No. 200.] 235 



mstructed mechanic who appreciates the principles of his trade, ap- 

 plying science to labor, is as removed from the untaught workman 

 whose only knowledge is to use his tools, as the dead machine from 

 the cunning hand that formed it. Nor is there room to doubt that 

 from the classes of laboring men themselves, upon the farm, in the 

 workshop and the factory, a cry is coming up for help to those who 

 alone may aid them. In the promotion of agricultural schools and 

 associations, of apprentices' libraries, of mechanics' institutes, we read 

 the signs. They are not to be mistaken. They mark one era in our 

 history that is full of promise. Never before have such things been 

 «een as now. But of himself, the laboring man can do little. From 

 his youth up, the hours of his life have been toil-worn. He needs en- 

 couragement, assistance, sympathy. And he looks for these things 

 from you. Shall he look in vain ? But what is to be done ? That 

 is an important question ; but after all it is not there the great battle 

 is to be fought. When conviction is heartfelt that something should 

 be done, the work is half accomplished. It is when ihe feeling is 

 skin deep only, and is not conviction, that difficulties start up and 

 questions are put. He who is thoroughly persuaded that he has a 

 work to do, is more than half informed how he is to do it. But to us 

 the question is answered. We know what is to be done. From the 

 highest rank in society to the humblest walk, a cord extends, that 

 unites the two extremes. The one is to be elevated, or both must 

 »ink. 



Labor demands knowledge, and the cry must be heeded. Not the 

 knowledge of books, nor yet of men, bat that knowledge of the prin- 

 ciple of things applicable to itself in its various phases and forms, 

 whereby it shall become labor effective, and not labor lost. We need 

 not invite the laborer into the fields of general learning, nor are we 

 called upon to enter them ourselves. Buljn those departments which 

 illustrate his pursuits, it is as right, yes, and as needful, too, that the 

 operative upon the farm should be instructed, as that the professional 

 man should be wise in the learning of his school. We recognise our 

 duties to the young, and in the common schools established and 

 spread throughout the land, we testify our faith in education. Let 

 that faith be unshaken, for our hopes rest on the young. But that is 

 not enough. The professional student is urged onward by richly en- 

 dowed colleges and learned lectures, where experiment refutes error 

 and establishes truth. So let the mechanic and the agricultural stii- 



