The Condition of the Working Class in England

me are, as a whole, utterly wanting in all that could be in the remotest degree called a useful education. Although in almost all the schools religious instruction alone is furnished, the profoundest ignorance even upon that subject prevailed.”⁠—“In Wolverhampton,” says Commissioner Horne, “I found, among others, the following example: A girl of eleven years had attended both day and Sunday school, ‘had never heard of another world, of Heaven, or another life.’ A boy, seventeen years old, did not know that twice two are four, nor how many farthings in two pence even when the money was placed in his hand. Several boys had never heard of London nor of Willenhall, though the latter was but an hour’s walk from their homes, and in the closest relations with Wolverhampton. Several had never heard the name of the Queen nor other names, such as Nelson, Wellington, Bonaparte; but it was noteworthy that those who had never heard even of St. Paul, Moses, or Solomon, were very well instructed as to the life, deeds, and character of Dick Turpin, and especially of Jack Sheppard. A youth of sixteen did not know how many twice two are, nor how much four farthings make. A youth of seventeen asserted that four farthings are four half pence; a third, seventeen years old, answered several very simple questions with the brief statement, that he ‘was ne jedge o’ nothin’.’ ”32 These children who are crammed with religious doctrines four or five years at a stretch, know as little at the end as at the beginning. One child “went to Sunday school regularly for five years; does not know who Jesus Christ is, but had heard the name; had never heard of the twelve Apostles, Samson, Moses, Aaron, etc.”33 Another “attended Sunday school regularly six years; knows who Jesus Christ was; he died on the Cross to save our Saviour; had never heard of St. Peter or St. Paul.”34 A third, “attended different Sunday schools seven years; can read only the thin, easy books with simple words of one syllable; has heard of the Apostles, but does not know whether St. Peter was one or St. John; the latter must have been St. John Wesley.”35 To the question who Christ was, Horne received the following answers among others: “He was Adam,” “He was an Apostle,” “He was the Saviour’s Lord’s Son,” and from a youth of sixteen: “He was a king of London long ago.” In Sheffield, Commissioner Symonds let the children from the Sunday school read aloud; they could not tell what they had read, or what sort of people the Apostles were, of whom they had just been reading. After he had asked them all one after the other about the Apostles without securing a single correct answer, one sly-looking little fellow, with great glee, called out: “I know, mister; they were the lepers!”36 From the pottery districts and from Lancashire the reports are similar.

This is what the bourgeoisie and the State are doing for the education and improvement of the working-class. Fortunately the conditions under which this class lives are such as give it a sort of practical training, which not only replaces school cramming, but renders harmless the confused religious notions connected with it, and even places the workers in the vanguard of the national movement of England. Necessity is the mother of invention, and what is still more important, of thought and action. The English workingman who can scarcely read and still less write, nevertheless knows very well where his own interest and that of the nation lies. He knows, too, what the especial interest of the bourgeoisie is, and what he has to expect of that bourgeoisie. If he cannot write he can speak, and speak in public; if he has no arithmetic, he can, nevertheless, reckon with the Political Economists enough to see through a Corn-Law-repealing bourgeois, and to get the better of him in argument; if celestial matters remain very mixed for him in spite of all the effort of the preachers, he sees all the more clearly into terrestrial, political, and social questions. We shall have occasion to refer again to this point; and pass now to the moral characteristics of our workers.

It is sufficiently clear that the instruction in morals can have no better effect than the religious teaching, with which in all English schools it is mixed up. The simple principles which, for plain human beings, regulate the relations of man to man, brought into the direst confusion by our social state, our war of each against all, necessarily remain confused and foreign to the workingman when mixed with incomprehensible dogmas, and preached in the religious form of an arbitrary and dogmatic commandment. The schools contribute, according to the confession of all authorities, and especially of the Children’s Employment Commission, almost nothing to the morality of the working-class. So shortsighted, so stupidly narrow-minded is the English bourgeoisie in its egotism, that it does not even take the trouble to impress upon the workers the morality of the day, which the bourgeoisie has patched together in its own interest for its own protection! Even this precautionary measure is too great an effort for the enfeebled and sluggish bourgeoisie. A time must come when it will repent its neglect, too late. But it has no right to complain that the workers know nothing of its system of morals, and do not act in accordance with it.

Thus are the workers cast out and ignored by the class in power, morally as well as physically and mentally. The only provision made for them is the law, which fastens upon them when they become obnoxious to the bourgeoisie. Like the dullest of the brutes, they are treated to but one form of education, the whip, in the shape of force, not convincing but intimidating. There is, therefore, no cause for surprise if the workers, treated as