“Yes, sir, that’s wagging, sir,” returned the quondam Grinder, much affected. “I was chivied through the streets, sir, when I went there, and pounded when I got there. So I wagged and hid myself, and that began it.”
When Mr. Dombey, by whose act of superior grace Biler had been sent to the Charitable Grinders’ school, upbraided the boy’s father for his failure to turn out well,
the simple father said that he hoped his son, the quondam Grinder, huffed and cuffed, and flogged and badged, and taught, as parrots are, by a brute jobbed into his place of schoolmaster with as much fitness for it as a hound, might not have been educated on quite a right plan.
Sagacious teachers and parents often blame and punish children for being what they made them.
Still another illustration of the cruel coercion practised on children is found in Dombey and Son, in the training of Alice Marwood.
“There was a child called Alice Marwood,” said the daughter, with a laugh, and looking down at herself in terrible derision of herself, “born among poverty and neglect, and nursed in it. Nobody taught her, nobody stepped forward to help her, nobody cared for her.”
“Nobody!” echoed the mother, pointing to herself, and striking her breast.
“The only care she knew,” returned the daughter, “was to be beaten, and stinted, and abused sometimes; and she might have done better without that.”
The picture of George Silverman’s early life is one of the most touching of all the appeals of Dickens on behalf of childhood. He lived in a cellar, and when he was removed at length he knew only the sensations of “cold, hunger, thirst, and the pain of being beaten.” The poor child used to speculate on his mother’s feet having a good or ill temper as she descended the stairs to their cellar home, and he watched her knees, her waist, her face, as they came into view, to learn whether he was likely to be abused or not. Many mothers realized their own cruelty by reading such descriptions of cruelty toward little children.
The whole system of training of Mr. Gradgrind and his teacher, Mr. M’Choakumchild (the latter name contains volumes of coercion) was a scientific system of coerciveness and restraint, planned and carried out by a good man misguided by false ideas about child training and character building. Coercion was only one of several bad elements in his system, but he was terribly coercive. His children were lavishly supplied with almost everything they did not care for, and robbed of everything they should naturally be interested in.