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Title: Modern Education
Author: Josiah Warren
Date: December 1861
Language: en
Topics: education
Source: Retrieved on October 7, 2011 from https://web.archive.org/web/20111007005133/http://www.crispinsartwell.com/warreneducation.htm

Josiah Warren

Modern Education

This is essentially an advertising brochure for a school — the

Mechanical College — at Modern Times, no doubt printed by Warren, dated

December 1861. It’s a vision of education for self-reliance and

community building. If Thoreau had written an essay on teaching, he

would have said much the same, and he did much the same as a

schoolmaster. Warren’s is a quintessentially American statement,

connecting Ben Franklin and John Dewey. One feature of Warren’s critique

of the apprenticeship system was that specialized knowledge should not

be held in secret by craftsmen or guilds. The almost incredible range of

practical and impractical knowledge that Warren evokes in this rather

fantastical curriculum is almost certainly one throughout which he felt

personally qualified to teach. There is something beautiful about the

same man offering to teach you how to make bricks, how to dance the

schotthische and how to bring about a golden age of peace and prosperity

(no doubt, by making, selling, using these same bricks). The school was

evidently meant not only to teach people useful crafts but to build

Modern Times and yield recruits. The almost touching honesty and extreme

prolixity in this advertisement clearly display Warren’s limitations as

a self-promoter, though there is a strange sort of poetry or music in

his words. And it should also be said that a quite serious and

systematic philosophy of education underlies this material.

---

Volumes might be written upon the narrowness, the imbecility, injustice,

and cruelty of the prevailing modes of education; but these are now

common themes, and volumes are not necessary to portray their defects

and deformities. Every newspaper displays to us scarcely any thing but

war, fraud, violence, falsehood, crime, and suffering, and the rapid

approach toward general confusion.

If the human race is destined to any true civilization, the means of

attaining it have yet to be learned by old and young. The problem rests

in education.

The knowledge of the philosophy of governments, of laws, of money, being

no part of general education, the masses become mere dupes and helpless

victims of ignorant and unprincipled politicians, speculators, and

impostors of all kinds, who, from deficiency of education are tempted

into such modes of preserving their worthless existence.

The present modes of education are generally confined within some one

narrow circle of ideas or prejudices, directly or indirectly at war with

every other and with human nature. They train the young in and for a

life of uselessness, and leave them dependent on trickery, fraud, or

violence for a living, or confine them to the knowledge of one

particular business, which, when it fails in after life, exposes them to

poverty, despair, crime, and ruin.

It has been customary for youths to give up two or three, five or seven

years of their time and labor to learn a single art or a part of an art

or business which might have been learned with the loss of as many days

or weeks: and no opportunities are opened to them in adult life for the

acquisition of a new business when their old one fails to sustain them,

and they are driven to float about upon the sea of accidents or sink.

Those who have not had experience would be surprised at the facility

with which adults can acquire a new business; and more so, at the

efficiency and productive powers of children when opportunities are

opened to them, and when justice is done them. Children can learn five,

ten, or a dozen different kinds of business before they are twenty years

old, in a sufficiently competent manner for all necessary purposes,

besides many more than the ordinary branches of learning and personal

accomplishments; and, land being secured from speculation, none need

suffer for food, clothing, or shelter, nor to feel through life the

privation and mortification resulting from the want of accomplishments

which can now easily be acquired and which would qualify them for the

pursuits and the society they prefer.

To be sure, it is not always the best economy to attempt to carry on

more than one business at a time; but it is good economy to be

qualified, when that one fails, to turn to another: and to be able to do

for one’s self that which is indispensable, yet may be inconvenient or

impracticable to obtain from others.

It is good economy to attend, first, to that which is first wanted; but

not to waste time with satiated, sickly dilletanteism that would insist

on a certain polish or color to the soles of the shoes while feet are

bare and freezing.

There is a vulgar old saying that “Jacks of all trades are good at

none.” The sentiment is worthy of the barbarous age in which it

originated. It favors the concealment of necessary knowledge, and

discourages, and no doubt has prevented the proper development and

resulted in the despair and death of many a sensitive nature, which

otherwise would have proved the saying to be false, as is already proved

by hundreds who can excel in a dozen or twenty different trades, when

excellence is a sufficient object to stimulate their powers. He or she

who can fill twenty useful departments may prove twenty times as

valuable as a citizen who can fill only one.

Opportunities are now being opened at the village of “Modern Times” by

which adults or children can acquire practical knowledge of the

following branches of education.

The use of carpenters’ and cabinet makers’ tools; forging and filing of

iron; turning of iron; wood turning; brick laying; lathing and

plastering; white and color washing; paper hanging; cistern building;

concrete brick making; type setting; proof reading; printing; tin

soldering; shoe and boot making; tailoring and cutting; use of sewing

machine; painting and glazing; dress making; ladies’ cloak, mantilla,

and collar making; ploughing and planting; grafting and budding; culture

of fruits, vegetables, and flowers; physiology; gymnastics, geometry;

drawing; superior penmanship; reading; arithmetic; grammar; geography.

Dancing. — contra dances, quadrilles, polkas, schotthisches, waltzing.

History, and the customs, religions, morals fashions, governments, and

experiences of different nations. The philosophy of languages, and those

portions of French and Latin most useful in this country.

Music: The philosophy or science of the most finished and exact

performance, by a simple and expeditious method. Lessons on the violin,

clarionette, flute, flageolette, violincello, bassoon, trombones, french

horn, guitar, melodian and piano forte; extempore accompaniment; musical

composition

Criticism, public speaking, how to conduct public meetings.

A mode of securing individual homesteads for the homeless without

waiting for legislation.

The philosophy of governments, of laws, of morals, of social deportment

or manners, of money and its true functions, of a system of commerce and

a kind of money which do not degrade human nature and ruin nations.

A military drill with a mental discipline for the sole purpose of

preventing all unnecessary violence to any persons or property.

A mode of securing to all labor its just reward (the great problem of

the age), and of universal justice, and consequent peace and prosperity.

Instruction in all the foregoing branches are to be obtained (when

preparations are complete) at prices so low as to bring them within the

reach of adults or children generally; but no uniform or permanent

prices can be fixed to all branches, or for all persons alike — some

require more instruction and others less; but, as a general rule, the

price will be merely that which moderately compensates for the labor

actually bestowed in teaching and for contingent expenses of rent of

room and tools, firewood, etc., the learners having the whole products

of their labor to dispose of at will.

In wood and iron working, bricklaying, lathing and plastering, and

several other branches, the products of the pupil will generally pay all

expenses, board included.

Those branches which can be taught in classes will be less in price as

the number of pupils is large, and the same principle would affect the

price of board.

No person is properly educated within the walls of any building, nor

under the prescriptions of any theory whatever.

Whatever surrounds, educates us. The university in which we are really

and inevitable educated is the town, the city, the circle in which we

live and move. The greater our scope of experience in business, the more

we mix with different people, the greater the diversity of habits,

fashions, tastes, and opinions within the scope of our observation while

young, and the more we are called upon to compare the results of all,

and to judge each tree by its fruit, to select some and reject others,

the more the faculty of discrimination is exercised, the mind expanded,

the hands and the judgment strengthened and the better are we prepared

for self-government, self-preservation, for citizenship, and for all the

contingencies and relations of after life.

Probably nowhere, as in the village of Modern Times can be found so much

diversity in the above respects, accompanied with that practical

toleration, which ensures peace, while each becomes instructive to all,

and where so many persons are so well qualified and so ready to assist

in educating the young.

The world has suffered more from narrow, crude, and ill-digested

theories, than from any other cause; and probably nowhere is this

crudity so harmless as in the village of Modern Times, Long Island, New

York. And perhaps nowhere else is the remark frequently heard from

adults, that the town in which they live “is the greatest school they

were ever in.”

It is widely known that the atmosphere is exceedingly healthy, and the

climate remarkably agreeable.

While reading the foregoing general statements, it should be mentioned,

they are not all entirely completed, but the design is to make the

preparations keep pace with the sustaining demand for these and any

other branches of useful knowledge.

It is well, also, to bear in mind that some branches, such as

bricklaying, cistern building, lathing and plastering, framing,

ploughing and planting, are more or less favored or retarded by seasons

and circumstances, and for this and for other reasons it would be best

for persons desirous of securing any of these advantages for themselves

or their children, to write and ascertain precisely the facts bearing on

their particular wishes existing at the time of application. For this

purpose they may address the subscriber at Thompson P.O., Long Island,

N.Y., who is alone responsible for any and all the foregoing statements.

Dec., 1861 Josiah Warren