TRANSACTIONS OF SECTION F. 671 



nection with the ohject, analogous to that which is found essential for the educa- 

 tion and training of the sane. In the case of the insane, it is further obviously 

 desirable that the educational agency, which has been found so efficacious in school 

 hours, should not wholly cease after school hours are over. It would be contrary 

 to sound principles to remit the moral treatment of the insane after school hours to 

 the sole charge of attendants not prepared by their antecedents for the discharge of 

 such a duty. Everyone with extended practical experience of the subject knows 

 that a very large proportion of the attendants in lunatic asylums have not received 

 that instruction calculated to make them skilled agents in fulfilling the requirements 

 called for in the moral treatment of the insane. 



In each division there should be at least one such attendant, whilst at present I 

 fear that there are many asylums without even one such attendant in the whole 

 asylum. To carry out individual moral training in asylums, even of small size, 

 appears impossible, even if it were desirable. Direct individual training is too 

 likely to degenerate into argumentation, not calculated to influence an insane person 

 beneficially. The problem to be solved is to break the habit of abnormal feeling 

 and acting as much as possible, and this can be better done by indirect and class 

 training than by direct individual training. In classes, the influence of the example 

 of the large mass of the quiet and orderly on their more disorderly inmates multiplies 

 the good result. 



In instructing sane adidt classes, whether in morality, in science, or in literature, 

 the advantage of teaching in class becomes every day more fully appreciated and 

 established. Singing, music, and amusements for the million are every day more 

 called for by the public voice, and the opinion is, I believe, gaining ground that 

 religious instruction carries more influence when addressed to large than to small 

 congregations. What reason is there for supposing that the powerful mental and 

 moral lever of example should not be applied on the same principles to the insane 

 as to the sane mind ? Be this as it may, I think it will be admitted that any 

 influence which is good should be as continuous as possible. To keep the mind 

 free from insane or immoral impressions is an obvious desideratum. This result is 

 to be sedulously sought for ; and even in a negative form it opens the door for the 

 introduction of normal thought. Normal action follows normal thought. To keep 

 the insane from mischief, to themselves or others, is a chief reason for placing them 

 in asylums, and I know of nothing more conducive to this end than healthful 

 occupation of mind and body ; and such occupation can only be efficiently conducted 

 by trained and skilled hands. 



It is generally admitted at the present day that, to be qualified to teach, literary 

 knowledge alone is not sufficient, but that the teacher should also be trained to teach ; 

 and I believe that the same principle should be kept in view in selecting those who 

 are to educate and train the insane, whether in or out of school. Those who have 

 been trained as monitors and monitresses in normal schools and public establish- 

 ments are a class from whom persons well fitted to act as attendants may be 

 obtained, who, with a little additional special instruction, would become admirably 

 suited to carry out the moral training of the insane in asylums, whether in school- 

 classes or otherwise. In Ireland there are a number of such persons suited and 

 willing to take the situation of attendants on the insane in asylums, moderate as is 

 the remuneration attached thereto. Their education — the habits and skill in 

 teaching and influencing to good ends which they have acquired, the knowledge of 

 singing and music and of directing industrial occupations, whether for males or 

 females, which they often possess, present obvious advantages ; and it is much to be 

 regretted that many of this class (if I am rightly informed) take situations in their 

 own country lower in value and position than that of an asylum attendant, or emi- 

 grate to our colonies or other countries. It is from this class that I have selected 

 what are called school attendants in the Richmond Asylum ; and my experience of 

 them gives me no room for hesitation or doubt in recommending the example of 

 this asylum in this respect for general imitation. The want of school-rooms is a 

 difficulty sometimes alleged as standing in the way of establishing schools in 

 asylums. But school-rooms are not necessary, and we have none here. Schools 

 are alleged by some, who admit their practicability and value in the Richmond 



