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One must not however blame the girl, nor indeed her schoolmistress, for probably she too could not light a fire, and both regarded the lighting of a fire as a degrading thing to do. No doubt if you had pursued your educational researches in Cumberland to the source of things, you would have found that the committee could not light fires, and the inspector of schools could not light fires—it may be the Minister of Education himself cannot light a fire—and though there is plenty of material for fires in every board room there is nothing in the code about teaching children to make use of it. Yet I can conceive nothing a child would like better, in his or her early days in school, than being a fire monitor and having charge of the fire and learning to light and look after it. I have made much of this little incident because it is typical of the school education of to-day.

In the old days of family life boys and girls, and especially the latter, learnt in a good home a great deal of domestic work, and the boys could help in their father’s shop or farm or inn as the case might be, and learnt thereby many things that you cannot learn in schools. Mr. Squeers, though not a moral character, was possessed of a practical mode of teaching. “C-l-e-a-n clean, verb active to make bright, to scour. W-i-n win, d-e-r der, winder a casement. When the boy knows this out of a book he goes and does it.” And if you come to think of it, it is far more important that a boy should know how to keep a window clean than that he should know how to spell it.