904. REPORT—1874. 
the case; but it does mean increasing the amount of things those wages will 
purchase, or, in other words, of raising those wages. Working men, so called, are 
termed the bone, muscle, and sinew of the nation; but what would this bone, 
muscle, and sinew be without the brain and the directing power? ‘The bone and 
muscle and sinew of one man will do the manual work of one man; the brain and 
directing power of one man may devise means by which one man may do the work 
of a thousand. Skilled artisans have high wages because of brain-directing power, 
machinery, and capital. It is the brain and directing power and the economizing 
spirit that has created capital and increased wages, and not combinations or strikes ; 
nor can lock-outs permanently lower wages. 
The economizing spirit creating wealth and increasing wages was spoken of and 
illustrated thus :—‘‘'‘Two persons, each haying £1000, expend the amount as 
follows :—The first spends his £1000 entirely upon himself or family, in rent, food, 
clothes, &c., for his or his family’s use. He has thus certainly distributed the 
£1000 amongst the community—the bakers, grocers, &c.; but at the end of 
the year, although he has thus spread it abroad, he himself has none of the £1000 
left. The second expends his £1000, say, in building houses or in making goods. 
The £1000 is distributed first amongst brickmakers, masons, carpenters, labourers, 
&c. in wages for building, and in so far it tends to increase wages by creating more 
employment; secondly, the £1000 is also distributed amongst the bakers, grocers, 
&c. as in the first illustration, but by the masons, labourers, &c. instead of by — 
the individual himself, with this result—that the second has expended his £1000, 
and yet he has houses of the value of £1000 left. Thus he increases the goods or 
houses produced, and in so far tends to lower their prices or rents, and increases 
the demand for useful and profitable labour, and in so far tends to raise the rate of 
wages.” 
The author, quoting “Man doth not live by bread alone,” showed the necessity 
(apart from mere pecuniary considerations, but still from a politico-economic point 
of view) of our being civilized and refined, of having clean and healthy houses, of 
having recreation and leisure, and even some of the refinements and luxuries of 
civilized life, as tending to increase and strengthen our mental, moral, and physical 
efficacy, and therefore our creative originating power and our power of work, 
especially the higher kind of work. He went on, in conclusion, to show the evil 
effects of strikes, and the tendency they have to drive away trade from particular — 
districts. =r ! 
On Governmental Accounts, with further suggestions for establishing a Doomsday 
Book, giving the Value of Governmental Property. By Franx P. Fettows. 
On the Study of Education as a Science. By Mrs. W. Grey*. 
The first question to be met is that which will be raised by the title of this 
paper, ‘‘Is there or can there be a science of Education?” If the general or even 
the educational public were polled upon it, the answer would almost certainly be — 
in the negative. The College of Preceptors alone among our scholastic corpora- 
tions has acknowledged the fact by appointing a Professor of the Science and Art 
of Education, Mr. Joseph Payne, than whom no one was better qualified for the 
post; yet the appointment excited some derision among even zealous advocates of 
national education. It is, however, beginning to be admitted in theory that there 
is an art of education, and that teachers ought to be taught to teach, although it 
is not recognized in practice beyond the sphere of elementary school teachers. In — 
every German and Swiss University there is a Professor of Pedagogy, or the art 
and method of teaching ; but here all the secondary education of both sexes is in the 
hands of those who have never even been taught that there is such an art. Whence 
this disbelief and distrust in scientific principles and methods in education, while — 
their superiority is admitted by every educated person in all other departments: 
of human activity? The answer probably lies in this, that there is no adequate 
or general conception of what education is, and therefore of the magnitude and 
¥ 
* Published in the “ Series of the Women’s Education Union.” Ridgway, London, 
