364 
labourers' dwellngs. 
to see the petitioners on a more independent footing, which might be 
done by extending the cottage system, (at least until we have effected 
an abolition of the corn Laws,) which would prevent the peasantry from 
literal starvation when out of employment. And as I am of opinion 
that the foregoing sources of employment would be equally advan¬ 
tageous to the employer and employed, I would here notice that the 
cottage system would be equally profitable to the landlord and tenant; 
because the extra trouble with small occupiers would be more than 
balanced by the extra proportionate rent that they would be able to 
pay. I am the more anxious to impress this fact on the minds of 
proprietors, as I am rather sceptical on the point of many landlords 
giving themselves much trouble about any system by which they 
have no immediate interest. But in this case the landlord may 
benefit himself, and at the same time have the pleasure of bestowing 
those favours which both “bless the giver and receiver.” For the 
efficacy of the cottage system, we have only to look to the good effects 
produced by the Labourer s Friend Society, to Fredric’s Old. in 
Holland, America, to Jamaica, to France, Hungary, and indeed to 
all the continental countries of Europe, and there we shall find the 
good effects produced by this system. 
I cannot conclude this subject without noticing that great source 
of all physical power, and moral worth—education. I consider it 
necessary to occupy a little space with a few remarks on this head, 
because wealthy persons in general are, from a mistaken notion, more 
ready to withhold than to impart education to their dependants. It 
is true that there are many valuable Institutions in this country for 
teaching youth the elementary principles of knowledge; but it is too 
frequently the case that the system of education generally adopted, 
and what is understood bv the name of education is not such as to 
address itself to the mind and feelings so as to require an exercise of 
the mental faculties*. Neither does it tend to the developement, exer¬ 
cise, and adaptation of physical strength or dexterity. In many schools 
in Germany, branches of different professions and trades arc taught 
to youth, os well as the mere elementary principles of learning, which 
latter, are at best but the means of acquiring education. What is 
* Knowledge and Wisdom, far from being one, 
Have ofttimes no connection. Knowledge dwells 
In heads replete with thoughts of other men ; 
Wisdom in minds attentive to their own. 
Knowledge, a rude unprofitable mass, 
The mere materials with which Wisdom builds 
Till smoothed, and squared, and fitted to its place, 
Does but encumber whom it seems to enrich. 
C'uii'prr’s Task, Book vi. 
