The Industrial School plants itself squarely in the gap between the tenement and the public school. If it does not fill it, it at least spreads itself over as much of it as it can, and in that position demonstrates that this land of lost or missing opportunities is not the barren ground once supposed, but of all soil the most fruitful, if properly tilled. Wherever the greatest and the poorest crowds are, there also is the Industrial School. The Children’s Aid Society maintains twenty-one in seventeen of the city’s twenty-four wards, not counting twelve evening schools, five of which are in the Society’s lodging-houses. It is not alone in the field. The American Female Guardian Society conducts twelve such day schools, and individual efforts in the same direction are not wanting. The two societies’ schools last year reached a total enrolment of nearly fifteen thousand children, and an average attendance of almost half that number. Slum children, all of them. Only such are sought and admitted. The purpose of the schools, in the language of the last report of the Children’s Aid Society, whose work, still carried on with the aggressive enthusiasm that characterized its founder, may well be taken as typical and representative in this field, “is to receive and educate children who cannot be accepted by the public schools, either by reason of their ragged and dirty condition, or owing to the fact that they can attend but part of the time, because they are obliged to sell papers or to stay at home to help their parents. The children at our schools belong to the lowest and poorest class of people in the city.” They are children, therefore, who to a very large extent speak another language at home than the one they come to the school to learn, and often have to work their way in by pantomime. It is encouraging to know that these schools are almost always crowded to their utmost capacity.

A census of the Society’s twenty-one day schools, that was taken last April, showed that they contained that day 5,132 pupils, of whom 198 were kindergarten children under five years of age, 2,347 between five and seven, and 2,587 between eight and fourteen years of age. Considerably more than ten per cent.—the exact number was 571—did not understand questions put to them in English. They were there waiting to “catch on,” silent but attentive observers of what was going on, until such time as they should be ready to take a hand in it themselves. Divided according to nativity, 2,082 of the children were found to be of foreign birth. They hailed from 22 different countries; 3,050 were born in this country, but they were able to show only 1,009 native parents out of 6,991 whose pedigrees could be obtained. The other 5,176 were foreign born, and only 810 of them claimed English as their mother-tongue. This was the showing the chief nationalities made in the census:

Born in.Children.Parents.
United States3,0501,009
Italy1,0662,354
Germany4601,819
Bohemia198720
Ireland98583

At that time the Jewish children were crowding into the Monroe Street and some other schools, at a rate that promised to put them in complete possession before long. Upon this lowest level, as upon every other where they come into competition with the children of Christian parents, they distanced them easily, taking all the prizes that were to be had for regular attendance, proficiency in studies, and good conduct generally. Generally these prizes consisted of shoes or much-needed clothing. Often, as in the Monroe Street School, the bitter poverty of the homes that gave up the children to the school because there they would receive the one square meal of the day, made a loaf of bread the most acceptable reward, and the teachers gladly took advantage of it as the means of forging another link in the chain to bind home and school, parents, children, and teachers, firmly together.

This “square meal” is a chief element in the educational plan of most of the schools, because very often it is the one hot meal the little ones receive—not infrequently, as I have said, the only one of the day that is worthy of the name. It is not an elaborate or expensive affair, though substantial and plentiful. At the West Side Industrial School, on Seventh Avenue, where one day, not long ago, I watched a file of youngsters crowding into the dining-room with glistening eyes and happy faces, the cost of the dinners averaged 2½ cents last year. In a specimen month they served there 4,080 meals and compared this showing gleefully with the record of the old School in Twenty-ninth Street, nine years before. The largest number of dinners served there in any one month, was 2,666. It is perhaps a somewhat novel way of measuring the progress of a school: by the amount of eating done on the premises. But it is a very practical one, as the teachers have found out. Yet it is not used as a bait. Care is taken that only those are fed who would otherwise go without their dinner, and it is served only in winter, when the need of “something warm” is imperative. In the West Side School, as in most of the others, the dinners are furnished by some one or more practical philanthropists, whose pockets as well as their hearts are in the work. The schools themselves, like the Society’s lodging-houses for homeless children, stand as lasting monuments to a Christian charity that asks no other reward than the consciousness of having done good where the need was great. Sometimes the very name of the generous giver is unknown to all the world save the men who built as he or she directed. The benefactor is quite as often a devoted woman as a rich and charitable man, who hides his munificence under a modesty unsuspected by a community that applauds and envies his shrewd and successful business ventures, but never hears of the investment that paid him and it best of all.

According to its location, the school is distinctively Italian, Bohemian, Hebrew or mixed; the German, Irish, and colored children coming in under this head, and mingling usually without the least friction. The Leonard Street School and the West Side Italian School in Sullivan Street are devoted wholly to the little swarthy Southerners. In the Leonard Street School alone there were between five and six hundred Italian children on the register last year; but in the Beach Street School, and in the Astor Memorial School in Mott Street they are fast crowding the Irish element, that used to possess the land, to the wall. So, in Monroe Street and East Broadway are the Jewish children. Neither the teachers nor the Society’s managers are in any danger of falling into sleepy routine ways. The conditions with which they have to deal are constantly changing; new problems are given them to solve before the old are fairly worked out, old prejudices to be forgotten or worked over into a new and helpful interest. And they do it bravely, and are more than repaid for their devotion by the real influence they find themselves exerting upon the young lives which had never before felt the touch of genuine humane sympathy, or been awakened to the knowledge that somebody cared for them outside of their own dark slum.

All the children are not as tractable as the Russian Jews or the Italians. The little Irishman, brimful of mischief, is, like his father, in the school and in the street, “ag’in’ the government” on general principles, though in a jovial way that often makes it hard to sit in judgment on his tricks with serious mien. He feels, too, that to a certain extent he has the sympathy of his father in his unregenerate state, and is the more to be commended if he subdues the old Adam in himself and allows the instruction to proceed. The hardest of them all to deal with, until he has been won over as a friend and ally, is perhaps the Bohemian child. He inherits, with some of his father’s obstinacy, all of his hardships, his bitter poverty and grinding work. School to him is merely a change of tasks in an unceasing round that leaves no room for play. If he lingers on the way home to take a hand in a stolen game of ball, the mother is speedily on his track. Her instruction to the teacher is not to let the child stay “a minute after three o’clock.” He is wanted at home to roll cigars or strip tobacco-leaves for his father, while the mother gets the evening meal ready. The Bohemian has his own cause for the reserve that keeps him a stranger in a strange land after living half his life among us; his reception has not been altogether hospitable, and it is not only his hard language and his sullen moods that are to blame. All the better he knows the value of the privilege that is offered his child, and will “drive him to school with sticks” if need be; an introduction that might be held to account for a good deal of reasonable reluctance, even hostility to the school, in the pupil. The teacher has only to threaten the intractable ones with being sent home to bring them round. And yet, it is not that they are often cruelly treated there. On the contrary, the Bohemian is an exceptionally tender and loving father, perhaps because his whole life is lived with his family at home, in the tenement that is his shop and his world. He simply proposes that his child shall enjoy the advantages that are denied him—denied partly perhaps because of his refusal to accept them, but still from his point of view denied. And he takes a short cut to that goal by sending the child to school. The result is that the old Bohemian disappears in the first generation born upon our soil. His temper remains to some extent, it is true. He still has his surly streaks, refuses to sing or recite in school when the teacher or something else does not suit him, and can never be driven where yet he is easily led; but as he graduates into the public school and is thrown more into contact with the children of more light-hearted nationalities, he grows into that which his father would have long since become, had he not got a wrong start: a loyal American, proud of his country, and a useful citizen.

In the school in East Seventy-third Street, of which I am thinking, there was last winter, besides the day school of some four hundred pupils, an evening class of big factory girls, most of them women grown, that vividly illustrated the difficulties that beset teaching in the Bohemian quarter. It had been got together with much difficulty by the principal and one of the officers of the Society, who gave up his nights and his own home life to the work of instructing the school. On the night when it opened, he was annoyed by a smell of tobacco in the hallways and took the janitor to task for smoking in the building. The man denied the charge, and Mr. H—— went hunting through the house for the offender with growing indignation, as he found the teachers in the class-rooms sneezing and sniffing the air to locate the source of the infliction. It was not until later in the evening, when the sneezing fit took him too as he was bending over a group of the girls to examine their slates, that he discovered it to be a feature of the new enterprise. The perfume was part of the school. Without it, it could not go on. The girls were all cigar makers; so were their parents at home. The shop and the tenement were organized on the tobacco plan, and the school must needs adopt it with what patience it could, if its business were to proceed.

It did, and got on fairly well until a reporter found his way into it and roused the resentment of the girls by some inconsiderate, if well-meant, criticisms of their ways. The rebellion he caused was quelled with difficulty by Mr. H——, who re-established his influence over them at this point and gained their confidence by going to live among them in the school-house with his family. Still the sullen moods, the nightly ructions. The girls were as ready to fight as to write, in their fits of angry spite, until my friend was almost ready to declare with the angry Irishman, that he would have peace in the house if he had to whip all hands to get it. Christmas was at hand with its message of peace and good-will, but the school was more than usually unruly, when one night, in despair, he started to read a story to them to lay the storm. It was Hans Christian Andersen’s story of the little girl who sold matches and lighted her way to mother and heaven with them as she sat lonely and starved, freezing to death in the street on New Year’s eve. As match after match went out with the pictures of home, of warmth, and brightness it had shown the child, and her trembling fingers fumbled eagerly with the bunch to call them back, a breathless hush fell upon the class, and when the story was ended, and Mr. H—— looked up with misty eyes, he found the whole class in tears. The picture of friendless poverty, more bitterly desolate than any even they had known, had gone to their hearts and melted them. The crisis was passed and peace restored.

A crisis of another kind came later, when the pupils’ “young men” got into the habit of coming to see the girls home. They waited outside until school was dismissed, and night after night Mr. H—— found a ball in progress on the sidewalk when the girls should long have been home. The mothers complained and the success of the class was imperilled. Their passion for dancing was not to be overcome. They would give up the school first. Mr. H—— thought the matter out and took a long step—a perilous one. He started a dancing-class, and on certain nights in the week taught the girls the lanciers instead of writing and spelling. Simultaneously he wrote to every mother that the school was not to be blamed if the girls were not home at ten minutes after nine o’clock; it was dismissed at 8.55 sharp every night. The thing took tremendously. The class filled right up, complaints ceased, and everything was lovely, when examination day approached with the annual visit of friends and patrons. My friend awaited its coming with fear and trembling. There was no telling what the committee might say to the innovation. The educational plan of the Society is most liberal, but the lanciers was a step even the broadest of its pedagogues had not yet ventured upon. The evil day came at last, and, full of forebodings, Mr. H—— had the girls soothe their guests with cakes and lemonade of their own brewing, until they were in a most amiable mood. Then, when they expected the reading to begin, with a sinking heart he bade them dance. The visitors stared in momentary amazement, but at the sight of the happy faces in the quadrilles, and the enthusiasm of the girls, they caught the spirit of the thing and applauded to the echo. The dancing-class was a success, and so has the school been ever since.