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HILD SLAVERY IN ^ SCHOOLS.…

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HILD SLAVERY IN SCHOOLS. child it were proposed to take little child- bran of from three or four years of age beyo submit them to mental toil extend- othei over five or six hours a day for add days a week, in order that they ledge ht earn money, there would be an made ry outcry against child slavery. A schoc It deal would be said about the A g lty. of employing young children and in rOWIng pictures would be drawn of craft if mental and physical sufferings, them do not see the difference between bran 'ery that earns money and slavery to k has no immediate pecuniary object forci view. We want in this article to hour the case of the children quite plainly form Simply as against the school attend- fully e fanatics and the helpless victims of pose< education craze in its worst forms, if it Idren are sent to school in the morn- in a for three hours or more. In the !rnoon they are sent again for two TTn l.rs or more. They are subjected -[a%- Ing the whole of this long period to THi klderahle mental strain, and the strain get kept up day after day. Many of the crec '^fen are of feeble constitution, are staj efficiently fed and inadequately clothed, real we do not want to make any the clal plea on their account. Our whole trie is that the children generally are A Jected to a most unreasonable and a Jrious amount of exhausting work- tha ^orst poasible sort of work, con- rec( tll:1g that the workers are very met IlIg and are urged forward by dread pro, Penalties which sometimes take acute The rsical forms. We are not going to nev aoythiog against education, and HIOI .1lng at present against the par- hov ar forms of instruction in vogue. triii we want parents to realize the l^at the torture of a most exacting coa of toil is forced upon little the ,^ren for the utterly unreasonable Eui of five or six hours a day, at the The 'e ^hen children ought not to be ins' yetl to any form of continuous labour, peo f°r objects, which, after all, are not nev lzed. That the labour is distasteful kne children is well-known, and that they qUR both physically and mentally in old 's.^Uence of the prolonged and undue nev is a fact that cannot be questioned, Wa IP-Pt by those who do not believe that pIllc I school processes are a form of work thii entail any serious strain. We are it 'y aware that to question the merci- kne ness or wisdom of the present seel Itel" of child slavery in schools will dor 6 with a shock of surprise kn< JUany who have never thought of the dor If's of school children as work, or of ne? children themselves as slaves. But ma lc A 1 1- f hn work-hard work-ptilntut worK- ..ua leI, cramping work, and is as much be Very as if the children were earning of fey by it for their own maintenance, the h.at is worst of all, the slavery fails on Its object, for the overtaxed children he I Hot learn, and we contend that they to to learn simply because they are th ertaxed. There is, in short, altogether W. too much teaching, and the children poi lttl very little in consequence. They ret not even learn to read and write. th< le strange lesson after another is pai :°ed upon the little martyrs, who are po .the grip of a system that destroys is eir bodies, cramps their minds, acd m( 6>ts their ever catching more than sp< 8 inapse of the joy of existence. The th .Urs for '()nal cry ought to be shorter sti °.r school children. Three hours sp< ild lQ School would be ample until he <e rerLWere twelve or thirteen years of wi Uel There are societies to prevent th 7* to children, but it never seems So av' lilrl -Struck anybody that to force tri leg ren iQto schools by the penalty of ce and imprisonment imposed upon A ,8> and to keep the children five or hi hours a. day at mental toil is m Ilelty I )erat-.The system has now been in th a ion for more than thirty years and qu ,a: as broken down it has failed. The gr ?st result of the elementary education te jjj 111 has been to create a deep and th iteSPread conviction in the minds of th ;ro^ts that the whole thing is mon- pc 8 and ineffective. There are far too b^ 1 r ^'jects. Children should be taught tfc tite hoth letters and figures, and to ki tie This is work they should do in J rt S^°°l, but they surely need not be tl ritUe 6 by Rine o'clock on dark, cold tl e e F naorniDgs- Then outside they should ]M ^C0llraged to observe and to think, ai ere are fiot, however, going to lay down if yste a system to be added to the other ai Our case is that children when eave the elementary schools cannot fc 4and write intelligently, and that T ay are ^prisoned too many hours each es itiler and are worked far too closely L th. for their mental or their physical d lecal11 The school attendance craze has g ,r), et rIdICulous. It is pushed to such C { c.. that the health and happiness ii 8 ^1 ren are sacrificed to it. There t! '^nning to be some talk about is r%t re teaching," but there are not n signs of it. If children spent o ^Ood time in the lanes and p lOty 8 and by the sea shore that they Qore BPend in echool they would learn I a far happier and stronger t ib hey are now. We do not think i lo ^era a great deal what children a wheif spare time as long as they r Ik6' but it matters a great deal a i should not be kept in schools i ^hilQ •their waking hours, and that s LUto 111 8chool they should not be forced c v^sive mental work by the dread j pu?pCa^ punishment and the torture f ^°ple shame. Let a few grown-up i S* tZ.t0,, go through the process of < go 8 that little children are forced 10 c°ver and they will speedily dis- < hard the work is> how i it is, and how it tends to < to j 6 to enervate the body, and the spirits. We know, of > ^tetuj the advocates of regular school, and the believers ^^cat^ *key call a sound elementary ] scoff at the idea of tere. School hours by one-half but ea.chin Y believe that with far less ^Ore couL?^ w^8er processes a great deal accomplished than is now L? SchJ? Possible. Not only are <Mdren °L ^ours scandalously long, but have home lessons given to in8°«.u may fairly be said hese days children are never shadow of the school and its fXactions. and penalties. If the finical °hildren want to realize how unjust the elementary 1U8trucfcion is, let them get collee_ very freely the students 0 £ s' who are all over sixteen o^hat a8e« blend play with work. >v eletVjft^,to he remembered is that at *^actiCaji • « schools young children— e*ital -v^o u nts—are kept at close chii^ke Fthe fi7 ,or six hours a day. a £ drudgery worse, not one wndred understands the pro- r 9 to which it is subjected, but is it v d to do mechanically the repugnant Cam We know, of course, that there form exceptional children who like school, way as there are exceptional children is si do not like toffy, but the school body m cannot be justified by the excep- adve and was not established for them. far e are hundreds of thousands of are < ren who will never pursue any argul 3h of learning a single moment coun nd school hours, but there are to b •s still more numerous, who, as they muki to their years, will crave for know- time The way for these should be It easy at every stage, not only in bodil ,1s and colleges, but in the crafts. Rail reat deal still remains to be done give providing those who have learned requ 3 Ivitil opportunities for perfecting prone selves. The whole subject has many gath, :hes, but at present we only wish open call attention to the cruelty of pany children to school for five or six m tl 3° a day. We think this hideous be c of child slavery has been shame- the overlooked. If the slavery is im- ever; I with knowledge, it is monstrous; tradi is imposed ignorantly, it is foolish biou ddition bnn' ——— on

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