As things now are, our best farmers and mechanics, by their own native force of mind, by the slow process of individual experience, come to know, at forty, what they might have been taught in six months at twenty, while a still greater number of the less fortunate or less gifted, stumble on through life, almost as ignorant of every true principle of their art as when they begun. A man of real skill is amazed at the slovenly ignorance and waste he everywhere discovers, on all parts of their premises; and still more to hear them boast of their ignorance of all " book farming," and maintain that " their children can do as well as they have done;" and it certainly would be a great pity if they could not.

The patrons of our University would be found in the former, not in the latter class. The man whose highest conception of earthly bliss is a log-hut, in an uninclosed yard, where pigs of two species are allowed equal rights, unless the four legged tribe chance to get the upper hand, will be found no patron of Industrial Universities. Why should he be? He knows it all already.

Their is another class of untaught farmers who devote all their capital and hired labor to the culture, on a large scale, of some single product, which always pays well when so produced on a fresh 6oil, even in the most unskilful hands. Now, such men often increase rapidly in wealth, but it is not by their skill in agriculture, for they have none; their skill consists in the management of capital and labor, and, deprive them of these, and confine them to the varied culture of a small (arm, and they would starve in five years, where a true farmer would amass a small fortune. This class are, however, generally, the fast friends of education, though many a looker on will cite them as instances of the useless-ness of acquired skill in farming, whereas they should cite them only as a sample of the resistless power of capital even in comparatively unskilful hands.

Such institutions are the only possible remedy for a caste education, legislation, and literature. If any one class provide for their own liberal education, in the state, as they should do, while another class neglect this, it is as inevitable as the law of gravitation, that they should form a ruling caste or class by themselves, and wield their power more or less for their own exclusive interests and the interests of their friends.

If the industrial were the only educated class in the state, the caste power in their hands would be as much stronger than it now is, as their numbers are greater. But now industrial education has been wholly neglected, and the various industrial classes left still ignorant of matters of the greatest moment pertaining to their vital interests, while the professions have been studied till trifles and fooleries have been magnified into matters of immense importance, and tornadoes of windy words and barrels of innocent ink shed over them in vain.

This, too, is the inevitable result of trying to crowd all liberal, practical education into one narrow sphere of human life. It crowds their ranks with men totally unfit by nature for professional service. Many of these, under a more congenial culture, might have become, instead of the starving scavengers of a learned profession, the honored members of an industrial one. Their love of knowledge was indeed amiable and highly commendable; but the necessity which drove them from their natural sphere in life, in order to obtain it, is truly deplorable.

But such a system of general education as we now propose, would (in ways too numerous now to mention) tend to increase the respectability, power, numbers, and resources of the true professional class.

Nor are the advantages of the mental and moral discipline of the student to be overlooked; indeed, I should have set them down as most important of all, had I not been distinctly aware that such an opinion is a most deadly heresy; and I tremble at the thought of being arraigned before the tribunal of all the monks and ecclesiastics of the old world, and no small number of their progeny in the new.

It is deemed highly important that all in the professional classes should become writers and talkers; hence they are so incessantly drilled in all the forms of language, dead and living, though it has become quite doubtful whether, even in their case such a course is most beneficial, except in the single case of the professors of literature and theology, with whom these languages form the foundation of their professions and the indispensable instruments of their future art in life.

No inconsiderable share, however, of the mental discipline thai is attributed to this peculiar course of duty, arises from daily intercourse, for years, with minds of the first order in their teachers and comrades, and would be produced under any other course, if the parties had remained harmoniously together. On the other hand, a classical teacher, who has no original, spontaneous power of thought, and knows nothing but Latin and Greek, however perfectly, is enough to stultify a whole generation of boy a and make them all pedantic fools like himself. The idea of infusing mind, or creating, or even materially in-creasing it by the daily inculcation of unintelligible words - all this awful wringing to get blood out of a turnep - will, at any rate, never succeed except in the hands of the eminently wise and prudent, who have had long experience in the process; the plain, blunt sense of the unsophisticated will never realise cost in the operation. There are, moreover, probably, few men who do not already talk more, in proportion to what they really know, than they ought to. This chronic diarrhoea of exhortation, which the social atmosphere of the age tends to engender, tends far less to public health than many suppose.

The history of the Quakers shows that more sound sense, a purer morality, and a more elevated practical piety can exist, and dees exist, entirely without it, than is commonly found with it.