Volume I Part 14 (1/2)

”But then their piety, their piety; weel, let's luke at it; hing it up by the nape o' the neck, and turn it round atween our finger and thumb on all sides.

”Is there one school in all Scotland where the helpless, homeless poor are fed and clothed at the public expense? None.

”Is there a hame in all Scotland for the cleanly but sick servant maid to go till, until health be restored? Alas! there is none.

”Is there a school in all Scotland for training ladies in the higher branches of learning? None. What then is there for the women of Scotland?

”A weel, be sure and try a cupful of Scottish Kail Broase. See, and get a sup Scotch _lang milk_.

”Hand this bit line yout to the Rev. Mr. ----. Tell him to store out fats nae true.

”G.o.d bless you, and set you safe hame, is the prayer of the old Scotch Bachelor.”

I think you will agree with me, that the old testifying spirit does not seem to have died out in Scotland, and that the backslidings and abominations of the land do not want for able exponents.

As the indictment runs back to the time of Charles II., to the persecutions of the Quakers in the days of Barclay of Ury, and brings up again the most modern offences, one cannot but feel that there are the most savory indications in it of Scotch thoroughness.

Some of the questions which he wishes to have me ”_speer_” at Aberdeen, I fear, alas! would bring but an indifferent answer even in Boston, which gives a high school only to boys, and allows none to girls. On one point, it seems to me, my friend might speer himself to advantage, and that is the very commendable efforts which are being made now in Edinburgh and Aberdeen both, in the way of educating the children of the poor.

As this is one of the subjects which are particularly on my mind, and as all information which we can get upon this subject is peculiarly valuable to us in view of commencing efforts in America, I will abridge for you an account of the industrial schools of Aberdeen, published by the society for improving the condition of the laboring cla.s.ses, in their paper called the Laborer's Friend.

In June, 1841, it was ascertained that in Aberdeen there were two hundred and eighty children, under fourteen years of age, who maintained themselves professedly by begging, but partly by theft. The first effort to better the moral condition of these children brought with it the discovery which our philanthropists made in New York, that in order to do good to a starving child, we must begin by feeding him; that we must gain his confidence by showing him a benevolence which he can understand, and thus proceed gradually to the reformation of his spiritual nature.

In 1841, therefore, some benevolent individuals in Aberdeen hired rooms and a teacher, and gave out notice among these poor children that they could there be supplied with food, work, and instruction. The general arrangement of the day was four hours of lessons, five hours of work, and three substantial meals. These meals were employed as the incitement to the lessons and the work, since it was made an indispensable condition to each meal that the child should have been present at the work or lessons which preceded it. This arrangement worked admirably; so that they reported that the attendance was more regular than at ordinary schools.

The whole produce of the work of the children goes towards defraying the expense of the establishment, thus effecting several important purposes,--reducing the expense of the school, and teaching the children, practically, the value of their industry,--in procuring for them food and instruction, and fostering in them, from the first, a sound principle of self-dependence; inasmuch as they know, from the moment of their entering school, that they give, or pay, in return for their food and education, all the work they are capable of performing.

The inst.i.tution did not profess to clothe the children; but by the kindness of benevolent persons who take an interest in the school, there is generally a stock of old clothes on hand, from which the most dest.i.tute are supplied.

The following is the daily routine of the school: The scholars a.s.semble every morning at seven in summer, and eight in winter. The school is opened by reading the Scriptures, praise, and prayer, and religious instruction suited to their years; after which there is a lesson in geography, or the more ordinary facts of natural history, taught by means of maps and prints distributed along the walls of the school room; two days in the week they have a singing lesson; at nine they breakfast on porridge and milk, and have half an hour of play; at ten they again a.s.semble in school, and are employed at work till two. At two o'clock they dine; usually on broth, with coa.r.s.e wheaten bread, but occasionally on potatoes and ox-head soup, &c. The diet is very plain, but nutritious and abundant, and appears to suit the tastes of the pupils completely.

It is a pleasing sight to see them a.s.sembled, with their youthful appet.i.tes sharpened by four hours' work, joining, at least with outward decorum, in asking G.o.d's blessing on the food he has provided for them, and most promptly availing themselves of the signal given to commence their dinner.

From dinner till three, the time is spent in exercise or recreation, occasionally working in the garden; from three to four, they work either in the garden or in the work room; from four till seven, they are instructed in reading, writing, and arithmetic. At seven they have supper of porridge and milk; and after short religious exercises, are dismissed to their homes at eight.

On Sat.u.r.day, they do not return to school after dinner; and occasionally, as a reward of good behavior, they accompany the teacher in a walk to the country or the sea coast.

On Sunday, they a.s.semble at half past eight for devotion; breakfast at nine; attend wors.h.i.+p in the school room; after which they dine, and return home, so as, if possible, to go with their parents to church in the afternoon.

At five they again meet, and have _Sabbath school_ instruction in Bible and catechism; at seven, supper; and after evening wors.h.i.+p are dismissed.

From this detail it will be seen that these schools differ from common day schools. In day schools, neither food nor employment is provided--teaching only is proposed, with a very little moral training.

The principle on which the industrial school proceeds, of giving employment along with instruction--especially as that employment is designed at the same time, if possible, to teach a trade which may be afterwards available--appears of the highest value. It is a practical discipline--a moral training, the importance of which cannot be over-estimated.

In a common school, too, there can be but little moral training, however efficiently the school may be conducted, just because there is little opportunity given for the development and display of individual character. The whole management of a school requires that the pupils be as speedily as possible brought to a uniform outward conduct, and thus an appearance of good behavior and propriety is produced within the school room, which is too often cast aside and forgotten the moment the pupils pa.s.s the threshold.

The remark was once made by an experienced teacher, that for the purposes of moral training he valued more the time he spent with his pupils at their games, than that which was spent in the school room.

The pecuniary value of the work done in these schools is not so great as was at first hoped, from the difficulty of procuring employment such as children so neglected could perform to advantage. The real value of the thing, however, they consider lies in the habits of industry and the sense of independence thus imparted.