IGNORANCE OF THE ENGLISH.
The lamentable deficiency of the commonest rudiments of education, which still exists among the humbler classes of the nation, is never so darkly apparent as when we compare their condition with that of people of similar rank in other countries. When we do so, we find that England stands the lowest in the scale of what truly must be looked upon as Civilization; for she provides fewer means for promoting it than any of her neighbors. With us, education is a commodity to be trafficked in: abroad, it is a duty. Here, schoolmasters are perfectly irresponsible except to their paymasters; in other countries, teachers are appointed by the state, and a rigid supervision is maintained over the trainers of youth, both as regards competency and moral conduct. In England, whoever is too poor to buy the article education, can get none of it for himself or his offspring; in other parts of Europe, either the government (as in Germany), or public opinion (as in America), enforces it upon the youthful population.
What are the consequences? One is revealed by a comparison between the proportion of scholars in elementary schools to the entire population of other countries, and that in our own. Taking the whole of northern Europe—including Scotland, and France, and Belgium (where education is at a low ebb), we find that to every 2-1/4 of the population, there is one child acquiring the rudiments of knowledge; while in England there is only one such pupil to every fourteen inhabitants.
It has been calculated that there are, at the present day in England and Wales, nearly 8,000,000 persons who can neither read nor write—that is to say, nearly one quarter of the population. Also, that of all the children between five and fourteen, more than one half attend no place of instruction. These statements—compiled by Mr. Kay, from official and other authentic sources, for his work on the Social Condition and Education of the Poor in England and Europe, would be hard to believe, if we had not to encounter in our every-day life degrees of illiteracy which would be startling, if we were not thoroughly used to it. Wherever we turn, ignorance, not always allied to poverty, stares us in the face. If we look in the Gazette, at the list of partnerships dissolved, not a month passes but some unhappy man, rolling perhaps in wealth, but wallowing in ignorance, is put to the experimentum crucis of "his mark." The number of petty jurors—in rural districts especially—who can only sign with a cross is enormous. It is not unusual to see parish documents of great local importance defaced with the same humiliating symbol by persons whose office shows them to be not only "men of mark," but men of substance. We have printed already specimens of the partial ignorance which passes under the ken of the Post Office authorities, and we may venture to assert, that such specimens of penmanship and orthography are not to be matched in any other country in Europe. A housewife in humble life need only turn to the file of her tradesmen's bills to discover hieroglyphics which render them so many arithmetical puzzles. In short, the practical evidences of the low ebb to which the plainest rudiments of education in this country has fallen, are too common to bear repetition. We can not pass through the streets, we can not enter a place of public assembly, or ramble in the fields, without the gloomy shadow of Ignorance sweeping over us. The rural population is indeed in a worse plight than the other classes. We quote—with the attestation of our own experience—the following passage from one of a series of articles which have recently appeared in a morning newspaper: "Taking the adult class of agricultural laborers, it is almost impossible to exaggerate the ignorance in which they live and move and have their being. As they work in the fields, the external world has some hold upon them through the medium of their senses; but to all the higher exercises of intellect, they are perfect strangers. You can not address one of them without being at once painfully struck with the intellectual darkness which enshrouds him. There is in general neither speculation in his eyes, nor intelligence in his countenance. The whole expression is more that of an animal than of a man. He is wanting, too, in the erect and independent bearing of a man. When you, accost him, if he is not insolent—which he seldom is—he is timid and shrinking, his whole manner showing that he feels himself at a distance from you, greater than should separate any two classes of men. He is often doubtful when you address, and suspicious when you question him; he is seemingly oppressed with the interview, while it lasts, and obviously relieved when it is over. These are the traits which I can affirm them to possess as a class, after having come in contact with many hundreds of farm laborers. They belong to a generation for whose intellectual culture little or nothing was done. As a class, they have no amusements beyond the indulgence of sense. In nine cases out of ten, recreation is associated in their minds with nothing higher than sensuality. I have frequently asked clergymen and others, if they often find the adult peasant reading for his own or others' amusement? The invariable answer is, that such a sight is seldom or never witnessed. In the first place, the great bulk of them can not read. In the next, a large proportion of those who can do so with too much difficulty to admit of the exercise being an amusement to them. Again, few of those who can read with comparative ease, have the taste for doing so. It is but justice to them to say, that many of those who can not read, have bitterly regretted, in my hearing, their inability to do so. I shall never forget the tone in which an old woman in Cornwall intimated to me what a comfort it would now be to her, could she only read her Bible in her lonely hours."
We now turn to the high lights of the picture as presented abroad, and which, from their very brightness, throw our own intellectual gloom into deeper shade. Mr. Kay observes in the work we have already cited:
"It is a great fact, however much, we may be inclined to doubt it, that throughout Prussia, Saxony, Bavaria, Bohemia, Wirtemberg, Baden, Hesse Darmstadt, Hesse Cassel, Gotha, Nassau, Hanover, Denmark, Switzerland, Norway, and the Austrian Empire, ALL the children are actually at this present time attending school, and are receiving a careful, religious, moral, and intellectual education, from highly educated and efficient teachers. Over the vast tract of country which I have mentioned, as well as in Holland, and the greater part of France, all the children above six years of age are daily acquiring useful knowledge and good habits under the influence of moral, religious, and learned teachers. ALL the youth of the greater part of these countries, below the age of twenty-one years, can read, write, and cipher, and know the Bible History, and the history of their own country. No children are left idle and dirty in the streets of the towns—there is no class of children to be compared in any respect to the children who frequent our "ragged schools"—all the children, even of the poorest parents, are, in a great part of these countries, in dress, appearance, cleanliness, and manners, as polished and civilized as the children of our middle classes; the children of the poor in Germany are so civilized that the rich often send their children to the schools intended for the poor; and, lastly, in a great part of Germany and Switzerland, the children of the poor are receiving a better education than that given in England to the children of the greater part of our middle classes."
"I remember one day," says Mr. Kay in another page, "when walking near Berlin in the company of Herr Hintz, a professor in Dr. Diesterweg's Normal College, and of another teacher, we saw a poor woman cutting up, in the road, logs of wood for winter use. My companions pointed her out to me, and said, 'Perhaps you will scarcely believe it, but in the neighborhood of Berlin, poor women, like that one, read translations of Sir Walter Scott's Novels, and many of the interesting works of your language, besides those of the principal writers of Germany.' This account was afterward confirmed by the testimony of several other persons. Often and often have I seen the poor cab-drivers of Berlin, while waiting for a fare, amusing themselves by reading German books, which they had brought with them in the morning, expressly for the purpose of supplying amusement and occupation for their leisure hours. In many parts of these countries, the peasants and the workmen of the towns attend regular weekly lectures or weekly classes, where they practice singing or chanting, or learn mechanical drawing, history, or science. The intelligence of the poorer classes of these countries is shown by their manners. The whole appearance of a German peasant who has been brought up under this system, i. e., of any of the poor who have not attained the age of thirty-five years, is very different to that of our own peasantry. The German, Swiss, or Dutch peasant, who has grown up to manhood under the new system, and since the old feudal system was overthrown, is not nearly so often, as with us, distinguished by an uncouth dialect. On the contrary, they speak as their teachers speak, clearly, without hesitation, and grammatically. They answer questions politely, readily, and with the ease which shows they have been accustomed to mingle with men of greater wealth and of better education than themselves. They do not appear embarrased, still less do they appear gawkish or stupid, when addressed. If, in asking a peasant a question, a stranger, according to the polite custom of the country, raises his hat, the first words of reply are the quietly uttered ones, 'I pray you, sir, be covered.' A Prussian peasant is always polite and respectful to a stranger, but quite as much at his ease as when speaking to one of his own fellows."
Surely the contrast presented between the efforts of the schoolmaster abroad and his inactivity at home—refuting, as it does, our hourly boastings of "intellectual progress"—should arouse us, energetically and practically, to the work of educational extension.