2. With reference to Lecture Halls, these ought to be nearly as plentiful as churches both in town and country, and can with proper management be made to serve two ends—the carrying forward the work begun at the Free Library, and the rousing from torpidity those whom even that useful institution would fail to reach; for as many would only be led to attend the lecture through the library, so there are many with whom the contrary would hold good, as many a dormant, beer-sodden soul would consent to be carried off for an hour or two to a lecture hall who could never be persuaded to sit down in cold blood to the perusal of a book, although such book might be written in the most fascinating and brilliant style imaginable: the unused eyes would soon begin to ache, the palsied brain soon begin to numb; whereas the speaker, if a good one, and his heart in his subject, would contrive to rivet the man’s attention, despite of himself, by the magnetism of enthusiasm, and he would carry away with him some sort of idea—muddled and distorted probably, but still an idea—of what it was all about.
Penny Readings interspersed with music have been very much derided by our erudite critics, I think without sufficient cause. These really harmless, if not very high-class gatherings, blending together the ingredients of a certain kind of instruction and of entertainment, were doubtlessly called forth by a genuine desire to familiarize the lower orders of the people with some of the more dramatic passages in our literature, and to render visible to them a higher intellectual standard than the tap-room and the music-hall had made them acquainted with. It was a happy thought to mingle singing and playing with the readings. The introduction of these not only served to take off a possible monotony which might otherwise have been felt, but added attractions really elevating in their influence, the status and general surroundings of the auditory being taken into consideration. There is no need to pry too curiously into the petty vanities which prompted this elocutionist or that vocalist to make an appearance in public, nor to speculate too closely upon the disproportion between the ludicrous extravagance of the efforts often made by incompetent aspirants to obtain fame, and the very modest modicum and evanescent character of that article vouchsafed in return. All this is nothing to the purpose. The simple query is,—Have these things, known as “Penny Readings,” in ever so slight a degree, fulfilled the object of their existence as that object is generally understood? If an affirmative answer can be given (as I certainly believe it can) to that question, then are they entitled to honest praise, and not to supercilious contempt.
However, having deposited my little offering at this humble shrine as I passed by, I am free to confess that if we never get any further than this on the road towards the mental improvement of the million, the march of intellect will be a very short march indeed. But it will not—it cannot stop here. The universal law of progress forbids the idea; and in some form or another the irresistible impetus to advance will be felt and obeyed.
Meantime, no better means, so far as I see, appearing for the moment to be available, I fall back upon my pet project of lectures, to be delivered every night (Sundays excepted) from the middle of September to the middle of May in every year, in every one of the multitudinous halls built for the purpose, by men or women well versed in the several subjects upon which they discourse.
Failing the possibility of procuring a sufficient number of lecturers who could spare the time necessary to compose original matter for the purpose, it would be by no means a bad plan, I think, to employ good and experienced hands to condense and compress standard works on different subjects into such a compass as to occupy two or three evenings, and hand these digests over to practised elocutionists to be read. Take history, for example. Prescott’s “Conquests of Mexico and Peru,” Motley’s “Rise of the Dutch Republic,” Irving’s “Conquest of Granada,” Carlyle’s “French Revolution,” or Hepworth Dixon’s “Her Majesty’s Tower,” are peculiarly well adapted to undergo this process. The absorbing interest of the incidents described could not fail to engage the attention of the audience; and I cannot help thinking that the offended manes of such of the above-named great ones as have departed from amongst us would be appeased when it was represented to them that this mutilation of their invaluable legacies to posterity had been conducted with due reverence, and solely for the purpose of introducing them to a far wider (and, perchance, not less appreciative) audience than even their exalted talents could otherwise have commanded. As to the still-living ones, perhaps before taking the liberty suggested with their literary offspring, it might be courteous to ask their permission, and I feel confident they would not be churlish enough to withhold it. I may be reminded that there would still be publishers and owners of copyright to be dealt with; but I leave suggestions as to the best means of negotiating with these awful entities to persons of greater experience than myself.
Obviously this lecture-hall business, like most of my other theories, necessarily involves considerable expenditure; but if anything is to be done, opulence must feel for indigence not only in heart but in pocket.
3. A thorough and unstinted employment of the means above indicated will accomplish much towards the emancipation of our helots from that thraldom of ignorance which gives to the more galling thraldom of caste its sole raison d’être. But there is yet one thing needed, the utilization of knowledge acquired, and this can only be attained by dint of laborious and unintermitting class-work. The sacred flame may be kindled in the breast by desultory and omnivorous reading, but the light emitted is as uncertain as that of a wandering marsh-fire—it wants focussing to be of any use to its possessor or his species. And it is in the class, under the guidance of a gifted and genial teacher, that this operation can best be performed. It is here that the finishing touch must be applied; here the rounding-off take place; here the heterogeneous be brought into homogeneity, and the discordant be reduced to harmony and system.
If these things are so, the problems which present themselves to be resolved are:—Given certain millions of untrained intellects in crying need of class tuition scattered over certain thousands of square miles in unequal proportions—how to provide sufficient building accommodation to meet the exigencies of the case? and given an uncertain but confessedly immense mass of torpidity and stagnation—how to infuse the necessary leaven into it to quicken it and arouse its latent forces?
I answer as to the first proposition—Require the architects of the multitudinous lecture halls aforesaid to submit plans to you, which shall comprise sections not only of the main building but of three or four adjuncts thereto suitable for class-rooms, after the style of the chapels nestling under the wings of our old cathedrals, or the annexes thrown out at convenient angles from our modern industrial exhibitions for the display of specialities. These would add comparatively little to the original cost of the structure, and save a great deal of time and trouble in hunting up eligible sites, and, when found, negotiating terms of purchase. As to the second proposition, make a liberal distribution of prizes part of your system, so liberal that not only proficiency would be certain of obtaining a reward, but plodding and persevering mediocrity also. Constant attendance, combined with such written answers to questions as evinced that the pupil was making an effort, should, however imperfectly the answers were framed, insure the possession of a prize at the end of every session. With such materials to work upon, a free use of stimulants to exertion must form no inconsiderable part of the programme.
Again, no charge whatever must be made for admission to the classes. Indeed, the entire domain of adult poor education must be as free as United Italy—free from the Alps of the library to the Adriatic of the class-room.