The use of early labour in self-imposed mechanical employments may be illustrated by the boyhood of Sir Isaac Newton. Though a comparatively dull scholar, he was very assiduous in the use of his saw, hammer, and hatchet—“knocking and hammering in his lodging room”—making models of windmills, carriages, and machines of all sorts; and as he grew older, he took delight in making little tables and cupboards for his friends. Smeaton, Watt, and Stephenson, were equally handy with tools when mere boys; and but for such kind of self-culture in their youth, it is doubtful whether they would have accomplished so much in their manhood. Such was also the early training of the great inventors and mechanics described in the preceding pages, whose contrivance and intelligence were practically trained by the constant use of their hands in early life. Even where men belonging to the manual labour class have risen above it, and become more purely intellectual labourers, they have found the advantages of their early training in their later pursuits. Elihu Burritt says he found hard labour _necessary_ to enable him to study with effect; and more than once he gave up school-teaching and study, and, taking to his leather-apron again, went back to his blacksmith’s forge and anvil for his health of body and mind’s sake. The training of young men in the use of tools would, at the same time that it educated them in “common things,” teach them the use of their hands and arms, familiarize them with healthy work, exercise their faculties upon things tangible and actual, give them some practical acquaintance with mechanics, impart to them the ability of being useful, and implant in them the habit of persevering physical effort. This is an advantage which the working classes, strictly so called, certainly possess over the leisure classes,—that they are in early life under the necessity of applying themselves laboriously to some mechanical pursuit or other,—thus acquiring manual dexterity and the use of their physical powers. The chief disadvantage attached to the calling of the laborious classes is, not that they are employed in physical work, but that they are too exclusively so employed, often to the neglect of their moral and intellectual faculties. While the youths of the leisure classes, having been taught to associate labour with servility, have shunned it, and been allowed to grow up practically ignorant, the poorer classes, confining themselves within the circle of their laborious callings, have been allowed to grow up in a large proportion of cases absolutely illiterate. It seems possible, however, to avoid both these evils by combining physical training or physical work with intellectual culture: and there are various signs abroad which seem to mark the gradual adoption of this healthier system of education.