Nashville union and American. [volume] (Nashville, Tenn.) 1853-1862, 1860-08-24

SCHOOL HoURs AND ExERcIsE.-The New York EUe
Ming Post says Mr.. EDwIS CHADWICK whose name is
identified with so many social reforms has of late
been prosecuting an educational inquiry of great
interest. He was appointed by the British Govern
ment a commissioner to inquire into the excessive
labor Of young persons in cotton factories. The
results he obtained led him to propose measures,
which were in part executed for reducing the work
ing time of children under thirteen years of age to
six hours a day and for insurIng their attendance
at school the residue of the time, say three hours
The children under this provision are called half
tuners" and it turrs cut, according to Mr.. CHAD
wICKS Investigations that in well-conducted schools
their attainments are quite equal to those of the
"full-timers,7 who attend school six hours daily,
while in the aptitude of the application of their
knowledge they are said to be superior. As they
gain in bodily condition by the reduction of their
physical labor they do in mental condition by the
reduction OF the time devoted 20 mental labor.
Mr.. CHADWICK also made close examination of
the best Of the long time schools for young children,
and found upon the testimony of the most intelligent
teachers that they could not keep up voluntary at
tention to study beyond two hours in the morning
anc one in the afternoon. By force even, they can
not get mere than an additional half hour of real
attention, anG than half hour proves in the end 4
mental mischief well as a bodily injury. From
these facts it would to follow as he contends,
that our school systems are a violation. in these
respects, of the laws of physiology
Boys are enabled to repair the injury of undue
mental work to a certain extent, by their athletic
games. Not 50 with the girls. In boarding schools
they are fastened their sedantary occupaton often
Han nil, el;,,
alton or exercise.
The remedies recommended by this are the re-
ductou of ordinary school hours by one half and the
devotion of them either to manual labor or gym
nastIcs But form of exercise, he thinks is equal
to the military or naval drill This he considers
both in reference TO the future personal welfare of
the pupil and to the Interests of the community
Looking to the welfare Of the pupil, he contends
that the drill is good for the correction of congen-
rial bodily defects that it gives initiation to what is
implied in the term discipline namely: duty self
restraint, order, punctuality, obedience to com
mand and patience; that il renders action prompt
and easy and adds to the efficiency and productive
value Of pupils in after-life. Looking to the wei
fare Of the nation, he maintains that the military
naval drill is more effectively and permanently
taught in the Juvenile than in the adult stages Of
life. and that if made generally prevalent it would
accomplish eventually, ina wider and better manner
the object sought TO be obtained by volunteer mill
tary companies, which, by interruption of produc
tive occupations highly expensive and that tn,
juvenile drill would produce an immensely stronger
and cheaper defensive force than is now produce,
by any means in use in any nation.
These views attracting much attention il
England, and are worthy of consideration in TIN
country.