, 1891-05-09
THE COMMON SCHOOL AND COMMON
LABOUR.
From the Jamaica Gleaner.)

(trOn the Jamaica GteGner.)
The connection between the thorough teach
ing Of the three RS and industry or between
the education of the common school and COM
mon labour vas carefully inquired into years
ago blythe Commissioner of Education in the
United States, and the results of his inquiries
were duly published and commented upon
with the effect of strengthening the hands of
those who were steadily working for the en-
richment of the nation by the use of the most
fitting of all means, improved teaching. The
questions issued by the Commissioner were put
to three classes-to workingmen, to employ
ers and to observers. The first question relat-
ed to the opportunities of the person interro-
gated to Judge correctly, so rs to be able to an
swer the remaining questions, which were as
follows =
2. Have you observed a difference in skill,
aptitude, or amount of work executed by per-
sons you have employed, arising from a differ
ence in their education and independent of
their natural abilities
3. Do those who can read and write, and
who merely possess these rudiments of an edu-
cation, other things being equal, show anv
greater skill, and fidelity as Iabourers, skill
ed and unskilled, or as artisans than do those
who are not able to read and write?
And if so, how much would such additional
skill, &c, tend to increase the produc-
tiveness of their services, and consequently
their wages?
4. What increase of ability would a still
higher degree of education-a knowledge of
the arts and sciences that underlie his occupa-
ton, such as a good practical knowledge of
arithmetic, bookkeeping, algebra, drawing &C.,
give the labourer in the power of producing
wealth, and how much would it increase his
wages?
5. Does this and still further acquisition
of knowledge increase the capacity of the
workingman to meet the e~xigency of his la
bour through new methods or improvements in
implements or machinery? And if 80, how
much does this inventive skill add to his pow.
er of producing wealth?
6. Would you generally prefer or not a
person who has been trained in the common
school for the ordinary uses for which labour
might be employed over one who has not en-
ioyed that advantage?
Z. Whom would you as an employer, choose
for positions Of trust, such as foremen or gu
perintendcnts, persons unable to read or write,
er those having the rddiments Of education, or
those possessing a superior education, all other
things, such as skill, strength, fidelity, being
equal?
g.. What do you regard as the effect of
mental culture upon the personal and social
ndDlIS OF persons "noi nave Oeen In your en-
ploy? Do they as a class, live in better houses
or with better surroundings? Are they more
or less idle and dissipated than the untaught
classes? How they will compare, for charao.
ter, for economy, morality and social influence,
with their fellows?
The general result of the answers was
From the testimony thus given by various
classes from all sections and among many
industries, it is clear that the value of the
common labourer to the community at large is
positively increased and his power as a produc-
er of adding to the common stock of wealth is
materially enhanced by the education given
him in the common school. The increase of
wages he will receive on account of his know
ledge is put at various figures, averaging
about rs per cent. This increase of value
arises from the facts ~ that the labourer is
81. ~-= --