy Books, Foolscaps, Potts, Quills, Steel Pens, Slates and Slate Pencils. Printing and Book-Binding executed with care. Maps, Plans, Charts, Diagrams, &c., Lithographed or Engraved.

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HE Subscribers are now Publishing, (by authority of the Board of Education,) the following Books of the National Series, viz: First, Second, Third, Fourth, and Fifth Books of Lessons.

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They are also publishing Brown's Primer, Canada, Mavor's, Cobb's, and Webster's Spelling Books; Walkingame's Arithmetic; Murray's Grammar; School Testaments, &c. &c.

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TORONTO:

Canadian Mechanics and Manufactures.

AN ADDRESS

Delivered before the Mechanics' Institute, Toronto, Jan. 12, 1849,

BY THE CHIEF SUPERINTENDENT OF SCHOOLS FOR UPPER CANADA.

THE subject of my present Address is The Nature and Importance of the Education of Mechanics, with special reference to Upper Canada. This is one branch of a general subject which I have already discussed in two Lectures now before the public. I have considered education in reference to the Agriculture of our country -its Importance to an Agricultural People." I have also considered it in relation to our civil Institutions-its Importance to a Free People." I now propose to consider it in connexion with the trades and manufactures of our country-its Importance to Mechanics.

66

66

If this subject cannot attract by its dazzling brilliancy, it is commended by its practical utility. If it does not survey the heavens, or explore the earth, or traverse the oceans, or contemplate the wonders of ancient or modern cities; it relates to that without which the heavens could not be surveyed, or the earth explored, or the seas navigated, or cities erected. If it travels not over the history of nations, it has to do with the vital principle of all civilized nations. If it does not investigate any of the institutions or laws by which communities are incorporated into Provinces, or States, or Kingdoms, or Empires; it comprehends the tissue with which every part of them is interwoven, and without which society could not exist.

And yet, strange to say, this subject, so fraught with interest and importance, has scarcely formed the topic of a single remark in any of the discussions which have taken place in regard to the material and social advancement of our country. We have had much written on a system of University Education for the professions, but nothing on a system of Education for Mechanics and Tradesmen. We have many endowed schools and seminaries for teaching the Greek and Roman classics, but not one to teach the Practical Arts. Far be it from me to undervalue the importance of ample provision for liberal or university education; but I hold it, to say the least, not less important to provide for practical or Industrial Education, adapted to the trades and manufactures of the country. I believe that scientific mechanics and manufacturers are as important to the interests and prosperity of the country as classical lawyers and literary scholars. I rejoice in the advantages which the latter enjoy; but I deprecate the neglect of the former. And it is with the view of contributing something towards remedying such neglect, and of presenting the true interests of the mechanical classes, that I have selected the subject of the present Lecture-The Education of Mechanics,-its Nature, its Importance, and the Provision necessary for its Attainment.

I. I am, in the first place, to explain the nature of the education which ought to be sought and provided for mechanics. Education is the acquisition of that knowledge and that cultivation and development of our faculties-mental, physical, and moral—which

1849.

will fit us for our destined duties of life. we should learn the principles of what we hood and old age. Education, properly should be, practical life in principle; prac action.

It will be observed, that by education that which is taught in the school, nor mere I mean all that is taught and learned at hor every where and on all occasions,—all the pr and all the habits that are formed, from majority the parental stamp of character, ship for life, and probably for eternity. education proper for a mechanic, it is onl what will be his future position and emp will be chiefly three-fold, and will therefo character of his preparatory education.

1. He will be a member of society; know how to read and write the languag such society; he should understand the rel ved, and be acquainted in some degree wit social intercourse. This supposes instru structure of his native tongue; for I pres the mechanic, any more than other profess murderer of the QUEEN's English all the da poses also instruction in the correct and that language the language which is the ve the instrument of all his intercourse with b the histories of other nations and of past ag language is more used than any other, and better understood. The exercise in learning involves a branch of mental discipline high tual development, and to a proper standard pursuits. I have known many persons ri tability by their industry, virtues and self their utter want of training in the pro speaking, or reading their native tongue the situations to which their circumstances ter entitle them, and in which they might c society. Let no parent who hears me im gulf between his sons and those rewards and usefulness to which intelligent industry conduct.

And if the intended mechanic should be his own native tongue, he should, on stil instructed in the nature and importance of duties. If he should be taught to speak be taught to act uprightly. He should be well as in his words. He should surely the principles of morals than in those of 1 pected to be an honest man, he should ciples of honesty; if he is expected to should be nurtured in the doctrines and The conduct of the man is the development It is the Christian and social virtues that fo and the very soul of individual and social rare thing indeed, and contrary to nature, t country will exhibit these virtues, and happiness which they confer, who has not

1. Not that I suppose that education itself can make Christians; t is a divinely appointed instrumentality for the accomplishof that divine end. And it appears to me passing strange, any man assuming the name of Christian, can neglect the tian education of his son, while no pains or expense are wantin making him a skilful grammarian. It was a just as well eautiful remark I heard some years since from the lips of the ent Dr. DUFF, that "knowledge is a double edged sword; very thing depends on the arms that wield it. Wielded by on, like MIDAS, it will turn all things into gold; wielded by gion, it must, like MEDUSA, turn all things into stone."

; a member of society, a mechanic should have some knowledge e ordinary topics of social intercourse; and the foundation of knowledge must be laid in a school acquaintance with Geography he Elements of Natural and General History. No branches owledge are more easily acquired in youth than these; nor is cquisition of any more grateful to the taste and curiosity of the ful mind, especially when illustrated, as they always ought to y diagrams, objects and maps; nor is any other department ementary learning so happily adapted to develope the social gs and affections, and qualify any young person for the intere of life. For want of such knowledge, (and which if not red in youth is seldom attained to any considerable extent,) a mechanic shuns intelligent society; and instead of secking fication and profit, and improving his leisure hours, in rational 1 intercourse or useful reading, he resorts to sensual indulgenand abandons himself to the lower propensities of the animal 'e. As man's very nature is social-as he is formed for society, ust, and he will, in some form or other, fraternize with his v-man; and if the moral and intellectual part of his social e be undeveloped by appropriate culture and exercise-if he be mere material being-a mere mass of bones and sinews and y appetites and passions, the animal propensities will of course ne predominant, and the associations and habits will be of a character. To counteract and subdue the lower appetites and ons of our nature, we must cultivate the higher powers and ions, and provide them with food and incentives for appropriate nance, exercise and enjoyment. The aspects and laws and ictions of nature, which is the province of Geography and ral History-the narrative of mankind, which is the theme neral History, are studies singularly adapted to enlarge and te the youthful mind as well as gratify and improve the ful taste. The employment of mechanics .brings them into ct with their fellow-men very much more than that of the ulturist—and that contact must be for good or for evil according eir educational fitness for society; and therefore the social part eir education is proportionably important, and should be provior with corresponding solicitude and care.

I observe, secondly, that the mechanic of Upper Canada is a ber of a Free state; and, as such, he should have some ledge of the constitution of government under which he lives, of subjects relating to his rights and duties as a citizen. civil rights of mechanics in this country are as extensive as of the learned professions themselves; and as free men have as much to do with the architecture of government ey have with the erection of cities or the productions of factures. As a free man, ought not the mechanic to underI the import of the term 'civil liberty? And to understand that ves no small amount of political knowledge. As a free man, t he not to be able to appreciate the civil polity under which ves ? And how can he do so rationally and intelligently, or ot as a mere creature of prejudice, unless he studies its principles developments? As a free man, ought he not to know his and how to exercise them? And how can he do so without and reflection ? As a free man, ought he not to be acquainted his duties, and be able to perform them faithfully and for the of his country, whether as an elector or as elected, whether witness or juryman, a private citizen or public officer? And knowledge is not the growth of instinct, but the fruit of a r education, matured by subsequent observation and reflection. ne subjects at which I have thus glanced form, indeed, a part sound education for every inhabitant of Upper Canada, whatever be his profession, trade or employment; but they are invested peculiar interest in connexion with mechanical pursuits, from

the nature of those pursuits, and from the facilities which they afford for the acquisition of general knowledge, the cultivation of much social intercourse, and the exercise of extensive popular influence. I think I am warranted in saying, shame upon the parent who will inflict upon his intended mechanical sons the irreparable injury of depriving them of the advantages and happiness of such an educational preparation for their future position as members of society and citizens of a free country! But it is with the professional education of the mechanic that I have specially to do.

3. I remark, therefore, in the third place, that the intended mechanic is destined for a particular branch of human employment, and ought to have some knowledge of the nature of the substances with which he will have to do, as well as some acquaintance with the principles on which they may be moulded or modified and rendered subservient to his purposes. Mechanism has to do with almost every known substance in nature; and the principal departments of mechanics have each to do with many natural substances. Mechanicians, should, therefore, be acquainted with the nature of such substances as much as the professor of ancient or modern languages should understand their elements and structure, their idioms and literature, or as professor of mathematics should be conversant with the elements of EUCLID. Some branches of Mechanics, as well as Agriculture, have to do with the EARTH on which we tread, in the foundations of edifices, in preparing materials for several kinds of buildings and in erecting them, in constructing dams, roads, canals, and harbours, in providing the very window-glass by which our houses are lighted and the vessels with which our tables are furnished. It is, therefore, appropriate and desirable that the mechanic should have some knowledge of both the chemical and mechanical properties of that variously diversified substance which we call earth.

The same remark may be made, with additional force, in reference to the MINERAL SUBSTANCES which the earth contains, and without the use of which not a single employment of civilized life can be pursued, nor one of its blessings enjoyed. The chemical and mechanical modification and application of these substances embraces the whole circle of the arts, and no artizan should be ignorant of their properties and powers and laws.

And how much has mechanism to do with that Fluid substance which forms the ocean, intersects continents and islands with rivers and streams, which forms the motive power of many kinds of machinery and one of the essential elements of human subsistence, and the discovery and use of only one of whose mechanical properties, in the form of steam, has altered the character of most manufacturing employments, has modified the aspect, powers and relations of nations, and changed the commerce of the world. A knowledge of the mechanical properties and agencies of liquids is unquestionably an essential part of a sound mechanical education.

Scarcely less essential is it for the intended mechanic to know the properties and laws which characterize that elastic body or gas which envelops the globe we inhabit, which we inhale as a supporter of life, and on the laws and phenomena of which depend the structure of our dwellings and the rigging of our ships, the operations of machinery, the variations of the weather, the changes of the seasons, and the almost innumerable provisions and employments which result from them. Apart from the construction of musical instruments, and the pleasure we derive from sounds, there is hardly a single trade or branch of mechanical labour, the successful prosecution of which does not require some knowledge of pneumatics. But mechanism has largely to do, and especially in this wooden country, with organized bodies; and, therefore, an acquaintance with the substances which enter into the composition of the vegetable kingdom-their proportions, principles of combination and decomposition-the laws which regulate the growth, strength, durability and decay of different kinds of plants and trees, ought not to be overlooked in the education of the intended mechanic. The enchanting field of vegetable physiology is an appropriate object of attention and study to every young person; but to the contemplated worker in wood of every description, an elementary knowledge of it is part and parcel of the proper preparation for his trade. And in such preparation I think the study of that unrivalled piece of mechanism which we call MAN ought not to be omitted.

The substances, then, on which mechanism operates, and the

elements with which its operations are connected, involve considerable departments of Chemistry, Mineralogy, Physiology and Natural Philosophy; subjects which it appears to me form essential parts of a good mechanical education. But the substances with which mechanism has to do, are to be formed into various implements, materials and structures, and controlled in various ways for the purposes of human life. This requires a knowledge of mechan-ical forces and the laws by which they are regulated; nor can these be calculated and determined without some acquaintance with Arithmetic and Geometry. And on the laws of Light, Heat and Electricity depend also unnumbered mechanical operations-the construction of edifices and instruments, and provisions for numerous wants and conveniences of human life; while the manufacture of the hats, clothes and shoes we wear, involves both chemical and mechanical processes of a multifarious character. The mechanic should likewise be able to delineate the objects of his actual and contemplated workmanship; but this he cannot do without some skill in Linear Drawing. He should furthermore know how to keep his accounts accurately and systematically; and for want of ability to do this many a mechanic has been involved in loss and ruin.*

Such are the principal subjects in which I think every youth should be instructed who is intended for mechanical pursuits. I have said nothing on what might be considered ornamental in his education; I have restricted my remarks to what appears to me to be essential-not indeed equally essential to every individual trade, but to mechanical employments generally. Nor would I convey the idea, that the School should teach trades, as the German Universities teach professions; but I mean that the School should teach the elements and principles of what the trades are the development and application, and that the intended tradesman should commence his apprenticeship with an educational preparation adapted to it the same as does the intended lawyer, or physician, or naval or civil engineer enter upon the study of his profession. It is true, a parent may apprentice his son to a trade without any such preparation ;† but in doing so he closes up the way against the advancement of that son in his trade, and dooms him to the fate and temptations of hopeless inferiority for life.

II. Having given this very summary view of the nature of an education proper for a mechanic, it is my next duty to illustrate its importance. It is important in two respects :-first, to the mechanic himself-secondly, to society. It is also invested with a two-fold importance to the mechanic-involving both his profit and his enjoyment.

1. I remark then in the first place, that a good education is of great importance to the mechanic, as educated labour is more productive than uneducated labour. I will select my illustrations of the truth of this remark from examples the least favorable for its establishment-not where, as in this country, every operative mechanic is for the most part his own master, and needs greater intelligence and discretion for his guidance; but where the mechanical labourers are wholly under the superintendence of others, and may therefore be supposed to be least advantaged by educational training. From many similar illustrations which. I might adduce, I will limit myself to two;—the one from Continental Europe, the other from the New-England States-the manufacturing workshop of America. In the Report of the English Poor Law Commissioners for 1841, will be found the evidence of A. G. ESCHER, Esq., of Zurich, in Switzerland-first a practical Engineer, and then a wealthy manufacturer-an illustration of

* So important is an elementary knowledge of these subjects of chemistry and natural philosophy, linear drawing, book-keeping, &c., to even the common employments of life, that they are embraced in the course of instruction given in the Provincial Normal School for the training of Teachers, with a view to their introduction into the Common Schools generally; and I anticipate the day when the teaching of them in our Common Schools will be regarded as much a matter of course, as the teaching of elementary arithmetic and geography is now.

In the principal Cantons or States of Switzerland, (which are more democratic in their system of government than the neighbouring States,) a boy, before he can be bound as an apprentice to a trade, must pass a prescribed examination before a State Committee, as to his preparatory education, the same as candidates for the study of law in Upper Canada are required to pass a prescribed examination before examiners of the Law Society, in order to their admission as Students-at-Law.

the fruits of a good early education. I of Her MAJESTY'S Commissioners, as to t education on the success of mechanical em

who was accustomed to employ hundreds follows:

"These effects are most strikingly exhibit though with the advantage of greater natura lish, Swiss, Dutch or Germans, are still the Though they comprehend clearly and quickl made, or explanation given to them, and ar ecute any kind of work when they have see their minds, as I imagine, from want of de School Education, seem to have no kind of tematic arrangement, no capacity for collecti tions, and making sound deductions from th want of capacity of mental arrangement is operations. An Italian will execute a sin dexterity; but when a number of them is fusion. For instance : within a short time cotton spinning into Naples in 1830, a nativ as much as the best English workman; and one of the Neapolitan operators is advanced superintendence of a single room, the Superin erns, who, though less gifted by nature, hav order and arrangement imparted to their minds

In reply to the question, whether Educa render them discontented and disorderly, and as operatives, Mr. ESCHER states :

"My own experience and my conversation v in different parts of Europe, lead me to an enti In the present state of manufactures, where so nery and tools, and so little done by mere brut diminishing,) mental superiority, system, orde conduct,-qualities all developed and promo becoming of the highest consequence. There enlightened manufacturers, who will dissent fr workshops, peopled with the greatest number men, will turn out the greatest quantity of th manner. The better educated workmen are di superior moral habits in every respect.

"From the accounts which pass through my that the best educated of our work-people man respectable manner, at the least expense, or m farthest in obtaining comforts.

"This applies equally to the work-people come under my observation; the Saxons, the Da however decidedly the most saving without stin comforts, or failing in general respectability. W I may say that educated workmen are the only out of their very large wages."

My second illustration of this point is England States. In the year 1841, the Ho late Secretary of the Massachusetts Board most laborious inquiry into the comparative labour of educated and uneducated manufactu Siate. The substance of the answers of m ness men to whom he applied, is stated by I Educational Report, in the following words

"The result of the investigation is the most in productive power on the part of the educat labourer. The hand is found to be another h intelligent mind. Processes are performed no better, when faculties which have been cultiva their assistance. Individuals, who without the have been condemned to perpetual inferiority of to all the evils of want and poverty, rise to comp by the uplifting power of education. among large bodies of labouring men, where according to their pecuniary value, there it is f riable fact, other things being equal, that those with a good Common School Education, rise point in the kinds of labour performed, and a paid, while the ignorant sink like dregs to the b

In gr

In his Report for 1847, (which I receive Mr. MANN reverts to the same subject in th language:

"In my fifth Annual Report, I presented the t most eminent and successful business men an business data, and beyond controversy, that labo able as the labourer is more intelligent; and tha