As We Are and As We May Be, Walter Besant [the reading strategies book TXT] 📗

carry on their studies in the evening schools, but this proportion is said to be decreasing. After thirteen, no school, no books, no reading or writing, nothing to keep up the old knowledge, no kind of conversation that stimulates; no examples of perseverance; in a great many cases no church, chapel, or Sunday-school; the street for playground, exercise, observation, and talk; what kind of young men and maidens are we to expect that these boys and girls will become? If this were the exact, plain, and naked truth we were in a parlous state indeed. Fortunately, however, there arc in every parish mitigations, introduced principally by those who come from the city of Samaria, or it would be bad indeed for the next generation. There are a few girls' clubs; the church, the chapel, and the Sunday-school get hold of many children; visiting and kindly ladies look after others. There are working boys' institutes here and there, but these things taken together are almost powerless with the great mass which remains unaffected. The evil for the most part lies hidden, yet one sometimes lights upon a case which shows that the results of our own neglect of the children may be such as cannot be placed on paper for general reading. For instance, on last August Bank Holiday I was on Hampstead Heath. The East Heath was crowded with a noisy, turbulent, good-tempered mob, enjoying, as a London crowd always does, the mere presence of a multitude. There was a little rough horse-play and the exchange of favourite witticisms, and there was some preaching and a great singing of irreverent parodies; there was little drunkenness and little bad behaviour except for half a dozen troops or companies of girls. They were quite young, none of them apparently over fifteen or sixteen. They were running about together, not courting the company of the boys, but contented with their own society, and loudly talking and shouting as they ran among the swings and merry-go-rounds and other attractions of the fair. I may safely aver that language more vile and depraved, revealing knowledge and thoughts more vile and depraved, I have never heard from any grown men or women in the worst part of the town. At mere profanity, of course, these girls would be easily defeated by men, but not in absolute vileness. The quiet working men among whom they ran looked on in amazement and disgust; they had never heard anything in all their lives to equal the abomination of these girls' language. Now, they were girls who had all, I suppose, passed the third or fourth standard. At thirteen they had gone into the workshop and the street. Of all the various contrivances to influence the young not one had as yet caught hold of them; the kerbstone and the pavements of the street were their schools; as for their conversation, it had in this short time developed to a vileness so amazing. What refining influence, what trace of good manners, what desire for better things, what self-restraint, respect, or government, was left in the minds of these girls as a part of their education? As one of the bystanders, himself of the working class, said to me, 'God help their husbands!' Yes, poverty has many stings; but there can be none sharper than the necessity of marrying one of these poor neglected creatures.

We do not, therefore, only leave the children without education; we also leave them, at the most important age, I suppose, of any namely--the age of early adolescence--without guidance or supervision. How should we like our own girls left free to run about the streets at thirteen years of age? Between the ages of thirteen and eighteen--how can we ever forget this time?--there falls upon boy and girl alike a strange and subtle change. It is a time when the brain is full of strange new imaginings, when the thoughts go vaguely forth to unknown splendours; when the continuity of self is broken, and the lad of to-day is different from him of yesterday; when the energies, physical and intellectual, wake into new life, and impel the youth in new directions. Everyone has been young, but somehow we forget that sweet spring season. Let us try to remember, in the interests of the uncared-for youths and girls, the time of glorious dreaming, when the boy became a man, and stood upon some peak in Darien to gaze upon the purple isles of life in the great ocean beyond, peopled by men who were as heroes and by women who were as goddesses. Our own dreaming was glorified, to be sure, with memories of things we had read; yet, as we dreamed, so, but without the colour lent to our visions, these sallow-faced lads, with the long and ugly coats and the round-topped hats, are dreaming now. For want of our help their dreams become nightmares, and in their brains are born devils of every evil passion. And, for the girls, although not all can become so bad as those foul-mouthed young Bacchantes and raging Maenads of Hamstead Heath, it would seem as if nothing could be left to them, after the education of the gutter--nothing at all--of the things which we associate with holy and gracious womanhood.

Truly, from the moral as well as the educational point of view, here is a great evil disclosed. There is, however, another aspect of the question, which must not be forgotten. If we are to hold our place at the head of the industrial countries of the world, our workmen must have technical education. But this can only be received by those who possess already a certain amount of knowledge, and that a good deal beyond the grasp of a child of thirteen years. How, then, can it be made to reach those who have lost the whole of what once they knew?

These facts are, I believe, beyond any dispute or doubt. They have only to be stated in order to be appreciated. They affect not London only, but every great town. The working men themselves have recognised the gravity of the situation, and are anxious to provide some remedy. At Nottingham an address, signed on behalf of the School Board and the Nottingham Trades Council, has been addressed to the employers of labour, entreating them to assist in the establishment and maintenance of remedial measures. At the meeting of the Trades Unions' representatives held in London last year, two resolutions on the subject were passed; and the School Boards of London, Glasgow, and Nottingham are all willing to lend their schools for evening use. For there is but one thing possible or practical--the evening school, In Germany, Switzerland, Holland, and Belgium, children are by law compelled to attend 'continuation' schools until the age of sixteen. In some places the zeal of the people for education outstrips even the Government regulations. At the town of Chemnitz, in Saxony, for example, with a population of 92,000 inhabitants, the Workmen's Union have started a Continuation school with a far more comprehensive system of subjects and classes than that provided by legislation. It is attended by over 2,000 scholars, a very large proportion of the inhabitants between thirteen and eighteen years of age. There is nothing possible but the evening school. The children _must_ be sent to work at thirteen or fourteen; they _must_ work all day; it is only in the evening school that this education can be carried on, and that they can be rescued from the contaminations and dangers of the streets. But two difficulties present themselves. There is no law by which the children can be compelled to attend the evening school. How, then, can they be made to come in? And if the rate is now ninepence, what will it be when to the burden of the elementary school is added that of the Continuation school?

A scheme has been proposed which has so far met with favour that a committee, including persons of every class, has been formed to promote it. Briefly it is as follows:

The Continuation school is to be established in this country. The difficulties of the situation will be met, not by compelling the children to attend, but by persuading and attracting them. Much is hoped from parents' influence now that working men understand the situation; much may be hoped from the children themselves being interested, and from others' example. The Continuation school will have two branches--the recreative and the instructive. And since after a hard day's work the children must have amusement, play will be found for them in the shape of 'Rhythmic Drill,' which is defined as 'pleasant orderly movement accompanied by music,' and the instruction is promised to be conveyed in a more attractive and pleasing manner than that of the elementary schools. The latter announcement is at first discouraging, because effective teaching must require intellectual exercise and application, which may not always prove attractive. As regards the former, it seems as if the projectors were really going at last to recognise dancing as one of the most delightful, healthful, and innocent amusements possible. I am quite sure that if we can only make up our minds to give the young people plenty of dancing, they will gratefully, in exchange, attend any number of science classes. Next, there will be singing--a great deal of singing, of course, in parts--which will still further lead to that orderly association of young men and maidens which is so desirable a thing and so wholesome for the human soul. There will also be classes in drawing and design--the very commencement of technical instruction and the necessary foundation of skilled handicraft. There will be for boys classes in some elementary science bearing on their trade; for girls there will be lessons in domestic economy and elementary cooking; and for both boys and girls there will be classes in those minor arts which are just now coming to the front, such as modelling, wood-carving, repousse work, and so forth. In fact, if the children can only be persuaded to come in, or can be hailed in, from the streets, there is no end at all to the things which may be taught them.

As regards the management of these schools, it seems, as if we could hardly do better than follow the example of Nottingham. Here they have already five evening schools, and seven working men are appointed managers for each school. The work is thus made essentially democratic. These managers have begun by calling upon clergymen, Sunday-school teachers, employers of labour, leaders of trades unions, and, one supposes, _peres de famille_ generally, to use their influence in making children attend these schools. The management of such schools by the people is a feature of the greatest interest and importance. As regards the girls' schools, it is suggested that 'lady' managers should be appointed for each school. Alas! It is not yet thought possible or desirable that working women should be appointed. Then follows the question of expense. It cannot be supposed that the rate-payer is going to look on with indifference to so great an additional burden as this stupendous work threatens to lay upon him. But let him rest easy. It is not proposed to add one penny to the rates. The schools are to cost nothing--a fact which will add greatly to their popularity and assist their establishment. It is proposed to pay the necessary expenses of Board School teachers' work there will be nothing to pay for the use of the buildings--by the Government grant for drawing and for one other specific class subject. Next, a small additional grant will be asked for singing, and one for modelling, carving, or design: the standards must be divided in the evening schools, and there must be necessarily a more elastic method of examination adopted for the evening than for the day schools, one which will be