These are the elements of his mind; the accidents of his fortune, the circumstances that enabled such a mind to acquire and retain such a power, would form a subject of a philosophical history, and that, too, of no scanty size. We can scarcely furnish the chapter of contents to a work, which would comprise subjects so important and delicate, as the causes of the diffusion and intensity of secret influence; the machinery and state intrigue of marriages; the overbalance of the commercial interest; the panic of property struck by the late revolution; the short-sightedness of the careful; the carelessness of the fat-sighted; and all those many and various events which have given to a decorous profession of religion, and a seemliness of private morals, such an unwonted weight in the attainment and preservation of public power. We are unable to determine whether it be more consolatary or humiliating to human nature, that so many complexities of event, situation, character, age, and country, should be necessary in order to the production of a Mr. Pitt. [From Household Words.] IGNORANCE OF THE ENGLISH. The lamentable deficiency of the commonest rudiments of education, which still exists among the humbler classes of the nation, is never so darkly apparent as when we compare their condition with that of people of similar rank in other countries. When we do so, we find that England stands the lowest in the scale of what truly must be looked upon as _Civilization_; for she provides fewer means for promoting it than any of her neighbors. With us, education is a commodity to be trafficked in: abroad, it is a duty. Here, schoolmasters are perfectly irresponsible except to their paymasters; in other countries, teachers are appointed by the state, and a rigid supervision is maintained over the trainers of youth, both as regards competency and moral conduct. In England, whoever is too poor to buy the article education, can get none of it for himself or his offspring; in other parts of Europe, either the government (as in Germany), or public opinion (as in America), enforces it upon the youthful population. What are the consequences? One is revealed by a comparison between the proportion of scholars in elementary schools to the entire population of other countries, and that in our own. Taking the whole of northern Europe--including Scotland, and France, and Belgium (where education is at a low ebb), we find that to every 2-1/4 of the population, there is one child acquiring the rudiments of knowledge; while in England there is only one such pupil to every _fourteen_ inhabitants.