Religious Education in the Family | Page 5

the same direction. How long could the family as a unit continue under these conditions?
The village life will persist for a long time; it may be that, when we apply scientific methods to the transportation of human beings in the same measure as we have to the moving of pig iron, we can develop large belts of real village life all around our industrial centers. But more and more the village tends to become like the city; in other words, highly organized communal life is the dominant trend today. Just as business tends to do on a large scale all that can be more economically done in larger units, so does the home. We must look for the increasing prevalence of the city type of life for men and women and for families.
§ 3. THE ECONOMICAL DEVELOPMENT
It is worth while to note, in some brief detail, just what changes are involved in the tendency toward communal living. At the beginning of the industrial revolution which ushered in the factory period, each family was a fairly complete unit in itself. The village was little more than a nucleus of farmhouses, with a few differing types of units, such as workers in wood, in wearing apparel, and in tools. The home furnished nearly all its own food, spun and made its clothes, trained its own children, and knew scarcely any community endeavor or any syndication of effort except in the church.
The industrial revolution took labor largely out of the home into the factory. Except for farm life, the husband became an outside worker and the older boys followed him to the distant shop or factory. Earning a living ceased to be a family act and became a social act in a larger sphere. But in this change it ceased to be a part of the family educational process. Boys who, from childhood up, had gradually learned their father's trade in the shop or workroom, which was part of the house, where they played as children in the shavings, or watched the glowing sparks in the smithy, now missed the process of a father's discipline and guidance as their hands acquired facility for their tasks. The home lost the male adults for from nine to twelve hours of each day, more than two-thirds of the waking period, and thus it lost a large share of disciplinary guidance. In the rise of the factory system, to a large extent the family lost the father.
When the workshop left the home its most efficient school was taken from it. The lessons may have been limited, crude, and deadly practical, but the method approximated to the ideals which modern pedagogy seeks to realize. Among the shavings children learned by doing; schooling was perfectly natural; it involved all the powers; it had the incalculable value of informality and reality. The father gone and the mother still fully occupied with her tasks, the children lost that practical training for life which home industry had afforded. On the one hand, the young became the victims of idleness and, on the other, the prey of the voracious factory system.
This condition gave rise to the public-school system. It appealed to Robert Raikes and others. The school appeared and took over the child. Of course schools had existed, here and there, long before this, but now they had an enlarged responsibility; they must act almost in the place of the parents for the formal training of children. Having lost the father and older males for the greater portion of the day, the home now loses the children of from seven to the "'teen" years for five or six hours of the day. The mother is left at home with the babies. The family, once living under one roof, now is found scattered; it has reached out into factory and school. Its hours of unified life have been markedly reduced.
But the factory system soon had a reflex influence on the home. That which was made in the factory came back into the home, not only in the form of the articles formerly made by the men, but in those made by the women. Clothes, candles, butter, cheese, preserves, and meat--all formerly home products for the use of the family producing them--now were prepared in larger quantities, by mechanical processes, and were brought back into the home. Woman's labor was lightened; the older girls were liberated from the loom and they began to seek occupation, education, and diversion according to their opportunities in life.
That last step made it possible for people to think of the communization of home industry, to think of eating food cooked in other ovens than their own, to think of one oven large enough for a whole village. Many interesting experiments in co-operative living immediately sprang up. But the next step