1
10
1
-
https://d1y502jg6fpugt.cloudfront.net/25778/archive/files/ce27b47ebc958a768b9c665355dda536.pdf?Expires=1712793600&Signature=RVWbyjiQesb8kTt963F-GbhHGGoLwQ8EJRqPUCvuOldRf2vp9yIwkMgRA07F8QjJxnzrUuCuHjC5ITFxUR7g10--SsU0K1Cu3xE7eCQ-o1qPkgXm82cVRBShr7wdo06mK0utB3RG1WdJloA%7EImzN7kExDzry8fw14j9S2gjwKW%7EQbjcWcAyc-TQAGtP8RWkh1aYBYi1Vrzk%7E5iGPAkHM6V6uUqAUJkXAnoYGYzzrSxk48RM%7E2Aws5L8r1Qoy4LPIj-Ipp9Nty8uIALZDSZJvT%7EuU2XWF%7EmDvIRHxS-2GpPFh2ep2ASYLpNCFy-h2SSL1MJGWyohTRUaPrBvr6ZbpjA__&Key-Pair-Id=K6UGZS9ZTDSZM
fa6ae7dcb77f3533e73f9a424f92c71e
PDF Text
Text
WASTETHRIFTS AND WORKMEN.
OF THE MODE OF PRODUCING THEM,
AND
THEIR RELATIVE VALUE TO THE COMMUNITY.
BY
HENRY BRANDRETH, M.A.,
FELLOW OF TRINITY COLLEGE, CAMBRIDGE, AND CURATE AT ST. BOTOLPH’S, BISHOPSGATE.
Now, sir, what make you here ?
Nothing: I am not taught to make any thing. ’I
What mar you then, sir?
Marry, sir, I am helping you to mar that which God made,
a poor unworthy brother of yours, with idleness.
As You Like It.
LONDON:
LONGMANS,
GREEN, AND
18G8.
Price One Shilling.
CO.
�The main principle advocated in these pages is, that real productive
ness in any field can only be secured by sparing the growing crops ; and
that the work of children of every age must be arranged, not to secure
the largest immediate return, but to develop the greatest capacity of ivork
in after-life.
�19 Finsbury Circus, E.C.:
April 18G8.
LONDON WASTETHRIFTS.
The condition of a great part of the poorer inhabitants of London is
deplorable in the extreme, and there can be no field calling more
urgently for the labours of the' philanthropist and the Christian. Thousands of adult workmen are; from defective education (considering
school and apprenticeship together as education), incapable of earning
more than the barest journeyman’s wages, and they have little sense of
any duty incumbent upon them of earning for any purpose save that
of spending on the gratification of their immediate desires ; if they look
forward at all, they contentedly regard the ‘ house ’ and the rates as the
natural provision for their age. They have no idea of any obligation
upon them to support sick or decayed members of their families, and they
consider their children not as fellow-creatures whom they are responsible
for having brought into the world, and whom they should make some
effort to make masters of some trade which would make them able to
earn good wages and maintain themselves in honest industry through
life, but as pieces of property who ought to be bringing them in some
thing, out of Whom they have a natural right to increase their incomes
by selling their services during youth, but whom they will have no
interest in when a few years are past; and hence, in too many cases, they
follow their interest, and sell them for an immediate wage, instead of cul
tivating the capacity of doing real work in after life; and this destroys
all hope that the rising generation will be made into anything superior
to the present. If these children were all taken from their parents and
placed in industrial schools, their grievance would not be any infringe
ment of any right of a man to direct the education of his children, but
the loss of the earnings of the little slaves during their youth.
The question must be fairly asked—Can society do nothing to im
prove the condition of the next generation ?
Experience shows that it is possible to excite lively feelings of
affection and gratitude in yormg minds towards those persons and in
stitutions who labour for their benefit during youth; the gratitude of
children to those masters who, in school or in business, try to do well
by them is a real force binding them to good ; and the hearts of chil
dren can be turned to a loyal appreciation of the benefits which law
and order have conferred upon them, instead of to a sullen belief that
high civilisation and progress merely separate the rich and poor
by a yet wider interval. A well directed education in school and
business makes them capable of doing real work throughout life, and at
the same time sets them safely above most of the dangers of early life.
a 2
�4
It is, however, difficult to keep children at school, because the body
is somewhat earlier in its development than the mind and heart, and it
can be put to perform certain tasks during the period allotted by
nature to the growth of the higher faculties. A prolonged education
sacrifices the actual work by which a child might contribute to the
wealth of the world, for the sake of training it to become a real con
tributor through after life, and of securing favourable conditions for
the ripening of the moral and intellectual powers. These early years
are not those during which children are capable of any very serious
work; but the importance of keeping good examples of action from
conscientious motives before children cannot be over-estimated. Their
unconscious imitation of all that is kept before them, recommended by
the voice of all those whom they look up to, makes a second nature of
doing right or wrong. It must, however, be remembered that mostd
masters are so distant from the boys that the real examples which they
follow are their school-fellows; and it is what is called the general tone
of a school which really influences education; and the best masters are
not those who influence single boys to copy a pattern unsuited to their
age, but those who raise the average sense of duty in all around them.
I do not, however, dwell at present on the civilising and humanising
effects of real information, but on the practical money value of teaching
at this period of life. We may cease teaching a child as soon as it can
read and write, and hire it out to do such trifling work as it is already
capable of for the benefit of the adult population; but unless it is
somebody’s duty and somebody’s interest to make such child capable
of doing something more than what it can already do, it grows up to
the passions and appetites of an adult, but with the skill and reason of
a child. We may, on the contrary, pay fees to have it taught in
school, or a premium to have it taught as an apprentice; we may
develop its reason and increase its knowledge—the latter process
involves an immediate outlay—but the sum thus spent is an invest
ment bringing in an enormous return ; the child’s wages are increased,
i.e. the value of the work done by it for society is increased during
each year of real life, by a sum fully equal to that invested in improv
ing it.
A human being is, at the lowest, a very improvable piece of pro
perty, and becomes valuable in proportion as his mind and heart,
which contrive and save, gain the control of his body, which wastes
the stores of society. We may arrest the development of the con
trolling faculties, so that the man becomes a mere wastethrift, never able
to produce as much as he destroys. Thousands of such are annually
turned loose on society, and are in effect maintained on the fruits of
the industry of others, who by proper training have learnt to produce
more than is needed for their own immediate needs, and this it is
which impoverishes a country—the number of mouths without heads
or hands who are in any way maintained by the industry of others.
We are all ready to condemn the improvidence of a family where
the children are allowed to grow up without being made capable of
supporting themselves; but such conduct is not so short-sighted as our
own, because the cost of maintaining unprofitable members does not
�fall directly on the family, but is borne equally by the whole com
munity; but when a nation omits to train its youth to work, the cost
rwBMB and workhouses falls upon the nation itself.
It is a real drag on the progress of a nation to turn out uneducated
and undisciplined hordes who can do nothing which cannot be done
Mtn- half the cost by machinery, whose whole work does not replace
the value of the food and clothing they destroy. But every workman
who can produce a good article by which the comforts and conveniences of those around him can be raised, or their more real interests
advanced, is a real increase of the resources of the nation. For though
in particular trades the labour market may be overstocked, and the
■invention of machines may displace workmen, our power of converting
raw material into manufactured goods for the use of man will never
be too great, unless it is mere quickness at some detail, and not that
general intelligence which, by having learnt its proper lessons in child
hood, is capable of learning when childhood is past, and, when not
needed in one trade, can enter upon a new field of work, because its
training has not been so special as to make it merely an intelligent
wheel in a machine, which may any day be replaced by iron fingers
taught to perform the same thoughtless round of labour.
But the workmen themselves enter into associations to limit the
number of apprentices, because they see that labour will be sold
cheaper in any trade where there is an excess of workmen. But by
thus uniting to prevent their children from being made fit to earn their
own living for fear of their competition, they lower the average pro
ductive power throughout the country, and with it the average condition
of the workman. If the workers in any one trade could secure a
monopoly for their own labour, as in India, where trades are
hereditary, and the last survivor of a family may become the only
maker of an article; or if, while the producers in other trades increase,
the number, e.g. of watchmakers could be kept the same, there will be
more work and higher wages for each worker in that trade. But if the
number of hands in every trade is kept constant, and the increasing
population debarred from learning any trade which will enable them
to produce a fair equivalent for their food and clothing, every skilled
workman will have to support one of these incapables.
Whether this is done by increased iigost of everything, or by heavy
rates and high rents, or by the wastethrift being quartered upon the
■workman, will make no difference; the means conquered by labour
From nature will be shared by the incapables. But if the craftsmen
freely impart their skill, and each makes his wastethrift into a real
producer, then the means won from nature increase with the increase
of consumers. Power to win commodities from nature is not a thing
that there will ever be too much of. If a million of skilled labourers
can exist side by side, supporting each other by the mutual inter
change of their productions, another million side by side with them
could do the same. Restrictions overstock and cause misery in the
unprotected trades ; and at present the unskilled labour, is in excess.
A skilled labourer is one who produces more commodities than he con
sumes, and not only supports himself but has usually a surplus to
�6
accumulate, or to spend in poor-rates or luxuries. A wastethrift is one
who cannot improve the raw material furnished by nature sufficfewl|
to provide himself with necessaries, and is, in some way or other,
maintained by the winnings of others.
Of course, neither ever takes home the actual goods he makes; by
an arrangement of convenience, he daily receives their money value.
In proportion to his skill each increases daily the world’s goods by the
improvement of the material by his work; and the strength of a nation
consists in the number of such over-producers who unite to observe its
laws. Its weakness is the number of wastethrifts it has to maintain ;
and if, by effective educatiou, these over-consumers can be turned
into over-producers, the steady employment of their work is the
national resources.
A thousand more workmen, fairly distributed among the various
trades, do not mean more competition for the little work there already
is, but each creates a demand for additional work to exchange for his
. productions. Skilled workmen produce more than they consume.
They not only lead innocent and happy lives themselves, but create
fresh markets for labour among ourselves, with a real increase of
national force. We adopt very questionable means of opening foreign
markets, while the cost of an expedition would create a new people
among ourselves—certain customers in our markets, willing sharers of
our taxes—instead of the mass of pauperism and crime which we allow
to lie at our doors, till it has rotted sufficiently for us to assume the
permanent charge of maintaining it in workhouses and jails. Skilled
productive workmen are the real elements of a nation’s strength. Money
can only produce by setting men to work. Men combine, and shape
the rough material which nature affords till it becomes serviceable ;
they make tools and machines, extract food and ores from the earth.
The work of man alone enables men to live. The whole produce on
w’hich all live is due to the intelligence and skill of each; and the
whole work of each creature is highest if he is spared when young, and
taught, till he becomes a really effective producer.
Even if every man is trained to do some one thing fairly, machines
will continually be invented doing the same things well, and cheaply.
The commodities produced by a day’s unaided labour will be sold for
less than a man can be supported on, and the man must starve, beg,
steal, or work at another trade. But without that early quickening of
the faculties which early education produces, a man cannot turn to
anything new. Intelligent hands would increase the productiveness of
other fields of labour by the transfer of their power, and the machines
would increase the productiveness of all, without any increase in the
consumption of necessaries ; each would spend the same wages on the
purchase of a larger stock of the cheapened comforts. Hence, in an age
of mechanical inventions, untrained and half-trained workmen must
suffer, and swell the mass of pauperism and discontent. But such evils
can be provided against by training our workmen to that special form
of labour which no machine can execute—viz. thinking. Each has
within him a far more subtle machine than man has ever invented, the.
powers of which, in improving the labour of the human hand, cannot
�7
be over-estimated; and alittle care taken of this machine during early
life will make each a capable worker for ever.
Every man only trained to such work as a machine can do better
must be a tax upon society for life; but careful schooling, apprentice
ships and industrial training, will make him a useful contributor
through life. And the education of the manual-labour classes, which
all recognise as the great need of the day, is not called for by recent
legislation, but by the characteristic feature of the age—by the in
dention of machinery.
It has always been reckoned to the credit of machinery that it
would perform the harder work—the drudgery of human labour—
and, terminating the necessity for man’s toiling as a mere beast of
burden, set him free to ennobling and elevating pursuits. But the
doing of the work of unskilled hands is a doubtful blessing if we,
at the same time, continue to pour upon the market thousands of un
skilled hands, incapable of those higher arts which are henceforth to
be the only work of man. The tools with whi|h men contend with
ipature are becoming too delicate to be handled by ignorant men; and
the genius of inventors has, unfortunately, beep, directed to bringing
out machines which will employ .the hands of children. At certain
points, a slightly more subtle movement is required than machinery
can cheaply effect. A young child’s hand supplies this; but the
mental development of that child is hopelessly arrested by its round of
mechanical drudgery; it becomes a part of the machine, and grows to
the strength and appetites of a man, without its real value being much
increased beyond the sixpence a day which it earned at first. The
instinct of practising the mechanical arts needed for his support are not
developed in man as in lower orders of creation; but the most per
fectible creature is, in its origin, the weakest, being cast for a long
period of helpless infancy and childhood' on the forbearance of the
adult members of the species; but, during the years in which boys
need the protection of their elders, they are singularly apt to learn and
to receive moral impressions. And it is our only good economy to
conform to the plan by which nature intends that the creature shall be
perfected, to set it to learn whilst it is capable of learning, that it may
work effectively when strong enough to work. That any individual
adult should seek to enrich himself by using the half formed minds
and bodies for any trifling purpose which they are already capable
of, is only too natural; but that a nation should follow so short
sighted a policy is, I own, to me surprising. The nation is not so
utterly bankrupt that it cannot afford to educate its children, but
must, for the sake of their paltry earnings, sacrifice their future pro
spects and its own. Every child who now is, or ought to be, at
school is a most improvable piece of property. If neglected, he
will earn small wages, but, in his best days of full work and full
strength, not enough to support the family which he is sure to have,
in the habits of waste and intemperance to which he is accustomed.
But any sum invested in schooling and apprenticeship will make
him capable of earning an equal sum in wages every year of his life—
e.g. 261 of outlay would increase his weekly wages by at least 10s., or
�s
he will produce commodities at this increased rate; whilst, as a pros
perous workman, he will consume less than either as a beggar gaS
thief. Whether by wages paid as an equivalent for labour, or by poorrates, or in jail, society has made itself responsible for maintaining him,
and any family he may choose to rear. He is quite willing, however,
to learn the use of his head and hands, but neither he nor his parents
can afford the necessary outlay. We have lent money to poor land
lords to improve their estates; let us lend a little to poor children to
improve theirs, and we shall attain our end more certainly by making
education an obviously profitable investment than by any other means.
At present, the whole value of the improved estate is handed over to
the youth on entering into life ; and there are no means by which any
person who has been induced to sink any capital on the improvement
of the property can recover one penny. But men will not invest
money in making railways unless the legislature empowers them to
take tolls; men will not breed horses if others are to take them from
them.
It is a remarkable thing how every inducement to parents to invest
money on their children has been removed; since aged paupers are
secured maintenance from the poor-rates, the duty of the children is
terminated, and the parents derive no benefit from any wage-earning
power which might be developed in youth; and by the early age at
which children can be emancipated from parental control, we make it
the interest of the parents that they should earn as soon as possible.
But a master who buys the little slave’s work of his mother, instead of
taking an apprentice, does so merely to avoid all trouble and responsi
bility of teaching the child. It is a man’s interest to make an ap
prentice a good workman, because he looks for repayment for the outlay
and trouble of his first years from the work which he becomes capable
of doing before the end of his time ; but a mere money bargain autho
rising the employer to use up, in immediate rough unskilled work, the
docility and imitative powers of the child, which are the seed and
promise of his future life, this is a bargain in which it is clearly in
tended that the parent and employer should use up the child for their
profit, as fully as if the child were bought on the coast of Africa. It
would be better for a child to be—as was suggested at Manchester-—
ground up into corn (or, as might be suggested in the country, spun
into cotton) than to be thus taken from every opportunity of improve
ment, for children do not get better, but worse, every day, unless special
pains are taken with their training. The greatest obstacles to frugality
on the part of the poor is the uncertainty and distant day of any
return ; they see that saving does not really increase their means in old
age, but that the man who spends his all every day will be relieved
up to any standard of comfort which their savings are ever likely to
command. But if we can make it obviously profitable to invest on
their children’s education, the immediate pleasure of working for a child
and setting it a good example is one which need only be once felt to
secure a continuance of such exertion. Much is said about the selfish
ness of parents, but the fault is not entirely theirs; the employers have
no plea of necessity, they merely employ child labour because it is
�9
cheap; they deliberately employ one boy after another to avoid the
■fahEnreSd responsibility of an apprentice, and turn them out untaught
Bin dlhn ski lied to swell the ranks of those who cannot compete with the
machines, ‘with as little compunction as a man would feel at drowning
an overgrown kitten. They bribe the parent to throw away the chance
of improvement. It is not the working classes who derive any benefit
from dealing with children to get all that is possible out of them,
instead of trying to put all that is possible into them. In fact it is
hard to see that any class profits by making the young children labour
for them. The capitalist buys work cheaper for it, and is enabled to
introduce machines which could not have competed with human labour,
but for their direction being within the power of a cheap boy. But
he does not really profit, because competition forces him to sell at
the lowest remunerative rate. The working classes are forced to sell
their work for less because of the very cheap rate at which child labour
can be bought; and if the owners of fixed property seem to profit by
cheapened goods, they have eventually to bear the increased rates
which are finally needed for those half-developed workers, who are as
completely incapable of supporting themselves as if they had lost the
use of their limbs, instead of that of their heads. The cheap rate of
production is a gain by bringing more commodities within the reach
of all, though it may fairly be doubted whether the increase of
comfort, as the world grows older, does make each generation happier
than the last; and any such gain is most dearly purchased by the
nation at the cost of consuming its most valuable elements of future
strength.
Even if compulsory education, the applying of the rod which modern
theorists would spare on the child, to the parents were practicable, it
would be better to make the parents wish for their children’s education,
to enlist all possible home influences to make them valuable workmen,
and introduce into the families the natural virtues of parent and child;
this will be the better thing both for the parent and the child. No
legislation will produce any great result by attempting to compel half
the community to do something which they believe to be contrary to
their interests. It is necessary to secure the hearty co-operation of the
head of every house, to make his interests identical with those of his
children; at present the child requires protection from the necessity of
immediate productive labour, and the cultivation of such faculties as
it possesses; every pound spent upon it is worth a pound a year through
life; but the parent requires that the earnings should be large during
the period in which only the natural dependence of children enables
them to be taught effectively: five shillings earned at once is more to
the parent than five pounds a year through life. It is idle to affect to
be surprised if the general conduct of large bodies of men is dictated
by their interests.
But it is a most reckless waste of the national strength to allow the
management of these most improvable pieces of property to remain in
the unaided hands of men who cannot advance the sum necessary for
\ their proper cultivation, and whose tenure terminates before any
•rail liable crop is ripe. The education of the country is neglected for
�10
the same reason that its agriculture would be if each acre of land were
in the hands of a peasant who was forced to give up possession to
another early in July. Is it not obvious that nobody will cultivated
valuable late ripening crop unless he has some security that he will
reap it ?
If the tenure of land were such as I have suggested, the remedy
would be to alter the tenure by giving the possessor control over the
property till the crops were ripe, or from some general fund to which
all might contribute to remunerate the outgoing tenant according
to the condition of his acre, or for society at large to undertake the
cultivation. This, however expensive it might seem, would be in the
end a real saving; and if they hesitated about it, they would all ba.
starved, as acre after acre was cultivated only for such common stuff
as coidd be sold in June.
And the practical problem is how to secure that a sufficient portion
of the increased value of an educated child should be paid to the
person who is at the cost and trouble of educating If the educator
could be sure of a return proportioned to the earnings of the child from
twenty to twenty-five, education and the improvement of workmen
would become at once the best investment in which capitalists could
invest their money. Nor could the charitable endowments of the
country, whose abuse is the theme of every tongue, find a better use.
The taxation of one part of the community for the gratuitous relief of
the other is already carried to a most alarming extent by the poorlaws ; but the system of supporting the incapable deprives a workman
of every incentive to frugality ; he sees that by strict economy he may
secure an annuity ; but any such return is very distant, and seems to
him very uncertain; meanwhile he sees that his neighbour, who spends
weekly every penny, has a great deal of pleasure at once, and will in
his old age be quite as certainly provided for by the parish; everything
which he lays by will in fact be taxed to make his improvident neigh
bour as comfortable as himself.
All workmen are taxed to contribute to a fund which is finally
divided among the most thriftless: we should rather endeavour to
make even more marked the contrast of the results of idleness and
industry. If society and labour must be taxed to maintain the un
employed, let the aid at least be directed to secure that the next
generation become fit to maintain themselves. If men know not
how to support themselves, let them forego the right of bringing up
children as incapable and unintelligent as themselves. Society has both
the power and the right to control the liberty. of those who cannot
maintain themselves. If the honest man were asked to invest his
savings at once in his children’s training, by the hope of an honourable
fairly earned annuity, proportioned to the efficiency of their training,
he would have a real interest in seeing that his children frequented good
schools and profited by the teaching; it would be his interest that his
children should become virtuous and intelligent; and not only would
this result be generally secured for the children, but the parents would
be humanised by their efforts to humanise their children.
If education is a most profitable national investment, the magnitude
�1^
^fflEfiKhl^^^S^^^RyiSthe greatest possible recommendation. The
SmSBMWMS^E^nunerative, because it penetrates a fertile district of
parental and Christian benevolence, and gives room for the play of
forces whose energy is real and very great.
Theiparent who brings a child into the world is already responsible
for its maintenance. In a large workhouse-school a child cannot be
kept for less than 107., and in a working man’s house the cost is probably greater; and we may put at 100Z. the cost of rearing a young
animal capable of exerting some physical force, but entirely devoid of
Bfe intelligence which might enable him to apply that force usefully.
They (for he is certain to marry and have a large family) consume
daily more commodities than he produces, and are maintained by the
Fwork of the rest of the community. The creature thus reared is one
which no slave-owner would take as a gift, unless he had power to
work, feed, and clothe it in a way which our workhouse officials would
Rry shame on. But it is in the power of society, by spending a small
sum in aid of the large outlay already incurred by the parent, to
develop a mind, to make the wastethrift into a skilled intelligent workman, whose labour will every year fully replace all that it consumes,
and whose earnings in any single year will amply replace any sum
Advanced.
A very small part of the encouragement given ,to the investment of
money in railways would enable the zeal which® is so widely felt to
bring the means of becoming an intelligent workman within the reach
of every child. We did not then trust the zealpwmen for their fellowCreatures’ good; we did not leave each owner of an acre of land to do
as he liked. We passed laws that the interests of the community were
more important than the rights of individuals, and we sanctioned the
levying of tolls; so now we must make it a safe investment to train
skilled workmen, by allowing the person investing to share the increased
value of the manufactured article. But among the poorer classes,
where the parents actually have not the money to invest, it is the
interest of the community at large to levy rates and taxes to increase
the future productiveness of the country. It would be a real blessing
to a child if the school were to keep an account against it of all sums
expended, and the repayment of such advances made a first charge on
his earning. But it would be far better in every way to throw the
charge on local and national taxation than on any individual.
It is particularly cruel that the nation should in this century grudge
the cost of education. Fifty years ago the day’s work of an unskilled
labourer earned enough to support him; but we have discovered buried
underground enormous stores of that untrained force which is all that
an untrained workman has to sell; and when he comes and asks for
work and wages, the practical answer is that one shilling’s worth of coal
will do everything he is capable of; in fact, the iron giant would pro
bably give less trouble and need less superintendence than the man.
We have found in coal mines that by which the productiveness of
Rilled labour is enormously increased, and unskilled labour made
worthless; but the reduced cost of everything due to machinery puts
it in our power to afford for others the training which it renders neces
�12
sary. The skill of the workman must keep pace with the improvement
in his tools; more time than formerly is required to develop sufficient
intelligence to enable them to do work above the capacity of the
machines; during the years which youthful docility and quickness
point out as fitted for mastering any craft, children should be counted as
learners and repaid for any small service which they render the com
munity by increased opportunities of learning. Those who are
untaught to think, and incapable of turning their hands to any new
work, who from want of training of their intelligence can only do
mechanical work, will certainly be displaced by the more cheaply
working iron hands. It is not any special kind of knowledge which
schools are useful for imparting, but the general cultivation of the moral
and intellectual faculties; these cannot be strengthened in a child whose
whole daily stock of energy is wanted in the mill or farm; neither
growing mind nor growing body will improve if strained by labour to
minister to the comfort of adults.
The displacement of his labour by machinery is no very great matter
to a man whose intelligence enables him to turn his hand to something
else. It is the hopelessly unintelligent whose minds are closed against
all new ideas who have to be maintained by the community.
But education is a great religious duty, and this is to. make it all a
matter of profit and calculation. Not at all; education is a religious
duty, and nobly is it performed. Witness the scanty salaries on which
masters work, finding their real payment in the sense of service done
to their fellows. But subscribing to anything is not a religious duty ;
the work which our Master calls us to cannot be done by paid hands
for us. Education will always remain in the hands of religious men,
the salaries of teachers are too small to retain those who have no zeal
for the work ; but we must not trust to that zeal which is only kindled
by personal contact to fill our subscription lists, or to advance such
capital as will enable masters to maintain themselves in their, labours
of love. Similarly, a passion for science retains many men in posts
the pay of which seems inadequate. But no passion for science will
ever bring any man to face the daily round of routine of a school.
Whilst children are under education, we are careful only to
put high motives to action before them, because their character is in
process of being moulded by the motives thought of by them. But
with adults, whose character is formed, we must not leave, powerful
motives unappealed to. Among men, their actions are more important
than their motives, and we take nature as it is, and seek to direct
their actions; with children, we look forward in hope to what nature is
becoming, and seek to perfect their motives—thinking their actions
comparatively of very little importance.
It is impossible to make the duty and interest of grown men too
obviously identical; however far the point is carried up to which in
terest and duty coincide, the worst parents will come up to that point
however advanced, whilst the zeal of the better class of parents will
still urge them to do more.
In dealing with a numerous class of adults, it would be folly to. say
that the duty of providing for their children is so clear that it is
�13
l"ver motives. We must rather try how
BWWBBHHMDe made to fall in the same direction with duty. There
|Mw hMffmffigB-oom for the preference of virtue at the last.
But the whole question of the religious view of education must be
UaQpIndently considered.
Though I have tried to point out how the national pocket is to be
benefited by liberal investment in education, the real interest which
B^Wuld be felt in it arises solely from the desire that the children
should be religiously and virtuously brought up. However great may
be the necessity of school-teaching for the purpose of raising our future
workmen into an intelligent class, capable each of producing sufficient
Bommodities to maintain himself in honest industry, instead of doing the
work which a machine can do for sixpence a day, and being maintained
on the alms of the real workers, we must not forget that there are
other interests beyond those of mere animal need which should not be
neglected. Of course, these interests are in great measure things of
faith, and many men will be simply unable to appreciate their im
portance. The excellence of a school is not anything that can be
written out during an examination, but will be spread throughout
the whole of after-life. The eye of the astronomer does not see a star
so distinctly by looking directly at it, but when he glances a little on
one side ; and children do not seize those things which are deliberately
set before them so readily as those which are laid in their way
without that straining of the attention which is considered the right
thing in lessons. And it is not the actual words which drop from the
teacher’s lips, not the precepts which he reiterates with authority, but
the daily, hourly example of those to whose example he unconsciously
endeavours himself to conform, and which is continually presented to
young minds as the standard of that society into which they look
forward to being admitted.
It is hardly necessary to say that education does a very small part
of the good in its power unless it secures that the children are brought
under humanising, moral, and religious influences. There is, however, no practical chance of education being really conducted by
irreligious teachers. The wages of a teacher are so small compared
with those of equally skilled workmen in^qually laborious and equally
responsible situations that the work haivery slight attractions to men
who do not feel that it is at once a duty and a pleasure. Within the
last thirty years, the ministers of religion have undertaken such an
amount of work and responsibility, and made such munificent contri
butions to schools, that others who, with far larger means and much
more time at their command, content themselves with talking, really
complain of their having pushed forwards in the matter. But this
high-class labour will not continue to support the schools if they
become places where men’s interests in this world are alone thought
of. The good teacher looks for his wages nopdn what he receives, but
in the far more real pleasure of giving. He asks for little, barely
enough to maintain himself, but he takes pleasure in the power of
giving to all around him something which they are really grateful for,
something which he knows to be even more desirable than they think.
�11
He has no applicants at his door clamorous for a dole, wBMMMing
pretence of gratitude, but he sees an easily read expression of the
heart’s emotions. It is true he will at times meet with unwilling re
cipients of his charity, but at least he knows it, and he also knows that
their kindness is only delayed, and that at the worst it is a small thing f&l
him to be judged by their judgment. Wordsworth tells most charm
ingly how the simple act of natural kindness from the strong to the
weak filled old Simon Lee’s heart with gratitude, and the schoolmaster
more than auy other man can say—
I’ve heard of hearts unkind kind deeds
With coldness still returning;
Alas ! the gratitude of men
Has oftener left me mourning.
But, of course, the nation is perfectly at liberty to say that it will
have industrial schools, where men shall give mere secular instruction.
Fine gentlemen may agitate, and make speeches, and even legislate in
favour of such schools; but five times the present amount of salaries
will not tempt men of the same stamp to undertake posts of such
degrading drudgery as the mechanical duty of preparing heathen
children for examination in the elements of secular knowledge. Unless
a man has sufficient belief in what he does believe to feel that a neces
sity is on him of preaching it, his example is one which will be most
undesirable to put before boys. The whole of this matter is admirably
put in the preface to ‘ Tom Brown —
‘ Several persons, for whose judgment I have the highest respect,
while saying very kind things about this book, have added that the
great fault of it is “ too much preaching;” but they hope I shall amend
in this matter, should I ever write again. Now this I most distinctly
decline to do. Why, my whole object in writing at all was to get the
chance of preaching. When a man comes to my time of life, and has
his bread to make, and very little time to spare, is it likely he will
spend almost the whole of his yearly vacation in writing a story just to
amuse people ? I think not. At any rate, I wouldn’t do so myself.’
1 The sight of sons, nephews, and godsons, playing trap-bat-and-ball, and
reading “ Robinson Crusoe,” makes one ask oneself whether there isn’t
something one would like to say to them before they take their first
plunge into the stream of life, away from their own homes, or while
they are yet shivering after their first plunge. My sole object in
writing was to preach to boys; if ever I write again, it will be to
preach to some other age. I can’t see that a man has any business to
write at all unless he has something which he thoroughly believes and
wants to preach about. If he has this, and the chance of delivering
himself of it, let him by all means put it in the shape in which it is
most likely to get a hearing, but let hi® never be so carried away as to
forget that preaching is his object.’
But although interference with the liberty of religious instruction
will have the disastrous effect of lowering the general moral character
of the teachers, by depriving the trade of every attraction »to every man
whose character and example it is at all desirable to keep before
children, the ministers of religion have it in their power to increase
�15
gr®iyn;newiniiUEroBwhich they now exert, and to secure the direction
of the forces which the newly awakened national demand for action
wi11 set in motion, by voluntarily exercising the self-denial of confining
their attention to the essential outlines of our religion. A very undue
of attention has been drawn to some theological questions by the
very fact of their fruits being hatred, variance, emulations, wrath,
strife, seditions, heresies. Superficial enquirers are so struck with the
Bare shown to define the differences of Christians that they lose the
whole weight of the testimony of the whole of the civilised world to the
really important facts of our religion. The religion which our Saviour
came to reveal was not a doctrine, noi' a ritual, but an example; the
records of His life give no countenance to the idea that any man was
ever turned back by Him on any speculative opinion of controversial
theology, or any question of dress. If He again walked among us, we
should not dare to bring under Hit notice the points disputed among
Protestant churches. Whilst the doctrines, so long ago tried and found
utterly inadequate to give men peace, of the Stoics, hoping to perfect
man by unaided development^ of the Epicureans, who would deny the
interference of a God in human affairs; or of those who sought peace in
the submission of reason and conscience to a sacrificing and absolving
priesthood—while these armies are closing in to the siege, we, like the
wretched Jews, are only intent on fortifying against each other the
portions of the city of God entrusted to our keeping.
But if our streets must be filled with this fratricidal struggle, let us
at least hide our weapons for one hour of early morning, while the
Children pass by on the way to school. What have these children
done that when they look up in their weakness for that guidance
which is absolutely necessary to their making their way in life we
should deserve the last touch of indignant satire with which the poet
dared to caricature the haters of the human race, 4 Hee monstrare vias
eadem nisi sacra colenti ? ’ And when the life-giving water of the
Saviour’s example, if set forth in the majesty of unadorned simplicity,
which his followers at the first were content to put forward, might
captivate the mind of every child, and of men willing to become as
little children, is it our religion ? iJQusesitum ad fontem solos deducere
verpos.’ Why, the result of our school-teaching of the last generation
Hs enough to show that to import into children’s schools the distinctive
tenets of denominations is offending the little ones, is forbidding them
to come to Jesus, is a yoke which cannot be borne. Can we be sur
prised if the State, seeing that the denominations insist on the division
of the living child, seeks elsewhere for the mother thereof?
A new-born babe is entirely unable to attach any meaning to the sights
and sounds which surround it. But by unconscious experience, and the
loving patience of others, it learns by little and little to form ideas about
things. But the formation of the moral sense, and realising the things
of the spiritual life, needs far more anxious patience on the part of all
around through whom it learns of this higher new world. But only
the most arrant pedantry would ever think of giving these lessons by
definite formal teaching; there is nothing in children’s minds which can
digest and assimilate formal teaching; religious influences are not things
�16
to be set before children at a fixed hour of the day. We must take a
lesson from The Great Teacher, and be content to veil our meaning for
a time in parables. And first among these is the daily acting of the
parent’s or teacher’s life; children necessarily think upon, and desire
to imitate, the conduct of those whose power seems so unlimited to
them. The daily example set before the child, and the character of the
motive from which he sees that everybody expects others to act,
determine whether the child thinks only of what it can get in this
world for itself, or knows that it has a friend whose good will is worth
more than all else, on comparison with pleasing whom all earthly
pleasures are as dust in the balance. If the child sees no one doubts
but that the unseen distinction between right and wrong is more im
portant than the distinction between pain and pleasure, which is tem
porary and of this animal life, it learns to think more of the spiritual
than of what is seen and felt. In a man, the desire to serve our heavenly
Father, and please Him always, is the true source of action; but a
child is, by God’s providence, surrounded by a parable which brings
him gradually to feel this ; he gladly, and without being provoked to
any opposition, feels that he is entirely dependent on a father’s love, and
the desire to please and make some return to him is the natural motive
to encourage. If you .talk to a child of what he owes to God, he is
awed into a kind of acquiescence, and feels a painful restraint which he
feels relief in throwing off. But the care and love of his parents is a
thing not far from him, on which thought is easy and pleasant. But
the parable must precede its interpretation, through early life the
motive must be developed of striving to please father ; and if fathers
are not always all they should be, nothing is more effective to humanise
them than to find their children looking up to find them what they
should be ; fathers’ love for their children deepens as they become used
to them, and here as everywhere what a man voluntarily forces him
self to at first finally becomes habitual to him. But in bringing a
child to believe in his father’s love, it is not necessary to make him
repeat correct explanations how all the seniors of the family are one,
whose orders he is equally bound to obey, and yet fellow-workers each
in his own place, or to define the moment at which his father’s love
was first provoked towards him, whether it was the cause of the mother’s
love or was caused by it. The tree of knowledge of theology stands side
by side with the tree of life; but the one bears the words of Jesus—its
twelve differing fruits are each different from the rest, but they all,
and even the leaves, are for the healing of the nations; the other the
traditions and interpretations of men more subtle than the rest. If we
search our writings, thinking that in them we have eternal life, instead
of having for their office to witness to the Desire of all nations, we shall
not come to Him. We do as Peter in his ignorance, who would have
built tabernacles for his law, and prophets side by side with Jesus.
But He will yet be found alone, to abide with those who obey the
heavenly voice which rings in every heart: this man, this perfect
human life, you see in its daily detail. He is my beloved Son. Hear
Him.
Sjpotiiswoode d Co., Printers, Nev:-street Square and Parliament Street.
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Victorian Blogging
Description
An account of the resource
A collection of digitised nineteenth-century pamphlets from Conway Hall Library & Archives. This includes the Conway Tracts, Moncure Conway's personal pamphlet library; the Morris Tracts, donated to the library by Miss Morris in 1904; the National Secular Society's pamphlet library and others. The Conway Tracts were bound with additional ephemera, such as lecture programmes and handwritten notes.<br /><br />Please note that these digitised pamphlets have been edited to maximise the accuracy of the OCR, ensuring they are text searchable. If you would like to view un-edited, full-colour versions of any of our pamphlets, please email librarian@conwayhall.org.uk.<br /><br /><span><img src="http://www.heritagefund.org.uk/sites/default/files/media/attachments/TNLHLF_Colour_Logo_English_RGB_0_0.jpg" width="238" height="91" alt="TNLHLF_Colour_Logo_English_RGB_0_0.jpg" /></span>
Creator
An entity primarily responsible for making the resource
Conway Hall Library & Archives
Date
A point or period of time associated with an event in the lifecycle of the resource
2018
Publisher
An entity responsible for making the resource available
Conway Hall Ethical Society
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
Pamphlet
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Wastethrifts and workmen, of the mode of producing them, and their relative value to the community
Creator
An entity primarily responsible for making the resource
Brandreth, Henry
Description
An account of the resource
Place of Publication: London
Collation: 16 p. ; 22 cm.
Notes: Printed by Spottiswoode & Co., London. From the library of Dr Moncure Conway. At head of first page: 19 Finsbury Circus, E.C.: April 1868.
Publisher
An entity responsible for making the resource available
Longmans, Green, and Co.
Date
A point or period of time associated with an event in the lifecycle of the resource
1868
Identifier
An unambiguous reference to the resource within a given context
G5383
Subject
The topic of the resource
Labour
Social problems
Rights
Information about rights held in and over the resource
<img src="http://i.creativecommons.org/p/mark/1.0/88x31.png" alt="Public Domain Mark" /><br />This work (Wastethrifts and workmen, of the mode of producing them, and their relative value to the community), identified by Humanist Library and Archives, is free of known copyright restrictions.
Type
The nature or genre of the resource
Text
Language
A language of the resource
English
Education
Labour Supply
Poverty
Social Conditions-Great Britain-19th Century
Work Ethic
Working Class-Great Britain