J 8 ON ELEMENTARY EDUCATION. 



which they are placed. An average capacity for this purpose is 

 possessed by all persons who are not mentally defective. No doubt 

 the acquisitions will be made in different degrees, according to apt- 

 ness to learn and retentive power to remember ; but all will gain 

 something, and the general intelligence will be advanced. Ulterior 

 education will take its character from the line in life which it is 

 intended the pupil shall follow. This ought, of course, to be chosen 

 according to the particular bent of mind — in other words, the re- 

 lative power of particular faculties. 



Are FEMALES to be educated to the same extent as males ? My 

 answer is by another question — Why not ? The faculties must 

 determine the education, and, unless it can be shown that these 

 differ in the male and female human being, the question is answer- 

 ed in the affirmative. Nay, it concerns society even more that 

 those who are the first imparters of knowledge and trainers of fa- 

 culties should be themselves well-informed and thoroughly trained. 

 But I would go further — I would have the two sexes educated 

 together. While no evil can result from this — for they never can 

 be more safely together — much good in mutual encouragement and 

 refinement will be attained. The female pupils as well as the 

 males will, moreover, have the benefit of the best male instruction, 

 females assisting and communicating to their own sex needle-work 

 and other strictly female branches. This plan has been pursued, in 

 Lancasterian and other large schools of both sexes, with marked 

 success. 



Last of all, it will be asked, is it intended that a complete ele- 

 mentary education shall be given to all classes, including the 

 WORKING CLASSES ? — It is SO intended. An elementary education, 

 equally extensive in its quantity and excellent in its quality, should 

 be given to the child of the day-labourer as to that of the peer ; 

 and till the time shall come that this is realized, the condition of the 

 working classes will not be improved, for this alone will enable 

 them to improve their own condition. But, it will be replied, how 

 can the working classes continue their children at school till they 

 are fourteen ? — They need, and will have, their labour earlier. In 

 the unfrugal and intemperate habits which want of education ren- 

 ders so prevalent among that class, every aid to the scanty means is 

 laid hold of eagerly by the half-starving families, and the labour of 

 the very infant is put in requisition. This is a most injurious 

 course, arising from a deep-seated social vice. "The young should 

 not be engaged in regular labour till fourteen : neither their mus- 

 cular frame nor nervous energy is in the required condition. The 



