The Caledonian. [volume] (St. Johnsbury, Vt.) 1837-1867, 1846-03-21
very niuciiipon the Character of our schools

very niucliiipon the character of our schools
II has been sad, and with TRUTH that the con
-dillon Of our schools, is mn infhlble index to
That ofcommunity, Never wns Ehero Il truly
prosperous, vrtuous and intelligent comnRl-
uily where the schools were in a lNguisling
condition, and the education ofchildren neg
'lected. Almost all labor demands intellec-
tnal activity, and the more of mind there il,
the more work will he accomplished. 1t may
he stated as general truth thatlmen become
less ethcient in proportion asthey IRE de-
'prlved ofthe means of mental culture. tits
not true, as many seemto suppose, that edu
cation lifts mau above work, and makes him
look upon itas degrading "A man will be-
come interested in labor in proportion as the
mind works with the hands, An educated
man whose mind is vigorous and inventive
viii To great extent substitute skill for hard
labor and make the same force accomplish
agreater amonnt,and in better manner. The
scientific farmer, who understands the prop
critics of soils aud manures, the laws vege-
1S'nH aud Structure OF plants, who works in
'teiiigently and not at hazard, will he a more
cheerful and efficient aborer, than the mere
drudge whose mind is akin 10 the soil he tills.
Employment ofwhatever Kind isnot "A meas
nre for the dignity ofthe man, but the man, if
educated rightly will give dignity TO his en-
ployment, whatever it be, and work will cease
to be degrading, Let the man who thinks
that ignorance and labor should go together,
or that cultivation units for labor, go TO the
plantations of the south, and he will find
practical commentary on his doctrine, in the
slovenly agriculture, rude implements and
worn out soil. The sloven whose spirited ma
ure is starved whose mind is debnsed for the
very purpose that he may work and do nothing
hut work, should be the most efficient laborer,
it the supposition be truc.*
Useful inventions will be made lust in pro- |
portion as education becomes thorough and
common. This seems 10 be proved by our
past histoty. 1t is said that "IoiT 6jihs ofall
the inventions ever made in the United States;
the discoveries and improvements in regard
70 machinery, TO agriculture implements, 10 |
superior models in ship building and TO the |
manufacture ofthose refined instruments on
which accuracy in scientific observations de- |
ponds, have originated in New England"
And probably the true reason is TO be found
in " the early awakening and training ofthc
power ofthought in orr children" Let any
one who has travelled in the states where are
no common schools compare the condition of
the people in respect toe order, neatness and
all the external signs of comfort, competence
and thrift, with that ofour own New England
homes, and he must feel deeper conviction
that good schools, are Indispensable TO public
prosperity, as well as social and individual hap
piness, and the surest means to promote it.
The secretary ofschool education in Mas
sachusetts has collected great number of
statistics, from conductors of manufacturing
establishments in our own, aud European
countries, in regard to the comparative eff
cheney ofcducated and uneducated operatives,
and they all goto show that edLc1tion is the
great producer of wealth. 1t is stated the diff
ference in the earnings of the beN & least ed
Ucated operatives in Mass. is so per cent In
the state are 10000 females engaged ia diff
ierent kinds of manufacture suppose all in
the lowest class, their aggregate wages
would he S2000,000, while if all were equal
10 the best educated portion the amount of
wages would be 6,000,000--n difference of
100000 annually. Nor is@ the difference
confined 10 manufacturing establishments:
itmay be noticed in cpe,y KIND Of manual labor.
When the powers of thought have been
trained, so that the mind works with the hand,
there is n versatility oftalent an ability to see.
and seize hold of the critical moment n skill
in adapting measures 10 ends in contrving
shorter processes, and improved modes Of
accomplishing any given result.
These comforts aud convenienccs Of life
which money will buy, generally abound in
II community about in proportion as cduca-
ton ia thorough and general: while pauper-
osm generally abounds in proportion 10 pop
ular ignorance. Observation of different
countries will justify the remark. England
has neglected the education ofthe common
people, and the consequence is, the land
swarrns with paupers and vagabonds. Con
trast this with our own New England. Four
millions, or II of the entire population of
Great Britain are paupers, supported at an
annual expense of more than S30,000,000,
and these paupers are distributed between
En Il -,
portion to popular ignorance, being most in
Ireland and least in Scotland in proportion
TO populations.
see Claiming on educating the Laboring
Glasses. ... '...
Concluded next week.