The Stourbridge Observer, Cradley Heath, Halesowen & District Chronicle.
Stourbridge, West Midlands, England, 1875-10-23 00:00:00

PROFESSOR FAWCETT, M.P. ON
EDUCATION.

Professor Fawcett delivered an address on Monday
night at the opening of the Winter Session of the Bir-
mingham and Midland Institute, from which we make
the followisg extracts
~Jaervabiuus rroiessor Fawcett
said,—The progress of education during the last few years
has been so rapid, and such varied agencies have been
brought into operation to promote popular instruction, that
the time has come when we may with advantage review
what has been done, when we may consider what remains
yet to do, and when we may further ask, what are some of
the consequences which a more thorough awakening and a
more general development of the intellectual powers of the
nation are likely to produce? With regard to elementary in-
struction, I think we may assume, without being over san-
guine, that before many years have gone by a sufficient
amount of school attendance will be secured to every
child to enable such necessary rudiments of know-
ledge to be acquired as reading, writing, and arith-
metic. At the present time, in Birmingham and
In every large town in the kingdom, every child
under the age of 13 is obliged to attend school a certain
number of hours a week. Each year, as the tens and hun-
dreds of thousands of children who are now being gathered
into the elementary schools advance to manhood, the ad-
vantages resulting from this extended education will
become more apparent, and the excuses which are now
put forward for depriving the children of our rural poor
of the same opportunities of education as are enjoyed
by the children of our town population will prove of less
and less avail. They will appear to be so pitiful and con-
temptible that those who now urge them will be anxious
io forget that they have ever been advanced. For what
do these excuses amount to ?—what is the dilemma in
which those are placed who resort to them? Either the
agricultural labourers are not worse off than those who are
employed in other branches of industry, and then there is
not the slightest reason why their children should receive
less education than the workmen's children of this and
other towns ; or, if it is urged that the agricultural
labourer is in a condition of such deplorable poverty that he
cannot afford to allow his children to go to school, then, if
this is the plea which is advanced to justify the perpetua-
tion of ignorance in the rural districts, some economic con-
siderations of a very grave character suggest themselves.
You cannot fail to have noticed that, according as it is a
question of wages or a question of education, there are those
who attempt to assume by turns each of these absolutely
contradictory and irreconcilable positions. If dissatis-
faction is expressed with regard to the condition of the
agricultural labourer; if his wages are said to be miser-
ably inadequate, then it is at once triumphantly rejoined
that those who labour in the country are at least as
well off as those who labour in the towns. If, how-
ever, an attempt is made to secure to the children of our
rural poor as much education as is now enjoyed by other
children in the community, then we are at once told
that we are ignorant of the rural life of England. It
Is a very good and a very just thing, they say, that the
Birmingham workman should be compelled to send his
child to school until he is thirteen years of age, but we
are asked, "How do we suppose that the agricultural
labourer could live if he had to submit to the partial loss
of earnings which would result if such school attendance
were enforced upon his children? But if these arguments
are advanced, are we not entitled to ask, "How comes it
that agriculture is the only branch et industry which
yields such an inadequate reward to the labourer that in
order to supplement his scanty earnings his children's edu-
cation must be sacrificed to premature toil? I am one of
those who think that English agriculture is not in so
deplorable and discreditable a condition as it is some-
times said to be in by those who consider themselves
peculiarly the friends of the agricultural interest, for I
believe there is no reason why agriculture should bear the
unenviable notoriety which some seem desirous of attach-
ing to it—that it is the only industry in the country which
yields a return to those who labour in it insufficient to
enable their children to be educated. It cannot be doubted
that in a considerable part of England agricultural wages
are as high as the wages which are paid in other trades in
the locality. Wherever agriculture is carried on side by
side with other branches of industry, such as mining and
manufacturing, competition will inevitably secure approxi-
mate equality of remuneration in these various employments.
It therefore follows that the proposition can be abundantly
proved by statistics that in such counties as Lancashire,
Yorkshire, Northumberland, and Durham the agricultural
labourer, consider lug the nature of his work, is just as well
remunerated as those who are employed in other indristries.
At any rate, therefore, in such localities as these there can-
not be any valid reason why the children of the agricultural
labourer should be more imperfectly educated than the chil-
dren of ether labourers. It will, however, perhaps be said,
"if all the agricultural labourers were as well off as they are
In Lancashire and Yorkshire the problem of education in the
rural districts.would be a comparatively easy one to solve."
What, however, is to be done when we find that the Wilt-
shire or the Dorsetshire labourer only gets his 12s. or les.
a week, and when, in order to enable him to live, it is
necessary for him to have these wages supplemented
by every sixpence which his children can earn? We
have heard a great deal lately about demand and supply.
Some seem to think that every "ill that flesh is heir to" is
caused by ignoring the laws of demand and supply. Let us,
therefore, not forget their behests, and let us steadily keep
in view the compensation which these poor Wiltshire and
Dorsetshire labourers are certain to receive if their children
spend somewhat less time at work and somewhat more time
at school; for can there be anything more certain than that
the remuneration of adult labour is diminished by the com-
petition of juvenile labour, and that if the supply of juvenile
labour is diminished the demand for adult labour increases
and wages advance? The present is scarcely the occasion to
pursue the subject further, but I trust I have said enough to
indicate that if the provisions for procuring the elementary
instruction of the children in our large towns were extended
to the entire country, the agricultural labourer would in
various ways be compensated for the temporary diminution
in the amount of his children's earnings. . . .

After referring to the prizes which had been allotted as a
reward for excellence in one subject, and the encourage-
ment given by the Institute for the concentration of effort
and thoroughness of work, the learned Professor continued :
I lately had occasion to point out that in some examinations
a student who gets up a great number of subjects in a shallow
and superficial manner is able to scramble together so large
an aggregate number of marks that he is placed ix a
higher class and obtains greater distinction than one
who has more thoroughly mastered, and who consequently
shows far greater excellence in a smaller number of sub-
ject& Most mischievous encouragement is thus often
given to hasty reading, habits of loose and inaccurate
thinking are formed, subjects are got up in such an im-
perfect way that the little that is learnt is soon
forgotten, and the student loses the incalculable, advantage
of the mental training which results from studying a sub-
ject in a thorough and systematic manner. So much im-
portance is to be attributed to this mental training that I
become more and more convinced of tie grave error which
is committed by those who think that km value of knowledge
is to be measured by the direct practical use which can be
made of it in after life. The practical ends of education
ought, no doubt, never to be lost sight of; there are certain
things which we all of us want to know in order successfully
to carry on the business, the proLssion, or the occupation
from which we have to obtain our livelihood, and what is
thus necessary to be known we should, as far an possible,
have an opportunity of acquiring. But the greatest and most
lasting service which education can confer is to subject the
student to that mental discipline which is best calculated to
produce Pou ud n ess of judgment, and to give to the mind
strength and solidity As I think great mischief is done by,
those who disparage the acquirement of any branch of know-
ledge which does not at once appear to have a direct practical
bearingupon an individual's future occupation in life, I trust I
shall not be thought presumptuous if, with regard to this sub-
ject, I make a brief reference to my own experience When I
was an under-graduate at Cambridge I chiefly studied mathe-
matics. 0 -ring to circumstances to which I need not refer, I
have been able to make scarcely any direct use of mathe-
matics since that time. I have devoted myself to other sub-
jects and to other pursuits; and yet, if I were going to live
my life over again—if I could foresee exactly what would
happen, if I knew beforehand that I should in after
years follow a political life, and that the chief subject to
which I should devote myself would be, not mathematics,
but political economy—yet [place so high a value upon the
influence exercised by mathematical training that, even had
I all this foreknowledge to start with, I would certainly not
devote one hour less to mathematics than I did when I was
a student at Cambridge. In attributing so much importance
to a mathematical training, I should be sorry if it were sup-
posed that I was suggesting that every student should devote
his chief attention to mathematics. The mind varies just
as much in its constitution as the body. What is a healthy
and suitable diet to one person may be altogether unsuited
to another. Many, no doubt, devote years to mathematics
who possess so little natural aptitude for their study that
the time which has been thus spent has been, to a great
extent, wasted. It is the first and most important duty of
the educator to attempt to make hlmsi.ll intimately ac-
quainted with the mental characteristics of those he has
to teach, with the object of ascertaining what are the sub-
jects they can most advantageously study. The practice
which used to prevail in our public schools and Universities
of making all alike spend the chief portion of their time
upon Greek and Latin cannot be too strongly condemned.
I have no sympathy with those who go to the opposite
extreme, and wish to extirpate Greek and Latin from
our system of instruction. I observe that in this
institute there are classes in both these languages,
and in establishing these classes you have doubt-
less adopted the sound and common-sense view that,
although to some the study of the ancient languages is most
beneficial, it would be about ae unreasonable to make every
one spend a certain 'portion of his time in acquiring these
languages as it would be to spend years in attempting to teach
music to those who were entirely devoid of all sense of har-
mony, all appreciation of rhythm. Thousands are there who,
by being forced into some particular line of study for which
they have no taste, have been driven into habits of indolence
and have been considered to be dull and incapable, when all
the time they possessed faculties which were lying dormant,
and which, if awakened, would have produced mental activity,
and would have enabled then to obtain intellectual distinc-
tion. Once, when I was an examiner in political economy,
I remember being particularly struck with the admirable
papers which were sent up by one of those I was exa-
mining. Everything that this student attempted was
answered with a clearness and precision which left no
doubt in my mind that he possessed every qualification to
enable him to excel as a political econemist. On his coming
to see me I asked him how it was that he had not devoted
more attention to political economy, considering that he was
so well qualified to distinguish himself in this subject. He
evidently was greatly surprised that I praised his papers so
mnch. He confessed that he had only taken up the subject
by mere chance, just at the end of his educational career;
that he had always been compelled to spend the greater por-
tion of his time in reading classics or mathematics, and that
, he had so entirely failed to make any satisfactory progress in
these subjects that he had become discouraged, and did not
think that he.could do well in anything else. . .

With regard to the practical usefulness of political
economy, it is difficulty to imagine any one placed in such a
position that he will not derive valuable guidance and in-
struction if he is intimately acquainted with the principles

of this science. It is unnecessary to point out how essential
a knowledge of political economy is to all who wish to under-
stand political and commercial qua/Um-es and what a light it
throws upon the relations between employers and employed,
and upon the causes which bring wealth and poverty both to
nations anti to individuals. Not only those who are engaged
in politics or those who are concerned with trade, either as
producers and consumers or as employers and employed,
need the guidance of political economy . Ministers of religion,
philanthropists, nay, every one who is brought face to face with
human misery in the attempt to improve the c ndition of
the people, will find that excellent as may be the metives
which may prompt their efforts, these efforts will often
prove futile, and will often bring about results the exact
reverse of those they are intended to produce, if they are
not directed and controlled by the teachings of economic
science. Experience shows that there is no subject better
suited for popular education. Wherever the University
Extension scheme has been brought into operation it has
been found that none of the classes are more numerously
attended than those on political economy. It is not
difficult to understand why the study of this science should
be so popular. A friend of mine, who is a master in one
of our leading public schools, not long since told me that
he found that many boys in whom it was impossible to
arouse any interest in the ordinary school work of mathe-
matics and classics at once became Interested in po-
litical economy, and he said the reason of this 13 that
it is easy to make them feel that political economy is con-
cerned with the affairs of every-day life. Take any copy of
a newspaper, and it will, in all probability, contain abundant
materials for a course of lectures on political economy, and
it will also supply illustrations of some of the most important
principles of the science. Thus, for instance, it may be
stated that the value of our imports exceeds by a hundred
millions the value of our exports; whereas India annually
exports about £20,000000 more produce than she imports.
Upon an explanation of these apparently simple facts may
not only be based an exposition of the principles of feu eigu
trade, but many most important economic consequences re-
sulting from such a connexion as that between England
and India might be described. • . . After giving other
illustrations, the learned Professor continued :—I should
like to pursue the subject further, but time warns me
that I must not do so. Before, however, I conclude, I
should like to ask you to consider for a moment or two
whether there is any reason to fear, as so many do, that the
future progress to education may to a certain extent be
arrested because as education extends the material ad-
vantage to be derived from it will diminish. It can,
I should imagine, be scarcely doubted that a more general
diffusion of education will not diminish the material
advantages to be derived from a national point of view.
Even if the amount of wealth which might be produced
in the aggregate should not increase, the nation might
in the true sense of the word be regarded as richer,
if with the increasing intelligence of the people the effi-
ciency of labour became so much improved that each work-
man would have to spend fewer hours at his work, and
would, consequently, have more leisure to enjoy intellectual
and other recreation. Surely the possibility of some cessa-
tion of toil, some lightening of the burden of the over-
worked, is a better test of the increasing well-being of a
nation than constant additions to exports and Imports?
0.. a. _ U.B.Ve it tO be
that a community will derive material advantages trom
the more general diffusion of knowledge, it is not altogether
a mistaken view of education to regard it as if it were little
else than an agency to enable people to advance themselves
in life. A good deal of this so-called advancement is no ad-
vancement at aIL Why should an artisan, if his children
are somewhat better educated than himself, suppose that
he ought not to bring them up to his own trade? If,
with improved education, it should be found that
many were still living by the same handiwork, following
the same trade as their fathers before them, is education
for that reason to be pronounced a failure—is it
to be maintained that it has been fruitless of good? Of
the 2,000 students of both sexes who attend the classes in
this Institute, one-half belong to the artisan class. Would
it not be doing you an injustice to suppose that night
after night you are going through the labour of study,
that you are with patience and with resolution mastering
the difficulties of some branch of science, with no other
object in view than that you may cease to be artisans?
This is not the reward to which you look. You have no
reason to be ashamed of your calling, but you have reason
to knew that if you devote your leisure to intellectual
pursuits you may be able to share the most lasting, the
most ennobling pleasures of life. You may be able to
understand the marvels of science, to appreciate the works
of our greatest writers and the thoughts of our greatest
thinkers. I trust you will not think that I would willingly
say a word to discourage efforts whichkany might make
to advance themselves in life. In the words of the great
orator who, as your representative, has often addressed
you from this platform, we should never rest satisfied
until we have as far as possible secured a free career for
the child of the humblest in the land. Certain positions
and certain professions must not be reserved for particular
classes or for particular families, but they must be thrown
open freely and ungrudgingly to the entire nation. No
one can doubt that as higher education is brought within
reach of the poorest, thousands who might otherwise have
spent their days in one unvarying round of monotonous
toil will be found to possess some special intellectual
gifts which will enable them to win distinction in life.
I hope that such a future is in store for some at least
of tnose whom lam now addressing. But even if it were
not so, we ought not to place a less high value upon the
work which is being done by this Institution. With some
confidence I think it may be said to these who are attending
its classes, whatever may be youl• future, whether it be your
lot to acquire wealth, or whether you may always have to
earn your living by daily toil, your life will be happier,
better, and nobler for the knowledge you are now accumu-
lating. We can all understand the folly acid the waste of per-
mittting fertile soils to be uncultivated. productive mines to
be unworkeil, noble rivers to be unused. Depend upon it,
we are not less wasteful of Nature's gifts if we permit the
intellectual powers of the people to remain dormant. In our
own country, at least, so much has already been done to de-
velope her physical resources that sometimes it is thought
that England can make little further advance in prosperity;
but if these resources were not developed half as much as
they are, I believe it would not be more unreasonable to sup-
pose that she had reached the limits of advancement than it
Is to imagine that any nation knows the greatness to which
she may attain while the great majority of her people
remain with minds untrained and intellectual powers uu-
'used.