The Arena. Volume 4, No. 21, August, 1891

Mr. Bellamy, however, says this “proves too much. It shows a vested money interest controlling a legislature and voting a rival business into outlawry.” And he adds, “This is a kind of instance socialists like to get hold of.” If socialists like to play with dynamite, then I should think they might like such cases; otherwise, not. For it happens precisely not to illustrate what Mr. Bellamy says it does. Instead of its having been a case of “a vested money interest controlling the legislature and voting a rival into outlawry,” it happened to be the “intelligent public opinion” of the farmers, who wanted their butter business protected even though it took robbery to do it. And this is just the kind of justice any new business may expect, under nationalistic control, until it has accumulated “data” enough to satisfy “intelligent public opinion.”

Governmentalism and paternalism have always been evils, Mr. Flower asserts. This Mr. Bellamy admits. For this reason, Mr. Flower thinks the power of government should be minimized, and the individual left more and more free. This would seem to be a most logical inference. But, no, says Mr. Bellamy, for there is something peculiar in nationalism that is going to neutralize all these malign tendencies. He does not make it quite plain to the uninitiated as to how this is to be done. The chief point seems to be that, instead of one man doing it, as in a monarchy, or a few men doing it, as in an aristocracy, everybody is going to do, and whatever everybody does is necessarily going to be all right. Those to whom this appears perfectly plain and satisfactory, of course are “not far from the kingdom of heaven,” as nationalism views it. I, for one, however, would like a few of the “data,” supposed to be so efficacious in other matters.

To sum the matter up, in closing, I wish to state definitely and clearly a few objections to nationalistic socialism that seem to me fatal.

1. The world began in socialism. In the barbaric period the tribe was all and the individual nothing. Every step of human progress has kept pace with the rise of the individual.

2. Military socialism, such as Mr. Edward Bellamy advocates, would be only another name for universal despotism, in which the individual, if not an officer, would only count one in the ranks. It would be the paradise of officialism on the one hand, and helpless subordination on the other.

3. Nobody is ready to talk definitely about any other kind of nationalism; for nobody has outlined any working method. If it is only what everybody freely wishes done—and this seems to be the Rev. Francis Bellamy’s idea—then it is hard to distinguish it from individualism. At any rate, it is not yet clear enough to be clearly discussed.

4. Nationalism, as commonly understood, could mean nothing else but the tyranny of the commonplace. Democracy, as we know it, is limited in all sorts of ways. It only looks after certain public affairs, while the main part of the life of the individual is free. But suppose the majority undertook to manage all the business of the country, appoint each man his place and keep him in it, determine what should be known, and taught, and done—it fairly stifles one only to think of it! There has never been a time in the history of the world, when the wisest and best things would not have been voted down. For it is always the few who lead in religion, in morals, in art, in literature, in learning, in all high service. But these few now do it, not by despotic power, but only by influence; so all may be free. And there has never been a time in the world’s history when the most important things that were being done were of apparent utility in the eyes of the crowd. Consider Homer and Virgil, Isaiah and Jesus, Dante, Shakespeare, Angelo, Copernicus, Galileo, Goethe, Luther, Servetus, Newton, Darwin, Spencer, Galvani,—had nationalism been dominant in their days, how long would it have been before the “intelligent public opinion” of the governing board of their departments would have had them up to show cause why they should not “go to work for a living”?

The progress of the world, up to the present hour, has always meant the larger and still larger freedom of the individual. This freedom has always had its evils. So all life has its disadvantages. But only a few people, in any generation, believe in suicide as a cure. Nationalism, freely chosen, would be the murder of liberty and social suicide. When people have thought about it enough to comprehend its meaning, they will choose to bear what ills they must, and seek some more helpful method of cure, rather than adopt such an “heroic” treatment as kills the patient in the hope of getting rid of the disease.

INDIVIDUALITY IN EDUCATION

BY PROF. MARY L. DICKINSON

In this day of multiplied facilities for education, a day when training begins with the kindergarten and ends in what is called “higher education” both for men and women, the thoughtful observer is constantly confronted by the question, why are not the people educated? It is quite true that a great many people are; that very many more believe they are; and still more believe the day is coming when they are to be educated in the broad and liberal sense of the word. Our systems, founded upon the old scholastic idea, are generally considered satisfactory, and any failure that may be observed in results is attributed to the fact that, in particular cases, they have not yet had time or opportunity for successful operation. And yet, year after year, we are passing through the mills of our public schools and colleges multitudes of minds that come out like travellers who climb to the top of every high tower in their journey, because they will not come home without being able “to say they have done it.”

Apparently, too many of our students go through their course for no better reason than to say they have done it. There are grand and noble exceptions, but these are generally among those who do not care to SAY anything about it. The great majority, however, come forth in the mental condition of the man, who laboriously climbs step by step of the tower, takes his bird’s-eye view of the field of learning, accepts the impressions made upon his mind by the vast picture and the vast mixture, and comes down to his own level again with no more real knowledge of that at which he has glanced than has the traveller who has taken a glimpse from the heights which he climbed, because the guide-book said this was “the thing to do.”

In every walk of life, among statesmen, men of business, and artisans, exist noble examples of exceptional profundity and reality of knowledge, but in the great average of so-called educated people of our own generation, we find the majority possessing very fragmentary interest in any of the subjects which, as students, were supposed to engage their attention. What they would have been without the so-called education we cannot judge, and it might be unfair to infer, but what they are no discriminating person, with a knowledge of what our systems claim, can fail to see. We cannot ignore the fact that for some reason they have failed to attain their natural and possible development.

Our educational theories, on paper and in text-books, are well-nigh perfect; in actual operation why should they fail? Like a great machine, fed with the material of thought, the crank turns, the wheels go round, and the whole world is a-buzz with the work and the noise, but the creature on whom all this power is expended, is only in rare instances a truly educated man or woman. What, then, is the defect? If the machine is right, then the material with which it is fed must be defective. If the material is right, then the machine has every virtue except that of adaptation to the use for which it was intended.

Since the whole end and aim of education is to develop, not the ideal mental constitution, but the real mind just as we find it, the real creature just as he is; and since we cannot change the human mind to make it fit the machine, the effort should be to adapt the educational process to suit the human mind. To what extent they are doing this is one of the great questions for teachers of the present day. To what extent,—admitting that now in some particulars they fail,—it may be possible to modify and adapt methods to the actual and genuine needs of human nature, is certainly a problem worthy of the earnest thought of the broadest and best cultured minds. In attempts at adaptation we have fallen into a process of analyzing the youthful human creature. Having discovered that he possesses mathematical capacity, we have supplied him with mathematical training, and have in this department thrust upon him all, and sometimes more, hard work than he can bear. Having found he possessed religious faculty, we have emptied upon him the theologies and psychologies, and when we have supplied him in these and other directions we look for the educated man. Judge of our disappointment. We find the faculties, we find the modifications produced by the training, but we look in vain for the man. With all our multiplied facilities for producing a trained and disciplined nature, what we think we have a right to expect,—but what we do not find,—is a creature conscious of his own great heritage, conscious of his kinship with all humanity, of his kingship over the universe, of his power to grapple with the world outside of himself, and of his rightful dominance over both the life without and the grander life within. Instead, we find men weak where they should be most purposeful and brave. We find him the slave of the body who should be able to make the body the servant of his soul. We find hands untrained to practical uses, minds unequal to grasping the common wants of existence, hearts in which the high ideals of character and strong impulses toward true usefulness are over-swept by that consideration for self that makes one’s own interests seem the very centre of the universe of God.

The day needs giants; it produces pigmies. It needs men to fight; it produces men to run. It needs women with minds broad enough to think and hearts large enough to love. It needs motherhood that, while it bends protectingly over the cradle of its own child, reaches out a mother-heart to all the suffering childhood of the race. It needs the capacity for heroism; it yields the tendency to cowardice. In the midst of learning, ignorance triumphs, vice rules, and sensualism thrives; and all this, not because of education, but in spite of it. And when we consider that our schools in their lower grades, our kindergartens and our primary and Sunday schools, take the infant mind before the tendency to vice has had any chance for development, and that the next higher grades take them on through successive years, without being able to prevent such results as these mentioned above, we naturally feel that, at the very outset, our educational system must be wrong. However it may be suited to the ideal conditions it cannot be adapted to the average human creature, taken exactly as he is. The lack, which begins at the very basis of our so-called intelligent discipline, runs through the whole, in constantly increasing ratio. Brain is stimulated, and heart and soul are left to starve, and nothing is more neglected than the cunning of the hand. Even where some attempt is made at the training of the whole nature, it is done without recognition of the infinite variety in the human mind. Processes ought to be adapted, not only to the universal but to the individual need. It does not follow that the universal need is necessarily or invariably unlike the individual need, or that individual needs are always identical, but any system of education that gives, for a great variety of minds, precisely the same course of training, is sure to be, for a majority of those minds, a pitiful and conspicuous failure.

What then? Shall we have a separate school for every child? Shall we have a special teacher for each mind? That would probably be impossible, but we certainly should have so small a number of pupils under each teacher that she (and we are taking it for granted that the teachers of little children will largely be women) may be able to study the whole nature of every little one committed to her care. She should be not only in communication, but in real communion with the mother; should know the child’s mental and moral inheritance, and, in as far as her own watchful care and the help of the family physician may enable her to do so, she should understand its physical constitution. She should acquaint herself with the temperament, the habits, the degree of affection, and the little germs of spiritual insight and inspiration, all of which go to make up the nature of the little creature in her charge. If she be the true teacher, she should combine the threefold duties of mother, instructor, and physician for the young life unfolding in her care. If she has not the heart to love the child and to let the child love her, and so to lay foundation for the larger loving, that, by and by, shall out-reach and take in the whole humanity of God, then we will not say she has mistaken her calling, but her own process of education has been defective and she has much to learn.

Such threefold development for heart, hand, and brain of the little child makes preparation for the next higher steps of educational work. Whatever form the training may assume, the individuality of the human soul should be kept inviolate. That individuality betrays itself in many ways; by emotion and sentiment, by quickness or dullness of perception, and above all, by preferences and dislikes. These minute indications as to just what elements of spirit and mind have entered into the nature of the child, are the little delicate fibres that show the texture of the human soul with which we have to deal. The child learns too soon to draw in and hide the frail, sensitive tendrils that indicate that the life of the soul-plant is feeling its way toward the light of God.

In the primary school, the teacher (and sometimes in the cradle, the mother, who is, whether she would have it so or not, the child’s first teacher) begins the process of training by which the little one is made to do as others do, to say what others say, and to conceal the fact that it has any inward life or impulses that are not the same as those of other children.

Instead of being able to read the God-given signs as to what the infant nature really requires, we give it instead an arbitrary supply, based upon what we think it ought to need, and then marvel that it does not thrive upon its unnatural diet. We have not supplied what it craved but that which, from our preconceived notion, we thought it ought to want.

This process of applying our rule and line to the mind goes farther and bears harder upon the student with every succeeding year, until, long before the so-called education is completed, three quarters of the students have lost the consciousness that they ever cared, or ever could have cared, for anything except that which the class supplied. To be what the class is, to do what the class does, to be satisfied with knowing what the class knows, to have lost the sense of the value of the thing to be gained, and to measure by false standards, comes to be the rule, until the conceit of knowledge takes the place of the modesty of conscious ignorance, and the student becomes a drop in the annual out-pouring stream of so-called teachers, many of whom, in the highest sense, have never been genuine students at all.

Searching for causes of such results, we cannot fail to see that much of this dead sameness of intellectual character is due to our habit of educating in masses. We make an Arab feast of our knowledge. A dish is prepared that contains something that might be strengthening for each partaker. With hands more or less clean, students select their savory morsels from the sop. As in the Arab family, for old and young, for the babe in arms, and the strong man from his field of toil, the provision is the same, so in all our class-work we have the sameness of provision with almost as great disparity of capacity and need. If, out of the whole mental “mess of pottage” that can be taken which builds the student up in true wisdom and knowledge, it is fortunate; but if nothing is assimilated on which the mind could truly thrive, no fault is found with the provision, nor is resultant ignorance considered to be specially worthy of blame.

The evil effects of educating in masses, or in classes, is sufficiently apparent to cause us to consider the question whether there is any possible remedy,—whether there could be a substitution of individual for general training, or a combination of the two that would produce a better result. That student is losing ground as an individual who comes to be considered or to consider himself as simply a factor of a class. If the general teaching must be that which is applicable to the entire class, there should also be provision for instruction that could be adapted to the individual need, and as great effort as is made to adapt class work to the general need should be made in the special direction also. But the objection arises that the modern teacher is not able to work in both directions in the time allotted for student life. We are very well aware that we have not yet passed the stage where the value of the teacher’s work is measured by the number of hours in which he is engaged in the classroom. Trustees, as a whole, pay for the professor’s full time, and expect it to be fully employed. Neither are the educators many who would know what to do if simply let loose among students and left free to make their best impressions upon the minds of the young.

To many teachers the mind of youth is, in reality, an unexplored region, and until we have a change in this respect, and learn that the knowledge of books is only the beginning of wisdom, and that the true knowledge must include also that of the living book,—the student entrusted to our care,—we have scarcely learned the alphabet of true education.

The day will come, though it may be long in coming, when every institution of learning will have, besides its technical teachers, its lecturers and its conductors of recitations,—one man or one woman, or as many men and women as are needed, whose special province it will be to study the individual temperament, to discover native tendencies, tastes, and capacities of the mind, and whose knowledge will be true wisdom in the sense that they will know not only how to ascertain, but how to supply real needs.

That cramping and stifling of natural tastes, which is now so marked a feature of school training, will be replaced by the cultivation of every good natural ability, and the suppression of only that which in itself is evil. Quite too often, even in this latter day, the restraint is put upon the natural powers, simply because their development calls for extra labor and special trouble, or because these powers indicate training in lines of work not being attempted by the class.

Let the routine work continue to be done, and, if necessary, in the routine fashion, but let every institution have on its Faculty one soul, at least, whose province is not to crush, but to cultivate and develop individual traits of mind and character. Such an instructor must not be ignorant of books, but that intricate book, the human heart, should be his special study, and he should know, not only what human beings are, but should be able to help them to grow into what God meant them to be. Such a man with a large and sympathetic heart that can be hospitable to boyhood as it is, will do more toward the moulding of genuine manhood than can a dozen professors of the ordinary type. One such woman in every institution for the education of girls holds really the future destiny of those girls in her own hand, for her life among them could have but one dominant desire,—that of helping them to be the thing God meant. Practically living out that desire she becomes, not the restraint and destroyer of their natural vitality of thought and feeling, but the guide and director of all their native forces into every beautiful field of learning, and into the highest type of development possible for woman, under present limitations, to attain.

Whether we recognize the fact or not, there is not a phase of our social or national life that is unaffected by the lack of proper development of individuality. The whole tendency of our civilization has been in the direction of making people, as nearly as possible, like other people. Characters of marked individuality are relegated to the class of so-called cranks. To be above the dead level of general sentiment and attainment is to be in decidedly bad form. This work of taking out of people the characteristics placed within them by nature, and making them over into the convenient and conventional types that think as others think, and do what others do, has marked our civilization from its earlier stages, and the more civilized we become the more pronounced are the results. Among these results are great loss of spiritual and mental vitality. It is time to call a halt, to change our methods, or to supplement them by methods of individual training. The beginning of such a work will mark an educational era, the inception of which should not be longer delayed.

THE WORKING-WOMEN OF TO-DAY

BY HELEN CAMPBELL

The story of working-women, of those women forced by changes in industrial and social conditions into occupations outside the home, is limited to the last hundred years. The division of labor resulting in the factory system, and the multiplication of trades, has opened many employments hitherto unknown, in which the use of female labor has become almost a necessity. Woman has had her share of work from the beginning, often much more than her share, but it ran usually in the simple lines of household requirements; and if it chanced, here and there, to be of larger scope, this was, after all, mostly tentative. Work with deliberate intent to earn a living is chiefly a fact of the nineteenth century, and any tangible estimate of woman as a competitor of man in the struggle for existence must be based upon the facts of the past hundred years. It is within hardly more than a generation that the importance of the subject has become plain, and now we are all questioning as to what is included in the life of the working-woman; what is her economic and social condition; what are her rights and her wrongs; what bearing have they on society at large, and what concern is it of ours why or how she works, or what wage she receives?

We are well aware that humanity has always had the enforced work of women as an essential part of its development, enforced not by law but by the necessities of life. In any new country, the work of women is a vital factor in its success or failure, in its growth and general prosperity; and in the early days of our own country this was far truer than now. There were then no trades open to women, because the organization of society was much less complex than it now is, and the family represented a union of trades. This had been the case in England and, indeed, in all civilized countries, and is even true of those early days when skins were all that was needed, and thorns were the only needles and pins. But from the day of that disastrous experience in the Garden, clothing, and the necessities involved in it, has been the synonym of sorrow for women, and the needle stands as the visible token of disaster, sorrow, and wrong of every order—“the asp upon the breast of the poor.”

Civilization has always in the nature of things meant war. It is only out of the conflict of class with class, interest with interest, that advance comes. “Strife is the father of all things and the king of all things,” was the word of Heraclitus the Wise. “It hath brought forth some as gods and others as men, and hath made some bond and others free. When Homer prayed that strife might depart from amongst gods and men, he wist not that he was cursing the birth of all things, for all things have their birth in war and enmity.”

It is only in this later day that we begin to realize other possibilities, and to wonder if the world has not had enough of wars and tumults, and cannot bring about the desired end without further expenditure of blood and tears. With war has ever been, and ever will be, the forcing of women left with no breadwinner into the ranks of the earners, and only later centuries have given an opportunity beyond domestic service. It is the last fifty years that has suddenly opened up the myriad possibilities in the more than four hundred trades into which women have thronged.

The field is so enormous that one is tempted aside from the real point at issue. What we have to do is to consider work for women as a whole, with all that it involves for womankind. It is not alone the worker herself, but the woman who uses the product of the worker’s labor that should understand what obligation is laid upon her. She is not free from responsibility, for certain conditions which have come to the surface, that form part of the life of the day, and must be dealt with in wiser fashion than heretofore, if we are to attain the “consummation devoutly to be wished.”

In the beginning of our history, women were at as high a premium as they are now in the remote West, but this was a temporary state, and as more and more, Fortune smiled on the struggling colonies, many forms of labor were transferred from male to female hands. Limitations were of the sharpest. That they were often unconscious ones, made them no less grinding. To “better one’s self” was the effort of all. Long before the Declaration of Independence had formulated the thought that all men possess certain inalienable rights, amongst which are “life, liberty, and the pursuit of happiness,” this had become the faith of those who, braving the perils of the deep, had settled in an unknown country, that they might enjoy the rights to which they had been born. The largest liberty for the individual consistent with the equal liberty of others was demanded and received, nor did it lessen as time went on. Liberty begat liberty. The ideal was always a growing one. Less limitation, not more, was the order of each fresh day that dawned. To every soul born into the colony, to every descendant of these souls, was a larger hope, a higher ambition. The standard of living altered steadily even in that portion of the country which retained longest the old simplicity, and best knew how to combine “plain living and high thinking,” until in course of time the family remained no longer a colony in itself. Clothing and every necessary, which was formerly of home manufacture, could now be obtained from without, and women found outside the family practicable work to do.

The first factory established in New England, early in the present century, ended the old order or rather was the beginning of the end. But long before machinery had made the factory a necessity, there had been the struggle to break the bonds which held all women save the few who had wealth fast to the household. The same spirit that brought the pilgrim over the sea stirred in his descendants. The kitchen had proved itself a prison no less than now, and women and girls flocked into this new haven and worked with an enthusiasm that nothing could dampen.

“Oh, those blessed factories!” said to me one day, a woman, herself an earnest worker for present factory reform, and who began her literary life as contributor to the Lowell Offering. “You people will never know the emancipation they brought. I loathed the kitchen, and life went by in one. So many New England kitchens were built with no outlook, and ours was one. I used to run round the house to see the sunset over the mountain, and I can hear Aunt Nabby now: ‘There goes that child again! I’d lock her up if she were mine!’ We were all locked up! No chance for more than the commonest education; no money for any other. And then came these blessed factories! You laugh, but that was what they seemed then. We earned in them and saved, and in the end got our education, or gave it to our brothers, who were almost as shut in. They have altered—yes; but they were deliverance in the beginning, I can tell you, and in spite of present knowledge, I never see one of the tall chimneys without remembering and being thankful.”

Such has been the story of most of man’s inventions. Beginning as blessing they have in the end shown themselves largely as instruments of oppression. But in this case it is not the factory; it is the principle of competition, carried to an extreme, that has brought in its train child labor and many another perplexing problem. So many changes for the better are also involved; the general standard of living is so much higher, that unless brought into direct relation with workers under the worst conditions, it is impossible to know or realize the iniquities that walk hand in hand with betterment.

To one who has watched these conditions, the question arises, does the general advance keep step with the special? Mental and spiritual bonds are broken for the better class. Does this mean a proportionate enlightenment for the one below? Has the average worker time or thought for self-improvement and larger life? Are hours of labor lessening and possibilities increasing? These questions, and many of the same order, can have no definite answer from the private inquirer, whose field of observation is limited, and who can form no trustworthy estimate till facts from many sources have been set in order, such order, that safe deductions are possible for every intelligent reader.

It is to Massachusetts that we owe the first formal, trustworthy examination into the status of the working-woman, and the remarkable reports of that Bureau of Labor, under the management of Mr. C. D. Wright, have been the model for all later work in the same direction. As the result of a steadily growing interest in the subject, we have now under the same admirable management, the first authoritative statement of conditions as a whole. The fourth annual report of the United States Bureau of Labor, entitled, “Working-women in Large Cities,” gives us the result of some three years’ diligent work in collecting information as to every phase of the working-woman’s life, from the trade itself, with its possibilities and abuses, to the personal characteristics of the woman who had chosen it. It is not only the student of social science who needs to study the volume, but the working-women themselves will find here the answer to many questions, and to some of the charges now and then brought against them as a class.

The value of figures like these is seldom at once apparent, since many facts seem isolated and irrelevant. But the fact that they have not been gathered in the interest of a theory but are set down merely as material for deduction, gives them a value, not always attached to figures, and will make them serve as the basis of many a practical reform.

It is women earning a living at manual labor who are meant by working-women, and thus all professional and semi-professional occupations, such as teaching, stenography, typewriting, and telegraphy, with the thousands who are employed in them, are excluded from the report. Outside of these occupations, three hundred and forty-three distinct industries have been investigated. Twenty-two cities have given in returns, all representative as to locality, and ending with San Francisco and San Jose for the Pacific slope. Personal interviews were had by the government agents, with 17,427 women, this being, according to the estimate of the report, from six to seven per cent. of the whole number of women engaged in the class of work coming under observation. I am convinced that this estimate of the United States report is very misleading. The 17,427 women being six per cent. of all those engaged in the three hundred and forty-two industries investigated, the total so employed in the twenty-two cities would be 290,450, which on the face of it appears to be absurd. The New York Commissioner of Labor, in the report of his Bureau for 1885, estimates that there were, in 1884, over 200,000 women employed in the various trades in the city of New York alone. Neither of these reports includes women employed in rougher manual labor, such as scrubbing, washing, and domestic service. If the New York Commissioner’s estimate for New York City is correct, and I confess it seems to me to be nearly so, and if Mr. Wright’s estimate is as much too low in all the other cities as it seems to be in New York, the actual number employed in trades in the twenty-two cities instead of being only 295,450, cannot be far from 1,200,000. With the exception of certain statistics on prostitution, the entire work of the United States report has been done by women appointed by the Bureau, and Mr. Wright bears cordial testimony to the efficiency of each one in a most difficult and laborious task, adding: “They have stood on an equality in all respects with the male force of the Department, and have been compensated equally with them. It was considered entirely appropriate in an investigation of this kind, that the main facts should be collected by women. The wisdom of this course has been thoroughly established.”

Here, then, for the first time since labor questions began to attract the attention of students of social science, is an aid to stating definitely certain facts hitherto unknown to the public at large, and only surmised by those interested in the subject. Save for the Massachusetts reports already mentioned, and the valuable one of the New York Commissioner, Mr. Charles H. Peck, for 1885, with that of the first report of the Colorado Bureau of Labor Statistics, for 1887 and 1888, prepared under the very competent and careful supervision of Mr. E. J. Driscoll, there has been no authoritative word as to numbers employed, ages, conditions, average and comparative earnings, hours of labor, nationalities, and the many points most difficult to determine.[13 - The Report of the California Bureau of Labor, 1887-8, Commissioner John J. Tobin, should be included, but came after the above had gone to press.] Few but students, however, are likely to read these volumes, and thus a resumé of their chief points might find place here were I not limited as to space. Having in mind the injunction of the editor of The Arena, to be brief, I shall quote only from the United States report. As all three of the Commissioners named agree in the most important details, except as to numbers employed, the United States report will speak for them all.

In the twenty-two cities investigated by the agents of the United States Bureau, the average age at which girls begin work is found to be fifteen years and four months. Charleston, S. C., gives the highest average, it being there eighteen years and seven months, and Newark the lowest, fourteen years and seven months. The average period during which all had been engaged in their present occupations, is shown to be four years and nine months, while of the total number interviewed 9,540 were engaged in their first attempt to earn a living.

As against the opinion often expressed that foreign workers are in the majority, we find that of the whole number given, 14,120 were native born. Of the foreign born Ireland is most largely represented, having 926 and Germany next with 775. In the matter of parentage, 12,904 had foreign born fathers, and 12,406 foreign born mothers. The number of single women included in the report is 15,387; 745 were married and 1,038 widowed, from which it is evident that as a rule it is single women who are fighting their industrial fight alone. They are not only supporting themselves, but are giving their earnings largely to the support of others at home. More than half—8,754—do this, and 9,813, besides their occupation, help in the home housekeeping. Of the total number, 14,918 live at home, but only 701 of them receive board from their families. The average number in these families is 525, and each contains 248 workers.

Of those who reported their health condition at the time their work began, 16,360 were in good health, 883 in fair health, and 183 in bad health. A distinct change in health condition is shown by the fact that 14,550 are now in good health, 2,385 in fair health, and 489 in bad health.

Concerning education, church attendance, home and shop conditions, 15,831 reported. Of these, 10,456 were educated in American public schools and 5,375 in other schools; 5,854 attend Protestant churches; 7,769 Catholic, and 367 the Hebrew. A very large percentage, comprehending 2,309 do not attend church at all. In home conditions 12,020 report themselves as comfortable, while 4,693 give the home conditions as poor. “Poor” is, to the ordinary observer, to be interpreted wretched, over-crowding, all the numberless evils of tenement-house life, which is the portion of many. A side light is thrown on personal characteristics of the workers, in the tables of earnings and lost time. Out of 12,822 who reported, 373 earn less than a hundred dollars a year, and this class lost an average of 86.5 for the year covered by the investigation. With the increase of earnings the lost time decreases; the 2,147 who earn from two hundred to two hundred and fifty losing but 37.8, while 398, earning from three hundred to five hundred dollars a year, lost but 18.8 days.

The average weekly earnings by cities is no less suggestive. In Atlanta the wages are the lowest of any of the twenty-two cities, being only $4.05; in San Francisco they are the highest, being $6.91. The wages in the other cities vary between these two extremes. In New York the average wage is $5.85; in Boston, $5.64; in Chicago, $5.74; in St. Paul, $6.02; and in New Orleans, $4.31.

These sums represent the earnings of skilled labor. Many women under this head can earn eight and ten dollars a week, but the general average is only $5.24. The large proportion of unskilled workers whose wage does not exceed one hundred dollars a year, include cash girls and the least intelligent class. It is this class that suffer most from the fine system, since punctuality and thoroughness are the result of educated intelligence. The largest number earn from two to two hundred and fifty dollars, and, as has been said, lose an average of thirty days in the year. The highest average wage, $6.91, is little more than subsistence, and the lowest, $4.05, is far less than decent subsistence requires.