Of the inestimable value of brain discipline alone for all that class of persons who are to follow certain vocations, there can be no question; but have we not been hugging the vain delusion, that because the rudiments of book-learning are necessary for every person who is to become a citizen of the Republic, therefore, something further in this direction would be of still greater value to everybody? that, somehow or other, a smattering of book-knowledge would enable everybody to get on in the world without hard work? Have we not forgotten that an education of the nervous system in an occupation, is also one of the brain, and often one of vastly more value in the way of success and health in after-life? I fear that in our appreciation of, and zeal for, the public-school system, where so-called education is poured into the brains of waiting children by the wholesale, we are in danger of forgetting the grand truth, that, after all, the vast majority must earn their living, if at all, by honest labor, and that these persons require such an education as will best qualify them for practical industries. In saying this much in reference to our public-school system, I am fully aware that I am approaching a subject and calling in question principles which have been supposed long settled, at least so far as this country is concerned. The system of education has become one of great power and large significance, especially in all our cities and large towns. The cost of that in the city of Boston alone, was, last year, more than three millions of dollars, and that of New York and other cities correspondingly large. The disposal of such a vast patronage has become one to be sought for by interested persons; while the introduction of new school-books every few years proves to be sufficiently remunerative to secure large fortunes to those interested. The question of expense, however, is of little importance as compared with the results of the system in the way of qualifying the subjects for the duties of life, and when this is considered, I am persuaded that a considerable portion of the sum now used could be better used in some other method; and I would, therefore, venture to suggest whether, instead of supporting public schools as they are now constituted for all classes of boys and girls between the ages of thirteen and sixteen or eighteen years, at so large an expense, it would not be better both in the interest of the State and of the individual, so far as the future health of the body and mind, and consequent ability for self-support are concerned, to make some provision whereby future citizens could learn, at least, the elemental steps in some mechanical or business calling?