This is what strikes me on the first view of the subject. I would ask, Is Mr. Whitbread sure of the instruments he is to employ in the execution of his scheme? Is he sure that his managing partners in this new political firm of opulent patronage will not play the game into the hands of those whose views of government and civilization are very different from his own? But it seems, that whether practicable, or no, Mr. Whitbread must bring in a Poor Bill. The effect of it appears to me to be putting the poor into the wardship of the rich, to be doing away the little remains of independence we have left, and making them once more what they were formerly, the vassals of a wealthy aristocracy. For my own part, who do not pretend to see far into things, and do not expect miracles from human nature, I should wish to trust as little as possible to the liberality and enlightened views of country squires, or to the _tender mercies_ of justices of the peace. The example of Scotland is held out to us as a proof of the beneficial effects of popular education, and we are promised all the same advantages from the adoption of the same plan. The education of the poor is the grand specific which is to cure all our disorders, and make the leper whole again; and, like other specifics, it is to operate equally on all constitutions and in all cases. But I may ask, Is the education of the poor the only circumstance in which Scotland differs from England? Are there no other circumstances in the situation of this country that may render such a scheme impracticable, or counteract its good effects, or render it even worse than nugatory? Is knowledge in itself a principle of such universal and indisputable excellence that it can never be misapplied, that it can never be made the instrument and incentive to mischief, or that it can never be mixed and contaminated with ‘baser matter’? Do not the peculiar principles and discipline of the church of Scotland, does not the traditional and habitual faith in the doctrines of religion, do not the general manners not of the poor only, but of the other classes of society, does not the state of cultivation, do not the employments of the people, the absence of luxury, and temptation, the small number of great towns, and the remains of ancient customs, tend to strengthen, to forward, to give consistency to, and secure the good effects of education? Or will Mr. Whitbread say that he can supply the place of these with a beadle, a white wand, a spelling book, and a primmer? Supposing it practicable, will the adoption of a general plan of education have the same effect in our great manufacturing towns, in our sea-ports, in the metropolis, that it has in the heart of Scotland, or in the mountains of Cumberland? Will it not have the contrary effect?