schools, which all citizens alike support, to take up the matter, and
supply methodically and deliberately, that training of the eye and
hand, and later that instruction in wage-earning occupations which in
former days, as in the case quoted, the child obtained incidentally,
as it were, in the mere course of growing up.

On the literary side, it is true, schools are improving all the time.
History is now taught by lantern slides, showing the people's lives,
instead of by a list of dates in a catechism. Geography is illustrated
in the garden plot of the school playground. But in responding to the
new claims which a new age and a changed world are making upon them,
schools and teachers are only beginning to wake up. The manual
training gradually being introduced is a hopeful beginning, but
nothing more. The most valuable and important work of this kind is
reserved for the upper grades of the grammar schools and for certain
high schools, and the children who are able to make use of it are for
the most part the offspring of comfortably off parents, enjoying all
sorts of educational privileges already. Education, publicly provided,
free and compulsory, therefore presumably universal, was established
primarily for the benefit of the workers' children, yet of all
children it is they who are at this moment receiving the least benefit
from it. Many circumstances combine to produce this unfortunate
result. The chief direct cause is poverty in the home. So many
families have to live on such poor wages--five and six hundred dollars
a year--that the children have neither the health to profit by the
schooling nor the books nor the chance to read books at home when the
home is one or perhaps two rooms. The curse of homework in cities ties
the children down to willowing feathers or picking nuts or sewing on
buttons, or carrying parcels to and from the shop that gives out the
work, deprives them of both sleep and play, makes their attendance at