THE EDUCATION OF THE WORKING CLASSES. LTO THE EHITOE OF
THE .avaaoires.1
Sin,—In an article headed "Mr. Burns and the Independent Labour Party" in your issue of April 6th you state as a reason why so few lads of the labouring classes compete successfully for Government appointments : "Education, unfortunately, is a matter of money." Now, as the children of the professional class and of widows poorer than the labouring class frequently succeed in these examinations, the cost of education cannot be the only reason why the labouring class do not There is another reason. The labouring classes will neither exercise discipline over their children in the home, nor allow it to be exercised in the elementary schools. In the preparatory schools to which the children of the upper and middle classes are sent discipline (which I consider true education) is more attended to than instruction. In their studies children are trained from seven years upwards to prepare their lessons with gradually less and less super- vision. For their discipline from the age of eight they are mostly put through military drill. In their play they are led to organise their games, cricket and football, with gradually decreasing supervision. In the elementary schools there is no preparation; the teacher always supervises the studies. Knowledge is poured into the children's minds with as little effort to the children as possible. The children are not trained to endure the irksomeness of studying for them- selves. In the elementary schools there is no military drill, and the games the children play are not organised ; each child follows its own will and inclination. When the child of the labouring class leaves the elementary school, owing to the excellence of the eleinentary teachers, in mere matter of know- ledge he would compete successfully with the child of the same age from the preparatory school. Then comes the difference. The undisciplined child of the labouring classes throws aside his studies, and quickly forgets almost all he has been taught. The well-disciplined child of the middle and upper class con- tinues his studies, and retains in his memory the knowledge he has acquired by irksome effort. The cost of introducing the discipline of preparatory schools into elementary schools would be trifling.—I am, Sir, &c.,
[We agree with our correspondent that discipline is the great need in our system of elementary education. It is for this, among other reasons, that we advocate universal military training, and desire that every lad of seventeen should undergo four or five months' physical education of a military character. By such training the standard of citizenship—the essential aim in all education—would be raised in a way which would prove of incalculable benefit to the nation. When we realised the benefit which the hundred lads of the Spectator Experi- mental Company had obtained from their six months' training at Hounslow, we felt that it was a boon which should be extended to the whole population, and that to be cognisant of that benefit and not to do all in our power to see it made universal would be little short of a crime.—En. Spectator.]
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