The Southern Literary Messenger, Vol. II., No. 4, March, 1836

by Various

In our apprehension it is by no means among the most trivial considerations that recommend the manual labor feature in a system of education, that it furnishes an admirable test by which to try the spirit of a pupil, as well as a choice expedient to invigorate his health and inure him to habits of diligence and sobriety. A young man whose aversion to a manual labor school is so strong that it cannot be overcome, when the subject has been fairly presented to his mind, it may safely be taken for granted, is not worth educating. The community would lose nothing by the operation of a system which should exclude him from the ranks of its literati. Especially would the test in question operate favorably in the education of the beneficiaries of the church, whom she is at present somewhat extensively engaged in patronizing and preparing for her future ministry. Great as we conceive it, and great as the history of past ages has proved it to be, is the hazard which the church runs of rearing an impure priesthood, by proposing the gratuitous education of all the professedly "indigent and pious" who will apply for her bounty. The temptation to insincerity which is thus held out is too powerful to be resisted by depraved human nature. The church for safety in this respect must raise munitions and throw up her ramparts, to guard against the admission of unhallowed intruders. And what better defence, we would ask, could the ingenuity of man have devised for the prevention of the evils adverted to, than that the entire amount of contributions which are made for the education of candidates for the ministry, should flow to them exclusively through the manual labor channel? An inspired Apostle has said, that if any man will not work, neither shall he eat: and in perfect accordance, as we think, with the spirit of this declaration, we would unhesitatingly affirm, that if any man, who has the ministry in view, when the opportunity is fully presented, will not enter a manual labor school, and labor, working with his own hands, for at least a part of his support, neither should he eat the bread of the church, nor be fostered by her charities to minister at her altars.

To say that students for their recreation need something more amusing and sportive than the useful and sober exercises of agricultural and mechanical employment, is to say that the propensity of young men to levity and frivolity is so powerful that it cannot be, and ought not to be, controlled; that to aim to instil into them the habits and sentiments of gravity and sobriety is an unnatural and impracticable undertaking; and that it is more advisable to treat them as merry Andrews than as possessing the dignity of rational, immortal and accountable creatures.

Let a system of education make provision for nothing but what is elevated and useful, and still space enough will be left for all the frivolity and sporting which any can deem to be absolutely essential. These things will take care of themselves, and will inevitably come in, on any plan that may be adopted, to secure all the advantages which they are capable of affording.

Another objection which has been preferred to manual labor schools is, that they contribute but little or nothing to the support of the student.

The truth on this subject, as could be satisfactorily shown is, that, as might naturally be expected, manual labor schools, being a novel experiment in this country, have had to struggle, as do all similar enterprises of benevolence at the outset, with formidable obstacles; and in some instances, through injudiciousness in their location, or mismanagement in their arrangements, have either been abandoned, or have failed to fulfil the expectations of their projectors. Mercantile and other adventurers often fail in their plans. At the same time it is undeniable, that some institutions of this sort have succeeded beyond all previous calculations, and the students that composed them have not only enjoyed better health than others, and made more rapid advances in knowledge, but a portion of them have, by the avails of their labors, defrayed the whole of their expenses; a few have done more; and a majority have diminished them about one-half. Manual labor establishments, therefore, will do something (we ought not to expect them to do every thing,) towards cheapening education, even in the infancy of their existence; and the thought can hardly fail to be cheering to American republicans and patriots, that in the full tide of successful operation which we believe will attend their maturer age, "full many a flower" which but for them would be "born to bloom and blush unseen," will shed its "sweetness on" Columbia's "air."

But admit for a moment that manual labor schools are an utter failure as regards the pecuniary advantages which they afford. Admit, if you please, that the manual labor feature is an expensive part of education, and that to comply with it an education will cost more than on any other plan. The argument for their utility remains alike unanswered and unshaken. Is not the education thus obtained a more perfect one? Is it not immensely more valuable? Are health, morals, useful habits, vigorous intellects, and life, worth nothing? Is money expended for the improvement and preservation of these thrown away?

If manual labor schools increased the expenses of education fourfold, they would still deserve the warm patronage of the public, and all who have the ability should send their sons to them to be educated, in preference to any other institutions, even should they have as many of them as the Patriarch, or be endowed with the riches of Crœsus.

It is an ill-judged economy which saves money at the sacrifice of life, health, and morals. Let this subject be understood by an intelligent and Christian community, and manual labor schools will not be left to languish and die without endowments, while on other institutions of less substantial claims, they are lavished with a princely munificence.

In this place, it may not be amiss to attend for a short time, to the testimony of some of the pupils and superintendants of manual labor schools, who have detailed the results of their observation and experience, and which is strong and decided in their favor.

In one instance the pupils say, that "believing the results of experiment weightier than theory, we beg leave respectfully to express those convictions respecting the plan of our institution, which have been created solely by our own experience in its details. 1. We are convinced that the general plan is practicable. 2. That the amount of labor required (three hours per day) does not exceed the actual demands of the human system. 3. That this amount of labor does not retard the progress of the student, but by preserving and augmenting his physical energies, does eventually facilitate it. 4. That the legitimate effect of such a system upon body and mind, is calculated to make men hardy, enterprising and independent; and to wake up within them a spirit perseveringly to do, and endure, and dare. 5. Though the experiment at every step of its progress has been seriously embarrassed with difficulties, neither few in number nor inconsiderable in magnitude, as those know full well who have experienced them, yet it has held on its way till the entire practicability of the plan stands embodied in actual demonstration. In conclusion, (they add,) we deem it a privilege, while tendering this testimony of our experience, to enter upon the record our unwavering conviction, that the principle which has been settled by this experiment involves in its practical developments an immense amount of good to our world; it is demanded by the exigences of this age of action, when ardor is breathing for higher attempt, and energy wakes to mightier accomplishment."