I readily assent to this, and I consider Connecticut equal to Massachusetts; but as you leave these two states, you find that education gradually diminishes. (See Note 1.) New York is the next in rank, and thus the scale descends until you arrive at absolute ignorance.

I will now give what I consider as a fair and impartial tabular analysis of the degrees of education in the different states in the Union. It may be cavilled at, but it will nevertheless be a fair approximation. It must be remembered that it is not intended to imply that there are not a certain portion of well-educated people in those states put down in class 4, as ignorant states, but they are included in the Northern states, where they principally receive their education.

Degrees of Education in the different States in the Union.

1st Class.Population.
Massachusetts700,000
Connecticut298,000
998,000
2nd Class.
New York2,400,000
Maine555,000
New Hampshire300,000
Vermont330,000
Rhode Island110,000
New Jersey360,000
Ohio1,300,000
5,355,000
3rd Class
Virginia1,360,000
North Carolina800,000
South Carolina650,000
Pennsylvania (note)1,600,000
Maryland500,000
Delaware80,000
Columbia (district)50,000
Kentucky800,000
5,840,000
4th Class
Tennessee900,000
Georgia620,000
Indians650,000
Illinois320,000
Alabama600,000
Louisiana350,000
Missouri350,000
Mississippi150,000
Michigan120,000
Arkansas70,000
Wisconsin20,000
Florida (territory)50,000
5,000,000

If I am correct, it appears then that we have:—

Highly educated998,000
Equal with Scotland5,355,000
Not equal with England5,840,000
Uneducated6,000,000

This census is an estimate of 1836, sufficiently near for the purpose. It is supposed that the population of the united States has since increased about two millions, and of that increase the great majority is in the Western states, where the people are wholly uneducated. Taking, therefore, the first three classes, in which there is education in various degrees, we find that they amount to 12,193,000; against which we may fairly put the 5,000,000 uneducated, adding to it, the 2,000,000 increased population, and 3,000,000 of slaves.

I believe the above to be a fair estimate, although nothing positive can be collected from it. In making a comparison of the degree of education in the United States and in England, one point should not be overlooked. In England, children may be sent to school, but they are taken away as soon as they are useful, and have little time to follow up their education afterwards. Worked like machines, every hour is devoted to labour, and a large portion forget, from disuse, what they have learnt when young. In America, they have the advantage not only of being educated, but of having plenty of time, if they choose, to profit by their education in after life. The mass in America ought, therefore, to be better educated than the mass in England, where circumstances are against it. I must now examine the nature of education given in the United States.

It is admitted as an axiom in the United States, that the only chance they have of upholding their present institutions is by the education of the mass; that is to say, a people who would govern themselves must be enlightened. Convinced of this necessity, every pains has been taken by the Federal and State governments to provide the necessary means of education (See Note 4.) This is granted; but we now have to inquire into the nature of the education, and the advantages derived from such education as is received in the United States.

In the first place, what is education? Is teaching a boy to read and write education? If so, a large proportion of the American community may be said to be educated; but, if you supply a man with a chest of tools, does he therefore become a carpenter! You certainly give him the means of working at the trade, but instead of learning it, he may only cut his fingers. Reading and writing without the farther assistance necessary to guide people aright, is nothing more than a chest of tools.