Five hours a day the safe limit for study, Dolorosus, and these terrible schools quietly put into their programmes nine, ten, eleven hours; and the deluded parents think they have out-manoeuvred the laws of Nature, and made a better bargain with Time. But these are private, exclusive schools, you may say, for especially favored children. We cannot afford to have most of the rising generation murdered so expensively; and in our public schools, at least, one thinks there may be some relaxation of this tremendous strain. Besides, physiological reformers had the making of our public system. "A man without high health," said Horace Mann, "is as much at war with Nature as a guilty soul is at war with the spirit of God." Look first at our Normal Schools, therefore, and see how finely their theory, also, presents this same lofty view.
"Those who have had much to do with students, especially with the female portion," said a Normal School Report a few years since, "well know the sort of martyr-spirit that extensively prevails,—how ready they often are to sacrifice everything for the sake of a good lesson,—how false are their notions of true economy in mental labor, ... sacrificing their physical natures most unscrupulously to their intellectual. Indeed, so strong had this passion for abuse become [in this institution], that no study of the laws of the physical organization, no warning, no painful experiences of their own or of their associates, were sufficient to overcome their readiness for self-sacrifice." And it appears, that, in consequence of this state of things, circulars were sent to all boarding-houses in the village, laying down stringent rules to prevent the young ladies from exceeding the prescribed amount of study.
Now turn from theory to practice. What was this "prescribed amount of study" which these desperate young females persisted in exceeding in this model school? It began with an hour's study before daylight (in winter),—a thing most dangerous to eyesight, as multitudes have found to their cost. Then from eight to half past two, from four to half past five, from seven to nine,—with one or two slight recesses. Ten hours and three quarters daily, Dolorosus! as surely as you are a living sinner, and as surely as the Board of Education who framed that programme were sinners likewise. I believe that some Normal Schools have learned more moderation now; but I know also what forlorn wrecks of womanhood have been strewed along their melancholy history, thus far; and at what incalculable cost their successes have been purchased.
But it is premature to contemplate this form of martyrdom, for Angelina, who has to run the gantlet of our common schools and high schools first. Let us consider her prospects in these, carrying with us that blessed maxim, five hours' study a day,—"Nature loves the number five," as Emerson judiciously remarks,—for our aegis against the wiles of schoolmasters.
The year 1854 is memorable for a bomb-shell then thrown into the midst of the triumphant school-system of Boston, in the form of a solemn protest by the city physician against the ruinous manner in which the children were overworked. Fact, feeling, and physiology were brought to bear, with much tact and energy, and the one special point of assault was the practice of imposing out-of-school studies, beyond the habitual six hours of session. A committee of inquiry was appointed. They interrogated the grammar-school teachers. The innocent and unsuspecting teachers were amazed at the suggestion of any excess. Most of them promptly replied, in writing, that "they had never heard of any complaints on this subject from parents or guardians"; that "most of the masters were watchful upon the matter"; that "none of them pressed out-of-school studies"; while "the general opinion appeared to be, that a moderate amount of out-of-school study was both necessary for the prescribed course of study and wholesome in its influence on character and habits." They suggested that "commonly the ill health that might exist arose from other causes than excessive study"; one attributed it to the use of confectionery, another to fashionable parties, another to the practice of "chewing pitch,"—anything, everything, rather than admit that American children of fourteen could possibly be damaged by working only two hours day more than Walter Scott.
However, the committee thought differently. At any rate, they fancied that they had more immediate control over the school-hours than they could exercise over the propensity of young girls for confectionery, or over the improprieties of small boys who, yet immature for tobacco, touched pitch and were defiled. So by their influence was passed that immortal Section 7 of Chapter V. of the School Regulations,—the Magna Charta of childish liberty, so far as it goes, and the only safeguard which renders it prudent to rear a family within the limits of Boston:—
"In assigning lessons to boys to be studied out of school-hours, the instructors shall not assign a longer lesson than a boy of good capacity can acquire by an hour's study; but no out-of-school lessons shall be assigned to girls, nor shall the lessons to be studied in school be so long as to require a scholar of ordinary capacity to study out of school in order to learn them."
It appears that since that epoch this rule has "generally" been observed, "though many of the teachers would prefer a different practice." "The rule is regarded by some as an uncomfortable restriction, which without, adequate reason (!) retards the progress of pupils." "A majority of our teachers would consider the permission to assign lessons for study at home to be a decided advantage and privilege." So say the later reports of the committee.
Fortunately for Angelina and the junior members of the house of Dolorosus, you are not now directly dependent upon Boston regulations. I mention them only because they represent a contest which is inevitable in every large town in the United States where the public-school system is sufficiently perfected to be dangerous. It is simply the question, whether children can bear more brain-work than men can. Physiology, speaking through my humble voice, (the personification may remind you of the days when men began poems with "Inoculation, heavenly maid!") shrieks loudly for five hours as the utmost limit, and four hours as far more reasonable than six. But even the comparatively moderate "friends of education" still claim the contrary. Mr. Bishop, the worthy Superintendent of Schools in Boston, says, (Report, 1855,) "The time daily allotted to studies may very properly be extended to seven hours a day for young persons over fifteen years of age"; and the Secretary of the Massachusetts Board of Education, in his recent volume, seems to think it a great concession to limit the period for younger pupils to six.
And we must not forget, that, frame regulations as we may, the tendency will always be to overrun them. In the report of the Boston sub-committee to which I have referred, it was expressly admitted that the restrictions recommended "would not alone remedy the evil, or do much toward it; there would still be much, and with the ambitious too much, studying out of school." They ascribed the real difficulty "to the general arrangements of our schools, and to the strong pressure from various causes urging the pupils to intense application and the masters to encourage it," and said that this "could only be met by some general changes introduced by general legislation." Some few of the masters had previously admitted the same thing: "The pressure from without, the expectations of the committee, the wishes of the parents, the ambition of the pupils, and an exacting public sentiment, do tend to stimulate many to excessive application, both in and out of school."