We have said that we will look at what education and other causes are doing, and what they are leaving undone1 in the change of character which they are effecting in the rural population. It appears by the Reports of the Poor-Law and Charity Commissioners2 that education progresses more in the northern and manufacturing districts than in the southern and agricultural ones. This is, no doubt, very much the case; and what education is leaving undone in these districts is, that it acts too timidly, too much in the spirit of worldly wisdom. It is afraid of making the people too intellectual; of raising their tastes, lest it should spoil them as Gibeonites, hewers of wood and drawers of water. My own experience is, that this is a grand mistake; that you cannot give them too pure and lofty a standard of taste; and that especially, our best and noblest poets, as Milton, Shakspeare, Wordsworth, Cowper, Southey, Campbell, Burns, Bloomfield, etc. should be put into their hands, and particularly into those of the agricultural population. What can be so rational as to imbue3 the minds of those who are to spend their lives in the fields with all those associations which render the country doubly delightful4? It is amazing what avidity they evince for such writers when they are once made familiar with them; and whoever has his mind well stored with the pure and noble sentiments of such writers will never condescend5 to debase his nature by theft, idleness, and low[594] habits. The great alarm has always been that of lifting the poor by such knowledge above their occupations, and filling their heads with airy notions. I can only point again to the agricultural population of Scotland, where such knowledge abounds6. If the labourers have not the genius of Burns, many of them have a great portion of the manly7 and happy feeling with which
He walked in glory and in joy,
Following his plough along the mountain side.
There is every reason, so far as experiment goes, to suppose that the same effect would follow in England. Where are there men so sober and industrious8 as those artisans who are now the steadiest frequenters of Mechanics’ Libraries? I have given, in the first chapter of the Nooks of the World, a striking instance of the effects of such reading on an agricultural labourer. Through my instigation several intelligent families have made themselves acquainted with this meritorious9 man, and speak with admiration10 of his manly and superior character. Let the experiment be repeated far and wide!
But education itself yet wants introducing to a vast extent into the agricultural districts. The commissioners give a deplorable picture of the neglect of the agricultural population in the counties bordering on the metropolis11. In some parts of Essex, Sussex, Kent, Buckinghamshire, Berks, etc., schools of any description are unknown; in others not more than one in fifteen of the labourers are represented as able to read. In this county, Surrey, much the same state of things exists. I have been astounded12 at the very few labourers that you meet with that can read; and I think I see some striking causes for this neglect of the labouring class in the peculiar13 state of society here—it has no middle link. A vast number of the aristocracy reside in the county from its proximity14 to town; and besides these, there are only the farmers and their labourers; the servants of the aristocratic establishments—a numerous and very peculiar class; and the few tradesmen who supply the great houses. The many gradations of rank and property which are found in more trading, manufacturing, and mixed districts do not here exist. It seems as if the Normans and the Saxons had here descended15 from age to age; two races, distinct in their[595] habits as their condition, and with no one principle of amalgamation16. The aristocracy shut themselves up in their houses and parks, and are rarely seen beyond them except in their carriages, driving rapidly to town, or to each other’s isolated17 abodes18. They know nothing, and therefore can feel nothing for the toiling19 class. The effect is visible enough. The working classes grow up with the sense that they are regarded only as necessary implements20 of agriculture by the aristocracy—and they are churlish and uncouth21. They have not the kindliness22, and openness of countenance23 and manner that the peasantry of more socially favourable24 districts have. The farmers too seem little to employ them as house-servants, fed at their own table. You do not hear of those jolly harvest-suppers, which you may still find in many old-fashioned places, where master and man feast and rejoice together over the in-gathered plenty. So far as downright rusticity25 goes, there is as much of that within a dozen miles of London as in the farthest county of England; but the peasants seem to have lost much of the sentiment which those of more distant counties possess. They have their wakes and fairs on their extensive commons and greens, and leap in bags, and have wheelbarrow races, and races of women for certain articles of female apparel, gipsies with their lucky-bags and will-pegs; but as to anything of a poetical27 cast, I do not see it. What a fall from the funeral train going chanting a psalm28 on its way to the churchyard, to one which I saw the other day in this neighbourhood. The coffin29 was laid on a cart, and secured with ropes; one shaggy horse went jostling it along; another cart followed, occupied by the chief mourners, half a dozen of them huddled30 together, and the rest succeeded on foot, in a rude and straggling company.
In many villages I see no church at all; and where they are seen, how different to the fine old churches of most parts of England. As you cast your eyes over a wide landscape, you look in vain for those tall taper31 spires32 and massy towers which rise here and there in most English scenery; and find perhaps somewhere a solitary33 little erection resembling a little wooden dovecote. The piety35 of these parts never expended36 itself much in church-building. The villages themselves are often very picturesque37. They are frequently scattered38 along extensive commons, amidst abundant[596] woods and grey heaths; generally buried in their old orchards39, and built with many pictorial40 angles and projections41; often thatched, and consisting of old framed timber-work, or wood altogether, with gardens full of flowers, and goodly rows of beehives. Vines run luxuriantly over their very roofs, and in autumn hang with a prodigality42 of grapes; and as to the country itself, nothing can be more pastorally and sylvanly sweet than this county. Its grey heaths and pine woods, in one part, remind you of Scotland—its commons, in others, covered with the greenest turf and scattered with oaks, have the appearance of old forests; and wherever you go, you get glimpses into fine woodland valleys, and of old solitary halls standing43 far off in the midst of them; grey farm houses; old water mills; the most rustic26 huts; some pastoral stream like the Mole44, which goes wandering about through this scenery, fringed with its flags and meadow-sweet, and with its bullrushes bending in its copious45 stream, as if it were loath46 to leave it; in short it is a region full of the spirit of the poetry of Keats,—a region lying as it might lie
——————— Before the fa?ry broods
Drove Nymph and Satyr from the prosperous woods;
Frighted away the Driads and the Fauns
From rushes green, and brakes, and cowslipped lawns,—
But the people themselves seem lost in their umbrageous51 hamlets, and on their commons, unthought of. There is the village of Oxshott, some three miles hence.—Go through it on a Sunday, when the agricultural people are all at leisure, and there they are as thick as motes52 in the sun, in the middle of the village street. There appears to be no church, nor any inhabitants but farmers and labourers. Boys, girls, men and women, all seem to be out of doors, and all in their every-day garbs53. The colour of tawny54 soiled slops and straw-hats gives, as a painter would say, the prevailing55 tint56 to the scene. The boys are busy enough playing at ball, or cricket. The men seem to pass their time sitting on banks and stiles, or gossiping and smoking in groups. Scarcely a soul will move out of the way to let you pass on. The intellectual[597] condition of this obscure hamlet is strikingly indicated to every passer through, by a large school-house bearing on its front, cut in stone, this proud title—“The Royal Kent School, founded in 1820;”—but which has been since so far confounded, that its windows are broken to atoms, and it is at once recent and in ruins! This state of things should not be suffered to continue. The vast wealth of the aristocracy living hereabout, and the ignorance around them, very ill accord. Amongst the affluent57 families in the county, there are, no doubt, many who would be anxious to secure an education to the rural children, if they actually knew that it was needed! In the village of Esher this has recently been done: let us hope that other places will “go and do likewise.”[35]
[35] I am told by intelligent people, who have spent the greater part of their lives here, that the farmers are particularly jealous of the peasantry receiving any education,—they conceive it would spoil them as beasts of burden. This shews what is the deplorable ignorance of this class, too, of the rural population.
Since writing the above, I have met with the following statements, in Mr. Frederick Hill’s excellent work on National Education. They are in his account of Mr. William Allen’s School of Industry at Lindfield, in Sussex; and are, at once, most confirmatory of the view I have taken of the state of things in this county, and of the remedy to be applied58. To benevolent59 and wealthy landed proprietors60 they are full of encouragement.
“We visited the school at Lindfield, in July 1831, and it had then been established several years. Before fixing on the spot where to build his school, Mr. Allen sent an intelligent young man on a tour through the county, to find out where a school was most wanted. After a diligent61 search, Lindfield was pitched upon as the centre of a district in which the peasantry were in a very low state of ignorance. Lindfield is on the road from London to Brighton; distant from London about thirty-seven miles, from Brighton fifteen.
“Not only did Mr. Allen receive no assistance in building his school, but most of the wealthy inhabitants endeavoured to thwart62 him; while among the peasantry themselves, the most preposterous63 stories were afloat respecting his designs. These poor people had been so little accustomed to see persons act from other than selfish[598] motives64, that they could not believe it possible that any one would come and erect34 a large building, at great cost and trouble to himself, merely from a desire of promoting their good. They felt sure that all this outlay66 was not without some secret object; and at last they explained all, much to their own satisfaction, by referring it to the following notable project.—The building was to be applied to the diabolical67 purpose of kidnapping children; a high palisade was to be thrown up all round it, and other measures taken to prevent entrance or escape. Then the school was to be opened, and every thing carried on smoothly68, and with great appearance of kind and gentle treatment, until such a number of children had been collected as would satisfy the rapacious69 desires of the wretches70 who had hatched the wicked scheme; when all at once the gates were to be closed upon them, and the poor innocents shipped off to some distant land!
“Greatly indeed must a school have been wanted where such unheard-of absurdity71 could circulate and obtain credence72. At length the building, a most substantial and commodious73 one, was completed, though few indeed were those who at once ventured within the dreaded74 bounds. However, by dint75 of perseverance76, this number was gradually increased. The few children who did come, began in a short time to take home with them sundry77 pence, which they had earned in plaiting straw, making baskets, etc.; arts they were learning at school. The boys began to patch their clothes and mend their shoes, without their parents having a penny to pay for the work. Meanwhile there came no authentic78 accounts of ships lying in wait on the neighbouring coast, nor had even the dreaded iron palisades raised their pointed79 heads. Little by little, the poor ignorant creatures became assured that there was nothing to fear, but, on the contrary, much practical good to be derived80 from sending their children to the school; and that strange and incredible as it might seem, the London ‘gemman’ was really come among them as a friend and benefactor81. A breach82 being thus fairly made in the mud-bank of prejudice, it was not long before the whole mass gave way. In short, the scheme proved so completely successful, that at the time we visited the school, almost every child whose parents lived within a distance of three miles, was entered as a pupil, the total number on the list being no less[599] than 300. The children are at school eight hours each day; three being employed in manual labour, and five in the ordinary school exercises. There is a provision for a diversity of tastes in the classes of industry; indeed the most unbounded liberality is manifest in all the arrangements. Some are employed as shoemakers, others as tailors, and others again, at platting, basket-making, weaving, printing, gardening, or farming. The children work very cheerfully, and are found to like the classes of industry better than the school.
“The first employment to which the little workers are put, is platting straw. When they are au fait at this, which is generally at the end of a few months, they are promoted to some other craft; the one of highest dignity being that of printer. Before leaving school the child will become tolerably expert at three or four trades. Those who work on the farm have each the sole care of a plot of ground, measuring one-eighth part of an acre, and each is required to do his own digging, sowing, manuring, and reaping. An intelligent husbandman, however, is always on the ground, to teach those who are at fault. The plots of land were all clean and in nice order; and from the variety of produce, oats, turnips83, mangel-wurzel, potatoes, and cabbages, the whole had a curious and amusing appearance, reminding one of the quilted counterpanes of former years. We found the system of matayer rent in use; each boy being allowed one half of the produce for himself, the other half being paid for the use of the land, the wear and tear of tools, etc. One lad, twelve years old, had in this way received no less a sum than twenty-three shillings and sixpence, as his share of the crop of the preceding year; and we were told that such earnings84 were by no means uncommon85.”
Lady Noel Byron established a school on a similar plan at Ealing, which has been eminently86 successful. She there educates a number of boys in a manner which must render them far better qualified87 to fulfil those duties to which they will be called as they grow up, than has yet been done by the old defective88 modes of England, and especially of English villages. Besides being taught the most useful branches of English education, they work three hours each day, partly for the institution, partly for themselves, in their own gardens. Gardens of a sixteenth of an acre are let to[600] the elder boys at threepence a month; seeds they either buy of their masters, or procure89 from their friends. Racks for the tools are put up and numbered, so that each boy has a place for his own, and in that he is required to keep them. The objects of this school are to educate children destined90 for country pursuits, in a manner to make them better workmen, and more intelligent and happy men than is at present the case. For this purpose it was conceived necessary that they should early acquire the habits of patient industry; that they should be acquainted with the value of labour, and know the connexion between it and property; that they should have intelligence, skill, and an acquaintance with the objects with which they are surrounded; that the higher sentiments, the social and moral part of their being, should obtain a full development.
So industriously91 have the boys laboured, and so well have they succeeded, that their gardens, with few exceptions, present before the crops are harvested, an appearance of neatness and good husbandry. They have all since, either disposed of their vegetables or taken them home to their families. But vegetables are not the only crop; around the borders of each, flowers are cultivated. It is a great matter to induce a taste for, and give a knowledge of, the manner of cultivating flowers. They are luxuries within the power of every person to command.
There is a considerable gaiety and alacrity92 in all this; the boys learn to sing many cheerful and merry songs. They strike up a tune93 as they go out in bands to works, and as they return, they do the same.
It is with the greatest satisfaction that I add, similar schools have been established by Mrs. Tuckfield in Devonshire, Mr. James Cropper in Lancashire, and that the Earl of Lovelace has now built a school on the same plan at Ockham in Surrey, where the same course of education will be given to the peasant children of the neighbourhood. The institution in fact, contains three schools, a boy’s, a girl’s, and an infant school. Suitable buildings are in progress for teaching the boys the rudiments94 of the most common handicraft trades, as shoemaking, tailoring, carpentry, basket-making, etc. The girls are employed at certain hours, in the dairy, the laundry, and in all kinds of household work. For this purpose[601] able masters and mistresses are engaged, who have been prepared by an especial education and long practice for their arduous95 office. On our first visit to this interesting establishment, though it was far from being completed, we found about 130 children educating in it. It was delightful to see the young chopsticks of this county, where, from generation to generation, the intellect of the working class has long been suffered to lie as dead and as barren as one of their own sand-hills, clustered about the master in the school, answering questions in geography and natural history with as much quickness and obvious delight, as any children of city or of hall could possibly do; their little ruddy faces, no longer indicative only of health and stupidity, but fairly a-blaze with the workings of their minds, the pleasant thirst of knowledge, and the generous emulation96 of honest distinction. We walked through the house, and found the neat little girls sewing and ironing, cleaning and scouring97, engaged in those very avocations98 which must some day give comfort to their homes. We saw the boys turn out with their spades, and soon found some of them planting forest trees in a nursery-ground, others planting their own gardens; and what delighted us, was to find on the bordering of their garden ground, a string of little flower-beds, belonging to the girls, which carried me at once away to my own school-days and school-garden at Ackworth.
I have not room here to do more than indicate the existence of this most invaluable99 school, in a part of the country where rural education is so much wanted. And, indeed, where throughout England are not such invaluable schools wanted? The attention of land owners everywhere ought to be called to this patriotic100 experiment. Let but such schools as those of the late Captain Brenton, William Allen, Lady Byron, and Lord Lovelace, be once diffused101 throughout the towns and villages of England, and a revolution will be effected, such as never yet was achieved in any country. An educated population; men no longer apt to grow up in the mere65 consciousness of their animal nature, but made acquainted with their intellectual powers, their moral qualities and social affections; women having the energies of their true character called forth102, and taught to give comfort, and the attraction of intelligence to their homes,—then will England truly have “a bold[602] peasantry, their country’s pride.” Brutishness and low debauchery must disappear. All will feel the claims which society has upon them; and all will see that, to attain103 a common share of the good things of life, they must possess activity, prudence104, good management, and perseverance. Who can, indeed, imagine to himself what this country must become, with a population thus judiciously105 educated, filling its towns, its villages, its fields, and overflowing106 into our colonies, with the certain and splendid dower of industry and intellectual strength?
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1
undone
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| a.未做完的，未完成的 | |
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2
commissioners
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| n.专员( commissioner的名词复数 )；长官；委员；政府部门的长官 | |
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imbue
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| v.灌输(某种强烈的情感或意见)，感染 | |
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delightful
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| adj.令人高兴的，使人快乐的 | |
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condescend
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| v.俯就，屈尊；堕落，丢丑 | |
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abounds
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| v.大量存在，充满，富于( abound的第三人称单数 ) | |
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manly
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| adj.有男子气概的；adv.男子般地，果断地 | |
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industrious
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| adj.勤劳的，刻苦的，奋发的 | |
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meritorious
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| adj.值得赞赏的 | |
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admiration
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| n.钦佩，赞美，羡慕 | |
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metropolis
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| n.首府；大城市 | |
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astounded
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| v.使震惊(astound的过去式和过去分词)；愕然；愕；惊讶 | |
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peculiar
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| adj.古怪的，异常的；特殊的，特有的 | |
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proximity
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| n.接近，邻近 | |
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descended
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| a.为...后裔的，出身于...的 | |
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amalgamation
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| n.合并，重组；；汞齐化 | |
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isolated
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| adj.与世隔绝的 | |
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abodes
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| 住所( abode的名词复数 )； 公寓； （在某地的）暂住； 逗留 | |
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toiling
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| 长时间或辛苦地工作( toil的现在分词 )； 艰难缓慢地移动，跋涉 | |
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implements
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| n.工具( implement的名词复数 )；家具；手段；[法律]履行（契约等）v.实现( implement的第三人称单数 )；执行；贯彻；使生效 | |
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uncouth
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| adj.无教养的，粗鲁的 | |
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kindliness
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| n.厚道，亲切，友好的行为 | |
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countenance
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| n.脸色，面容；面部表情；vt.支持，赞同 | |
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favourable
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| adj.赞成的，称赞的，有利的，良好的，顺利的 | |
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rusticity
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| n.乡村的特点、风格或气息 | |
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rustic
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| adj.乡村的，有乡村特色的；n.乡下人，乡巴佬 | |
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poetical
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| adj.似诗人的；诗一般的；韵文的；富有诗意的 | |
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psalm
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| n.赞美诗，圣诗 | |
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coffin
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| n.棺材，灵柩 | |
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huddled
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| 挤在一起（huddle的过去式与过去分词形式） | |
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taper
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| n.小蜡烛，尖细，渐弱；adj.尖细的；v.逐渐变小 | |
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spires
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solitary
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erect
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piety
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| n.虔诚，虔敬 | |
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expended
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| v.花费( expend的过去式和过去分词 )；使用（钱等）做某事；用光；耗尽 | |
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picturesque
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| adj.美丽如画的，（语言）生动的，绘声绘色的 | |
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scattered
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| adj.分散的，稀疏的；散步的；疏疏落落的 | |
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orchards
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| （通常指围起来的）果园( orchard的名词复数 ) | |
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pictorial
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| adj.绘画的；图片的；n．画报 | |
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projections
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| 预测( projection的名词复数 )； 投影； 投掷； 突起物 | |
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prodigality
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| n.浪费，挥霍 | |
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standing
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| n.持续，地位；adj.永久的，不动的，直立的，不流动的 | |
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mole
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| n.胎块；痣；克分子 | |
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copious
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| adj.丰富的，大量的 | |
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loath
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| adj.不愿意的；勉强的 | |
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diadem
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| n.王冠，冕 | |
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mantle
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| n.斗篷，覆罩之物，罩子；v.罩住，覆盖，脸红 | |
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gem
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| n.宝石，珠宝；受爱戴的人 [同]jewel | |
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groves
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| 树丛，小树林( grove的名词复数 ) | |
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umbrageous
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| adj.多荫的 | |
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motes
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| n.尘埃( mote的名词复数 )；斑点 | |
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garbs
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| vt.装扮（garb的第三人称单数形式） | |
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tawny
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| adj.茶色的，黄褐色的；n.黄褐色 | |
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prevailing
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| adj.盛行的；占优势的；主要的 | |
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tint
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| n.淡色，浅色；染发剂；vt.着以淡淡的颜色 | |
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affluent
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| adj.富裕的，富有的，丰富的，富饶的 | |
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applied
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| adj.应用的；v.应用，适用 | |
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benevolent
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| adj.仁慈的，乐善好施的 | |
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proprietors
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| n.所有人，业主( proprietor的名词复数 ) | |
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diligent
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| adj.勤勉的，勤奋的 | |
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thwart
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| v.阻挠，妨碍，反对；adj.横(断的) | |
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preposterous
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| adj.荒谬的，可笑的 | |
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motives
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| n.动机，目的( motive的名词复数 ) | |
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mere
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| adj.纯粹的；仅仅，只不过 | |
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outlay
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| n.费用，经费，支出；v.花费 | |
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diabolical
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| adj.恶魔似的，凶暴的 | |
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smoothly
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| adv.平滑地，顺利地，流利地，流畅地 | |
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rapacious
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| adj.贪婪的，强夺的 | |
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wretches
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| n.不幸的人( wretch的名词复数 )；可怜的人；恶棍；坏蛋 | |
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absurdity
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| n.荒谬，愚蠢；谬论 | |
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credence
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| n.信用，祭器台，供桌，凭证 | |
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commodious
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| adj.宽敞的；使用方便的 | |
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dreaded
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| adj.令人畏惧的；害怕的v.害怕，恐惧，担心( dread的过去式和过去分词) | |
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dint
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| n.由于，靠；凹坑 | |
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perseverance
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| n.坚持不懈，不屈不挠 | |
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sundry
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| adj.各式各样的，种种的 | |
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authentic
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| a.真的，真正的；可靠的，可信的，有根据的 | |
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pointed
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| adj.尖的，直截了当的 | |
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derived
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| vi.起源；由来；衍生；导出v.得到( derive的过去式和过去分词 )；（从…中）得到获得；源于；（从…中）提取 | |
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benefactor
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| n. 恩人，行善的人，捐助人 | |
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breach
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| n.违反，不履行；破裂；vt.冲破，攻破 | |
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turnips
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| 芜青( turnip的名词复数 )； 芜菁块根； 芜菁甘蓝块根； 怀表 | |
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earnings
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| n.工资收人；利润，利益，所得 | |
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uncommon
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| adj.罕见的，非凡的，不平常的 | |
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eminently
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| adv.突出地；显著地；不寻常地 | |
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qualified
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| adj.合格的，有资格的，胜任的，有限制的 | |
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defective
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| adj.有毛病的，有问题的，有瑕疵的 | |
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procure
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| vt.获得，取得，促成；vi.拉皮条 | |
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destined
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| adj.命中注定的；(for)以…为目的地的 | |
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industriously
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alacrity
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| n.敏捷，轻快，乐意 | |
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tune
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| n.调子；和谐，协调；v.调音，调节，调整 | |
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rudiments
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| n.基础知识，入门 | |
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arduous
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| adj.艰苦的，费力的，陡峭的 | |
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emulation
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| n.竞争；仿效 | |
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scouring
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| 擦[洗]净，冲刷，洗涤 | |
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avocations
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| n.业余爱好，嗜好( avocation的名词复数 )；职业 | |
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invaluable
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| adj.无价的，非常宝贵的，极为贵重的 | |
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patriotic
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| adj.爱国的，有爱国心的 | |
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diffused
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| 散布的，普及的，扩散的 | |
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forth
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| adv.向前；向外，往外 | |
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attain
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| vt.达到，获得，完成 | |
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prudence
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| n.谨慎，精明，节俭 | |
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judiciously
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| adv.明断地，明智而审慎地 | |
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overflowing
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| n. 溢出物,溢流 adj. 充沛的，充满的 动词overflow的现在分词形式 | |
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