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^. W

From George Murray; the distinguished Senior Classical Master', Montreal High
School, and Editor of ^^ Note» and Queries" in Montreal Star.

Montreal, May 5, 1885.

Having examined the following pamphlet, I cheerfully concur in

its views and with the Half Day School it recommends.

George Murray.

IW e^ETIf EgJP ©F ¥HE WeEJIiD'g K0r!CE3

APPLIKD THROUGH A

HALF-DAY PERPETUAL, IHDUSTRIAL, AND UNIVERSAL $CII08L

BY B. H. PARRAR, A.M.

The fact that no man or woman ever failed to gain a large and
distinguishing amount of knowledge, who with labor joined the
habit of some daily thorough study, proves that the action of bodily
and mental powers should never in any degree be severed by
schooling. What " God has" made " together," never can be " put
asunder.lr Man cannot be man, industrially, without the stimulus of
the brain by the daily use of books ; any more than the brute can
do the work of an animal without food. All but a small minority
of the race are the victims of a robbery, which in times past has
made a larger majority like victims. As schools and other
institutions were adopted to give knowledge to the few, in other •
words to withhold it from the many, schooling was no more a product
of |Kith and reason than other forms of oppression in their origin.
ChJtobers' Encyclopaedia admitting that the half day school shows
book progress out of all proportion to time daily employed in school,
and that the child ordinarily is a barbarian in society, in the first
admission points to the remedy for the second. The brain of the
child is so predominantly his leading and distinguishing organ, and
its true and progressive action refers so plainly to the book, to be
ever in his hands or in his thoughts, that as food in the stomach, or
the circulation of the animal, depends upon its daily supply for its
effect, so to be himself and not the barbarian, the child must have
what the child has not had : his school books every day. These
hundreds of millions of dollars to be saved, now lost, are lost, because
children do not, work up to their capacity. They do not do any thing
like the work in a whole day untaught, with the unteachable brutes
without books and daily schools, which they would in a half day
through the action of the brain. They are in labor, in thought, and
action, reduced in a great measure for practical results to that useless
state, which the barbarian shares with the limp idiot ; they have not
vigor and the powers of their limbs and muscles. Instead of it being '

r-^T

true they could do certain amounts and kinds of labor if they would,
it is rather true, they could in other conditions of schooling do what
they cannot in the present. One employer in Manchester, Eng.
says in giving one-half day schooling, to 500 pupil workers, the result
of the schooling is money in pocket, after himself paying the large
sum it costs ; and there are numberless testimonials to the same effect.
The business-like action ef the brain, caused by daily schooling, stim-
ulates the stomach through the nerves, which connect them both,
and not only is the stomach empowered, but food is attracted and
assimilated, appropriated, not by the active coarser ani aial organs, to
the exclusion of the industrial and intellectual, ao in the cases of
the tinschooled, and the vacation boys and girls of the partial system ;
but to the industrial and intellectual organs, empowering them to act
and think well and wisely ; for which the other unschooled and inter-
mittently schooled lack both will and power. The industrial school
leaving to the child as full and perfect a system of labor in one-half
of every day as parents and employers have in the same half day
which becomes as great an absurdity, when parent and child have
both halves of the day for labor, as piling equal sacks of 200 lbs. of
salt on the shoulders, both of the father and his 10-year-old boy; this
half day school makes universal knowledge and food for all attainable,
and vastly improves both. i^

The barbarian child of Chambers, for want of brain stimulus and
development, is hardly more useful in industry than the idiot.
Schooling, at present, by withholding the child from labor for the
time being, effects the suspension of his industrial functions, and in
the vacations for the masses occupying more time than the schools,
the barbarism of untrained, uninstructed intellectual life is added to
the habit of inaction the school has imposed. By these features of
present schooling the pitiable condition of brain and nervous weakness
of idiocy is not realizid, but a condition unproductive like idiocy
wastes half the due earnings of childhood and youth.

Hence the question will the true schooling of the child impair, or
enhance, the means, the money, is essential. The English Half Day
School grew out of the question of life and death and therefore set-
tles this question of loss and profit. We will discuss the question
of the intellect by and by. The old time English aristocracy could
allow the little barbarian to escape notice ; his father contributed his
blood. But when the American market opened up, furnishing the
demands of a new world, and improved machinery had been intro-
duced, the child could manipulate machinery, I in present condi-
tions must do it or starve. He was set at it. This V/as a stage of
progress, from the previous state of barbarism and the nomadic life
of primeval times, which required only animal conditions for pursuits
more animal than intellectual. This progress could not be fulfilled
without brain culture, nerve culture, the book and the school.
Whatever may be said of overwork, the overwork remits were not

eecuxed till they weaie secured by the school. The uniform result is in
harmony in thousands of examples, with the experience of that man-
ufacturer in Manchester '* who saved money by giving 500 of his
childish employes 3 hours' schooling a day after paying himself a
large sum for their schooling." But this result came through bitter
experience, certainly, to childish operatives. Before the Half Day
School this higher industrial and mechanical progress was death in
the factory. It woke England up to the fact that even the
higher industrial pursuits of man could not be followed without
■daily stimulaticg the child's brain, and the child through his
brain in school. Whether or not they saw the philosophy,
they saw the fact, " in the wizened forms and swollen limbs, sum-
moned from distant points before Parliamentary commttces," in testi-
mony of deadly nonintellectual factory life." The daily industrial
school is no lebj the remedy for all the distortions, failures, and
poverty of family life, as of English and European factory life. For
it is a fact, generally but less minutely known, in all the other more
advanced countries of Europe in the same school the same results are
reealized on a vast scale ; and always in this country.

"Well, then, just as these European countries in their most advanced,
condensed and mechanically intellectual processes, could not longer
make use of the animal without the rational man ; could not make
daily bread answer, without daily schooling ; so the family must feel
want, disappointment, hardship, and failure, without the daily school ;
so too as English zeal was more earnest in schooling the child to be a
worker than we have been for his development to the fulness of the
measure of the stature of the perfect man in Christ Jesus ; so we, they
and all Earth are to reach th?. goal of humanity through an universal,
unceasing school ; for the omission of the school from his daily life is
the omission of one of the processes of his harmonious being ; ulti-
mately no less fatal to the harmony of that being, then omission of
food or clothing; as the past and present moral and intellectual
starving condition of the great family testifies. Hence we are earnest
to show, that bread, clothing, prosperity, wealth, must come through
the Half Day School, if they are to come in any sufficiency to the
masses. But knowledge is power and the equal distribution of know-
ledge and power give promise of more equal enjoyment of all good
things.

Here, then, we co.ie to discuss the educational progress of the two
schools, the indolent, intermittent, and the Half Day Industrial and
perpetual, in their other and higher relations.

The Divine plan was Industrial schooling, with the discharge of
the duties and labors of life. The gymnastic and martial, so largely
drawn upon by Paul above all other forms of illustration, was that of
the Greeks and Romans, the indolent, and of consequence the lazy,
growing out of the hermitage and monasticism of the dark ages, forms
the basis of ours.

God's plan has ever been very indirectly in operation, but has
never been combined into a school, for the uses designed, viz. : — for
all children, like air.

All systems have overlooked the fact that the work of the hands
is that of routine and habit over and over, and don't tax but
invigorates the mental organs to work in the field of thought, mem-
ory and books, while the hands hold the plow. The same it was
last spring it will be next. The highest purpose of labor is to
empower the higher organs. The memory, that don't hold the plow ;
the imagination that don't sow the seed ; reason an^ reflection, the
powers of analysis and combination, these shall comprehend the
glorious things of truth and righteousness, while the hands are occu-
pied with their Avork the same year after year. It is to the lazy
schoolman, copying the heathen maxims not even of war and
aggression, tliat we owe it through the school system that the Frank-
lins, Washingtons, Lincolns, Agassizs and Humboldts, Wellingtons
Wolseleys come from no schools, or have belied their indolence.
To that extent that, all man's faculties agree in capacity, the know-
ledge gianed by them will not widely differ, under any system of
schools, which shall not make the mistake that the true basis of
knowledge, which is the labor of the hands, is a bar to knowledge.
We offer these views of God's plan of schooling the race, by an
every-day school of industry, for all the child's powers of body and
mind, because we wish to show the authority and the process by
which man shall be redeemed from that list of political and intel-
lectual disfranchisements and the personal impoverishment which
have ever been found in indolent schooling ; excluding the only
capable learner, the laboring child, from school.

Read in Harper's Magazine, to be found everywhere, No. for
August, 1873, C. L. Brace's statement of the English Factory
schools : " That (100,000) one hundred thousand children are in
half day schools there, and that thousands of little white slaves have
been redeemed by them from slavery ; made healthier, happier, better
workers and more profitable to their employers ;" that " this reform
was one of the most glorious and beneficent ever carried out in Great
Britan." Could such statements, whose facts have been uniformly
repeated, from near forty years' product of those schools, making
hundreds of thousands healthy, happy and prosperous, be poured into
thousands of educated ears without effect, if those ears had not been
turned to lead by Cloister-derived schooling 1

To the statement I have made, that thorough and long trial of
half day and whole day schools, in a great variety of conditions and
locations, but corresponding in case of each kind of school, had result-
ed in more and better intellectual progress of the half ilay pupils, in
three years, than the whole day pupils made in six years, at one-half
the expense for the former, making one hour in one equal 4 in the
other and one dollar bring the results of four dollars in the whole

time schools ; it has been repeatedly replied to me, " I don't believe
it." Your good, faithful and Christian leaders, in all measurers of
schooling, would shrink with fear and trembling from the charge,
which lies against them, of enslaving the mind and souls of the race,
by this old cloister-born schooling. It is true, the schools have ever
been made to enslave the intellect. Legislators, teachers and Chris-
tians can enlighten man whenever they employ children in an every-
day process, tasking, without excess or deficiency, all their bodily and
mental powers. To rob a child of industry just in the form at home,
where God has allotted the child and his work in its fulness ; and a
process, of it in which the parent generally and often other employers
shall have perfect control, from beginning to end of such process, in
the name of education, is like robbing him of his eyes, in the name of
humanity. So to rob him of schooling for the purposes of labor, for
a day, without unusual cause, is a robbery of his just moral and intel-
lectual claims, like that of a deprivation of food and sleep in his rightful
demands for these. There are no schools, and no philosophies of schools,
formed by those who kne^o anything of the full development of the
whole child. All the upheavals of society have this one explanation,
man cannot be made to answer the purposes of the time. He knows
too much, and can't be prevented from knowing too much, to ^e
made a serviceable slave, drudge, &c., useful victim, as somehow the
English little Avliite slave could be no longer. Then the schools, with
all their recesses, vacations and improvements, don't enable him to
serve himself, or leave him adapted to serve anybody else. The truth
is, the school system that allowed none of its children more than the
crumbs of knowledge and little confidence or power, is no longer
master. It can't limit man to bayonet rule ; nor raise him to the
government of reason and discipline. "We have, then, raised our
standard. It is a school of nature and reason, with all the sanctions
of religion. The school is over to maintain the action of the child's
bodily organs, in one half of the day, according to their powers, and
the action of the mental organs, in the other half of the same day,
according their powers, each alike. But those good and pious men
who have co-operated in every good work, as well as they could
without a knowledge or possession of a philosophy of schooling which
CMmbers' Encyclopedia is not alone in saying is unknown, will
oo-operate in the Half Day school, always paying more than it
costs and finding resources wherever children find the breath of
vital air.

To let no child who enjoyed the free use of his bodily powers
have schooling, enabled Catholic Eome to hold her long domination
of the mind, heart and conscience of the world. So long as laboring
children might spend none of their waste time in school, however
much they might daily waste out 6f school, vice and ignorance ruled.
This double shackle of the intellect, in school and out, was too mighty
for martyrs, printers, Luthers, Protestants and Christian philosophers.

England can't make cotton without a school of universal application ;
but a century ago you might as well wonder that the farmer shut up
in prison should neglect his crops, as that these hundreds of thousands
of half day laborers in England and Europe elsewhere, should become
exceptions to those unbroken millions of a like condition, who in, all
European history have been deprived of books. Universal enlight-
enment requires universal industry.

"We are persuaded of the correctness of our theory of the employment
of the brain upon books in school, that it is the only reliable and
unfailing process to invigorate and inspire the bodily powers of
children, for effective and uniform use of implements of industry ;
especially are we satisfied of the very great invigoration gained by
the action of the brain upon books in a perpetual school. Before
further examination of the dead and soul-dooming current system,
which rests in palsy upon the race, we are constrained to insist it is
labor robbed of this co-operation of the brain, which has ever been
drudgery, irksomeness and torture. This trial and drudgery it was-
to which nothing but necessity could hold its victims, and from
which dishonesty, craft, crime, offered temptations for escape. But
the equal action of all the powers ma^es manual labor a pleasurable
sensation. Herein we may get a bette? view of the brotherhood of
man, and see the' great school misconception, which has prompted the
charge of oppression against the wealthy and the retort of perversity
against those to whom want of knowledge was simply a false school
created necessity.

We have now taken a good deal of pains in the reprehension of
a school system, which should employ all the point and power of
statement called for, upon the greatest infatuution and evil that
threatens our country, and which has no hold of power or obstacle to
its removal, but its blinding habits and delusions ; that the claim for
a better system should first be presented. "We have done this to
show that a free government is needed to start a system and
philosophy of education; and that we have no such system and
philosophy, because we have borrowed our's from those times
which we condemn for having no true systems and philosophies of
administration for any purpose.

The Falls of Niagara are a fit emblem of the Roman Empire.
The rain and dew of heaven are more suited to symbolize its rising
Christian contemporary and the half-day school, which (we affirm it in
the spasmodic dissolution of the indolent system,) only now can develop
homogeneous communities. All other systems which developed homo-
geneity in man have failed or are rapidly failing, for they had not
human development, — the indispensable work for bread, like breath-
ing for vitality, is a joy with the daily school. Is there no redemp-
tion because Adam's fall has not been favourable to light, to educa-
tion ? — "What is true intellectuality ? Passing up the St. Lawrence
the past summer I was accosted by a gentleman, who, on finding I

,.."■1

had the Latin Poet Horace in my hand, surprised me by offering to
unravel any o"f its intricacies, and proved himself able to start from
any line I might give and repeat the sequel, and I wnuld rather
undertake many a hard task than trouble George Murray's memory,
the Senior teacher of the Montreal High School, on scores of "classics
in different languages, only because his childhood and youth were
not wasted in school or out as the lives of most are.

What proof can I bring of the existence of intellect in a race
made a little lower than the angels 1

A father of a large family swamped his life out of public recognition,
fortune, and even common competition with his neighbours in promot-
ing the mental and moral development of his children. Of three, whose
schooling never cost a hundred dollars, except the medical education
of one of them; my story runs — they found themselves in the dark set
upon by the dogs of a southern plantation. The oldest was a lady
whose name could hardly fail to be found in the list of a dozen, the
first ladies in the history of the United States. The second, her
sister, became the wife of a lawyer whose merits gained him a
prison's and a martyr's fate ; the youngest, a physician by culture
from earliest babyhood, had the capacity to have a book packed on
the shelf of memory when he had read it like ray friend of the
steamboat encounter. Such a man was one to be known by
the fugitive slave, to remember a former scene, and to give
shelter to one fleeing from the tender mercies of like canine
sentinels. To pay for his rashness he was obliged to flee to
California, and became its first judge, succeeding to Judge Lynch. Of
the large family, embracing one a western minister, the oldest, who at
the age of 64 marched to the front with his arms in the cause of
liberty, (I, myself, had a brother over sixty who did the sajT^e,) the
lives of all responded to their parents constant education nurture
except two. who fell early victims to the training of the same Vermont
College whicl. I remember so well.

The early American College had a history made by imparting
intellectual development without destroying physical development,
and so after that now has ceased they are receiving their millions upon
millions with this a different result, the more money, the more indo-
lence and failure, which itself calls for money. Thus money, baseball,
acqualic sports, and vacations have been all useful to show education
is functional and want, not money, prompts the functions. Give us
light all cry. To be ready to meet every call, and never a child lived
that did not incessantly make the demand for knowledge. This is the
secret of the world's enlightenment.

That is the greatest of the world's force by which the Greatest
Teacher declares the Kingdom of Heaven suff'ereth violence, and is
taken by the force of intellect and the heart. "Dominion over the
earth " and to " take the Kingdom of Heaven by violence," indicate
the actor and the organ of action, the child and his brain in the

school room of prepmatory disciplinary, developing action, in the
most efficient a'^nl aggressive attitude.

Of the school we say it is equally truth and childhood's kingdom
of freedom and f ruitional power, and by so much as anyone is abridged
of his school rights and privileges, he is abridged of Heaven's
promises and faitli's limits. No day revolves without its provision of
schooling, whose economy lies in dispensing, not withholding school-
ing any more than withholding bread. How can presumption go
ff'ther than the present school in its assumption that the child is to
be developed by repression or partial repression, or that there it any
conflict between the hands and the brain. No ; let history talk of
her wars — schooling has no history. Instruction : schooling is the
source of Imman development. Till schooling takes the reins of
history into her own hands and makes history, there can be no history
of schooling.

Is the past undeveloped man the standard of manhood? No
school has ever tried the development of all the powers. In all ages
meri and womer in isolated irstances have been developed just as
they have broken away from indolent schooling which has been the
contemporaneous sister cf that barbarian, slavery. The constitution
of the true school is as immovable, uniform ard universal, has as
real continuity of process as that of the family, the church and the
st „*;e, or liberty, and right. There is no argument that man is to lead
a school room life. There is no argument or reason in assuming
that teachers and pupils are to be estranged from nature. The
universal indolence of the whole race renders them unreliable for any
testimony but that to be depended upon as false. The hopes of the
world are now staggering to their full under their lead. For if the
school and the family are not indissolubly joined in the industry,
every day of the child and teacher's hands and brains as hitherto
they have not been, and they cannot be in the future, are we to cast
off all reason for the darkness that shrouds us, and the ruin they
promise us 1

With the school and the family in conflict, and the child not daily
discharging the duties of both alike, history cannot point to a system-
atized childhood in school or out of school ; and the modern common
charge is true, viz., there is no philosophy of schooling To have u sys-
tem of schooling the bodily functions must have a daily period for labor
as really as for eating and sleep. This period mu:=!t be perfect and
complete, must be the whole of something and belorg to something.
Accordingly for every child having a half day at home for labor, that
half day is perfect and complete, as much so for him as for his
parents or employers 1

The teachers will have the benefit of the double condensation of
the intellectual and hand labor life into one day ; making their life
the most equable possible, and investing it with the highest aims and
rewards. The presumption of the present life of indolence for

teachers is the moat startling of all the blind and blinding delusions
whose past 'vind-scattered seed promises a whirlwind harvest.
Nothing but uuch half day '■^aching by such teachors can bind the
child to that parental control essential to his accelerated impulses
coming from the spirit of the times.

Vacations are removed out of this process. The present scheme
of these blanks, both of mind and body vacations, arises from con-
ditions excluded from the half day school. The half day of the pupil
with the teacher who can be supported, and support himself in full
frequency and supply, and with parent at home, is each provided for
in the development of that humanity which has God's promises for
the future if it has had the blighting power of the past era of
all human slaveries. Read up the history of the English half day
schools, and those great works of great minds, whose lives the
indolent schools have not crushed inside, nor debarred from letters
outside, viz., self-taught men and women.

The Christian world's educators are the best of people, but in
attempting the greatest work the world needs, on a false basis they
require a John the Baptist to warn them. The work of the muscles
is the work. There is no muscle. The error on this point 'vill prove
fatal. The universal want of muscle as it exists in teachers and
teaching won't keep society from anarchy. It will not have intellect,
light, truth in its processes to enlighten all. Were not this the essen-
tial source, as it is, of brain power, yet neither this nor any truth can
be left out.

We denounce all -ohooling not having full muscular action, it is
not now first principles ; but all principles. You may now starve
the child so he shall not do all his muscular work, as well as system-
ize him so he shall not do his due work. This is no truer now than
it ever has been, but now it will be fatal. The simplest arrangement
is a universal l \re for no school in the child's day of work is as
false as no work in his day of schooling. The child is a ~",tural in-
dispensable helper in the home, but cannot have any uniform system
for duty if allowed less than a whole half day to be always subject to
all its conditions and control. This he may have, and in the alternate
half have school instruction. It is not possible for six, or five, or
any number of hours for schooling to answer this purpose, if they
fail to leave a hali day entire, and always leave it, as a rule, entire
for labor, or if the other half does not leave a full school session.
Fv..' a teacher to be in his garden, fields, shop or healthful employ-
ment, while the child is d.oing the same thing to earn his own bread
relit ves b'm from violating the indispensable laws of schooling. By
any other process the school will plunge the world into hopeless ruin.
Shall it escape censure, if in the future as in the past it shall reject
the entire school uses of daily home industry for a daily school 1 That
the framers of schools shall take the child from his labor on which
his school depends, to destroy the race in two daily sessions is too

hard to believe. Eev. Cyrus Hamlin, now President of Middlebury
College, Vermont, writes me : "I tried +he half day school with girls
when a missionary in Turkey with success." " When we get the
half day school," he adds, " it will not fail us." Does "ny other
person talk like this rf any other system, or now after n. ^.r a half
century's trial upon hundreds of thousands of children, can any one
be found to talk about the half day school in any different manner 1
Can then the child be sent to one and not to two 1 Is this possible t
Childish as the question is, its negative answer is fatal. But who
will interfere to unhinge longer the world's loyalty to truth and
reason, suspended as they are upon God's law of home industry for
childhood? Improved industry must come to the home from the
school. Let whoever may be able organize technical schools : but
remember the above described school must be the only school for the
millions, and that it will impart culture never conceived. It should not
be forgotten scholarship has been even more indebted to early childish
habits, tastes, and impulse than all other causes, and if the mind haa
been enslaved, as enslaved it has been, that slavery has been more
consummated in childhood than manhood, and there is no proof of
any enslaving cause any where comparable with the waste of hand
and muscle gained power to brain, and the organs of sensibility,
which in all the ages the schools have thrown away from their
designed obj 3cts of light and truth.

But now let all earth bend over the cradle. Here is the lesson.
Let the monk stand back, and all the gowned men penetrate the-
science of vestments; political economists keep away with their
books ; theorists muse in the shadows of prisons upon the engines of
repression. Is this cradle quest shaking with old palsies, and blind
with old rheums, deaf with dead tympanums; and is it some combined
old college conclave ? Omnipotent force will "turn and overturn,"
and throw down all its indolent schools, and set up a perpetual
industrial and half day school, through which God shall reign where
Satan now reigns in defiance of scholasticism.

Man with a history of his merchandise., a scale of prices for his
person and his soul, the victim of most of the governments, of his-
tory, and the robberies of tyrants and thrones, and consigned to
fraternal slaughter by science, systems, and mechanical inventions of
death, demoniac inspired armies, dungeons, racks, and worse than all,
his right of truth destroyed ; such is the object for which the school
system exists. The true man is not here. The true child is not in
the school. Our prisons represent society as fairly as the schools
represent the cradle occupant. Now at the time when England has
decreed and enacted, and enforces a systera of universal schooling,
the indolence of universities, colleges and schools is of that past
period, when an enlightened public was deprecated. This indolence
in schools is a right lusty tree, among others of that class whose life
has measured all the ages ; all the slaveries, robberies and wrongs

»>

of man have been the products of the forest mude of itself, and ft*
class whose shade has shut out the sun of truth, and whose fruit has
fed man, the wormwood and gall of his evils. Others have been hewn
down, but this flourishes. The child in the cradle pleads for deliver-
ance. That plea ri$es above all.

To drop our figure the kings of education have never like
old King John had pen put into their hands, and been compelled ro
sign any charter, never been held accountable, had their measures
taken, promised, sworn, been bound, become servants to God or man
conformably to any law. Everything else may be law bound, but the
schools practices framers, governors of schools, are lawless. The
schools trample all the industries under their feet, leave all
the paths of physical, all the «tour:;es of personal power. They
enslave the minds of the only working improvable portion of the
world to become idle of hands, to lose their power of brain, and in
their idleness cast off all God's economies of life, growth and power to
shirk industry, to give the lie to the God who " worketh " to despoil
the world of the wealth of his wisdom, the best of his harvests of the
continents, the peace gi' mg purity of his teaching, the efficacy of his
grace and love, and the light of his truth.

Though they cannot formulate a process of schooling, except upon
the equal and the constant development of body and mind,their blinding^
power over the world is such, they have so well quenched light and made-
darkness, they fear none of their victims will reproach their falsehood,
out of their evil deeds, when they rise in unapproachable prominence
as authors of the world's wrongs, while they seem as self complacent
as if in perfect accord with Heaven, their fellow men and their own
consciences.

• The world is thoroughly dissatisfied with all the schools. They
occupy or wastt one-fourth of the child's life, determ^'ne his character
and hopes. Their indolence and their structure inaking that indolence-
a certainty, are the traits making them the greatest of abuses and the
world's great wasters. Our knowledge of them has been obtained at a
cost, for a fraction of which we would give that knowledge and the
fruits of its bitter experience. All my college and school life away
from the parental home is the part of my life most regretted. For its
deceptions, wrongs, cruelties and disappointments I can give no
description in words. As reflectors of light the office of the schools
is indispensable. One thing they seem to forget, they are the
absorbers of the world's light of truth, immense, infinite and
efficacious for the world's needs. They absorb more vastly than they
transmit. They starve, impoverish, doom and destroy childhood by"
this indolence of system derived from their cloister origin. The-
entire agency of industry provided to empower the brain of the child
they throw away. They make the child's life of daily industry of the-
hands which is the indispensable means provided by the Creator for
his enlightenment, and for the action of his brain daily in school

a nullity : as if they had sought out the greatest evil fixed upon it and
accomplished it. The child's entire capacity as an actor is essential
to his capacity as a scholar. As he is only a rational actor his rational
action depends upon the school. The world's teachers were once
children ; these same natural constitutional actors on the world's
theatre, and as they were robbed of action and its brain power, they
now rob childhood in turn, and thus they defeat the chief purpose for
which life is provided. A day without a school is a day for brutes,
not children ; a day of waste, of impaired industry, in which muscular
force fails to gain the impulse through the eye, brain and nerves of
the stimulus and electricity derived to the muscles by letters actmg
upon eyes, brain and nerves ; making intellectual emotions the cause
of pleasurable muscular sensations in the use of the tools of industry.
" Thus man lives not by bread only, but by every word that procedeth
out of the mouth of God."

Nothing definite at present can be said against the child. The
charge lies against his schooling. It is said the child is depraved, but
that must come in for consideration after another charge, the authors
of the school are depraved. Depravity if it were seen in like per-
versity in^ agriculture, no better administered, would famish earth's
\ population to their bones, Avould cloth them in skins, would make

them homeless,' idle, wanderers, the coming summer. This school is
not the child's creation. After its abolition and his childhood's and
youth's training in an industrial, perpetual and universal half day
school, the charge of depravity and its degrees may be more wisely
located. There has been no system in the child's life. What shall
constitute symmetry and harmony of schooling, no system has any right
to determine which shall begin by excluding from the school the
duties, labors and activities of the family relation of the child.
Neither has any system a right to impair, limit or restrain the school
by indolence or long vacation. Oh, Solomon speak and tell us
about instruction. Shall the loss to the school of reason's develop-
ment make all instruction and all teachers powerless 1 I am
dumb, I am not a finger point, the Christian world knows too
much about Bible education. What I can say is, what I have learnt
in fifty-eight years since I found my brain palsied by the indiscreet
study of the schools. A brain dead to letters, restored to its action
by the use of the axe, in the year (1828) eighteen hundred twenty
eight, offers for its analysis of schooling, formed from the study, wanting
eight years of two-thirds of a century — this : the use of tools one half
the day in work and the use of books in the other. No child is to
fail in his full muscular action. This school will produce the greatest
'improvement in childish industry ever witnessed, if experiment is to
be as conclusive as on other subjects. The school room will only hold
in check the activities of teacher and pupil for daily impulse to the
brain, to make it both grasping and impulsive, and improving to the
whole being. Teachers and scholars, every youthful and unimpaired

■.;t

human being can only reach his normal development by the use and
development of the whole person in every faculty. The schools are
no schools.

The question between us and the schools is, whether every blow
"^he laborer strikes rivets his eyelids together or gains power to
nis sight. "We charge school indolence as a terrible vice. The
schools pose as the monopolists of intellectual power through the dis-
use of the mechanism of the body. The restraint of the active impulses
of childhood is the basis of their discipline. Suppression of action. The
question of admission to the school : Ai'e you willing to surrender the
labors of life 1 has to be practically answered in the affirmative. Oh
yes, anything, everything, for you hold the passport to the fields
of knowledge. On these terms the slaves of ignorance — we are' all in
this slavery— rush in. Don't I know how I was robbed, and where
my life of three score, wanting two years, has gone 1

In the beginning of the year 1828 1 had made a discovery. My
two eyes had been from April to August as blind to the intricacies of
Latin and Greek as my two hands ; I had gained the power from the
use of the axe to see through the mazes of the great tongues.
Through the loss I had sustained I was on sufferance admitted to col-
lege, but had a six week's vacation in winter to do what I could to
make up my deficiences at home, where I gained a reputation
for work, and astonished the boys and professors by showing myself
at home in all the Greek and Latin, where they expected to tolerate
me as a laggard.

But later on in my second year when I took a team, in a spring
vacation, of a couple of weeks of heavy lumbering — well it was only
through the help of a good constitution that my life was not cut
short instead of being prolonged to this moment for 57 years ; to be
here now exposing the most erroneous ruinous system that wastes the
life of man. Trust not the scholars and the schools. The system is
false and ruinous; has all the traps of vice, all the mischiefs of
irregular mental growth ; all the debarring enslaving power that keeps
the world benighted, and the noble Godlike life of man a delusion.

The colleges retain their privileges of unquestioned riots and
assaults among members, arbitrary and vulgar, relieved by baseball
and boating contests, and one sets an example of systematic gymnas-
tics perhaps, and probably others are making useful improvement in
this direction, and it is well their vicious system of excluding
industry, this privileged relic heretofore of barbarism, is exciting
attention. What right have the schools to carry their unnatural
unmatched rule for evil into every family, and pervert every child's
life, wasting time and powers of mind, preventing every day
familiarity with letters, and allowing no true life and power in school
or out of school. The school's maxims are erroneous at every point.
Three hours confinement is no way objectionable if in one period
with proper recess. There are very good reasons for the conclusion

that it is nearly the rhythmic measure of every day's mental action,
but there are more errors about the dangers of sending children to
school too young, the hurtful effects of study, requirements of
vacations, false estimates of intellectual capacity of very young chil-
dren, practises preventing habits of familiarity w ith letters, familiarity
too as natural and limitless as that beginning with kittens and lambs,
and going on to embrace all natural and artistic objects, no more
completely by common minds than the growing knowledge of com-
prehensive letters and sciences, all coming from a misapprehension of
the substitution of a school room as the theatre of the child's action
and source of his mental power, errors countless. The whole day school
is too abhorrent, too violative of all the life, of all mental power for any
such continuity of mental processes as are required for the acquisi-
tion of knowledi.'" and habits of learning. It convicts the school
world of the follies of its deductions not only, but the slavery of its
control. The truths and facts of life are lost upon those who have
lost their lives in the schools. They are samples of chronic
perversion. Reason about the child and schooling has lost its power.
The half day school and industrial education have offered facts,
arguments and testimonies, appealing to all their convictions as
belonging to every class of teachers, officials, or as philanthropists,
patriots and parent with the demonstration of their incapacity to
respond as rational in n to the arguments of reason, the teachings of
revelation or the sj, pathies of wise enlightened and loving
humanity. The school system has gained its evil power over them
and over the world by all the ages in which not only it, but all
slaveries and wrongs have held men at war, blighted in mind, in
life, in heart and conscience ; made all childhood either brainless or
handless in functions. Yes, the school system of indolerce has been
in the company of all the enemies of God and man, and they have all
learnt to rob the child and the man, and despise him in ignorance,
only for excuse of their criminality.

The basis of the current school system is this : the world has been
robbed and oppressed. The masses have not risen to the ability to
master the constitution of their children. Everything has gone for
war, servitude, drudgery and taxation. Even good and true men
have been slow to learn it was slavery that made slaves ; was robbery
and taxation that made the people poor and powerlesss ; waste
of childhood that made them blind and ignorant, and never dreamed of .
the fact that its the loss of the world's power and action that made
most of the scholars dunces in the schools. The best men have
never acknowledged God's power over man, while admitting his
power over the Universe. If they cannot school and develop the
child every day, they must lose just as much of learning as time.
Hence it is but little that's been rightly done for man. Every child
has as good a claim to mental development every day, as to food
or any other right. The child cann„./ be schooled on any bread which

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he has not earned to the utmost of his ability to earn it with schooUng ;
with which in half-day proportion communities of children will earn
more than children have ever earned. Its the all-day school, an anomaly
on earth, makes street Arabs, hoodlums, drunkards, the devotees of
license, the world of insensibility to right, to culture, religion and duty.
This world is a sample oi what the world can be with childhood wasted.
If wealth goes to school, wealth must get its growth of mind out of its
functions, trampling on its wealth. Wealth must sweat just as it is
useful for all to sweat or suffer. "Wealth that's too poor in wisdom to
claim its free functions of life and action with those only tnie
'developers, tools, tools, tools ; and goes to school from 9 o'clock till 4
and obeys the edict of the schools, as scholars have, to lay aside books
when tools are taken in hand, is poverty, but may not be such impov-
erishment as to obey the edict never to take tools in hand. Both these
classes, parents, men of business, citizens and patriots, have as yet
learnt too little, and teachers of all classes who have learnt still less
•of positive truth, so as to be leaders of blind followers, are pupils in
a school of past laws, where collars on the neck gave way to bristlinc^
bayonets, moats, dungeons, destructive ordnance, from all of which
appeal has now been taken to compulsory schooling. If swords have
been beaten into plowshares, and spears into pruning hooks, the school
must be beaten into correspondence. I protest; cry shame. I
reproach, and for forty-eight years I have appealed, read ! read ! !
read ! ! ! Hunt up the thousandfl of schools and hundreds of thousands
of pupils, and find an example that does not justify all the claims made
for one school, and the charges against the other. The half-day school
is only a discovery of God's infinite wisdom ; tells what to do, viz., the
child's whole filial duty ; when to do it, viz. from beginning to the end.
of what is the same thing for parent or child, a half-day full and com-
plete, and how to do it in God's own appointed indifstry. Facts
warrant the conclusion, no celibate is required, but any neighbor a
farmer or mechanic, and also many women, abridging their twenty-four
hours by only three, may teach every entire neighborhood at their own
and their neighbor's mutual advantage, an amount of knowledge no
angel from heaven could teach by the current system. The child is
not the moving breathing object before you, the clock or the watch is
not the case. The interior of the child is full of sensitive mechanism
for the intellectual functions. The school is the world of the soul's
life. Paul puts it at ten thousand teachers, but the succession suc-
ceeds with the days. The x;ondensed lives, the procession of the race
speak to the child their experience. His life begins with a cry, as all
lives began ; but to his present consciousness of eye, ear and thoucfht
they are matured into the harmonies and beauties the ages have per-
fected for his schooling. Force, -,vhose highest action Christ calls
violence, and in the words embracing its utterance He gives the sum
of the basis and action of schooling — force is as much a question of
■every little grown baby, who should be in school for the school habits.

familiarity with its letters, pictures and figures every day for the full
time of the ministry of all cherishing nutriLious forces. Yes* force is
as much a question in the organ of every school baby's brain as ever
it is with the labors of the ox or horse. Nothing is more evident
than the truth that every revolving day should have its school within
■"ational limits, and the labors, or more positively the activities of
children, too young to labor, which bring into the child their contri-
bution from the universe of forces. With these views we repeat the
hours of the current school are a false standard.

The proofs of the English factory school, and all industrial
education, when surveyed in connection, should be as conclusive as
the compass to the sailor. The memory, all mental processes, the
judgments formed, the growth of mind morals, the personal com-
munion. Oh h( i\v may history, poetry, the exact and all the sciences fill
the days, nights and life of those whom the schools have not heretofore
redeemed from their evil passions, their vacant heads filled with
animosities which start from the misguided passions, their rude social
contacts, their exposure unprepared for evil influences without a
constant school.

There are many children in Montreal whose hands are employed,
but who have no schooling. We are happy to call attention to the
fact of the plastic adaptation of pottery, using the same material
clay Avhich is used in the models of the statuary art, and that there is
the best reason for concluding Thomas Davidson, Esq., who is an
earnest promoter of the Half Day School, would be pleased to offer
an opportunity in the use of the Stafft^rd Pottery for such a school.
The citizens of Montreal Avould do well to avail themselves of the
opening. But the world's homes and industries are sure for the
trial. We counsel resistance to the indolence of the schools. We
would excite K woman's crusade against the indolence of the schools.