Insanity Part 5

In consequence of the great changes which have come to pa.s.s 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 subst.i.tuted in the place of this home-training for business occupations and trades?

One of the subst.i.tutes, 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 const.i.tution: 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 a.s.sist 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 cla.s.ses, 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 ent.i.tled 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 cla.s.s 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 cla.s.s 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 cla.s.s 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 const.i.tuted for all cla.s.ses 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, const.i.tuting, 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 cla.s.ses 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.

CHAPTER VII.

MORAL EDUCATION.

A few words in reference to deficiency of education in another direction, and bearing especially on the future of the mental health of children, will conclude what I have to say on this branch of my subject. Perhaps I cannot introduce these remarks in a better way than by relating two occurrences recently observed by me.

When sailing with a party of young people, during the last summer, on Long Island Sound, and while there was blowing a stiff breeze, three of the younger members of the party went forward very soon after we started, and stood together on the front part of the boat, in an exposed position. The captain quickly called to them to return to the rear part of the boat, saying there was danger of their becoming wet, or washed from the prow of the boat by the waves, which were rapidly becoming larger. No attention was paid to his call, and he again and with great earnestness warned them to return. Greatly to my surprise, not the slightest attention was paid to his second order, but the young persons continued laughing and talking as if no orders had been given. As the boat was rapidly pa.s.sing out of the harbor and into a locality more exposed to the wind, and the waves were becoming more dangerous every minute, the captain again shouted to them to return, and had but just done so, when a wave partially covered all of them, and one was barely saved from being washed over-board.

A few days after the above occurrence I was standing not far from a stage-coach which was near the door of a hotel. Very soon a little girl, nine or ten years of age, came near to one of the horses, and began endeavoring to put some flowers into the bridle. The animal soon became restive and looked vicious, while the driver at once warned the child to desist and to keep at a distance. Apparently not the slightest attention was given by the child to this warning, and she was still persisting in her effort, when the driver again, and this time in an angry tone, shouted to her to keep away, adding some statement to the effect that the animal was vicious and would hurt her. No more attention was paid to this than to the driver's former order by the child, and before any one could remove her, the horse had struck her head with his teeth, leaving a wound, the scar of which will remain for life.

As will be observed, in both the above cases the children were in positions of great danger; they were, in both cases, warned by those who fully understood and explained to them the danger, and who had charge (the one of the boat and the other of the horses). In both cases the children were old enough to fully understand what was said to them, the danger described, and the duty to obey orders so urgently and repeatedly given; and yet their conduct seemed to differ in no respect from what it would have been had no orders been given. Indeed, after the _denoument_, they did not appear, in any measure, to realize that they had been to blame for neglecting to obey the directions given.

These cases have not been related as unique, or in any measure remarkable or uncommon in character, but as ill.u.s.trations of such as may, almost any day, be seen by the visitor at a summer resort, or by physicians in the experience of their daily duties. The children were not half so much to blame as were their parents, who utterly failed in their appreciation of the importance and duty of parental government; who imagined that in order to be a good and kind parent, and to avoid the trouble arising from refusal, one should constantly yield to every wish and whim of the child; and that to refuse a request indicates a lack of kindness and sympathy on the part of the parent, and thus ere long, and indeed very early in life, the child becomes the master of the situation, and feels little or no obligation to yield obedience to authority.

The child who has not learned to obey the parental command is out of the way of learning obedience to any other. Growing up under such an order of home influences, and indulged in nearly all his wishes, he soon comes to believe that he need be under no restraint from authority or duty outside that of his home, and will be in danger of experiencing the penalty of violating both the laws of society and of his own health.

If such cases were rare or exceptional, or if the results were of a temporary nature, they might be considered as of less importance; but this is far from the case. Every physician will readily recall many cases of sick children who have died, not from the irremediable nature of the disease, but because the mother will persist in allowing the child to refuse the use of the necessary measures of relief. Darling Johnnie or Minnie will not submit to disagreeable measures, and fights and screams if any attempt is made to use them. This is extremely unpleasant, and the mother cannot endure to have her pet crossed or thwarted, or obliged to do what it does not wish to, _especially while it is ill_; and never having required obedience when the child is in health, she is entirely unable to do so, even when the greatest necessity may arise.

Such cases are pitiable in the extreme, as well as highly censurable. If the mischief ended in the less grave instances, as between the child and its parents during childhood, it would be of less importance; but this is far from being true. The effects of such training, or rather lack of training, continue through life with a tendency to much suffering to both children and parents.

One of the first requisites in any course of education for the young is to learn to obey. From the cradle to the grave, man is in constant danger from the effects of violated laws. He is surrounded by laws as with a wall of fire, and their infringement in any measure or degree requires that the penalty be paid to the full. Home and school education should aid the child in learning obedience to these laws while in childhood, that in later life it may const.i.tute a part of his character. No person can become a good citizen, or useful in any considerable measure to either the State or the community in which he may live, without such an education, and is largely liable to become a nuisance, a criminal, or an invalid.

If, however, it is important that the child be educated to obedience so far as his relations to others extend, it is doubly so for his own physical and mental health. I have sometimes thought that the freedom of our inst.i.tutions and State and national governments greatly favored the general tendency toward lax rules as to conduct, both at home and in school, so that there exists less of self-control, both in home and social life, than under most other forms of government. But, however this may be, I regard it of the highest importance that the child should learn self-control and some self-denial, both for individual and the public good, and when this element of education is lost sight of, and the child is permitted to grow up having his own way in most things, and his every wish gratified, he has a large disadvantage when brought into contact with the friction of adult life.

I have seen not a few young men and women hopelessly stranded in life, whose early education had been one of extreme indulgence. They had never been controlled in home-life, and when projected against the rough experiences of actual life, were brought up with a round turn, or with no turn at all. The shocks were too much for them; they could not bend, nor yield, and were, therefore, broken. The lesson of obedience, which is often one of the most difficult to learn, must be learned, like most other lessons, when young, if it is to be effectually learned.

Again, the acquisition of self-control and obedience to law is essential to mental discipline and training. The operations of the brain are more or less under the control of the will, and the more thoroughly the habit of obedience and self-control is gained, the more fully are all mental operations under individual or will-control. The will is the highest and grandest manifestation of the _Ego_ possible. This it is which lifts man so immeasurably high above all other creatures, and so largely helps him to control his own destiny on earth. By the judicious use of this, he guides his mental operations into channels which lead to happiness and health, or to those tending in the opposite direction; he brings into subjection and control the vast army of his lower pa.s.sions and desires, making them minister to his own and the higher welfare of society, or he leaves them to run riot, and ultimately to become his master.

If, therefore, he would have a brain capable of healthy mental action, he must learn to have its operations early under the control of his will-power. He must learn to guide it toward its higher and better impulses, and to strengthen it with the best nourishment. He must learn how to use not only his brain but his whole nervous system, and by this means acquire skill in the accomplishment of various kinds of labor. In no other way can he become self-supporting and independent, in the midst of the conflicting and competing tendencies of modern life. Without such self-control and independence he is constantly in danger of drifting down and backward in the grand race in which the society of the present is competing.

I must repeat that obedience to law, whether it be parental, social, or civil, is one of the corner-stones, in fact, the fundamental element, in any efficient and worthy system of education. While I would not go back to the strict system of a hundred years ago, wherein all individuality was lost, and nearly every thing was made to yield to the law element in society, yet I fear that, in the recoil from that system, we have been, and still are, in great danger of going too far in the opposite direction.

Freedom of individual thought and action, especially for the young, is in danger of degenerating into mere license, so that, in too many quarters, respect for parental, school, and civil authority is considered an indication of weakness and indecision.

If something beyond mere knowledge of right and wrong always has been necessary, and is likely to be necessary for some ages to come, among adult persons, to deter many of them from violating the laws of society and of their own health; if persons need the fear of penalty in the way of illness, helplessness, and suffering to aid them in conforming to obedience, how much more necessary it is in relation to the young, whose experiences have been so limited, and whose reason is so immature. Hence it is, that the parent and the educator must not only _instruct, but enforce obedience_.

CHAPTER VIII.

HEREDITY.

It may be remarked, in a general way, that the subject of heredity is one of profoundest significance in its relation to society. Through its influences the peculiarities and characteristics of families and nations are largely developed and perpetuated. It "is that biological law by which all beings endowed with life tend to repeat themselves in their descendants."[9] It depends upon "an internal principle of vitality" which is so engraven upon every portion of the system before birth, that its influence remains through life, and within certain limits pertains alike to both the physiological and psychological nature. Not that this influence is such, or operates in such a manner, as to repeat itself in any stereotyped form, but rather in an endless variety of forms; while no child resembles its parents in all respects, yet there ever occurs a blending of the characters of both parents, together with a large number of those characteristics which have, for long generations, been interwoven in multiform shades and degrees in ancestors.

Pa.s.sing now from the general to the particular, we find, first, in reference to physiological characteristics and peculiarities, that these tend to repeat themselves more or less directly, so that when they have once appeared, they may, with reason, again be expected. Peculiarities of the fingers and toes, of the hair, the shape of the head, the conformation of the face, and even particular portions of the face, remain for long periods in the same family and nations. The characteristic form of face and nose peculiar to the Jew, is an example in point, and so invariable as to lead to recognition, in spite of the changes and vicissitudes incident to travel and residence during many hundreds of years, under climatic conditions of large diversity, and ofttimes experiences of great and protracted severity.

Not only are such peculiarities as may be considered normal transmitted, but also such as are abnormal,--a supernumerary finger or toe, or a mole on some portion of the face or part of the body. A supernumerary finger or toe may be transmitted for at least four generations, though not to every member of the family, and the experiments of Mr. Darwin, with birds, go to show that the tendency to perpetuate such a peculiarity, exhausts itself after a few generations, the type returning to its original character.