That the end of punishment should be the prevention of future crime, rather than the gratification of vindictive feelings—whether those of states or of injured individuals—but few will venture to deny; and yet how little calculated is the punishment usually inflicted on young offenders in this country, to answer that end! They are shut up in a prison, in company with other thieves, perhaps older and more experienced than themselves, and all that was wanting to complete their education in dishonesty is here attained. Previously to their confinement within the walls of one of these places, in spite of the assertions of their hardened associates, that it was nothing to fear, it is probable, dread or apprehension hung over their minds; the last vestige of shame had not been banished by a public appearance as criminals—and this, properly taken advantage of, might have made their reformation possible! But, having encountered the object of their fears, and endured the shame of a trial—shame and fear are alike gone for ever; and when once they find their way into those sinks of iniquity, there is very little hope of amendment. From that period a prison has not the least terror for them. Being a place of idleness while there, it calls forth the evil inclinations of its inmates, and as they have opportunities of indulging those inclinations, it not only loses all its utility, but becomes incalculably injurious. I heard a boy who had been confined in Newgate say, that he did not care any thing about it; that his companions supplied him with plenty of victuals, that there was some good fun to be seen there, and that most likely he should soon be there again; which proved too true, for he was shortly after taken up again for stealing two pieces of printed calico, and transported. This, with a multitude of similar facts, will shew that there are few who do not become more depraved, and leave such places worse than when they entered them. A gentleman who visited Newgate informed me that he had been very much surprised at finding so many children there; some of whom were ironed; and on his inquiring the cause of such severity towards children so young, he was told by one of the turnkeys, that he had snuck more trouble with them than he had with old offenders. This fact has been verified by the chief officers of the Wakefield Model Prison,—the boys give most trouble. In the matter of treating juveniles as delinquents, I am sure we are wrong. I have seen both the magistrates and the judges insulted on the bench by juveniles brought before them, and taunted with the following: "You can do no more, you with the big wig! I wish you may sit there until I come out!" And in the month of May, 1852, the magistrates of Wakefield were insulted by a boy 15 years old, who had been taken up as an impostor, with his arm doubled in a sling, and shamming to be deaf and dumb,—a healthy strong youth, able and fit for work—and when asked why he did not work, answered, because he could get more by his own method! Hear! this ye indiscriminate alms-givers! And, further, when expostulated with by the magistrates for the sin and wickedness of pretending to be lame, &c., he laughed at them outright for being so silly as to suppose that he should not live well if he could? When told he should be committed for three months, he had the impudence to tell the court that he would do the same again, when he came out, clapped his hat on in open defiance, and shouted, "That's all you can do!" The chairman expressed sorrow that he could not order a whipping, but the prisoner laughed at him, and said, "I am too old for that." Such things were not known in my younger days. I am afraid we have erred in this matter. A little wholesome correction did wonders. In such matters, it, at least, made the parties civil, and, I think, deterred from crime. I am fearful that in this age mankind aim in some things to be more perfect than the Great Ruler of the Universe!
To the bad habits of a prison, and the association with guilt, must be added the deplorably unprovided state, in which, at the termination of their period of imprisonment, they are sent forth into society. What friends have they but their former companions? What habitations, but their former resorts of iniquity? What means of procuring a livelihood, but their former evil practices? We accordingly find, that it is not unfrequently the case, with these young offenders, that scarcely a day elapses after their liberation, before they find themselves again in custody, and within the walls of a prison. One cannot, indeed, view the exertions made by the "Society for the Improvement of Prison Discipline" in this respect, without feelings of gratitude to those who take an active part in it[A]; neither should we forget to return thanks to the Author of all good, that he should have encouraged the hearts of persons to venture even their lives, to improve the condition of the prisoners in Newgate and elsewhere;—that even females are found, who, conquering the timidity and diffidence of their sex, have visited these abodes of vice and misery, for the purpose of ameliorating the condition of their inhabitants. There have been men, claiming to be considered wise men, who have ridiculed the exertions of these daughters of philanthropy, and have made them objects of ridicule, but, happily, they are impervious to the shafts of folly; and as heedless of the unjust censures, as they are undesirous of the applause of man. Their aim is, the good of their fellow-creatures,—their reward, the pleasure of doing good, and the approbation of Him who is goodness itself. That their well-meant and praiseworthy exertions are not more successful can only be accounted for by the awfully depraved affections which habitual vice produces; when every principle of action, which should be subservient to virtue, becomes actively employed in the cause of wickedness; for, whatever may be the impulse which first induces offenders to do wrong, they become, in course of time, so totally lost to all sense of what is good as to "glory in their shame." Whether it maybe possible to devise any plan of prison discipline sufficient to remedy the evil, I cannot pretend to say; and I shall only repeat the burthen of my song—educate and protect the infant poor; and it will be found that to prevent is not only better, but easier, than to cure.
[Footnote A: I will make a short extract from one of its reports, to shew, that the chief end they have in view, is the prevention of crime. They state, that "in the course of their visit, to the gaols in the metropolis, the Committee very frequently meet with destitute boys, who, on their discharge from confinement, literally know not where to lay their heads. To assist such friendless outcasts has been the practice of the society; and to render this relief more efficacious, a temporary refuge has been established for such as are disposed to abandon their vicious courses. This asylum has been instrumental in affording assistance to a considerable number of distressed youths, who, but for this seasonable aid, must have resorted to criminal practices for support. On admission into this establishment, the boys are instructed in moral and religious duty, subjected to habits of order and industry, and after a time are placed in situations which afford a reasonable prospect of their becoming honest and useful members of society. To extend these objects, and to render its exertions more widely beneficial, the society solicits the aid of public benevolence. Its expenses are unavoidably serious, and its funds are at present very low; but it is trusted that pecuniary support will not be withheld, when it is considered, that on the liberality with which this appeal is answered, depends, in a great measure, the success of the society's objects—the reformation of the vicious, and the prevention of crime.">[
That this remedy is effectual, experience has taught me and many others; and experience is a guide on whom we may safely rely. It has shown me that by taking children at an early age out of the reach of contamination in the streets, and removing them in a great measure from the no less baneful influence of evil example at home, we may lay such a foundation of virtue, as is not likely to be shaken. Nor do I think it difficult to show the reason of this. It is confessed on all hands that our first impressions are the most powerful, both as to their immediate effects and future influence; that they not only form the character of our childhood, but that of our maturer years. As the mind of a child expands, it searches for new objects of employment or gratification; and this is the time when the young fall an easy prey to those who make a business of entrapping them into the paths of dishonesty, and then of urging them to crimes of deeper dye. What, then, but a most salutary result can ensue from placing a child in a situation, where its first impressions will be those of the beauty of goodness,—where its first feelings of happiness will consist in the receiving and cherishing kind ness towards its little neighbours? In after years, and in schools for older children, it is reckoned an unavoidable evil, that they should be congregated together in numbers; not so in the infant school; it is there made use of as a means of developing and exercising those kindly feelings, which must conduce to the individual and general comfort, not only there, but in society generally. It is not merely by instructing them in maxims of honesty that we seek to provide against the evil; but by the surer way of exciting that feeling of love towards each other—towards every one—which, when found in activity, must not only prevent dishonesty, but every other species of selfishness.
Consider the difference of the cases. In the one case we behold a child associated, in happy communion, with a society—a little world—of its own age and feelings,—continually proving the possibility of giving and imparting happiness by receiving and exercising kindness to its companions—secured from every danger—supplied with a constant variety of amusement, which is at the same time instruction; and all this under the care of a master or mistress; acting the part, not of a petulant school-dame, or a stern pedagogue, but of a kind and judicious parent.
In the case of the child not thus befriended, we see it, either exposed to the dangerous associations of the street, or to the bad examples of its parents; to their unkindness and severity, or misguided indulgence; and presented, moreover, with every facility, as well as every temptation, to do wrong. Now, is it to be wondered at, that, in the former case, kind, obedient, honest characters should be the result; and in the latter, such as we have, in our preceding examples, exhibited? Reason tells us such a consequence is likely, and experience has shewn us that it really happens. I could enumerate a thousand cases of honest principle in the infants who have been under my own care; but I can only mention one or two circumstances illustrative of the matter.
I once had, for example, two little boys to travel with me; their assistance was extremely valuable in organizing schools. They were often invited to accompany me at dinner; the guests generally gave them presents. I have watched them under many tempting circumstances, and never found them steal. It is my firm conviction that dishonesty is chiefly the effect of neglect. No child can be born a thief, in the strict sense of the term. In many schools, too, there are fruit-trees planted in the play-ground, to which the children will not do the least injury, nor will they touch the fruit. Flowers in pots, such as geraniums, auriculas, and other plants, are placed in the middle of the play-ground, without the least danger of being injured. Such is their respect to private property.
Another instance particularly excited my notice amongst the children in the first establishments in London. They were permitted to bring their dinners with them, and there were boxes in the school to put them in. Every child in the school had access to these boxes, for they were never locked, and yet I never knew a child to lose his dinner, or any part of it, notwithstanding many of the children, to my knowledge, had been kept extremely short of food. I have known an instance of a slice of bread and butter being left in the box for several weeks, by some child that could not eat it, but none of the other children would dare to touch it. I have found in the boxes two or three pieces of bread, as hard as possible, and as a proof that many were hungry, and that it did not remain there because they could not eat it, but out of pure honesty, I have offered it to some of the children, and they have eaten it in that state. Cold potatoes, pieces of fat, &c., were not unacceptable to them when given; but sooner than take any thing without leave, they have actually left it to spoil. These are facts which shew, that notwithstanding all the disadvantages to which the poor children are exposed, their character may be so far formed as to produce the effects above described. "Would you take a piece of bread out of this box that did not belong to you?" said I to the children one day. "No, sir," replied a little girl of four years old. "Why not?" "Because," said the child, "it would be thieving." "Well, but suppose no one saw you?" Before I could speak another word, a number of the children answered, "God can see everything that we do." "Yes," added another little boy, "if you steal a cherry, or a piece of pencil, it is wicked." "To be sure," added another, "it is wicked to steal any thing."
I cannot do better than introduce in this place the opinion of Judge Bosanquet, on the subject of the education of the infant poor; and some valuable hints will likewise be found in his remarks on prison discipline. It is an extract from a charge to the jury delivered at the Gloucester assizes for April, 1823. "Gentlemen, I have reason to believe, that the offences for trial on this occasion, are rather less than usual at this season, and, to whatever the diminution of crime may be ascribed, I cannot forbear earnestly to press upon your attention, a constant perseverance in two things, which, above all others, are calculated to diminish crime,—the first is an unremitted attention to the education of the children of the poor, and of all classes of society, in the principles of true morality and sound religion; the next is the constant and regular employment of such persons as may be sentenced to imprisonment, in such labour as may be adapted to their respective ages and conditions. I believe that these observations may be considered as quite superfluous in this county, and therefore I have taken the liberty of using the word perseverance, because I believe your attention is already strongly drawn to that subject, and it requires no exhortation of mine to induce your attention to it. I am not quite sure whether in the gaol for this city, the same means are provided for the employment of those persons sentenced to terms of imprisonment, which are provided in the gaol for the county. The magistrates for the city are equally desirous of promoting the education of all the poor under their care, I have no doubt; and I do hope and trust, if the means of labour have not been provided in their gaol, that no time will be lost in providing those means by which imprisonment may be made a real punishment, by which offenders may be reformed during their imprisonment, and by which the idle and dissolute may be prevented from any inclination to return there."[A]
[Footnote A: From the time the judge referred to made the above remarks, other judges, down to the present time, have added similar sentiments. From 1823, until 1852, proof upon proof, has been added, to show us the advantage of early training; and though much has been cramming, and not training, still the results have been good. What would they have been had the schooling given, really been training? and what, if the training of children had been studied as art, if the public looked on the teachers as artists, and treated them with the consideration they deserve? Anticipations cannot be too sanguine in estimating the results that must accrue to society from a system of spiritual, intellectual, and moral culture, becoming universal, and worked out by minds who will, I am sure hereafter, be able fully to develope, from study, and practice of the art of teaching, the great principles of spiritual truths, intellectual vigour, and the moral strength of the coming generations, which have been allowed to remain in a state of torpor in the present.]