HOLIDAYS AND SCHOOLDAYS.[1]

By Canon Barnett.July, 1911.

By Canon Barnett.

July, 1911.

1From “The Daily Telegraph”. By permission of the Editor.

Holidays, as well as schooldays, help to form the minds of the citizens. Habits, tastes, friendships, are fixed in the hours when restraints are relaxed, and the Will takes its shape when it is most free. Our school holidays, when in play we commanded or obeyed, when we learnt to know the country sights and objects, when, with different companions, we travelled to new places, have been largely responsible for such satisfaction as we have found in life.

Men and women are what their holidays have made them, and a nation’s use of its holidays may almost be said to determine its position in the world’s order of greatness. A nation whose pleasures are coarse and brutal, whose people delight in the excitement of their senses by actions in which their minds take no part, and where solitude is unendurable, can hardly do great things. It is not likely that it will be remembered, as the poets are remembered, by its care for any principle of action. It will hardly be generous in its foreign policy or happy in its homes.

The use of holidays is thus most important, and everywhere there are signs of their increase. The schools for the richer classes lengthen the period of their vacations till they extend, in some cases, to a quarter of the year. The King asked that his Coronation year may be marked by an extraweek of exemption from school. Business people shorten hours of business, and workmen’s organizations demand more time for holidays. Seaside resorts grow up which live mainly by the pleasures of the people, and a vast and increasing body of workers find employment in the provision of amusement.

More time and more money are being given to holidays. Their use or misuse is a matter of importance, and it is reasonable to demand that more thought should also be given to this subject. People—this fact is often forgotten—need to be taught to play as they need to be taught to earn or to love. Leisure is as likely to produce weariness as joy, and the Devil still finds most of his occupation among the idlers.

The public schoolboy who has eight weeks’ vacation, and this year an extra week, will hardly be happy if he acquires habits of loafing at the seaside shows or picks up acquaintance with despisers of knowledge, or comes to think that learning is a “grind,” and he certainly will not in after years bless his holiday givers. The workman who obtains holidays and shorter hours will hardly be the better if he spends them in eating and sleeping, or in exciting himself over a match or race where he does not even understand the skill, or in watching an entertainment which calls for no effort of his mind.

Rich people, who can do what they like in the time they themselves choose, add excitement to excitement; they invent new methods of expenditure; they go at increasing speed from place to place; they come nearer and nearer to the brinks of vice; they have what they like; and yet, like the millionaire in the American tale, they are not happy. People need to be taught the use of leisure. The question is, how is such teaching practicable?... I would offer two suggestions: one which may be applied to the schoolsof the rich and of the poor, and the other to the free provision of means of recreation:—

1. As to schools. The authorities may, it seems to me, keep in mind the fact that the children are meant to enjoy life as well as to make a living. Enjoyment comes largely by the use of the power of imagination. We enjoy ourselves before the beauty of nature, before a work of art, in listening to music, and in imagining the life of other climes and countries. How little is done in any school to develop this power of imagination! The great public schools, though often they are established in buildings of much beauty, rarely do anything to develop in the boys any understanding of the beauty. There is but little art in the schoolrooms and little attempt to teach the value of pictures. There are few flowers about the windows and very often the time given to music is grudged by the chief authorities.

The elementary schools have not even the advantage of beauty in their buildings, and although the children may be taught art, they have their lessons in rooms made ugly by decorations, or wearying by untidiness. What wonder is it that boys and girls become destructive of the beauty in the admiration of which they and others might have found pleasure?

The authorities might thus do something by the curriculum to make leisure time a happy time, but they might do more by making holiday arrangements. Richer parents may justly be expected to care for their own children, and many seize the opportunity of becoming their playmates, so that holiday times develop the memories that bind together old and young. But few parents can take themselves from business for eight or nine weeks together, and not all parents have the knowledge or the sympathy to lead the young in their pleasures. A solution might be the arrangement by the school authorities of travelling parties—suchas those organized at Manchester Grammar School; or of walking tours with some object, such as the collection of specimens or the investigation of places of interest,—or of holiday homes in the school houses or elsewhere, where, under the guidance of sympathetic teachers, the children could enjoy freer life and more varied interests than are possible in school, or of the interchange of visits between the children of English and foreign homes. Once let it be realized that the long holiday period—if necessary for the teachers—is full of danger for the children, and something will be done to make that period healthy as well as happy.

For the children in elementary schools it is easy to make arrangements. During the three summer months the curriculum might be like that of the Vacation Schools. The buildings, often the only pleasant place in a crowded neighbourhood—would thus be in continuous use, while the children and teachers could get away for their country or foreign holiday, without breaking into any school routine. The children would then go into the country prepared to see and enjoy its interests, not only in the month of August, but at times when they might play in the hayfields, pick the spring flowers, and hear the birds sing. The teachers could have, not four, but six weeks’ vacation, in which there would be time for a foreign visit when the hotels were less crowded. The children, at the end of their fortnight in the country, would return, not just to loaf about the streets amid the dirt and the noise and degrading temptation, but to take their places in the open and pleasant surroundings of the school, with its manifold interests.

The end of the summer would, if this arrangement could be carried out, find teachers and children alike refreshed and ready for the hard work of the ordinary school routine; and, greatest gain of all, the children would have learned how to enjoy their leisure. They would have planted memorieswhich would call for refreshment; they would have developed powers of admiration which would need to be used; they would have found interests to occupy their thoughts, and they would look forward to holidays in which to go to the country—not to play “Aunt Sally,” or even to find fresh air from town pursuits, but to visit old haunts, discover more secrets of nature and taste its quiet. They would, as men and women, make “good company” for one another, and learn to require some distinction of quiet or beauty to make a British holiday. They would find, in the appreciation of English scenery, new reasons for being patriots.

Satisfying pleasure, it must always be remembered, comes from within, and not from without a man. Outside stimulants always fail at last, whether they be drink, shows, sensational tales, or games of chance; but the pleasures which come from the activity of head, or heart, or of limbs last as long as strength and life last.

This leads to the other practicable suggestion which I would offer. The Community might provide freely the means which would give the people the pleasures which come from culture. Much has been done in this direction. Open spaces in our great towns have been made more common, but their use has not been developed as has been done in American cities, where superintendents teach the children how to play, and the playgrounds become centres of common enjoyments. Museums and picture galleries are sometimes provided, but they are still rare and often dull. Personal guidance is necessary if the objects in a museum are to have any meaning for the ordinary visitor, and the pictures in a gallery need to be changed frequently if attention is to be held. The Japanese wisely, even in their private rooms, have a succession of pictures, relegating those not hung to the seclusion of the “Godown”. Music is given in the parks and sometimes in the town halls, butthe best is not made common, and much is so poor that it fails to reach or express the thoughts which, if deeply buried, are to be found in the hearts of common people.

No attempts are made to open dull ears, to listen to good music, though teachers in public schools report how it is possible by a few talks to make athletes enthusiastic for Beethoven. The total amount of good free music is very small and certainly not enough to raise the common taste and attract minds capable of thought and admiration.

The duty of the Community to provide means of recreation is recognized, but too often it has seemed enough if it provides amusement which can be measured by popular applause. The duty should, I submit, have for its aim the provision of such recreation as would gradually lead the people in the way of enjoyment, and raise the character of all holidays by making them more satisfying to the higher demands of human nature.

Samuel A. Barnett.

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