Physiology.
Literature. Hand. Writing.
Natural History. Drawing.
Theoretical Sciences. Manual Arts.
Practical Sciences.
Fig. 3.
“In [Fig. 3] a remedy for this defect is indicated in the addition of the study of graphic and æsthetic art, through drawing, and of training in the manual arts, to the previous brain equipment. Observe where these features come in the scheme—on the expressing side of the brain and in the service of the hand, thus giving the brain ample power to discharge thought in its most complete form for use or for beauty. With these features added to the brain equipment its power of expressing thought in all practical directions will be coextensive with its absorbing and re-creating powers; and just as soon as the public can clearly see that in the outcome of our public education there is no respecting of persons or of classes, that pupils are trained for honest labor with their hands as well as to living by their wits, are taught to produce something, to create values by the action of their brain through the work of their hands, a much deeper interest in public education will not only be manifested, but generous provisions for its support will also be given.”[44]
[44] Address delivered before the Philadelphia Board of Trade and the Franklin Institute, June 6, 1881.
The charge that the schools educate automatically rather than rationally is of such vital importance that it should be sustained by the best attainable proof. Strong proof is at hand in the history of the so-called Quincy (Mass.) experiment.
In 1878 doubt of the efficiency of the schools of Norfolk County, long indulged, culminated in action by the Association of School Committees and Superintendents. It was insisted by certain members of the committee that the existing methods were “about as good as human intelligence could devise,” and by others that the people were getting “no adequate returns for the money expended under the system in general use.” It was resolved to institute a searching investigation, and the standard for the measurement of the acquirements of pupils adopted was, “a reasonable degree of ability to read, to write legibly, correctly, and grammatically, and to deal readily with simple mathematics after about eight years of schooling.”