That education increases the productiveness of labor has been already conclusively established. It has also been incidentally shown that mere knowledge, valuable as it is to the laborer, is not the only advantage derived from a good common school education, but that the better educated, as a class, possess a higher and better state of morals, and are more orderly and respectful in their deportment than the uninstructed; and that for those who possess the greatest share in the stock of worldly goods, the most effectual way of making insurance on their property would be, to contribute from it enough to sustain an efficient system of common school education, thereby educating the whole mass of mind, and constituting it a police more effective than peace officers or prisons. If, then, poverty is at once a cause and an effect of crime, as is stated by a late writer,[44] who has made an extended survey of the relative state of instruction and social welfare in the leading nations of the world, it is directly inferable that education will, and, from the nature of the case, must act in a compound ratio in diminishing both pauperism and crime.

This proposition is not received by a few individuals merely in comparatively unimportant communities: it is one which is generally adopted by enlightened practical educators and by liberal-minded capitalists of both hemispheres. The views of several of our principal American manufacturers have been already presented. Let us now direct our attention to the testimony of enlightened and liberal-minded capitalists residing in some of the transatlantic states.

William Fairbrain, Esq., the sole proprietor of a manufactory in Manchester, and part owner of another establishment in London, and who has between eleven and twelve hundred persons in his employ, remarks in relation to the habits of the educated and uneducated as follows: There is no doubt that the educated are more sober and less dissipated than the uneducated. During the hours of recreation, the younger portion of the educated workmen indulge more in reading and mental pleasures; they attend more at reading-rooms, and avail themselves of the facilities afforded by libraries, by scientific lectures, and by lyceums. The older of the more educated workmen spend their time chiefly with their families, reading and walking out with them. The time of the uneducated classes is spent very differently, and chiefly in the grosser sensual indulgences. Mr. Fairbrain has given his own time as president of a lyceum for the use of the working classes, which furnishes the means of instruction in arithmetic, mathematics, drawing, and mensuration, and by lectures. In these institutions liberal provision is very properly made, not only for the occupation of the leisure hours of the laborers themselves, and for their intellectual and social improvement, but for that of their wives and families, in order "to make the home comfortable, and to minister to the household recreation and amusement: this is a point of view in which the education of the wives of laboring men is really of very great importance, that they may be rational companions for men."[45]

Albert G. Escher, Esq., one of the firm of Escher, Wyss, and Co., of Zurich, Switzerland, remarks as follows: We employ from six to eight hundred men in our machine-making establishment at Zurich: we also employ about two hundred men in our cotton-mills there, and about five hundred men in our cotton manufactories in the Tyrol and in Italy. I have occasionally had the control of from five to six hundred men engaged in engineering operations as builders, masons, etc., and men of the class called navigators in England.

After giving a list of the different countries from which his laborers are drawn, classifying the workmen of various nations "in respect to such natural intelligence as may be distinguished from any intelligence imparted by the labors of the schoolmaster," and remarking in relation to the influence of education upon the value of labor—where his testimony corroborates that of manufacturers in New England, already quoted—the same gentleman makes a statement which is applicable to the subject under consideration.

"The better educated workmen, we find, are distinguished by superior moral habits in every respect. In the first place, they are entirely sober; they are discreet in their enjoyments, which are of a more rational and refined kind; they are more refined themselves, and they have a taste for much better society, which they approach respectfully, and consequently find much readier admittance to it; they cultivate music; they read; they enjoy the pleasures of scenery, and make parties for excursions into the country; they are economical, and their economy extends beyond their own purse to the stock of their master; they are consequently honest and trustworthy."

Scotland affords a very striking illustration of the power of education in diminishing pauperism and crime, and in improving the morals and increasing the wealth of a country. Indeed, it would be difficult to find another instance in the history of nations of a country which has made such rapid progress in the diminution of crime, the increase of public wealth, and the diffusion of comforts, as Scotland. And this gratifying change—this remarkable instance of progress in the scale of being, has been concurrent with increased and increasing attention to the education of the people.

At the beginning of the last century, Scotland swarmed with gipsies and other vagabonds, who lived chiefly by stealing, and who often committed violent robberies and murders. Of these pests to society it was estimated that there were not less than two hundred thousand. Besides these, there were the more gentlemanly, though less tolerable robbers, such as the notorious Rob Roy, who made no more ado about seizing another man's cattle than a grazier does of driving from market a drove of oxen for which he has paid every shilling demanded.

But now, the laying aside of a sum sufficient for the education of his children is an object which a Scotchman seldom loses sight of, both when he thinks of marrying and settling in life, and at every future period; and it is to this habit, handed down from father to son, that the Scotch owe their morality. One of their own writers says, "we have scarcely any rural population who are not perfectly aware of the importance of education, and not willing to make sacrifices to secure it to their children."

Having seen something of the excellence of education in improving the social and moral habits of a community, and in banishing pauperism and crime from among those who become the happy subjects of its uplifting power, let us, for the purpose of becoming more alive to its importance, consider the condition of a people where the masses are not brought under its benign influence.

Spain, which has been already referred to in illustration of the evils of ignorance, affords a striking illustration for our present purpose. Until after the lapse of one third of the present century, there was but ONE newspaper published in this country! "Yes, one miserable government gazette was the sole channel through which twelve or fourteen millions of people, spread over a vast territory, were to be supplied with information on the momentous affairs of their own country, and of the whole external world."—National Education, vol. ii., p. 136.

"The most authentic return of the number of children receiving education in Spain was made in the year 1803, and it is believed that but little change has taken place since that time. According to the returns, the number of children receiving education, exclusive of those brought up in convents and monasteries, was only one in every three hundred and forty-six of the population! M. Jonnés estimates the population at about fourteen millions and a half, and assuming, as he does, that about the same fraction of the population is receiving education as in 1803, he estimates the present number of children in school in the whole of Spain at not more than about forty-three thousand; and, pursuing his calculations, he shows that, if his data be correct, not more than one child in thirty-five ever goes to school. He further states that the children thus favored are exclusively from the middle and upper classes."[46]—National Education, vol. ii., p. 130-1.

How far the education given to the favored few is of a practical and useful kind, may be conjectured from the following extract from M. Jonnés's work. After speaking of the many libraries, schools, colleges, and universities, the creation of past times, but which still exist, he remarks, that "these institutions were intended for a state of society which had nothing in common with that of the present day. The kind of instruction afforded in them, confined as it is to prayer, church discipline, and the dogmas of theology, has no connection with the interests and wants of the existing generation.

"What every enlightened man in Spain has long called for is a national, popular, gratuitous education, extending to all classes, as well in the towns as in the rural districts. Up to the present time, the people have received no other instruction than that offered by the clergy, which has had scarcely any other object than the performance of religious ceremonies."

In addition to what has been already stated, it may be remarked, that even with those who know how to read, "books and study are almost out of the question, because, unless in the principal cities, public libraries are nowhere to be found, and private libraries are luxuries that few possess."

If education is conducive to virtue, and ignorance fosters crime, what must be the social and moral state of a country in which ignorance is so prevalent! "The amount of crime in Spain is appalling. We have before us a return of convictions for the year 1826, from which we shall make some extracts. Our reason for taking this year is simply because we are unable to procure any return for a later one. The number of convictions for murder in England and Wales in the year 1826 was thirteen, and the number convicted of wounding, etc., with intent to kill, was fourteen. These numbers are lamentably large. That the horrible crime of murder should ever be perpetrated is a most melancholy fact; and that so many as thirteen murders should be committed in one year must fill the mind of every moral man and lover of his country with grief and shame. But great as this number is absolutely, it sinks into insignificance when compared with the number of murders perpetrated in Spain; for in that unhappy country, in the single year of 1826, the number of convictions for murder reached the frightful height of twelve hundred and thirty-three! in addition to which, there were seventeen hundred and seventy-three convictions on charges of maiming with intent to kill, and sixteen hundred and twenty persons were convicted of robbery under aggravated circumstances. We doubt not for an instant this mass of crime is the offspring of ignorance."—National Education, vol. ii., p. 144.

It has been well remarked that the truest proofs of a good government are just laws, and that the best evidence of a well-organized government is to be found in the strict execution of these laws. "Judging the Spanish government by these tests, it will appear the worst and weakest government that ever held together. Justice of no kind has any existence; there is the most lamentable insecurity of person and property; redress is never certain, because both judgment and the execution of the laws are left to men so inadequately paid that they must depend for their subsistence upon bribery. Nothing is so difficult as to bring a man to trial who has any thing in his purse, except to bring him to execution: this, unless in Madrid and Catalonia, is impossible, for money will always buy indemnity.

"I can state, upon certain information received in Madrid, that the principal Spanish diligences pay black mail to the banditti for their protection. This arrangement was at first entered into with some difficulty; and from a gentleman who was present at the interview between the person employed to negotiate on behalf of the diligences and the representative of the banditti, I learned a few particulars. The diligences in question were those between Madrid and Seville, and the sum offered for their protection was not objected to, but another difficulty was started. 'I have nothing to say against the terms you offer,' said the negotiator for the banditti, 'and I will at once insure you against being molested by robbers of consequence! but as for the small fry, I can not be responsible! we respect the engagements entered into by each other, but there is nothing like honor among the petty thieves.' The proprietors of the diligences, however, were satisfied with the assurance of protection against the great robbers, and the treaty was concluded; but not long afterward one of the coaches was stopped and rifled by the petty thieves: this led to an arrangement which has ever since proved effectual; one of the chiefs accompanies the coach on its journey, and overawes, by his name and reputation, the robbers of inferior degree."—Spain in 1830, vol. i., p. 2.

A volume might be filled with similar testimony, showing the great insecurity of person and property in various parts of this unhappy country. Even "a woman who dares prosecute the murderer of her husband speedily receives a private intimation that effectually silences her; and it has not been uncommon for money to be put into the hands of an escrivano[47] previous to the commission of a murder, in order to insure the services and protection of a person so necessary to one who meditates crime."

Spain abounds in poverty. Ignorance conduces to crime, which, as we have seen, is at once a cause and an effect of poverty. In view of what has already been said of the ignorance and immorality of the Spaniards, one would readily enough infer that poverty exists among them to a deplorable extent, and it is even so. In this country "every thing, indeed, appears to have conspired to paralyze industry, and to render of no avail the natural fertility of the soil. The havoc of war; the plunder committed by organized and powerful bodies of robbers; the rapacity of government and of its army of officers; the exclusion of foreign goods, and the consequent shutting up of the foreign market; the ignorance of the people as to the best modes of agriculture; and, last of all, the want of capital—all these combine to produce squalid poverty in a land which ought to," and, with a good system of popular education, most assuredly would, "abound in wealth."

Scotland and Spain have been referred to, not to bring out a few facts in history merely, but to illustrate an important truth. Where a good system of popular education is well administered in a country, and, as a consequence, intelligence, industry, and morality become universal among its citizens, they will eventually become a wealthy, and a highly-prosperous and happy community, even though they derive their subsistence from a naturally unfruitful soil; but, on the contrary, where popular education is neglected in a commonwealth, and its future citizens, as a consequence, grow up in ignorance, idleness, and vice, squalid poverty and flagrant crime will become prevalent throughout a wretched and degenerate community, that is scarcely able to gain a mere subsistence from a naturally productive soil.

In further confirmation of the truth of the proposition that education diminishes crime, I will introduce the following statistics, gleaned from various official documents respecting prisons. According to returns to the British Parliament, the commitments for crimes in an average of nine years in proportion to population are as follows: In Manchester, the most infidel city in the nation, 1 in 140; in London, 1 in 800; in all Ireland, 1 in 1600; and in Scotland, celebrated for learning and religion, 1 in 20,000!

The Rev. Dr. Forde, for many years the Ordinate of Newgate, London, represents ignorance as the first great cause, and idleness as the second, of all the crimes committed by the inmates of that celebrated prison. Sir Richard Phillips, sheriff of London, says that, on the memorial addressed to the sheriffs by 152 criminals in the same institution, 25 only signed their names in a fair hand, 26 in an illegible scrawl, and that 101, two thirds of the entire number, were marksmen, signing with a cross. Few of the prisoners could read with facility; more than half of them could not read at all; the most of them thought books were useless, and were totally ignorant of the nature, object, and end of religion.

The Rev. Mr. Clay, chaplain to the House of Correction in Lancashire, represents that out of 1129 persons committed, 554 could not read; 222 were barely capable of reading; 38 only could read well; and only 8, or 1 in 141, could read and write well. One half of the 1129 prisoners were quite ignorant of the simplest truths; 37 of these, 1 in 20 of the entire number, were occasional readers of the Bible; and only one out of this large number was familiar with the Holy Scriptures and conversant with the principles of religion. Among the 516 represented as entirely ignorant, 125 were incapable of repeating the Lord's Prayer.

In the New York State Prisons, as examined a few years ago, more than three fourths of the convicts had either received no education or a very imperfect one. Out of 842 at Sing Sing, 289 could not read or write, and only 42—less than 1 in 20—had received a good common school education. Auburn prison presents similar statistics. Out of 228 prisoners, only 59 could read, write, and cipher, and 60 could do neither.

The chaplain of the Ohio penitentiary remarks that not only in the prison of that state, but in others, depraved appetites and corrupt habits, which have led to the commission of crime, are usually found with the ignorant, uninformed, and duller part of mankind. Of 276 at one time in that institution, nearly all were below mediocrity, and 175 are represented as grossly ignorant, and, in point of education, scarcely capable of transacting the ordinary business of life.

The preceding, it is believed, is no more than a fair specimen of the criminal statistics of this country and of the civilized world. I will conclude this dark catalogue by introducing a statement in relation to education and crime in a state which, according to the last general census, contained fewer persons in proportion to the whole population who were unable to read and write than any other state in the Union. From this statement it appears that as a people become more generally intelligent and moral, a greater proportion of their criminals will be found among the ignorant and neglected classes.

The chaplain of the Connecticut State Prison states that, out of 190 prisoners, not one was liberally educated, or a member of either of the learned professions. Of the whole number, 109 were natives of Connecticut; and of these, many of them could not understand the plainest sentences which they read, and their moral culture had been more neglected than their intellectual. From the investigations of this officer, it appears that out of every 100 prisoners only two could be found who could read, write, and were temperate, and only four who could read, write, and followed any regular trade.

It is evident, then, that while education increases the wealth and general happiness of a community, the want of it will reduce a people to a state of poverty and wretchedness; or, to repeat a sentiment placed at the head of this article, the different countries of the world, if arranged according to the state of education in them, will be found to be arranged also according to wealth, morals, and general happiness; at the same time, the condition of the people, and the extent of crime and violence among them, follow a like order.

I might appropriately add under this head that a proper attention to the subject of education would greatly diminish the number of fatal accidents; that it would save many lives, prevent much of idiocy and insanity, and a multitude of evils that ordinarily result from ignorance of the organic laws.

Fatal Accidents.—He who understands the laws of motion knows that a man jumping from a carriage at speed is in great danger of falling after his feet reach the ground, for his body has the same forward velocity as if he had been running with the speed of the carriage, and unless he continues to advance his feet as in running to support his advancing body, he must as certainly be dashed to the ground as a runner whose feet are suddenly arrested. If, then, there is danger in leaping from a carriage in motion, how much greater is the hazard in jumping from a rail-road car under full headway. And yet many do this, jumping off side-wise, so that it is impossible to advance; and some even jump in the opposite direction from the motion of the car, which increases the already imminent hazard. From statistics recently collected, it appears that the great majority of accidents on the rail-roads of this country have happened in this way, a want of practical conformity to this one law of motion being the prevailing cause of fatality along these thoroughfares. This is but a specimen of the fatal accidents that are continually occurring in the every-day transactions of life, which might be prevented as easily as this by the practical application of a single scientific principle.

Loss of Life.—In a single hospital at Dublin, during four years, 2944 children out of 7650, about 40 in 100, died within a fortnight after their birth. Dr. Clark, the attending physician, suspecting a want of pure air to be the cause, provided for the ventilation of all the apartments; and by means of pipes six inches in diameter, introduced into every room a current of fresh, pure air, which is essential to vitality, and allowed that which was vitiated by respiration to escape. The consequence was, that during the three succeeding years only 165 out of 4243 children died within the first two weeks, or less than 4 in 100. As there was no other known cause of improvement in the health of these children, it may be justly inferred that, during the four years first mentioned, 2650 children, nine tenths of the whole number, had perished for want of pure air.

It has been estimated that about 40 in every 100 of the deaths annually occurring in Great Britain and the United States are of children under five years of age. To avoid every possibility of exaggeration, we will place the number in this country at 30 in 100. At this rate we lose about 200,000 children under five years of age every year. Now, if nine tenths of the mortality among infants in the Dublin Hospital were caused by breathing bad air, we may reasonably infer that at least one half of the deaths in the United States of children under the age of five years proceed from the same fatal cause. And those who have noticed what pains are taken by excessively careful mothers[48] and ignorant nurses to exclude from the lungs of infants the "free, pure, unadulterated air of heaven," and, by means of many thicknesses of enveloping shawls and blankets, require them to re-respire portions at least of their own breath, until it becomes a virulent and deadly poison, will think with me that this is a low estimate, and wonder that the swaddling-cloths of more infants do not become their winding-sheets. But, even according to this estimate, 100,000 children in the United States annually fall victims to the ignorance of their fond mothers. Many thousands more are subsequently sacrificed in consequence of occupying small and unventilated bed-rooms and school-rooms, which, by a practical knowledge of the principles of physiology, might be saved. Perhaps as many more become sufferers for life from the same cause, for a thousand forms of disease, as it manifests itself in every stage of life, either owe their existence or their severity to breathing bad air. These, then, who drag out a miserable existence in consequence of this cruel treatment, are to be more pitied than those who fall its ready victims.

If so many thousand deaths occur annually in the United States from this one cause, in addition to the vast amount of misery which is entailed upon the wretched survivors, how many hundred thousand precious lives might be saved, and what untold wretchedness might be prevented, by a strict conformity to those physiological laws of our being which might and should be generally taught in the common schools of the land.

Education and Idiocy.[49]—The education of idiots has hitherto been regarded as paradoxical, and still is by the mass of mankind; but that it is possible to improve the condition of this most wretched and helpless class of persons none need longer doubt. The experiment has succeeded in both Europe and America. Massachusetts has the honor of taking the lead in this country; and it is meet that it should be so, for she has long, like a wise parent, been accustomed to care for all her children. She had most readily and generously seconded the efforts of humane men for the relief of the insane, the deaf mutes, and the blind, and made provision for their care and instruction. She extended her maternal love to the bodies of those who were in hopeless idiocy, but as for minds, they seemed to have none; they were, therefore, kept out of sight of the public as much as possible until the year 1846, when a board of commissioners were appointed "to inquire into the condition of the idiots of the commonwealth, to ascertain their number, and whether any thing can be done in their behalf."

In their report the commissioners say that, "by diligent and careful inquiries in nearly one hundred towns in different parts of the state, we have ascertained the existence and examined the condition of five hundred and seventy-five human beings who are condemned to hopeless idiocy, who are considered and treated as idiots by their neighbors, and left to their own brutishness. They are also idiotic in a legal sense; that is, they are regarded as incapable of entering into contracts, and are irresponsible for their actions."

The commissioners conclude that, "if the other parts of the state contain the same proportion of idiots to their whole population, the total number in the commonwealth is between fourteen and fifteen hundred!" Now if we make the same estimate in proportion to the entire population, it will appear that in the United States there are upward of thirty-five thousand persons in the most wretched and helpless condition of idiocy.

In view of the great number of idiots in the commonwealth, the commissioners say, "it appeared to us certain that the existence of so many idiots in every generation must be the consequence of some violation of the natural laws; that where there was so much suffering there must have been sin. We resolved, therefore, to seek for the sources of the evil, as well as to gauge the depth and extent of the misery."

Some of the causes of idiocy are set forth in the report, two of which are as follows: first, the low condition of the physical organization of one or both parents, induced often by intemperance; second, the intermarriage of relatives.

The report states that out of 420 cases of congenital idiocy which were examined, some information was gained respecting the condition of the progenitors of 359. Now in all these cases, save only four, it was found that one or the other, or both, of the immediate progenitors of the unfortunate sufferer had in some way widely departed from the normal condition of health, and violated the natural laws. That is to say, one or the other, or both of them, had been very unhealthy or scrofulous; or hereditarily predisposed to affections of the brain, causing occasional insanity; or had intermarried with blood relatives; or had been intemperate; or had been guilty of sensual excesses which impair the constitution.[50]

Intemperance and Idiocy.—Out of the three hundred and fifty-nine idiots, the condition of whose progenitors was ascertained, ninety-nine were the children of drunkards. But this does not tell the whole story by any means. By drunkard is meant a person who is a notorious and habitual sot. Many persons who are habitually intemperate do not get this name even now; much less would they have done so twenty-five or thirty years ago. By a pretty careful inquiry, with an especial view of ascertaining the number of idiots of the lowest class whose parents were known to be temperate persons, it is found that not one quarter can be so considered.

From the pretty uniform action of a physiological law, which is now becoming well understood, it appears that idiots, fools, and simpletons, either in the first or second generation, are common among the progeny of intemperate persons, and may be considered as an effect of the habitual use of alcohol, even in moderate quantities. If, moreover, one considers how many children of intemperate parents there are who, without being idiots, are deficient in bodily and mental energy, and predisposed by their very organization to have cravings for alcoholic stimulants, it will be seen what an immense burden the drinkers of one generation throw upon the succeeding one.

Idiocy and the Marriage of Relatives.—Out of the three hundred and fifty-nine cases of congenital idiocy already referred to, in which the parentage was ascertained, "seventeen were known to be the children of parents nearly related by blood; but, as many of these cases were adults, it was impossible to ascertain, in some cases, whether their parents, who were dead, were related or not before marriage. From some collateral evidence, we conclude that at least three more cases should be added to the seventeen. This would show that more than one twentieth of the idiots examined are offspring of the marriage of relations. Now, as marriages between near relations are by no means in the ratio of one to twenty, nor even, perhaps, as one to a thousand to the marriages between persons not related, it follows that the proportion of idiotic progeny is vastly greater in the former than in the latter case. Then it should be considered that idiocy is only one form in which Nature manifests that she has been offended by such intermarriages. It is probable that blindness, deafness, imbecility, and other infirmities, are more likely to be the lot of the children of parents related by blood than of others. The probability, therefore, of unhealthy or infirm issue from such marriages becomes fearfully great, and the existence of the law against them is made out as clearly as though it were written on tables of stone.

"The statistics of the seventeen families, the heads of which, being blood relatives, intermarried, tells a fearful tale. Most of the parents were intemperate or scrofulous; some were both the one and the other; of course, there were other causes to increase chances of infirm offspring besides that of the intermarriage. There were born unto them ninety-five children, of whom forty-four were idiotic, twelve others were scrofulous and puny, one was deaf, and one was a dwarf! In some cases, all the children were either idiotic, or very scrofulous and puny. In one family of eight children, five were idiotic."

Condition of Idiots.—From what has been said of the character of parents to whom are born the greatest proportion of this most wretched and helpless class of persons, their condition and treatment might be inferred. To rear healthy children properly, a knowledge of the principles of physiology and mental science is essentially necessary. This knowledge is still more important in the treatment of idiots. Dr. Howe is of the opinion that it requires a rarer and higher kind of talent to teach an idiot than a youth of superior talent. When the time comes that schools for idiots are established all over the country, he thinks "it will be found more difficult to get good teachers for them than to get good professors for our colleges."

After excepting five or six alms-houses in which the idiots are treated both kindly and wisely, the commissioners say, "the general condition of those at the public charge is most deplorable. They are filthy, gluttonous, lazy, and given up to abominations of various kinds. They not only do not improve, but they sink deeper and deeper into bodily depravity and mental degradation. Bad, however, as is the condition of the idiots who are at public charge, and gross as is the ignorance of those who take the charge of them about their real wants and capabilities, we are constrained to say that the condition of those in private houses is, generally speaking, still worse, and the ignorance of the relatives and friends who support them is still more profound."

This is not to be wondered at when we consider that idiots are generally born of a very poor stock—of persons who are subject to some disorders of the brain, or who are themselves scrofulous and puny to the last degree. Such persons are, generally, very feeble in intellect, poor in purse, and intemperate in habits. A great many of them are hardly able to take care of themselves. They are unfit to teach or train common children; how much less to take the charge of idiots, whose education is the most difficult of all!

The commissioners ascertained, mainly by personal observation, the condition of three hundred and fifty-five idiotic persons who are not town or state paupers. Of these there may be, at the most, five who are treated very judiciously; who are taught by wise and discreet persons, and whose faculties and capabilities are developed to their fullest extent; but the remaining three hundred and fifty are generally "in a most deplorable condition as it respects their bodily, mental, and moral treatment."[51]

The commissioners come to the unquestionable conclusion in their report that "nothing can afford a stronger argument in favor of an institution for the proper training and teaching of idiots, and the dissemination of information upon the subject, than the striking difference manifested in the condition of the few children who are properly cared for and judiciously treated, and those who are neglected or abused. There are cases in our community of youths who are idiotic from birth, but who, under proper care and training, have become cleanly in person, quiet in deportment, industrious in habits, and who would almost pass in society for persons of common intelligence; and yet their natural capacity was no greater than that of others, who, from ignorance or neglect of their parents, have become filthy, gluttonous, lazy, vicious, depraved, and are rapidly sinking into driveling idiocy. This fact alone should be enough to encourage the state to take measures at once for the establishment of a school or institution for teaching or training idiots, if it were but a matter of experiment."

Massachusetts is the only state in the Union that as yet has attempted to do any thing for the education and training of this hitherto neglected class of persons. The result of the first year's experiment has been most gratifying and encouraging. Of the whole number received, there was not one who was in a situation where any great improvement in his condition was probable, or hardly possible; they were growing worse in habits, and more confirmed in their idiocy. But the process of deterioration in the pupils has been entirely stopped, and that of improvement has commenced; and though a year is a very short time in the instruction of such persons, yet its effects are manifest in all of them. They have improved in personal appearance and habits, in general health, in vigor, and in activity of body. Some of them can control their appetites in a considerable degree; they sit at the table with their teachers, and feed themselves decently. Almost all of them have improved in the understanding and the use of speech. Some of them have made considerable progress in the knowledge of language; they can select words printed on slips of paper, and a few can read simple sentences. But, what is most important, they have made a start forward.

"There is ground for confidence that the reasonable hopes of the friends of the experiment will be satisfied. All that they promised has been accomplished, so far as was possible in the period of a year. It has been demonstrated that idiots are capable of improvement, and that they can be raised from a state of low degradation to a higher condition. How far they can be elevated, and to what extent they may be educated, can only be shown by the experience of the future. The result of the past year's trial, however, gives confidence that each succeeding year will show even more progress than any preceding one."

Education and Insanity.—It is well established that a defective and faulty education through the period of infancy and childhood is one of the most prolific causes of insanity. Such an education, or rather miseducation, causes a predisposition in many, and excites one where it already exists, which ultimately renders the animal propensities of our nature uncontrollable. Appetites indulged and perverted, passions unrestrained, propensities rendered vigorous by indulgence, and subjected to no salutary restraint, bring persons into a condition in which both moral and physical causes easily operate to produce insanity, if they do not produce it themselves.

We must look to well-directed systems of popular education, having for their object physical improvement, no less than mental and moral culture, to relieve us from many of the evils which "flesh is heir to," and nothing can so effectually secure us from this most formidable disease (as well as from others not less appalling) as that system of instruction which teaches us how to preserve the normal condition of the body and the mind; to fortify the one against the catalogue of physical causes which every where assail us, and to elevate the other above the influence of the trials and disappointments of life, so that the host of moral causes which affect the brain, through the medium of the mind, shall be inoperative and harmless.

Those first principles of physical education which teach us how to avoid disease are all-important to all liable to insanity from hereditary predisposition. The physical health must be attended to, and the training of the faculties of the mind be such as to counteract the over-active propensities of our nature—correcting the bias of the mind to wrong currents and to too great activity by bringing into action the antagonizing powers, and thus giving a sound body and a well-balanced mind. Neglect of this early training entails evils upon the young which are felt in all after life.

These positions are stated and amplified in the able reports of Dr. S. B. Woodward, superintendent of the State Lunatic Asylum, Worcester, Mass., to which the reader is referred. They are also corroborated by persons who have had the care of the insane in other institutions. In the eighteenth annual report of the physician and superintendent of the Connecticut Retreat for the Insane, Dr. Brigham says, "a knowledge of the nature of the disease would frequently lead to its prevention. Insanity, in most cases, arises from undue excitement and labor of the brain; for even if a predisposition to it is inherited, an exciting cause is essential to its development. Hence every thing likely to cause great excitement of the brain, especially in early life, should be avoided.

"The records of cases at this institution and my own observation justify me in saying that the neglect of moral discipline, the too great indulgence of the passions and emotions in early life, together with the excessive and premature exercise of the mental powers, are among the most frequent causes that predispose to insanity. But these causes are in no other way operative in producing insanity than by unduly exciting the brain. By neglect of moral discipline, a character is formed subject to violent passions, and to extreme emotions and anxiety from the unavoidable evils and disappointments of life, and thus the brain, by being often and violently agitated, becomes diseased; and by too early exercising and prematurely developing the mental powers, this organ is rendered more susceptible and liable to disease.

"I am confident there is too much mental labor imposed upon youth at our schools and colleges. There have been several admissions of young ladies at this institution direct from boarding-schools, and of young men from college, where they had studied excessively. Should such intense exertion of the mind in youth not lead to insanity or immediate disease, it predisposes to dyspepsy, hysteria, hypochondriasis, and affections allied to insanity, and which are often its precursors. Should that portion of the community who now act most wisely in obtaining a knowledge of the functions of the digestive organs, and in carefully guarding them from undue excitation, be equally regardful of the brain, they would do a very great service to society, and, in my opinion, do much toward arresting the alarming increase of insanity, and all disorders of the nervous system."[52]