INDUSTRIAL EDUCATION.

I have lifted at random from my table five yearly reports of institutions.

The first is that of the Conn. Hospital for the Insane at Middletown. By reference to the table of occupations of persons admitted last year it appears that more than thirty-four per cent. were of persons, the larger portion of whom had never been educated in any regular method of obtaining a living. Some of them had been accustomed to depend upon the precarious results attending common labor, and some upon domestic labor, while others were without any regular occupation. Probably some of these persons may have had a measure of education in some occupation in early life, but if so, this does not appear in the statistics.

The second is the report of the Hospital for the Insane at Taunton, Mass. Of those who were admitted last year to this institution, it appears that thirty per cent. would be included in the same general classes of the population.

The third is that of the new Hospital for the Insane at Worcester, Mass.; and of the admissions here last year, we find that more than forty-two per cent. were from the above-named classes.

The fourth is that of the Western Pennsylvania Hospital, and of the admissions here, thirty per cent. were of these classes; while an examination of the occupations of those admitted to the Somerset and Bath Asylum, England, shows that nearly forty per cent. were of persons similarly circumstanced.

In these statistics I have included those persons who, in the reports, are classed as domestics, laborers, and persons of no occupation. I have not included wives of laborers, or persons whose occupation was “unknown.” I think it may fairly be assumed that, in the case of laborers, those who dig and shovel and labor on the public works, or in other places, under supervision, and in the case of domestics generally throughout the country, not one in ten has ever had any training or education in any special line of service before they undertook to earn a living in following these avocations; that, in fact, they could not do any thing else.

Possibly reports of other asylums might show statistics varying somewhat from these, but I take it that these are sufficiently accurate for my purpose, which is to show from what class of persons, so far as an education in any of the ordinary employments is concerned, a very large percentage of the admissions to our State hospitals comes. Without doubt a still larger per cent. of the admissions to some of the county asylums in England comes from this class of persons.

But so far we have shown only the per cent. the admissions of this class sustain to that of all admissions to asylums. Their true significance will appear only when we bear in mind the percentage this class of persons sustains to the whole population. The whole number of domestics, common laborers, and persons of no occupation, must be small as compared with the whole number of persons above fifteen years of age, and from whom admissions to asylums come. If, therefore, this amounts to more than one third of all admissions, it must amount to a very much higher per cent. than comes from any other class in the community to these asylums.

It may be proper to add to the above classes of persons the no inconsiderable number who, throughout the States, are engaged as mere operatives in our factories and manufacturing establishments. Many of these are engaged, and have been for years, in tending to some portion of machinery which is nearly automatic in its operations, and which requires little or no special training or education on the part of the operative. There might also be included, for my present purpose, that not inconsiderable class whose education for any business has been only partial, and who, with little previous training, have assumed the full responsibilities of such business.

The fact that more than one third of all admissions to those State hospitals which are located in the older portions of our country are from those who have never been properly educated in any of the regular occupations of life, is certainly significant, and I think will appear more so as we proceed. This, however, is only one element or factor in their condition, and it would be far from correct to conclude that this lack of education is in all, or nearly all, the only cause of their insanity. Doubtless many other causes have united in producing this result, as in other classes of society; but in many cases these other causes would have proved to be insufficient of themselves to effect such a result.

The amount of brain irritation, and consequent stimulation; the worry and anxiety attendant on the lives of the above-named classes of persons is oftentimes very great, and that there may not result actual injury to the brain, there can hardly be any thing of so much importance as an education and training in some regular pursuit. Without this, the individual is left at a large disadvantage in the use of all the ordinary means of success, or even of securing a living by any honorable course of life; while, having had such a training, he always has the consciousness of possessing these resources; and not only this, but the brain remains in an undeveloped and comparatively weak condition without it.

Mental operations have been more or less active, as this is a necessity during the hours of consciousness, but they have proceeded in an exceedingly limited sphere of thought; they have gone on day after day in a few channels only, while the larger portion of that part of the brain which is connected with thought, or, more accurately speaking, many of the faculties of the mind, have been left in a comparatively undeveloped and inactive condition. The result is similar to that which would occur if only a portion of any other part of the system should be brought into exercise, for instance, one hand or arm, while the remaining portion should be left in an inactive state for a long period.

So true is it that certain trains of thought proceed only in limited channels of the brain, that it is found in experience, that a change of study from a subject which has long been under consideration, to another which has not been, and which is of a different character, and which requires combinations of memories and reasonings of a different order, is almost equivalent to a period of rest. After a period of application in the solution of mathematical problems, and the mind begins to weary of this study, it may, with ease and pleasure be turned to the study of some language; so that persons whose duties cover a wide range of thought and subjects of diverse character, are frequently able to employ themselves with ease more hours in the day than others whose occupations are more uniform and less diversified in character. The law of health and strength applies alike to all portions of the system, and requires a certain degree of activity in all portions, else they remain in an undeveloped or weak condition.

Besides, in the case of the brain and nervous system in general, this lack of education in the direction of labor tends largely to produce too frequent self-distrust and introspection. The individual has little range of mental vision, or measure of that self-confidence which arises from ability in skilled labor, and not having any training in those activities and occupations of life which tend to develop and strengthen the nervous system; and, consequently, being unable to engage in these with any degree of satisfaction, if at all, is likely to pass into a state of self-distrust, doubt, and, after a few years, actual inability to take on any considerable measure of education of the nervous system.

It is, therefore, not surprising that, in the adult period of life, when the care and responsibility of providing for others in addition to one’s self, come upon such persons; and especially when periods of uncertainty and long-continued depression in the market of simple manual labor occur, individuals so illy equipped and helpless amid the competitions of society should become insane in large numbers. And I think it must be confessed that there are in operation certain tendencies, in the progress of modern civilization, which are at present very potent in their influence, as against remedies for this condition; influences which tend to push out of sight the individual, or merge him into a large whole, which moves forward for the accomplishment of purposes, regardless of the individualities which may fall out by the way.

In the strife and competition attending life in all our large towns and cities, there have been developed new methods of conducting business, as well as most of the occupations. Formerly the trades were conducted vastly more by individuals, either alone or in small numbers. Work was done by hand, and frequently at home, so that every father could easily have his child or children, from an early age, in some measure under his own supervision. The natural outcome of this was that children very often followed avocations similar in character to those of their fathers, and began to learn them early in life. Beginning thus early, though the progress toward any considerable degree of proficiency was slow, yet there resulted a symmetrical training and consequent strengthening of the nervous system, during its growing period, which tended to render it largely self-reliant, and was of inestimable value in after-life in securing stability of action. In cases, too, where the children followed other lines of employment, they were early placed in training for them, while the influence of home-life was still strong, and before other habits of thought and less definite and profitable purposes of life had become developed.

In consequence of the great changes which have come to pass by the introduction to so large an extent of machinery, and by the conduct of almost all the trades and mechanical occupations by large numbers of persons in the form of companies, it has become extremely difficult for the young to have any special training for these vocations; there would result too much trouble and inconvenience from their presence.[8]What now has been substituted in the place of this home-training for business occupations and trades?

One of the substitutes, indeed almost the only one, is that of the public school. We have built palatial houses at the public expense in all our large towns and cities, and into these the children flock by the hundreds, at all ages from five up to eighteen years, and with the largest diversity in reference to physical and mental constitution: the highly sensitive and nervous, with the lymphatic and dull; the weak with the strong; those with the largest mental capacity, with those who have but little. In other words, routine education of the brain by means of books has taken the place of that which was formerly directed to other portions of the system and toward the more practical side of everyday-life.

The importance of such an education of the brain up to a certain period of life, which may vary somewhat according to the individual, both in the interest of the State and of the individual, is readily conceded; but that it should extend beyond the period of thirteen or fourteen years, for that large portion of the community which is to obtain a living by some form of productive industry, is not so evident.

That the brain should have all the training and discipline it can receive with a due regard to bodily health, till that period when the system becomes capable of manual effort and of receiving education, is clear; but from that time forward, why not have it educated in the line of its future industry and activity, whatever that may be?

Does the ability to work out some algebraic or geometrical process, or to conjugate some verb, or decline some noun in the Latin language, or the ability to speak German or French, or the study of music, very much assist him who is to follow any of the ordinary businesses or occupations, unless in exceptional cases? And would not the limited number who are benefited, and who, in consequence, or partly in consequence, are able to push on and enter other spheres of active life, be quite sure of finding the means of doing so in other ways? These acquisitions may be well enough; indeed, should be made essential for persons who are to follow such employments as require mainly brain action alone. But in any country, these persons are the few. There must exist the producing classes, and in almost any state of society these must comprise by far the larger number, both of men and women.

But not only is that part of the public education which is generally obtained between the ages of fourteen and eighteen of little practical value for the ordinary productive avocations of life, but I think it has a strong tendency to unfit persons for entering upon these pursuits. The boy and girl are inclined to think they have secured an education by means of which they are entitled to a living in the world without manual labor, and frequently look upon it as something tending to degrade them, and as appropriate only for those who are ignorant. They have lived too long in the atmosphere of book-learning, and the physical ennui of the school-room, to be willing to undertake and thoroughly master the details of a trade or avocation, and yet have been there too short a time for any thing else. They may make an effort, however, looking toward some middle course, and if any trade is selected they are unwilling to take sufficient time to fully master it; they try to enter by some “short cut,” while in too many cases they prefer to depend on the precarious mode of simple employment in any direction which, for the time, lies open to them. They consequently are in danger, in process of time, of drifting into the class of persons who have no regular occupation.When viewed in the light of physiology, or of political economy even, the State should educate her young in such a manner and to such an extent as will tend to give the largest measure of health, both of body and mind, to the individual, and make the most self-reliant and self-supporting citizen, rather than give a smattering of algebra or music or astronomy, the remembrance of which will be almost certain to fade into darkness in less than five years after the individual enters upon the active duties of any kind of work in life which does not require their practical use.

How far short of such a procedure she comes by her present methods of education, may be inferred in some measure:

First, from the large numbers who, in all our cities and large towns, fail in the conduct of any general business which may require much skill and experience in its conduct.

Second, from the large numbers of foreign-born and foreign-educated persons who are at present employed in most of the oldest and best known manufactories throughout New England and indeed through the whole country, the number being greatly larger, I understand, than of American-born citizens.

Third, from the fact which has long been recognized, and in some degree commented upon, especially by those who have longest had large opportunities for observation, that during the last twenty or thirty years there has been a rapid diminution in the number of those, especially of the American-born, who apply at the manufacturing establishments to be received as apprentices. While formerly more used to apply for such an education than were required, now very few make such application, while those who do, rarely desire to remain long enough to fully apprehend and apply to practice the details of the industry.

Fourth, from the large numbers who have been educated in our common schools, who are drifting around from place to place, and frequently changing from one kind of business or occupation to another, not unfrequently imagining that they are eminently qualified for some office of a political nature, and dissatisfied if it is refused them, and unable to succeed in any of the callings they may seek to follow.

Fifth, from the large numbers of that class which has no regular employment nor any training for one, and which, at the present time, furnishes so many admissions to our asylums.

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?

By beginning thus early, the highest skill in any occupation or calling may be best attained. The nervous system grows into the strength requisite to conduct it in all its diversities much more readily and thoroughly while in its years of growth, than is ever possible in later years. The occupation at this period becomes, so to speak, wrought into the texture of the nervous system, constituting, as it were, a part of it, so that in after-life it is conducted with much less friction and mental anxiety than would otherwise be certain to exist; while the discipline which comes to the brain in the process of learning, should be of quite as much value as may come from other modes of education.

There can be little doubt that statistics would confirm the statement, that a large majority of those men who attain to success in almost any mechanical occupation, are those who began their education in this way, while young; the large majority of inventors in any kind of machinery are those who have thoroughly mastered the details of the kind of work to be done, in early life; while, on the other hand, the larger number of those who fail, are persons who have not been carefully educated in the pursuits they have chosen to follow.

The inferences to be drawn from the above considerations would appear to point in one direction. There can be no doubt that the irritation attending the conduct of a business or employment which has been only half-learned, and the disappointments which come from failure and recognized inability, have largely to do with creating instability of brain-action, and consequent insanity. If, therefore, we desire to do any thing toward diminishing the large numbers from these classes which now require care and treatment in asylums, one of the most efficient means of accomplishing this would be some such change in the course of the public system of education, as would enable these persons to qualify themselves for self-support by various modes and kinds of labor.

The same principles apply equally to domestic service. This, certainly, is one of the most important kinds of labor when regarded in relation to the comfort, happiness, and health of society, while its indirect influence upon family-life is, perhaps, greater than that of almost any other. Probably there exists no other source of so much irritation, discomfort and dissatisfaction, in home-life as the utter inefficiency of domestic service in this country. Perhaps no one cause has more largely contributed toward creating a dislike for family-life, and a tendency to seek hotels and boarding-houses. There is no one more potent influence in creating dyspepsia and ill-health of various kinds than illy prepared food, leaving out of consideration the loss of enjoyment which would come from its use when skilfully prepared.

But the irritation and consequent ill-health are not confined to one party in the contract; they come to both sides. The poor, uneducated, and ignorant servant has perhaps done the best she knew how to do; indeed, it has been her desire and for her interest to do so, but with no previous training, or with the little that could be obtained while at service with wages, what could be expected except failure during the first few years, with consequent worry, anxiety, and ill-health? It would be as unreasonable to expect a person who had never been educated as a cabinet-maker to make good furniture, as to expect food nicely prepared, and a house well cared for, by a person who has not had the means of learning how to do this kind of labor.

Success and ease in the conduct of all kinds of labor are the largest promoters of health and happiness, and yet society goes on satisfying itself with having established public schools in which Bridget may make any proficiency in book-learning she may prove herself capable of, fondly dreaming, that somehow or other, this kind of education, if it only be carried far enough, will make good cooks and efficient housemaids; while schools in which persons could be thoroughly educated for these most important duties, could be established and conducted in all our large cities at a very trifling expense. The results in the way of mental health, as well as convenience and happiness, would, I believe, prove to be of inestimable value to society.

MORAL EDUCATION.