Already in his earliest childhood the principal chances were gone. The common had been enclosed; no little boys were sent out to mind cows there all day, and incidentally to look for birds'-nests and acquaint themselves with the ways of the rabbits and hedgehogs and butterflies and birds of the heath. Fenced-in property, guarded by the Policeman and the Law, restricted the boy's games to the shabby waste-places of the valley, and to the footpaths and roads, where there was not much for a child to do or to see. At home, and in the homes of his companions, the new thrift was in vogue; he might not watch the homely cottage doings, and listen to traditional talk about them, and look up admiringly at able men and women engaged upon them, for the very good reason that no such things went on. Men slaving at their gardens he might see, and women weary at their washing and mending, amid scenes of little dignity and much poverty and makeshift untidiness; but that was all. The coherent and self-explanatory village life had given place to a half blind struggle of individuals against circumstances and economic processes which no child could possibly understand; and it was with the pitiful stock of ideas to be derived from these conditions that the coal-carter passed out of childhood, to enter upon the wage-earning career which I have already outlined.
I need not spend much time in discussing that career as a source of ideas. From first to last, and with the coal-carting period thrown in, monotony rather than variety has been the characteristic of it. I do not say that it has been quite fruitless. There are impressions to be derived, and intense ones probably, from working all day against the "face" of a gravel-pit, with the broken edge of the field up above one's head for horizon; and from the skilled use of pick and shovel; and from the weight of the wheelbarrow full of gravel as one wheels it along a sagging plank. That is something to have experienced; as it is to have sweated at night in a railway-cutting along with other men under the eye of a ganger, and to have known starlight, or rain, or frost, or fog, or tempest meanwhile. It is something, even, to see the life of the roads year after year from the footboard of a coal-van, and to be in charge of a horse hour after hour; but I am talking now of ideas which might give buoyancy and zest to the gossip beside a man's fireside in the evening when he is tired; and I think it unnecessary to argue that, in regard to providing this kind of mental furniture, the coal-carter's experience of life cannot have done great things for him. It has been poverty-stricken just where the peasant life was so rich; it has left a great deficiency, which could only have been made good by an education intentionally given for that end.
But it goes almost without saying that the man's "education" did very little to enrich his mind. The ideas and accomplishments he picked up at the elementary school between his fourth and fourteenth years were of course in themselves insufficient for the needs of a grown man, and it would be unfair to criticize his schooling from that standpoint. Its defect was that it failed to initiate him into the inner significance of information in general, and failed wholly to start him on the path of learning. It was sterile of results. It opened to him no view, no vista; set up in his brain no stir of activity such as could continue after he had left school; and this for the reason that those simple items of knowledge which it conveyed to him were too scrappy and too few to begin running together into any understanding of the larger aspects of life. A few rules of arithmetic, a little of the geography of the British Islands, a selection of anecdotes from the annals of the ancient Jews; no English history, no fairy-tales or romance, no inkling of the infinities of time and space, or of the riches of human thought; but merely a few "pieces" of poetry, and a few haphazard and detached observations (called "Nature Study" nowadays) about familiar things—"the cat," "the cow," "the parsnip," "the rainbow," and so forth—this was the jumble of stuff offered to the child's mind—a jumble to which it would puzzle a philosopher to give coherence. And what could a child get from it to kindle his enthusiasm for that civilized learning in which, none the less, it all may have its place? When the boy left school his "education" had but barely begun.
And hardly anything has happened since then to carry it farther, although once there seemed just a chance of something better. During two successive winters the lad, being then from sixteen to seventeen years old, went to a night-school, which was opened for twenty-six weeks in each "session," and for four hours in each week. But the hope proved fallacious. In those hundred and four hours a year—hours which came after a tiring day's work—his brain was fed upon "mensuration" and "the science of horticulture," the former on the chance that some day he might want to measure a wall for paper-hanging or do some other job of the sort, and the latter in case fate should have marked him out for a nursery-gardener, when it would be handy to know that germinating seeds begin by pushing down a root and pushing up a leaf or two. This gives a notion of the sort of idea the luckless fellow derived from the night-school. I do not think that the joinery-classes at present being held in the night-school had begun in his time; but supposing that he also learnt joinery, he might, now that he is a man, add thoughts of mortices and tenons and mitre-joints to his other thoughts about wall areas and germinating seeds. Of course, all these things—like Jewish history or English geography—are worth knowing; but again it is true, of these things no less than of the childish learning acquired at the day-school, that whatever their worth may be to the people concerned to know them, they were very unlikely to set up in this young man's brain any constructive idea-activity, any refreshing form of thought that would enrich his leisure now, or give zest to his conversation. They were odds and ends of knowledge; more comparable to the numberless odds and ends in which peasants were so rich than to the flowing and luminous idea-life of modern civilization.
Adequate help having thus failed to reach the man from any source at any time of his life, it cannot be surprising if now the evening's opportunity finds him unprepared. He is between two civilizations, one of which has lapsed, while the other has not yet come his way. And what is true of him is true of the younger labouring men in general. In bread-and-cheese matters they are perhaps as well off as their forefathers in the village, but they are at a disadvantage in the matter of varied and successful vitality. The wage-earning thrift which has increased their usefulness as drudges has diminished their effectiveness as human beings; for it has failed to introduce into their homes those enlivening, those spirit-stirring influences which it denies to them when they are away from home doing their work. Hence a strange thing. The unemployed hours of the evening, which should be such a boon, are a time of blank and disconsolate tediousness, and when the longer days of the year come round many a man in the valley who ought to be glad of his spare time dodges the wearisome problem of what to do with it by putting himself to further work, until he can go to bed without feeling that he has been wasting his life. Yet that is really no solution of the problem. It means that the men are trying to be peasants again, because they can discover no art of living, no civilization, compatible with the new thrift.
Of course it is true that they are handicapped by the lowness of the wages they receive. However much time one may have, it would be all but impossible to follow up modern civilization without any of its apparatus, in the shape of books and musical instruments, and the comfort of seclusion in a spare room; and none of these advantages can be bought out of an income of eighteen shillings a week. That is plainly the central difficulty—a difficulty which, unless it can be put right, condemns our commercial economy as wholly inadequate to the needs of labouring people. Supposing, however, that this defect could be suddenly remedied; supposing, that is, that by some miracle wages could be so adjusted as to put the labourer in command of the apparatus of civilization; still, he could not use the apparatus without a personal adjustment. He is impoverished, not in money only, but also in development of his natural faculties, since the old village civilization has ceased to help him.