the ability but the desire for better surroundings; works more with head and hands and with better aims; more economical because more ambitious to accomplish something; more strictly moral, because he better appreciates his duties towards God and his fellows, and his social influence ever increasing as knowledge gives him power. (e) 1st. Yes. 2d. No. 3d. Difference as much as between black and white.

ADDITIONAL REPLIES.

[The following answers to the several inquiries sent out are inserted here, having been received too late to be arranged seriatim with those preceeding them.]

EMPLOYERS.

(a) Butler, W. R., planter, Murfreesboro, Tennessee.

(b) Carey, E. M., planter, Van Wert, Georgia.

(c) Cummings, John, shoe manufacturer, Woburn, Massachusetts.

(d) Goodwin, C. J., agent Indian Orchard cotton mills, Springfield, Massachusetts. (e) Trumbull, R. J., planter, Shipnorth Landing, Mississippi.

(Harris, B. J., planter, Sparta, Georgia.

(g) McCalla & Stavely, publishers, Philadelphia, Pennsylvania. (h) Vaiden, Dr. C. M., planter, Vaiden, Mississippi.

Question 1. Have you employed a number of persons as laborers? What town, state, character of the labor?-Answers. (a) Farm labor, negro and white. (b) Colored farm labor. (c) Manufacture of shoes, skilled and unskilled, native and foreign. (d) Manufacture of cotton cloth. (e) Farm labor, black and white. (f) Freedmen, white managers, mechanics of both castes. (g) Printing and other work incidental to publishers. (h) To plantation labor.

Question 2. Have you observed a difference in skill, aptitude, or amount of work executed by persons you have employed, arising from a difference in their education, and independent of their natural abilities?-Answers. (a) As to the handling of farm implements or picking cotton, I have not. (b) I have. (c) I have always found that the value of the amount produced was nearly in proportion to the amount of edu cation possessed, whether the work required skilled or comparatively unskilled labor. (d) I have. (f) Have never had an educated freedman in my employ. He is a man whom I have never seen. There are a few who can read and write a little, but they are no better laborers than their untaught brethren. (g) We have not employed persons unable to read and write. (h) But few can read, and those are no better than the uneducated at the labor I give them to execute.

Question 3. Do those who can read and write, and who merely possess these rudiments of an education, other things being equal, show any greater skill and fidelity as laborers, skilled or unskilled, or as artisans than do those who are not able to read and write; and if so, how much would such additional skill, &c., tend to increase the productiveness of their services, and consequently their wages?—Answers. (a) Not perceptible in any farm labor. The best labor I have ever employed were sprightly darkies, unable to read or write. (b) Yes, those that can read or write have more forethought, and begin to think for themselves. Increase it one quarter. (c) I do not find from my experience that the mere learning to read and write, without the mental training that comes from the exercise of these attainments adds much to the value of the labor or the amount produced. I have always found the most ignorant portion of my labor to be the least profitable, and the least reliable. (d) As a rule those who can read and write learn more quickly, are more faithful, more constant at their work, and where the work is done by the "job" or "piece" will invariably earn from 10 to 15 per cent. more than those who cannot. (f) They do not; on the contrary, if I have observed correctly, a limited education in most cases is hurtful. Good "mother-wit," or native intellect, is far more advantageous when combined with principle or integrity of character. (h) My business is that of a planter, and I do not believe education adds efficiency to my African labor in the cotton-field. They have to be instructed in the cultivation of cotton and corn, and every change in the seasons. They have to be looked after, so as to conform to one's wishes to proper cultivation. They are a forgetful race, prone to carelessnes, and have to be impressed every day in the right mode, no matter what their past instructions and experiences have been.

Question 4. What increase of ability would a still higher degree of education-a knowledge of the arts and sciences that underlie his occupation, such as a good practical knowledge of arithmetic, bookkeeping, algebra, drawing, &c., give the laborer in the power of producing wealth, and how much would it increase his wages?-Answers. (a) In every department of business his ability would be increased with his education, save the monotonous, easily-acquired routine of duty on the farm. (b) Arithmetic would add much. (c) From my observation, I think such an education would double the value of the product; as when such labor is employed the product is not only much increased; it requires less attention from the superintendent, and the work is much

more uniform, the expense on tools and machinery is much lessened. (d) A good practical knowledge of arithmetic, &c., becomes a necessity to a man who would act as foreman or assistant in any department of our business. I have men under my own observation, who, from long experience, have become good practical workmen, and are only debarred from acting as foremen of their departments for lack of education. (e) Acquisition of knowledge does increase inventive skill; I cannot estimate its worth. (f) ́I speak of the farm laborer only. A thorough knowledge of the sciences that underlie his occupation would add greatly to his wealth-producing power. I should say at least 50 per cent., and would increase his wages as a mere laborer to that extent at least. As a superintendent or manager, 200 to 300 per cent. As a mechanic 100 or 200 per cent. Fidelity would diminish or increase his power in a ratio corresponding to its possession (g) Better education would undoubtedly increase the value of a printer's work; but it is not practicable to state the additional value with precision. Such rudimentary knowledge of foreign languages as will enable a compositor to set the types will increase his pay about 10 per cent. (h) Education would improve those who follow trades, and education enough to know on settlement whether cheated or fairly dealt by, would be an advantage both to employers and employed, and where it can be bestowed, it is right for it to be done.

Question 5. Does this and still further acquisitions of knowledge increase the capacity of the workingman to meet the exigency of his labor by new methods, or in improvements in implements or machinery; and if so, how much does this inventive skill add to his power of producing wealth?-Answers. (a) Few inventors do any good to the South. (b) Yes, certainly one-fourth. (c) Where much machinery is used, an increased knowledge or mental cultivation would add much to the amount produced. The more wisely a machine is directed, the better, as well as the more, does it produce. Such a mind would be much more likely to make new machines, or improve those already in use. I think, under such circumstances, it would add one-third to the value of the labor. (d) The only way that this "higher degree of education" would benefit the laborer in a cotton mill, would be in enabling him to fill a higher position. (e) To the first question I answer, certainly; provided there is no deficiency in industry and in the application of his knowledge. Second. On the condition named, it would double or treble his wealth-producing power in his individual capacity. His influence for good would extend to all around him, and add greatly to his value and usefulness. This I cannot determine. (g) We have no doubt that thorough instruction in the principles of the sciences greatly facilitates the labor of printers; but in what degree their productive power is increased we cannot state precisely. (h) With white laborers I dare say it would, but with the African the tendency is not so great. The negro, un der the constant influence of the white man, does well; but as soon as deprived of it, his tendency is to barbarism or degeneracy.

Question 6. Would you prefer, or not, a person who had been trained in the commen school for the ordinary uses for which labor might be employed, over one who had not enjoyed that advantage?-Answers. (a) Prefer the uneducated sprightly negro on the farm, but for other uses the person who had been trained in the common school preferred. (b) Yes. (c) Most certainly. (d) Most certainly those who had been trained in the common school. (f) I would in mechanics, but working in a cotton-field would give no preference either way. (g) We would prefer a person trained in any school which imparts knowledge, to one entirely uninstructed. (h) I am indifferent on this subject. Character would have more influence with me than a common-school education. I regard "a little learning a dangerous thing."

Question 7. Whom would you, as an employer, choose for positions of trust, such as foremen or superintendents; persons unable to read or write, or those having the rudiments of education, or those possessing a superior education, all other things, such as skill, strength and fidelity, being equal?-Answers. (a) An honest man, with the rudiments of education, would be my choice. (b) One who could read and write, rather than one who could not read and write; and also, rather than the latter, who would (on a farm) not be contented, and aspire too much. (c) Such as had the best education in the department of labor for which I desired them. (d) All other things being equal, the better. the educators the better fitted the man for any position of trust. (f) The man of superior education, of course, all other things being equal. (g) We greatly prefer the best educated men. (h) I would prefer a man with just enough education to discharge his duties rapidly, to one who knew nothing educationally, or one whose brain was filled with science. Give the negro a scientific education, and from that moment I would expect him to ignore every species of labor, even at the risk of starvation.

Question 8. What do you regard the effect of mental culture upon the personal and social habits of persons who have been in your employ? Do they, as a class, live in better houses, or with better surroundings? Are they more or less idle and dissipated than the untaught classes? How will they compare for character, for economy, morality and social influence, among their fellows?-Answers. (a) Mental culture certainly improves the personal and social habits. That they live in better houses, or with bet

ter surroundings, is hardly perceptible. Education has little to do with dissipation. The educated compare favorably with their fellows. (b) The effect is to see the importance of industry, and honesty in dealing. They reason upon the causes and effects on the crops, and endeavor to get homes and land. Discountenance the petty stealings from their employers, which was preached once to them as a duty, to steal from their owners as no harm. The black man or negro, in this locality, gets no help from the white man, and the only way he gets his children taught is, during the two months that the crops lay by he pays 50 cents or $1 for each pupil to a partly-educated black man, who only reads and writes poorly. (c) I have found those who were the best educated generally the most industrious, the most skillful, the most reliable, and the most economical. Such are always the most self-governed. (d) Persons who have received something of an education, no matter how limited, will be found with better surroundings, and less idle and dissipated; and for character, economy, and social influence, far superior to the untaught class. (e) Education does improve their condition, especially socially. There is very little being done for the negro here. The school meets in a building given them by northern men for a church. A white man who updertook to teach was threatened and driven away. No fund ever reaches here from the State, and I suppose the Peabody cannot help this only periodical school. The black man wants help and encouragement to learn the simple rudiments for his protection from the designing white farmers and land owners that cannot themselves read or write. The poor white is lower than the black man without education. The black man is ready and willing to help himself if he can buy the land, and has help and assurance of sympathy. Objection is had to sell the black land and give good title. (f) The effect of mental culture is generally good. As a class, they live in better houses, &c. They are not less idle and dissipated than the untaught. For character, economy, morality and social influence, they are superior to the ignorant and uptaught. Good morals and industrious habits are as essential as a good education. No amount of education can compensate for a want of these great elements of character. (g) Mental culture is generally accompanied by better morals and a better social condition than is seen in uneducated persons. (h) I have had, since the surrender, as many as 200 freedmen on my plantations, many of whom can read, and some write. There are some lazy ones, and some industrious ones among this class, and none are over-industrious.

WORKMEN.

(a) Cameron, Hugh, Lawrence, Kansas.

(b) Coffin, Allen, printer, Washington, District of Columbia.
(e) Maglathin, H. B., farmer and carpenter.

(d) Myers, Isaac, (colored,) shipwright, Baltimore, Maryland.
(e) Phelps, A. W., joiner and mason, New Haven, Connecticut.
(f) Redstone, A. E., machinist and miner, Vallejo, California.
(g) Walter, George F., harness-maker, Cincinnati, Ohio.

Question 1. Have you, as a workingman, observed a difference in the skill, aptitudo, or amount of work executed by persons, arising from a difference in their education, and independent of their natural abilities?—Answers. (a) I have observed a marked difference in the skill, aptitude, and amount of work done by men and women who were ignorant or educated, and the difference has always been in favor of the educated, other things being equal. (b) I have; and the difference is in favor of educated mechanics or laborers. (c) I have. (d) My association with skilled and unskilled, or educated or uneducated labor, justifies me in saying the skill and amount of work of one workingman over another depends almost entirely upon his education. (e) I have noticed a difference in the worth and value of men's labor by reason of their education. (ƒ) With those who are educated, among mechanics, I have noticed a decidedly better execution, a greater amount accomplished, because he works more intelligently, has more confidence. (g) Yes.

Question 2. Where were your observations made? Town? State? In what occnpation were the laborers engaged?—Answers. (a) In various towns and States, all occupations, and, particularly, in the Army. (b) Boston, Massachusetts, and Washington, District of Columbia. Printing of every description. (c) In Duxbury, Massachusetts, and chiefly in agriculture, and in sawing boards and shingles. (d) Principally Baltimore City, Maryland, aniong ship carpenters, calkers, house carpenters, painters, brick-masons, and common laborers. (e) In New Haven, Connecticut, among joiners and masons. (ƒ) In Indiana and California, and elsewhere. In machine manufacturo and mining, both as machinist and miner. In every place it requires education to do mechanical labor. (g) At Cincinnati, Ohio, and among harness makers.

Question 3. Do those who can read and write, and who merely possess these rudiments of education, other things being equal, show any greater skill and fidelity as laborers, skilled or unskilled, or as artisans, than do those who are not able to read and write? And, if so, how much would such additional skill tend to increase the productiveness of their services, and, consequently their wages?-Answers. (a) They do, and would tend to increase productiveness, &c., in the same ratio that the rudi

ments of an education bear to a thorough education. (b) Yes; and the laborer who can even tell what time it is by the clock is of more value than one who is dependent upon others for his knowledge of time. I have found that the more ignorant the workingmen of any locality are, the less regard have they for time. The increased productiveness of laborers who can merely read and write may be one-tenth over laborers who are ignorant of the alphabet, other things being equal. (c) Those who possess the rudiments of education are more skillful and trustworthy than those who are not able to read and write. The additional skill and fidelity tends to an increase of productiveness of fully 25 per cent. (d) My observatious are that workingmen who can read and write show greater skill, perform more work in the same length of time, command better pay than those of the same occupation who cannot read and write. They are generally worth 25 per cent. more than their fellow uneducated workmen. The combination of trades-unions, that forces the same rate of wages for all men of a particular trade, very often deprives this class of men of their real worth, the wages being regulated, not by the qualification of workingmen, but by the supposed necessity of the members, which are rated equal. (e) I think those who read and write show greater skill and are more reliable, and, I should think, would increase their worth at least 30 per cent. (f) I can say, from my observations, that it is a benefit to both skilled and unskilled labor to have any advantage, even by knowing how to read, and does materially increase the productiveness of labor; much time is often saved upon work by men even knowing how to read and write, and often 50 per cent. is gained. (g) First clause: Yes; 2d clause: 50 per cent.

Question 4. What increase of ability would a still higher degree of education—a knowledge of the arts and sciences that underlie his occupation, such as a good, practical knowledge of arithmetic, book-keeping, algebra, drawing, &c.-give the laborer in the power of producing wealth, and how much would it increase his wages.-Answers. (a) It is difficult to give definite answers to these questions, but my opinion is that there would be 50 per cent. in favor of the man with a thorough knowledge of the arts and sciences that underlie his occupation. (b) In printing a book on the subject of geology, a corps of printers who have studied the subject and are familiar with the terins employed in that department of science, will accomplish the work in fourfifths of the time required by printers who have no knowledge of the subject. The same ratio will hold good in regard to the printing of the other sciences, or even in the printing of a tax sale. A well-educated mechanic is worth to a community, in the power of producing wealth, two times as much as an ignorant laborer, without knowledge of mechanics. (c) I should say, would give 20 per cent. additional power of producing wealth. (d) A good, practical knowledge of the arts and sciences that underlie the various trades and occupations would furnish instruments to the workingman to increase doubly the productiveness and quality of the material, add 50 per cent. annnally to the nation's wealth, and increase his wages 25 per cent. (e) It would certainly increase his power for accumulating money, and, I should think, would increase his wages 30 per cent. (f) A still higher degree would add 100 per cent. in many cases, and would be beneficial to all, averaging, in my mind, 37 per cent. (g) 25 per cent. additional to the above, (2d clause.)

Question 5. Does this, and still further acquisitions of knowledge, increase the capacity of the workingman to meet the exigency of his labor by new methods, or in improvements in implements or machinery? And, if so, how much does this inventive skill add to the power of producing wealth ?-Answers. (a) Yes, at least one-half. (b) Yes; a knowledge of the principles of the lever, the pulley, the cam, the cog, and the ratchet, &c., adds to the value of a pressman one-third over one who simply knows how to run a printing press, both in his ability to prevent and repair accidents to machinery. Such knowledge adds to the power of producing wealth one-third. (c) It usually does, and, in general, adds fully 40 per cent. to the power of producing wealth. (d) Having a theoretical and practical knowledge of the mode or science, he very naturally becomes inventive, both in the machinery used to produce, as well as in the extended uses of the articles produced. In comparison with the present condition of the workingmen of the United States, it will add to the power of producing wealth at least 30 per cent. (e) I should say more than half. (ƒ) It does decidedly give the educated workman every advantage, in every possible way the question may be put. It is positively essential that the operator of machinery, in all its uses, shall have a balance of mind that the access to books only gives, before wearing out life in practice and experiment, (ignorant.) Educated men understand machinery by plans and drawings, &c. (g) Yes.

Question 6. Would a person who had been trained in the common school be generally preferred for the ordinary uses for which labor might be employed, over one who had not enjoyed that advantage?—Answers. (a) Yes, a self-evident proposition, an axiom. (b) Yes, even by uneducated employers. (c) Yes. (d) My experience in the employment of help, both in skilled and unskilled labor, is that an educated man is preferable, certainly more profitable. (e) Yes, decidedly so. (ƒ) Yes, all other things being equal Question 7. Whom would an employer generally choose for positions of trust, such

as foremen or superintendents, persons unable to read and write, or those having the rudiments of education, or those possessing a superior education, all other things, such as skill, strength, and fidelity, being equal? Answers. (a) The one having the most thorough education, unless the employer might be an exception to the rule. (b) Persons possessing superior education. (c) Those possessing superior education. (d) It is a necessary qualification that a foreman be a man of education. If he has not, it very often requires the employment of an additional clerical force. A foreman of superior education and superior skill, as a general rule, will either become partner, or accumulate means sufficient to establish business on his own account. (e) Certainly the educated. (f) A man or person without any education is almost totally unfit for the positions named above. I have seen disastrous results in several cases by a contrary experiment, or following the plan of employing those without education, even as far down as switch-tenders for railroads. (Vide recent accident on Western Pacific Road in this State.) The man could not read, and life was sacrificed, property destroyed, more than he could earn in a lifetime. (g) A person having the superior education.

Question 8. What do you regard the effect of mental culture upon the personal and social habits of workingmen? Do they, as a class, live in better houses or with better surroundings? Are they more idle and dissipated than the untaught classes? How will they compare for character, economy, morality, and social influence among their fellows-Answers. (a) I regard the effect of mental culture upon the habits of workingmen as good. They may or may not live in better houses, but are generally more industrious and less dissipated than the untaught, and will compare for morality, &c., favorably. (b) Mental culture creates wants which the uneducated know nothing of; it is the supply of these wants which embellishes civilized life; hence, educated workingmen live in better houses, eat better food, and wear better clothes than their lessfavored fellows. They occupy advanced ground in regard to the virtues of life and are less addicted to the vices; hence, they become leaders among their fellows. At the late session of the National Labor Congress, held at Cincinnati, Ohio, August 1870, while I did not make temperance a subject of inquiry among the representative workingmen from widely-diversified industries and sections of country, yet I remember with pride that on no occasion were the deliberations of the congress disturbed by any delegate under the influence of strong drink. Many of the leading delegates I often heard refuse the false compliments of the drinking custom, and the delegates from California assured me that the men prominent in the workingmen's societies on the Pacific coast were almost entirely temperance men. (c) The effect of mental culture upon the habits of workingmen is to make them more moral and refined; they live in better houses; less disposed to be idle or dissipated, and compare favorably in all good influences among their fellows. (d) Socially the workingmen are divided into two classes-the educated and the uneducated. Their style and habits of domestic life differ materially. The educated have a disposition to live on wide streets, in fine houses, and make a fair external appearance. The rapid changes in the fashions of society seem to have demoralized all classes of workingmen. The wages of workingmen generally will not admit them to meet the demands of society in the fitting of the wardrobes of their families; hence very few of either class consider the question of economy. The effect of the fashions upon the society of the working classes, if continued at its present speed, in ten years will wipe out every shade of morality. (e) As a class they are better to do in the world, and I should say not as idle or dissipated as the uneducated-stand higher in society. (f) Very superior personal appearance; social habits improved; live in better houses, fixed with more taste and beauty; more of their time is spent in adorning with taste; less dissipated than the untaught and uneducated. It is among the uneducated that we find 70 per cent. of the drunkenness and debauchery, say nothing of the great amount of degradation and crime. Nothing but a good system of education can remove these last results. (g) (1 clause.) It is an advantage. (2 clause.) Yes. (3 clause.) No. (4 clause.) Favorably.

These are the opinions, also, of the Harnessmakers' Union of Cincinnati.

OBSERVERS.

Douglass, Frederick, editor and lecturer, Washington, District of Columbia. (b) Thomas, Charles, Cincinnati, Ohio.

(c) Trumbull, Robert J., Skipwith Landing, Mississippi.

Question 1. Have you observed a difference in the skill, aptitude, or amount of work executed by persons, arising from a difference in their education and independent of their natural abilities?-Answers. (a) I have observed a difference. Educated persons, as a general rule, work with greater coolness, system, steadiness, and precision. (b) I have, and believe that education aids a man. (c) Made at Skipwith's Landing, in Mississippi.

Question 2. Where were your observations made; town; State? In what occupation were the laborers engaged?-Answers. (a) My observations have been unprofessional, and have extended over several States and to different kinds of labor, especially the