could cook; both could mend their own clothes; both could clean up
everything about them in an orderly and skilful way, the girls
having womanly household knowledge superadded. Order and method
began in the songs of the Infant School which I visited likewise,
and they were even in their dwarf degree to be found in the
Nursery, where the Uncommercial walking-stick was carried off with
acclamations, and where ‘the Doctor’ – a medical gentleman of two,
who took his degree on the night when he was found at an
apothecary’s door – did the honours of the establishment with great
urbanity and gaiety.
These have long been excellent schools; long before the days of the
Short-Time. I first saw them, twelve or fifteen years ago. But
since the introduction of the Short-Time system it has been proved
here that eighteen hours a week of book-learning are more
profitable than thirty-six, and that the pupils are far quicker and
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brighter than of yore. The good influences of music on the whole
body of children have likewise been surprisingly proved. Obviously
another of the immense advantages of the Short-Time system to the
cause of good education is the great diminution of its cost, and of
the period of time over which it extends. The last is a most
important consideration, as poor parents are always impatient to
profit by their children’s labour.
It will be objected: Firstly, that this is all very well, but
special local advantages and special selection of children must be
necessary to such success. Secondly, that this is all very well,
but must be very expensive. Thirdly, that this is all very well,
but we have no proof of the results, sir, no proof.
On the first head of local advantages and special selection. Would
Limehouse Hole be picked out for the site of a Children’s Paradise?
Or would the legitimate and illegitimate pauper children of the
long-shore population of such a riverside district, be regarded as
unusually favourable specimens to work with? Yet these schools are
at Limehouse, and are the Pauper Schools of the Stepney Pauper
Union.
On the second head of expense. Would sixpence a week be considered
a very large cost for the education of each pupil, including all
salaries of teachers and rations of teachers? But supposing the
cost were not sixpence a week, not fivepence? it is FOURPENCEHALFPENNY.
On the third head of no proof, sir, no proof. Is there any proof
in the facts that Pupil Teachers more in number, and more highly
qualified, have been produced here under the Short-Time system than
under the Long-Time system? That the Short-Timers, in a writing
competition, beat the Long-Timers of a first-class National School?
That the sailor-boys are in such demand for merchant ships, that
whereas, before they were trained, 10L. premium used to be given
with each boy – too often to some greedy brute of a drunken
skipper, who disappeared before the term of apprenticeship was out,
if the ill-used boy didn’t – captains of the best character now
take these boys more than willingly, with no premium at all? That
they are also much esteemed in the Royal Navy, which they prefer,
‘because everything is so neat and clean and orderly’? Or, is
there any proof in Naval captains writing ‘Your little fellows are
all that I can desire’? Or, is there any proof in such testimony
as this: ‘The owner of a vessel called at the school, and said
that as his ship was going down Channel on her last voyage, with
one of the boys from the school on board, the pilot said, “It would
be as well if the royal were lowered; I wish it were down.”
Without waiting for any orders, and unobserved by the pilot, the
lad, whom they had taken on board from the school, instantly
mounted the mast and lowered the royal, and at the next glance of
the pilot to the masthead, he perceived that the sail had been let
down. He exclaimed, “Who’s done that job?” The owner, who was on
board, said, “That was the little fellow whom I put on board two