Part 4 (2/2)
I must beg, however, not to be misunderstood. I think I appreciate the importance of an education for the development and discipline of the brain as profoundly as any one. I believe the lack of brain discipline for those who are to compete in the midst of such a civilization as that of the present, is one of the greatest misfortunes; but I do desire to protest with much emphasis against the system of indiscriminate cramming toward which the schools appear to be so rapidly drifting. It defeats one of the most important ends to be sought. It tends to confusion and weakness of mind instead of strength. Children have so many subjects to learn about, that they do not have time to fully understand subjects studied. The brain is occupied so many hours daily that its energy is exhausted, and there remains little ability to accurately appreciate, discriminate, or fix the attention.
The same conditions result, as there would from the too long and continuous use of the muscles of the arm, when one is learning to execute a piece of delicate work--the drawing of a picture, or making a work of art. In such a case the importance of only limited periods of application would be readily appreciated; great care would be exercised by the teacher lest the pupil should continue the work too long, or after the muscles had become weary and consequently incapable of accurate work.
We observe the same care in our treatment of the young of domestic animals, and are watchful that they be not over-driven or over-worked while their systems are undeveloped and in the growing period. When one is looking for the best growth, or the highest strength or speed attainable, if judicious, much vigilance will be exercised lest the animal be over-driven or worked many hours a day, until the system is developed and firmly knit together. Shall we be less careful or less wise in our treatment of children?
Surely, there should not be need that I plead for such a course of education as will render the brain stronger and more capable of vigorous work in life, and of transmitting to another generation a sound mental organization, instead of, as is too often the case, a tendency to unstable and irregular action, which will have a final ending in insanity. That this may be the outcome of education there must be changes in the present system, and I plead earnestly that these may relate to at least two things, if no more: first, a larger measure of _individuality_,--smaller schools and fewer pupils for each teacher, that each may have more special a.s.sistance and _special_ training; and, second, _a less number of subjects of study_. Let there be fewer subjects studied, and let what is studied be more thoroughly mastered. Have fewer half-understood problems and half-remembered lessons, and I believe we shall have more stable brains and stronger intellects in after-life.
CHAPTER VI.
INDUSTRIAL EDUCATION.
I have lifted at random from my table five yearly reports of inst.i.tutions.
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, Ma.s.s.
Of those who were admitted last year to this inst.i.tution, it appears that thirty per cent. would be included in the same general cla.s.ses of the population.
The third is that of the new Hospital for the Insane at Worcester, Ma.s.s.; and of the admissions here last year, we find that more than forty-two per cent. were from the above-named cla.s.ses.
The fourth is that of the Western Pennsylvania Hospital, and of the admissions here, thirty per cent. were of these cla.s.ses; 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 circ.u.mstanced.
In these statistics I have included those persons who, in the reports, are cla.s.sed 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 a.s.sumed 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 cla.s.s 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 cla.s.s of persons.
But so far we have shown only the per cent. the admissions of this cla.s.s sustain to that of all admissions to asylums. Their true significance will appear only when we bear in mind the percentage this cla.s.s 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 cla.s.s in the community to these asylums.
It may be proper to add to the above cla.s.ses 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 cla.s.s whose education for any business has been only partial, and who, with little previous training, have a.s.sumed 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 cla.s.ses 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 cla.s.ses 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 pa.s.s 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 compet.i.tions 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 compet.i.tion 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.
<script>