169:
expensive that its practical effects are antirepublican. From these premises he derives the conclusions — 1st, That bodily exercise is indispensable to man, demanded alike by the necessities of his corporeal, intellectual, and moral nature, his individual happiness and social usefulness: and 2d, this exercise should be incorporated into our systems of education and alternated with study in all seminaries of learning. He next considers the arrangements of time for this exercise, the amount to be taken, and the kind of exercise best adapted to accomplish all the objects desired. He points out the objections to some of the more common modes of exercise, and then proceeds to show the benefits of the Manual Labor System, as furnishing exercise natural to man, and adapted to interest the mind — as peculiarly happy in its moral effects, furnishing the student with important practical acquisitions; promoting habits of industry, independence and originality of character; rendering permanent all the manlier features of character; affording facilities to the student in acquiring a knowledge of human nature; greatly diminishing the expense of education; increasing the wealth of the country; tending to do away those absurd distinctions in sociely which make the occupation of an individual the standard of his worth; and finally, as having a tendency to render permanent our republican institutions. The objections commonly urged against the system are examined and answered; and the obstacles which at present retard its progress and success are pointed out. The reasoning and suggestions of Mr. Weld on the various topics embraced in his report, are forcible and full of interest. In support of his different positions he has introduced a great number of extracts containing the views and sentiments of the most distinguished physicians and litarary men connected with public institutions, whoso experience nnd opportunities for observation give great weight to their testimony. The whole pamphlet embodies a mass of facts and information of great value and interest, and cannot fail, we think, to be instrumental in diffusing more correct and enlightened views on the important subject on which it treats.
67:
physical energy; furnishes to a considerable extent or entirely, the means of self-education; increases their power of intellectual acquisition; facilitates their actual progress in study; removes the temptation of idleness; confirms their habit of industry; gives them a practical acquaintance with the useful employments of life; fits them for the toils and responsabilities of a new-settled country; and inspires them with the independence of character, and the originality of investigation, which belong peculiarly to self-made and self-educated men.... At the close of the session the students, instead of feeling worn out by their efforts, exhibited as much intellectual and physical energy, and as great an elasticity as is usually found in literary institutions at the beginning of a term.
160:
Society's charge to Weld is lost, but to judge from his 100-page, carefully organized report, he was charged with traveling and investigating manual labor education as it then existed, and making suggestions for its improvement and prosperity. "We wish you to keep a minute and accurate journal of your tour, embracing all the facts which you collect, with such remarks and inferences as you may think proper." He was also "to ascertain to what extent the manual labor system was suited to conditions in the West" (the Ohio valley). He was "to find a site for a great national manual labor institution where training for the western ministry could be provided for poor but earnest young men who had dedicated their lives to the home missionary cause in the 'vast valley of the
Mississippi.'"
54:, which is a modification of the same principle , is greatly invigorated by that healthful energy of the circulation, which is produced by bodily exercise. ...The law of connection between the healthful, vigorous and locomotive powers of the muscular system, and the state of the affections and operations of the mind, has not yet been sufficiently investigated. Facts show its existence and importance.
152:. They invited him to New York and tried to get him to accept an appointment as minister, but he declined, saying he was not prepared. Since he was "a living, breathing, and eloquently-speaking exhibit of the results of manual-labor-with-study," the brothers, trying to support and encourage him, hired him for a year as an agent of the manual labor movement. For the purpose they created in 1831 a
156:, "literary institutions" being non-theological schools, as in "In every literary institution there are a number of hours daily, in which nothing is required of the student." The only known activities of the Society were hiring Weld for the year 1832, hosting him as speaker, and publishing his report.
159:
According to its constitution, it was "the object of this society to collect and diffuse information, calculated to promote the establishment and prosperity of manual labor schools and seminaries in the United States, and to introduce the system of manual labor into institutions now established." The
251:
It proved unworkable in both economic and educational terms. Student labor was simply too expensive and inefficient. It cost more to raise crops than it did to buy produce from local farmers. Furthermore, however beautiful in theory the idea of integrating learning and labor, in practice the two did
66:
t is to the directors no longer a matter of experiment, but of sober fact, resulting from three or four years experience, that the connexion of three hours daily labor in some useful and interesting employment, with study, protects the health and constitution of our young men; greatly augments their
168:
He endeavors to show, in the first place, that the present system of education makes fearful havoc of health and life — that it effeminates the mind — that it is perilous to morals — that it produces an indisposition to effort, and destroys habits of activity and industry — and that it is so
163:
In Weld's
January, 1833, report to the Society he stated that "In prosecuting the business of my agency, I have traveled during the year four thousand five hundred and seventy-five miles miles ; in public conveyances , 2,630 ; on horseback, 1,800 ; on foot, 145 . I have made two hundred and
41:
The manual labor model was intended to make educational opportunities more widely available to students with limited means, and to make the schools more viable economically. The work was seen as morally beneficial as well as healthful; at the time, this was innovative and
71:
These "colleges" usually included what we would today (2019) call high school ("preparatory") as well as college-level instruction. At the time, the only public schools were at the elementary level, and there were no rules distinguishing colleges from high schools.
122:, "the manual labor system, if properly sustained and conducted, ...is peculiarly adapted...to qualify men for the self-denying and arduous duties of the gospel ministry, especially in our new settlements and missionary fields abroad."
252:
not reinforce each other, but rather competed, to their mutual disadvantage. ..."They rested on their hoes in the cornfield to look into their inner consciousnesses, and the manual labor cause suffered in the interests of philosophy."
225:
Although a variety of colleges incorporated manual labor to some degree, in most cases it was abandoned after only a few years, and it was all but gone by 1850. According to
Herbert Lull, the reasons for its failure are:
711:
Public
Education in the United States: A Study and Interpretation of American Educational History; an Introductory Textbook Dealing with the Larger Problems of Present-day Education in the Light of Their Historical
1472:
217:'s resolution calling for a manual labor school "in some most eligible portion of New England", to address "the general want of mental cultivation of the colored population of our country".
233:
The labor was not linked in any way to the students' educational or career goals. Agricultural labor, for example, was of little relevance to the student preparing for a pulpit.
110:
were persuaded that manual labor was to be the central practical feature of the coming
American, Christian program of education. In 1830 Gale wrote: "Depend on it, Brother
1467:
1289:
First annual report of the
Society for Promoting Manual Labor in Literary Institutions, including the report of their general agent, Theodore D. Weld. January 28, 1833
599:
First annual report of the
Society for Promoting Manual Labor in Literary Institutions, including the report of their general agent, Theodore D. Weld. January 28, 1833
177:, which he visited twice, as "the logical location . Cincinnati was the focal center of population and commerce in the Ohio valley." The new and barely-functioning
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391:
185:, near Cincinnati, was coincidentally looking for students. On Weld's recommendation, the Tappans chose it as the site for a national institution. See
141:
1256:
256:
However, "the 'manual labor' movement waxed and waned in the 1830s, but in one form or another, its ideas never died." It is a predecessor of the
1477:
398:
136:
had studied under Gale for three years, and was convinced of the wisdom of the manual labor movement, which he recommended unsuccessfully to
1229:
210:
998:
520:
516:
334:
214:
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527:
A considerable list of other manual labor schools, and not just in
Indiana, is found on pp. 74–77 of Richard Gause Boone's
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963:
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118:, could he have found a fulcrum, would have been to the natural." As he put it slightly later, in his circular and plan for
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17:
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114:, none of us have estimated the importance of this System of Education. It will be to the moral world what the lever of
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38:, primarily between 1825 and 1860, in which work, usually agricultural or mechanical, supplemented academic activity.
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106:, and he thought the concept was his, although there are European predecessors. He and many of the other pious
1127:
460:, 1831–1832 Perhaps the same as the Rochester Institute of Science and Industry, which took Oneida as a model.
1265:
1020:
488:
407:
378:
362:
119:
757:
Lift Up Thy Voice. The Sarah and
Angelica Grimké Family's Journey from Slaveholders to Civil Rights leaders
1482:
1233:
1044:
883:
879:
Proceedings of the N.H. anti-slavery convention, held in
Concord, on the 11th & 12th of November, 1834
811:
734:
528:
613:
557:
547:
511:
257:
1093:
American Annals of Education and Instruction: Being a Continuation of the American Journal of Education
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690:
244:
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1431:
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1162:
1148:
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533:(1892). Boone calls the manual labor movement "a 'craze', that soon ran its course (p. 76).
429:
416:
385:
137:
103:
76:
1310:
1344:
1330:
686:
440:
1381:
Goodman, Paul (Fall 1993). "The manual labor movement and the origins of abolitionism".
641:
268:, which incorporates a version of the manual labor model into its governing philosophy.
1196:
483:
365:
in 1857. The original library collection of Knox Manual Labor Books has been preserved.
213:, at its first convention, in 1834, passed a resolution expressing its support for the
99:
43:
1018:
Anderson, Christian K.; Diehl, Kirk A. (2004). "An Analysis of Deep Springs College".
1456:
1412:
1182:
789:
760:
680:
368:
291:
178:
145:
59:
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was held there, followed by the first organized student movement; students resigned
189:
for more on it. With Weld very much at the head of it, the first national debate on
1004:
562:
492:
450:
282:
278:
149:
230:
Labor was treated as a source of revenue, to support unrelated college activities.
1362:
1301:
898:
372:
1201:
Abolition's Axe. Beriah Green, Oneida Institute, and the Black Freedom Struggle
1369:. Bulletin of the University of Washington. University studies,no. 8: 375–388.
951:
905:. Bulletin of the University of Washington. University studies,no. 8: 375–388.
261:
174:
115:
164:
thirty-six public addresses." A newspaper published a summary of his report:
1410:
Rice, Stephen P. (2004). "Hand and Head: The Manual Labor School Movement".
843:
694:
1414:
Minding the machine : languages of class in early industrial America
1354:
88:
929:
1402:
1174:
445:
Peterboro Manual Labor School "for young men of color" (1834–1836), in
239:
The work did not fulfill the financial expectations colleges had of it.
84:
682:
A history of Oberlin College from its foundation through the civil war
479:, which accepted students of any race and was called "a nigger school"
107:
1394:
1373:
Power, Edward J. "Hand and Head: The Manual Labor School Movement",
1166:
1089:"Review of the Report of the Manual Labor Academy of Pennsylvania"
236:
The work became drudgery. Students wanted some leisure, some play.
144:, and caught the attention of the philanthropist Tappan brothers,
102:
was the founder of the first and best-known American example, the
980:
80:
322:
in California; founded by an Oberlin alumnus, two years, extant
1303:
Promotion of health in literary institutions [review]
75:
The four states with the largest number of such schools were
154:
Society for Promoting Manual Labor in Literary Institutions
128:
Society for Promoting Manual Labor in Literary Institutions
18:
Society for Promoting Manual Labor in Literary Institutions
982:
Aiding Students, Buying Students: Financial Aid in America
1473:
History of universities and colleges in the United States
469:
Sheffield Manual Labor Institute, affiliated with Oberlin
1377:. Albany, N.Y: State University of New York Press, 1991.
918:
Proceedings of the New York State Historical Association
381:, which opened in 1825, the earliest example in the U.S.
624:. March 20, 1834. p. 4 – via newspapers.com.
371:, Cincinnati, modeled on Oneida until departure of the
247:
in his analysis of its quick disappearance at Oberlin:
1151:(ed.). "Letters from Negro Leaders to Gerrit Smith".
346:
Indiana Baptist Manual-Labor Institute, which became
1375:
A Legacy of Learning: A History of Western Education
1254:"Circular of the Woodstock Manual Labor Indtitute".
260:, a generation later. And in 1917, Oberlin graduate
453:
A letter recommending a student has been published.
355:began as Spring Hill Manual Labor Academy in 1830
1363:"The Manual Labor Movement In the United States"
916:Bigelow, Dana W. (1915). "Whitestown Seminary".
899:"The Manual Labor Movement In the United States"
428:Oneida Institute of Science and Industry, later
946:(2006). "Myth and Reality in Oberlin History".
249:
166:
140:. He was a highly successful young lecturer on
64:
48:
1349:It is unsigned; Bronson's name is taken from
392:Manual Labor Academy (Spring Hill, Tennessee)
8:
464:Shawnee Indian Methodist Manual Labor School
456:Rochester Institute of Practical Education,
497:Western Scientific and Agricultural College
337:(originally, Western Manual Labor School),
674:
672:
670:
668:
666:
664:
384:Manual Labor School (Quincy, Illinois) in
1468:History of education in the United States
1436:10.1525/california/9780520227811.003.0004
825:
823:
325:Fayette Manual Labor Seminary in Illinois
316:Chatham Manual Labor College in Illinois
104:Oneida Institute of Science and Industry
948:Oberlin History. Essays and Impressions
635:
633:
631:
579:
449:, created and funded by philanthropist
272:Incomplete list of manual labor schools
221:The failure of manual labor in colleges
1339:
1338:
1326:
1316:
1264:. May 12, 1848. p. 4 – via
591:
589:
587:
585:
583:
399:Germantown, Philadelphia, Pennsylvania
397:Manual Labor Academy of Pennsylvania,
1463:Higher education in the United States
708:Cubberley, Ellwood Patterson (1919).
328:Franklin Manual Labor College, later
7:
1292:. New York: S. W. Benedict & Co.
1232:. Colored Conventions Project Team,
1043:. Colored Conventions Project Team,
715:. Houghton Mifflin. pp. 363–365
602:. New York: S. W. Benedict & Co.
482:Wabash Manual-Labor Seminary, later
283:African American education in Albany
832:Theodore Weld, crusader for freedom
313:Burnt Prairie Manual Labor Seminary
27:Type of American school (1825–1860)
1230:"Woodstock Manual Labor Institute"
1067:"The Manual Labor School Movement"
500:Woodstock Manual Labor Institute,
211:New Hampshire Anti-Slavery Society
25:
1361:Lull, Herbert Galen (June 1914).
897:Lull, Herbert Galen (June 1914).
646:. New York: D. Appleton. p.
643:A History of Education in Indiana
530:A History of Education in Indiana
394:, later Jackson College (defunct)
205:The need for a New England school
58:According to the trustees of the
739:"Knox College Circular and Plan"
679:Fletcher, Robert Samuel (1943).
215:New England Anti-Slavery Society
1107:"Peterboro Manual Labor School"
830:Thomas, Benjamin Platt (1950).
794:. November 14, 1832. p. 2.
517:Young Ladies' Domestic Seminary
1424:University of California Press
1126:A student (November 8, 1834).
1:
1478:American manual labor schools
1383:Journal of the Early Republic
1041:"Albany Manual Labor Academy"
816:. August 12, 1831. p. 3.
640:Boone, Richard Gause (1892).
425:1835–, later Oberlin College.
335:Friends' Bloomingdale Academy
277:Albany Manual Labor Academy,
866:. April 16, 1833. p. 2.
838:: Rutgers University Press.
423:Oberlin Collegiate Institute
288:Aurora Manual-Labor Seminary
199:Oberlin Collegiate Institute
191:slavery in the United States
1228:Gyory, Lila (Spring 2016).
1039:Gyory, Lila (Spring 2016).
991:Vanderbilt University Press
956:Kent State University Press
858:"Manual Labor Institutions"
620:Chapel Hill, North Carolina
508:Yates Polytechnic Institute
353:Jackson College (Tennessee)
343:Genesee Manual-Labor School
36:school in the United States
1499:
979:Wilkinson, Rupert (2005).
596:Weld, Theodore D. (1833).
553:Federal Work-Study Program
543:List of industrial schools
348:Franklin College (Indiana)
330:Franklin College (Indiana)
308:British-American Institute
302:Bucks County, Pennsylvania
1205:Syracuse University Press
1161:(4): 432–453, at p. 436.
1115:. 1834. pp. 312–313.
836:New Brunswick, New Jersey
806:"Manual labor Seminaries"
614:"Manual Labor With Study"
436:, founded in 1828 by Gale
359:Knox Manual Labor College
187:Lane Theological Seminary
1154:Journal of Negro History
1147:Williams, Peter (1942).
1065:Anderson, L. F. (1913).
477:Randolph County, Indiana
473:Union Literary Institute
413:New-York Central College
197:, many going to the new
1311:Reprinted as a pamphlet
1266:accessible-archives.com
1095:: 362–370. August 1830.
1021:Higher Education Review
735:Gale, George Washington
489:Western Reserve Academy
408:Marion County, Missouri
379:Maine Wesleyan Seminary
310:, Dawn, Ontario, Canada
1234:University of Delaware
1203:. Syracuse, New York:
1128:"Letter to the editor"
1045:University of Delaware
884:Concord, New Hampshire
812:Bellows Falls, Vermont
254:
171:
126:Theodore Weld and the
69:
56:
1306:. A review of Weld's
558:Land-grant university
548:Cooperative education
512:Chittenango, New York
258:land-grant university
1420:Berkeley, California
1308:First Annual Report.
987:Nashville, Tennessee
792:(New York, New York)
434:Whitesboro, New York
361:in Illinois; became
339:Bloomington, Indiana
320:Deep Springs College
266:Deep Springs College
134:Theodore Dwight Weld
32:manual labor college
1262:Rochester, New York
810:Vermont Chronicle (
502:Woodstock, Michigan
458:Rochester, New York
447:Peterboro, New York
1313:, New Haven, 1833.
1300:(September 1833).
1197:Sernett, Milton C.
1112:African Repository
1071:Educational Review
944:Blodgett, Geoffrey
281:, 1850–1862. (See
183:Walnut Hills, Ohio
1337:External link in
1284:Weld, Theodore D.
1149:Quarles, Benjamin
523:, founded in 1833
521:Clinton, New York
245:Geoffrey Blodgett
243:As summarized by
173:Weld recommended
16:(Redirected from
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430:Oneida Institute
417:McGraw, New York
386:Quincy, Illinois
138:Hamilton College
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1367:Manual Training
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1327:|magazine=
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618:The Harbinger (
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298:Bristol College
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52:inventive power
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1389:(3): 355–388.
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1257:The North Star
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1207:. p. 18.
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993:. p. 77.
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95:George W. Gale
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34:was a type of
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