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VOL. 1. NO. 2.

JiUSTSIAl JEbIICATION

IN PUBLIC SCHOOLS,

B^sr

EDWIN F. SMALL.

SACO, MAINE:

PRESS OF THE BIDDEFORD JOURNAL.

1884,

f^l.'«Ct«4]

INSTITUTE PUBLICATIONS.

Vol. 1. No. 2.

1

INDUSTRIAL EDUCATION

IN PUBLIC SCHOOLS,

BV

ED-WIN F. SMALL.

TEN CENTS.

Other similar societies are requested to exchange

publications. Address

Corresponding Skcrbtary,

York Institute,

Saco, Me.

_®

InstmePob

VOL. 1. NO. 2.

IN PUBLIC SCHOOLS,

B^Y

EDWIN F. SMALL

SACO, MAINE:

PRESS OF THE BIDDEFORD JOURNAL.

1884.

QaaJ^-^ ~ C''\<-

r^ '

Industrial Education in Public Schools.

Address delivered Feb. 13, 7884, before the Society.

Ladies and Gentlemen : —

In selecting the above subject on which to prepare a pa-
per for the York Institute I feel there is no necessity for
making any apology, as the purpose and aims of this So-
ciety embrace, among other things, all schemes for the
promotion of educational interests. The present aspect
of public school education is attracting more and more the
attention of all classes, both in this country and in Eu-
rope, and great improvements have either been adopted or
suggested for greater efficiency in our school system with-
in the past few years.

It has been said by some educators, only recently, that
the public school instruction is for the few rather than for
the many, and that its methods are designed more for the
well-to-do classes than for the poor. The general impres-
sion has got abroad that the instruction commonly given
in our high schools fits a youth for a clerk-ship in a store
rather than for the technical work of a trade.

However that may be, an effort has been made by
influential persons in some of our larger cities to sup-
plement the ordinary instruction given in the common
schools by a certain amount of mental and physical train-
ing in the different branches of industry.

One very successful enterprise has been started in Bos-
ton by benevolent and philanthropic ladies, which has for
its main object the furnishing free of cost to all poor girls

practical instruction in the various duties of household
work. On one or two afternoons of each week these chil-
dren are gathered together in a room properly fitted up
with all the necessary requirements, and under a compe-
tent and skilled instructress are taught to make, open and
air a bed, to sweep and dust a room, to set a table, wash
the dishes, cook, and iron, and whatever else is required
to make a model servant or housekeeper.

The advantages, both moral and material, to the poorer
classes from this teaching are incalculable, and the result
of a few years of such work has well justified the charity
which prompted the efl'ort.

A movement is now on foot in the city of Boston to in-
troduce this species of industrial training into such of the
public schools as are necessary to give the plan a fair trial,
and to see what results will accrue from it. Again, in sev-
eral of our leading cities, a system of technical and scien-
tific instruction, combining theoretical with practical train-
ing has been successfully established, with the design of
preparing young men from sixteen to twenty years of age
for the duties of an active life, "which is broader and
brighter than the popular method of learning a trade, and
more simple and direct than the so-called liberal education."
"It is the well-considered opinion of all who have had inti-
mate knowledge of the working of this system that the
connection of academic culture and the practical applica-
tion of science is advantageous to both, in a school where
these objects are started together and carried on with har-
mony and equal prominence." "The Academy inspires its
intelligence into the work of the shop, and the shop,
with eyes open to the improvements of productive in-
dustries, prevents the monastic dreams and shortness
of vision that sometimes paralyze the profound learn-
ing of a college." One such school has lately been es-
tablished in St. Louis, in connection with Washington

University, but has a different course of study and a differ-
-ent building. Boys can enter at fifteen and stay three
years, wben they are fitted to earn their own living in sev-
eral tmdes. The first year they work two hours a day in
the carpenter's shop, with instructions given by a college
graduate, and a practical carpenter. The secoud year they
work the same length of time in the blacksmith shop, and
the third year in the machine shop. The coui-se of study
keeps along with their work, and also the drawing. So
that the boys can make what they can draw and draw what
they have studied about.

Leaving for a moment the matter of a higiier technical
training in the practical arts and sciences, let us look at
the needs moi^ particularly of our own eoramunity, and
at the advantages to be derived from a public school in-
struction in the ordinary branches of human industry.

It is a Prussian pedagogical maxim that "whatever you
would have appear in the nation's life you must put into
the public schools," and it is just as true of the smaller
life of a town or village.

What is the object of education ? Not merely the amount
of knowledge that can be crammed into the mind for four,
six or eight years of boyhood or girlhood, but the proper
and harmonious developement of mind and body by such
teaching as will draw out the latent powers within. Every
child, of course, should be taught the elementary branches
of reading, writing, spelling, arithmetic, geography and
grammar in the primary and intermediate schools of the
land. But when the question comes, shall we continue
this free system in the high schools and academies, add-
ing the higher branches of learning, and perhaps a classi-
cal training, then we ought to pause and consider, whether
such a course is for the best interests of the community at
large or for the few who are able to enjoy and profit by
this advanced education.

It is just at this point that I think a new departure
should take place and instead of the ordinary methods now
in vosfue there should be substituted a course of industrial
traininor, fitting the youth for the duties of active life.
Such a course would begin after leaving the grammar
school, and only those admitted to it who showed such
natural ability and proficiency as to make it desirable. The
course itself should include the higher mathematics appli-
cable to the mechanical arts, one or more of the modern
languages, free hand drawing, draftmg, some physical
science, and sufficient practical ffimiliarity with a trade as
will secure a fair livelihood to the graduates.

The need of some such free instruction will be obvious
to any one who considers the great demand made to-day
for skilled mechanics in all departments of manufacturing
and industrial pursuits, as well as the lack of means
among our laboring classes forgiving their boys the time
required for an education. A large majority of boys whose
parents are working people cannot afford the time involv-
ed in a high school course and the additional years neces-
sary to learn a trade. Therefore they are usually taken out
of school at the end of the intermediate (bourse and placed
as apprentice^ in some shop, or set to work in a store or
factory where they must earn their own living. The re-
sult is that unless they are naturally gifted they will never
rise above a mediocre position in their calling, and never
attain a due rank in society, because of lack of early and
sufficient education. They are unfitted for the position of
foremen or superintendents, seldom become master work-
men, and are deficient in that intelligence and culture which
enables them to enjoy the society of cultivated persons, or
the higher works of literature and art. If they could be
taught the principles of some mechanical trade, like the
machinist's or the carpenter's, with sufficient practice to
make them good workmen, and be instructed in the theory

as well, they would be enabled to enter upon their life's
work with minds developed and hands skilled, and thereby
earn a better living and attain a higher place in the social
world than they could otherwise possess.

There is no country in the world where the demand for
skilled mechanics, or the compensation for skilled work is
so great as in the United States. Our manufacturing in-
terests are yet in their infancy, and with the almost unlim-
ited natural resources of our favored country, there is n(j
prospect of any sudden lessening of this demand, but
rather of its gradual and sure increase. The vast West
is even now attracting daily large numbers of our active
and able young men, and with her beds of coal and iron,
gold, silver and copper threatens to compel the East to re-
linquish some of her prosperous industries. How then
shall New England keep her lead in manufactures, engi-
neering and the industrial arts? She must undoubtedly
maintain schools of applied science, in which artisans, su-
perintendents, agents and engineers may be thoroughly
trained in the principles and practice of their trades and
professions. Here in our own State, in which manufact-
uring and ship-building are the chief interests, we have
three colleges providing what is called a liberal education
for her sons while we have nothing worthy of the name of
a University of Technology.*

The time has gone by when it is thought derogatory for
a young man of education and ability to learn a mechani-
cal trade, and already many of our college graduates are
turning their attention to these pursuits in prefefence to
the so-called liberal professions.

If the State wishes to develope her resources, increa.-ie
her manufactories, keep her sons from going outside of
her boundaries to seek their fortune, she must provide

*NoTE. — ^This is not intended to reflect in the least on the excellent a,^-
ricultural College at Orono, supported by the State.

them witB the means of iiTdustrial education at EioTD'e, by
establishing schools of the arts and sciences. An appro-
priation annimlly nrade from- the State towaiTl* this end
tvonld, in my opinion, \ie inoney wisely expended. A
central Unirersity, where both tbe theory and pi'actice of
agriculture, mecbaniciil and civil engineering, and the
physical sciences, together with a th<)rough course in liter-
ature and modern languages could be the carriculum,
would be a most important step in the material welfare of
!he State, and one that would be app-reciated and prized
by the young men who ask for such training.

We have a need for better educated mechanics, not to
make them dissatisfied with their calling, but to stimulate
them to greater efficiency and thoroughness in tbeir re-
spective trades.

A boy with a taste for mechanics, either natural or ac-
quired, is forced to-day, by his slender resources, to be-
gin work for his livelihood before his mind is developed,
or his bands trained, and being thus checked in tbe com-
mencement of life, will never be anything better than a
journeyman worker. Let the same boy go through a course
of educational training, such as I have been describing,
for three years before entering the workshop or factory,
and in nine cases out of ten he will rise step by step to
a position of honor and influence in his chosen career,
while his moral and social surroundings will be commensu-
rately higher. For, though I can only hint at these latter
advantages, yet they are deserving of much consideration.
What is the reason why so many of our ordinary mechan-
ics are morally and socially, as well as physically on a
lower plane than our college educated men? Is it not
largely through lack of that culture and knowledge which
a liberal education gives, and which teaches one the man-
ners and usages of society, the self-respect and self-confi-
dence which is unabashed in the presence of others, and

the moral and healthful amenities which help to form a
true gentleman? A trained and educated mechanic will
rather spend his evenings and holidays in edifying read-
ing or in good social recreations, than in frequenting bar-
rooms or loafing in the street. He will want his home
life pleasant and cheerful, will take due care of his own
health and that of his children, will not treat his wife as a
slave or servant, and his children as brats, will seek for
companions equal to himself, in fact will be more of a man
and less of a brute, by reason of that mental trainins'
which is his best preparation for life's duties.

"The relationship between ignorance and vice is patent
to all men, but just where the connection lies is one of
the most difficult of social problems. No man can be
classed with the ignorant who knows any one branch of
useful knowledge well and thoroughly. Science is tend-
ing to specialties, and art to technicalities. In all trades,
business and professions, a man without some definite,
practical knowledge, uow-a-days, is to all intents and pur-
poses ignorant, unless his intelligence has been so cultiva-
ted that he is ready to learn whatever is current. The day
of Jacks of all trades who are masters of none is gone by
in the rush of human progress. Mechanics who have
"picked up" their trades are set to tending machines.
English lords and baronets are seriously betaking them-
selves to trades, arts and sciences, in sheer dread of find-
ing their ocucpation of noblemen gone. As to the pres-
ent common school system its grand error lies in assuming
that all men have equal capacity, and in undertaking to do
for the multitude what it is only possible to do for the few.
It is an error which results in filling the heads of the young
with a smattering of knowledge, which the philosophers
call a bad thing, and with an enormous conceit which is
much more dangerous." "Our cities are full of common
school graduates who despise manual labor, and scramble

10

by the hundreds for places behind the counter. It wrmld
be an interesting question to know how many of these or-
namental and not useful graduates find their way to our
prisons, reformatoiies, and alms-houses." I have taken
these last few paragraphs from a published article on igno-
rance and education, i)ecause they bear somewhat forcibly
upon my present point. In answer to the inference which
might be drawn from them, I think a public school train-
ing in one or more branches of industrial pursuits would
mitigate the evil influences implied.

It is no doubt necessary to the safety of a republic that
its voters should have the rudiments of education, to be
able to read, write, and think for themselves. Beyond
these rudiments the masses of the people will not go. But
for those who have the desire and ability to go further it
is of the greatest importance that means should be provid-
ed by the State or Nation. What the nature of that la-
ter training should be is the question we are considering.
For some the College and University will always be at-
tractive, and for them a proper preparation is necessary.
But for others some kind of manual labor will be their
chosen task. Why should not a course of preparation and
training in our public schools be given, the results of
which will more than repay the State for its expenditure ?

As to the details of such a course experience and cir-
cumstances must decide. In many towns only one trade
could perhaps be taught. In others a greater number,
according to the means appropriated. The particular in-
dustries of any city or town would determine the question
in that place, while i» others the demand would indicate
what would be most necessary. In answer to the objec-
tion that industrial training would require additional teach-
ers and enlarged accomodations, as well as sfreater facili-
ties for shop-practice than what our present system re-
quires, I would say, would not the results be worth the

11

cost? And even if at first it would be impossible to ob-
tain shop-practice or the tools and machines required for
experiments, could not the principles of a trade be tauo-ht,
and their working exhibited by models or by diagrams,
and could not the problems of mathematics be so adapted
to practical questions as to enable the pupil to get a pretty
clear idea of what he will be required to do in after life ?
At any rate, certain time could easily be taken for instruc-
tion and practice in free-hand drawing, which would always
be found useful in almost every trade.

But I think if proper attention were given to this mat-
ter by the; school l)()n-ds and educators many of these im-
agined difficulties would fade away. In a city like ours
arrangements could probably be made with some machine
shop or wood-room where a few boys could have the op-
portunity to practice certain hours under a competent
work-man in real manual work, until some better ar-
rangements could be perfected. And if, as it seems prob-
able in the near future, a suitable academy can be estab-
lished here, which will unite with the present High School,
then some such plan as I have suggested in this paper
might be carried out. The city would appropriate such
sums as it could afibrd, and individuals in the town and
county might be inclined to generously endow an academy
or school of industrial education. The tendency is, I
think, rather in this direction than in the line of mental
training only.

I have in my mind a school of technology which has
been successfully managed for fifteen years, provided by
the liberality of public-spirited and wealthy men, so as to
furnish a theoretical and practical education free to quali-
ified boys in its own county in five branches of industrial
art. These are mechanical and civil engineering, draw-
ing, physics and chemistry. The course in mechanical
engineering includes instruction in theoretical mechanics.

If

applied mechanics, and practice. In theoretical mechan-
ics the principles of statics and dynamics are taught and
illustrated in the solution of a wide range of problems,
and the same thing is done in applied mechanics relative
to the strength, capacity and energy of various kinds of
machinery. The practice is secured in a well-fitted ma-
chine shop, equipped with the best tools and machinery
for the working of wood and iron, which is managed by a
superintendent who employs a sufficient number of skilled
workmen.

"The capital fact which underlies any sound scheme for
school shops is that machinery is to have a constantly in-
creasing: share in the conversion of matter into useful
forms. The educated mechanic must understand the prac-
tical limits of mechanical production and all the possible
ways in which these limits can be extended. He must
know by practice how to design, construct and assemble
the parts of a machine, as well as how to finish its product
by skillful handiwork. The power of the engineer to de-
cide upyn general principles the best form and material for
a machine and to calculate its parts, is vastly increased by
blending with it the skill of the craftsman in manipulating
the material."

It is found by experience that the graduates of this
school in the department of mechanical engineering are
as skillful mechanics as ordinary apprentices who have
served three years in a shop, and they have in addition the
advantages of a solid education.

Now though such an elaborate system cannot be expect-
ed in many of our towns as part of the public school in-
struction, I have thought it best to mention its general
plan and outline in order to show what has been and is
being done in the matter of industrial education. I am thor-
oughly convinced, from intimate knowledge and inquiry,
that if a technical school could be established in every

1^

city of 20,1300 inliabitants, and in every county where th%
|3opuIation was large enougk and tke necessities required,
nt would be of incalculable advantage to the young men
(residing in that locality and of great benefit to the com-
munity at large. It would be the means of developing
the power and faculties of the youth, while it would awak-
en a healthy rivalry and competition among the different
manufa'Oturing ■concerns who require skilled workmen.
There would be no need of sending abroad for trained em-
gineers, desigiyers or foremen. But we should be con-
stantly supplying the demand from our home resources and
at the same time offering to oiw young men facilities fora
«ound and thorough education which would largely increase
their chances of success.

To recur a moment to a point already alluded to. Why
should not equal prominence be given in our common
school system to the principles and practice of a trade as
as afforded for a classical and college preparation? There
as not a high school in the land but what gives all who de-
sire it the preparation necessary for a collegiate educa-
tion, while there is not one, to my knowledge, that in-
structs boys or girls in any branch of mechanical industry.
And yet the number who are obliged to work at a trade is
verj'^ much greater than the number who enter college.

If the principle underlying our public school system is
the preparing of youth for active work in all departments
of human industry, then it stands to reason that the eye
and hand should be as well trained as the brain.

Every student in our high schools should receive daily
instruction in free hand drawing for at least a part of their
course so that discipline of the ideas of form and propor-
tion may be secured, and the student when he undertakes
shop-work may make more rapid and satisfactory progress
than he could do if he had not had the advantage of this
training. And again, the hours devoted to practice in the

u

trork-shop will serve the double purpose of teaching haB*-
its of regularity and of furnishiug a due amouat of physi-
cal exercise.

In what has beeu already said it may seem to some that
too much stress is laid upon one branch of industrial pur-
suits, vi^ : that of mechanical engineering. To this I
would answer by saying that the principles of mechanics'
and the skill required in manipnlating machinery enter
largely into every department of manual labor. Whether
ft boy intends to be a machinist, or a carpenter, or a black-
smith, or a farmer, the knowledge of mechanics and their
application to industry, as well a^i the aptitude in handling
tools will be indispensable requisites in the pursuit of their
chosen calling. We shall never have the best specimens
of farming till we have intelligent and well-trained farm-
ers. A practical and theoretical education in the princi-
ples of agriculture is as necessary to-day as in any profes-
sion or vocation. In understanding the nature and ingre-
dients of soils, in the art of breeding the best stock, in the
use of labor-saving machinery, in the due rotation of
crops, and in the improvement of farm buildings an edu-
cation based upon experience and practical training is
imperatively demanded. And the same thing is true in
every department of industry. The world is making great
and rapid advancement in the cultivation of the arts and
sciences, and whoever wishes to be abreast of the times
must keep his eyes and ears open, and study diligently the
best methods of performing a given work.

W^hen w*' consider that the value of the railroad prop-
erty in the United States alone is over $500,000,000, or
more than half as much as the value of all the farm prop-
erty, and remember that this represents an immense body
of skilled workmen in all trades and industries, we can
see what a wide field is open for well-trained young men
to get steady and remunerative employment. If our com-

15

tmon ^clitjols furnished free of cost the elements of median'^
acs iind a practice based thereupon, there is no question
Ijut what their graduates would quickly find congeuial and
well paid work throughout this great country.

A demai>d comes every year to all the technical schools
of oor land for young men trained and educated in some
branch of industry to take charge of machine shops, to
manage mines and fsictories, to act as superintendents or
foremen, to tinal3'zo metals and assay minerals, to plan and
'fey out railroads, to be engineers on steam-ships and loco-
motives, in fact to occupy places of influence and useful-
siess in every branch of industrial work.

There is again a vast and increasing field of employ-^
meut opening up on every side in the various applications
of electricity to the wants and necessities of life. Toen^
ter this field a course of training is needed in the science
of electro-chemistry and magnetism. A boy who is taught
by practical experiment the principles of this great science
with its complex workings, and with its various applica-
tions will never find himself out of employment, but be on
u sure road to preferment and success. An objection is
likely to be made by those who doubt the advantage of in-
dustrial training in the schools, viz : that it will inspire
boys with a too lofty ambition and make them discontent-
ed with their lot in life. When they go out into active life
and find themselves side by side with those not so well ed-
ucated they will feel that they are fitted for something
better than what their companions are doing, and therefore
prove uneas}' and dissatisfied workmen. In answer to this
I would quote the old saw : "Water always seeks its lev-
el."' Whatever a young man is fitted for he will some time
attain. If his ideas are too grand a few weeks of rivalry
und ctjmpetition will bring them down. He will soon see
that he that is faithful in little things will be most surely
cntru!5ted with greater responsibilities. And even if his

1^

amBftfon fs high, if there is thre real ability lu hfur, he' wDI
he a better workman by reason of it. There is always
room at the top, it is said, and to seek the highest rounJ
of the ladder is commend'able hi every case. Bti-t a course
of industrial training given hi our public schools n-eed notJ
be of such a character as will trnSt a boy for manual labor
by inspiring visronary ideas. Its effect ought to be to-
make him understand that a trad-e is as honorable as a pro-
fession if pursued honestly and industriously. Tbe advan-
tage of an education is to improve his skill and train hi»
natural powers to- perform the best woi'k.

And it must likewise be remembered that not every boy
will be found capible of [XFrsuing siKjh a course, that there
will always be drones and idlers in the human hive, and
that for unskilled labor there is no- immediate prospect of
a lack of workmen. What we must aim to do is to se-
lect the best material out of the mass which ia brought to
ns and endeavor to mould that into the proper shape and
condition. The 8tate ia not responsible for natural inca-
pacity or ingrained idleness in her citizens. Her duty i»
to provide the best and most varied preparation for the
duties of life, and for the exercise of the right of citizen-
ship to all her children. After that each man and each
woman must look out for themselves in the battle for exis-
tence. I am more and more convinced that the old Jewish
principle of giving every boy a trade, whether he works at
it or not, is the best principle for our day and generation.

How this shall be done, whether at public or private
expense, is a question for statesmen and educators to de-
cide. The fact that some of the most successful and saga-
cious manufacturers and business men, as well as many able
educators continually recur to the idea of combining man-
ual labor with school instruction shows the increasing at-
tention paid to the subject, and is one of the signs of an ap-
proaching change in our system of public school instruction.

17

In what has been said so far, I have spoken chiefly of a
boy's education. The general principle will be found true
in that of the other sex, with such changes in the details
as are appropriate to physical and other conditions.

A large number of the girls of our land are forced to
earn their own living. Let them be educated with a view
to that object, even though many of them may not be call-
ed upon to go outside of their own homes. I will not en-
ter here upon the vexed question of woman's sphere. But
I know no reason why industrial training in such branches
as women can profitably undertake should not be apart of
her school life. The manner of training girls in the kit-
chen garden system, as invented by a lady in New York
and described in this paper, needs but to be once seen to
convince any one of its practicability and value. Could
such a system be introduced into our common schools we
should soon behold better homes, more cheerful surround-
ings, a wiser economy in household expenses, a healthier
class of women, and a higher moral standard among our
poorer classes than is seen to-day. For what is needed to
elevate both man and woman is a thorough, well balanced
and harmonious education, which developes equally body,
soul and spirit ; that will banish ignorance, vice and pov-
erty to the limbo of the dark ages, and restore man to his
God-like nobility of true manhood and womanhood.

Since writing the above my attention has been called to
a proposed plan of annexing a Textile Laboratory and
Museum to the Massachusetts Institute of Technology,
the chief features of which it may be interesting to notice
here. The design of this new department is to give a
thorough scientific instruction combined with experiment-
al practice in all matters relating to the treatment of the
raw material used in the manufacture of textile fabrics.
In the first place would come a study of physical geogra-

18

pliy, geology and natural history, and the chemistry of soils
in relation to all vegetable fibres and to all animals which
yield fibres to the textile arts. Next wonld come the phy-
sical stud}' of the fibres themselves with the microscope,
the polnriscope, and the camera, and an examination of all
kinds of cotton, wool, flax, hemp and silk. Then the
stndy of the manufacture of all textiles historically and
mechanically. Next the fundamental principles of all the
machines which are in use, with laboratory practice in the
art of carding, spinning and weaving. The professor of
architecture would be called upon to give lessons in mill
construction. The professor of underwriting might be
called in to aid with a special course, and might teach
something more than the art of saving property from fire.
And finally, the professor of political science would treat
the condition of the operative, and the historic changes
which the introduction of machinery has made in the con-
dition of the people of all lands. In short, the professor
of every science would be called upon to do his best in the
instruction of students in the textile department in order
that they might be well qualified to take their degree and
enter upon the work of life as well equipped as they should
be. When it is considered that the annual value of the
textile industries of the United States already amounts to
more than six hundred million dollars, and that of the im-
ported products to more than one hundred and twenty -five
millions, can we not see what a wide field is opened for
qualified young men to enter upon this one branch of hu-
man industry. And yet in this country there is no school
for special instruction and training in this department,
while in Europe there are already many well established,

and others still in prospect.

At Crefield, Prussia, there is a building which is to be
wholly devoted to weaving and dyeing. At Bradford,
England, there is a Technical school which is to be devot-

19

ed exclusively to the art of manufacturing, dyeing and
finishing what are known as "Bradford goods." AtBatley,
at Glasgow, at Leeds, at Huddersfield, and at Manchester
there are alreaay fully equipped schools for technical in-
struction in particular arts.

Now if such a beginning as is here proposed becomes
an actuality there will soon follow special trade schools in
all our manufacturing centres. It will not be many years
before Lowell, Lawrence and Manchester will have textile
schools. Holyoke will have its laboratory of paper mak-
ing, Connecticut will have its special schools in brass and
other fine metal working. In this way and in this way
only will New England be able to maintain her supremi-
cy in competition with other parts of our common country
which are more richly endowed by nature. "Is there any
reason wby the studv of the art in which a man is to em-
ploy his working life, and by which he is to sustain him-
self and others, should not be made use of to developebis
own mind ? Will he not take a greater interest in such a
study and develope his own capacity more fully than he
will in the study of something entirely foreign to this pur-
pose ? Is a study less fit as an intellectual exercise be-
cause it is useful in a material sense ?"

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