IX.
No one places a higher value upon the free school than I do; and no one takes greater pride in the prosperity of our colleges and universities. But at the same time, much that is called education simply unfits men successfully to fight the battle of life. Thousands are to-day studying things that will be of exceedingly little importance to them or to others. Much valuable time is wasted in studying languages that long ago were dead, and histories in which there is no truth.
There was an idea in the olden time—and it is not yet dead—that whoever was educated ought not to work; that he should use his head and not his hands. Graduates were ashamed to be found engaged in manual labor, in ploughing fields, in sowing or in gathering grain. To this manly kind of independence they preferred the garret and the precarious existence of an unappreciated poet, borrowing their money from their friends, and their ideas from the dead. The educated regarded the useful as degrading—they were willing to stain their souls to keep their hands white.
The object of all education should be to increase the use fulness of man—usefulness to himself and others. Every human being should be taught that his first duty is to take care of himself, and that to be self-respecting he must be self-supporting. To live on the labor of others, either by force which enslaves, or by cunning which robs, or by borrowing or begging, is wholly dishonorable. Every man should be taught some useful art. His hands should be educated as well as his head. He should be taught to deal with things as they are—with life as it is. This would give a feeling of independence, which is the firmest foundation of honor, of character. Every man knowing that he is useful, admires himself.
In all the schools children should be taught to work in wood and iron, to understand the construction and use of machinery, to become acquainted with the great forces that man is using to do his work. The present system of education teaches names, not things. It is as though we should spend years in learning the names of cards, without playing a game.
In this way boys would learn their aptitudes—would ascertain what they were fitted for—what they could do. It would not be a guess, or an experiment, but a demonstration. Education should increase a boy's chances for getting a living. The real good of it is to get food and roof and raiment, opportunity to develop the mind and the body and live a full and ample life.
The more real education, the less crime—and the more homes, the fewer prisons.
X.
The fear of punishment may deter some, the fear of exposure others; but there is no real reforming power in fear or punishment. Men cannot be tortured into greatness, into goodness. All this, as I said before, has been thoroughly tried. The idea that punishment was the only relief, found its limit, its infinite, in the old doctrine of eternal pain; but the believers in that dogma stated distinctly that the victims never would be, and never could be, reformed.
As men become civilized they become capable of greater pain and of greater joy. To the extent that the average man is capable of enjoying or suffering, to that extent he has sympathy with others. The average man, the more enlightened he becomes, the more apt he is to put himself in the place of another. He thinks of his prisoner, of his employee, of his tenant—and he even thinks beyond these; he thinks of the community at large. As man becomes civilized he takes more and more into consideration circumstances and conditions. He gradually loses faith in the old ideas and theories that every man can do as he wills, and in the place of the word "wills," he puts the word "must." The time comes to the intelligent man when in the place of punishments he thinks of consequences, results—that is to say, not something inflicted by some other power, but something necessarily growing out of what is done. The clearer men perceive the consequences of actions, the better they will be. Behind consequences we place no personal will, and consequently do not regard them as inflictions, or punishments. Consequences, no matter how severe they may be, create in the mind no feeling of resentment, no desire for revenge.' We do not feel bitterly toward the fire because it burns, or the frost that freezes, or the flood that overwhelms, or the sea that drowns—because we attribute to these things no motives, good or bad. So, when through the development of the intellect man perceives not only the nature, but the absolute certainty of consequences, he refrains from certain actions, and this may be called reformation through the intellect—and surely there is no better reformation than this. Some may be, and probably millions have been, reformed, through kindness, through gratitude—made better in the sunlight of charity. In the atmosphere of kindness the seeds of virtue burst into bud and flower. Cruelty, tyranny, brute force, do not and can not by any possibility better the heart of man. He who is forced upon his knees has the attitude, but never the feeling, of prayer.