It is not often that our efforts carry us among Protestant poor, but it happens that on the west side of the city, near Tenth Avenue and Twenty-seventh Street, is a considerable district of English and Scotch laboring people, who are mainly Protestants.
A meeting of ladies was called in the western part of the city, in like manner with the proceedings at the formation of the other Schools; and a School was proposed. The wife of a prominent property-holder in the neighborhood, a lady of great energy of character, Mrs. R. R., took a leading part, and greatly aided the undertaking; other ladies joined, and the result was the formation of the
the fourth of our Schools founded in 1854. With all these Schools, in the beginning, the ladies themselves raised all the funds for their support, and, as I have related, devoted an incredible amount of time to aiding in them, there being usually, however, two salaried teachers.
The experience in the Edinburgh Ragged Schools, I was assured, when there, was, that you cannot depend on volunteer help after the first enthusiasm has passed by. This is not our experience.
As one set of "volunteers" have withdrawn or leave the work, others appear, and there are still in this and some of our other Industrial Schools, most active and efficient voluntary helpers. Gradually, however, the support and supervision of the Schools fell more and more into the hands of the central authority—The Children's Aid Society.
The obtaining a share in the Common School Fund enabled the Society to do more for these useful charities and to found new ones.
In the Hudson River School, it cannot be said that the Protestant poor proved much better than the Catholic; in fact, it has often seemed to me that when a Protestant is reduced to extreme poverty, and, above all, a Yankee, he becomes the most wretched and useless of all paupers. The work and its results were similar on the west side to those in the other districts which I have already described.
Our attention had thus far been directed mainly to girls in these Industrial School efforts. They seemed the class exposed to the most terrible evils, and besides, through our other enterprises, we were sheltering, teaching, and benefiting for life vast numbers of lads.
We determined now to try the effect of industry and schooling on the roving boys, and I chose a district where we had to make head against a "sea of evils." This was in the quarter bordering on East Thirty-fourth Street and Second Avenue. There seemed to be there a society of irreclaimable little vagabonds. They hated School with an inextinguishable hatred; they had a constitutional love for smashing windows and pilfering apple-stands. They could dodge an "M. P." as a fox dodges a hound; they disliked anything so civilized as a bed-chamber, but preferred old boxes and empty barns, and when they were caught it required a very wide-awake policeman, and such an Asylum-yard as hardly exists in New York, to keep them.
I have sometimes stopped, admiringly, to watch the skill and cunning with which the little rascals, some not more than ten years old, would diminish a load of wood left on the docks; the sticks were passed from one to another, and the lad nearest the pile was apparently engaged eagerly in playing marbles. If the woodman's attention was called to his loss, they were off like a swarm of cockroaches.
[Illustration: STREET ARABS.]
We opened a School with all the accessories for reaching and pleasing them; our teacher was a skillful mechanic, a young man of excellent judgment and hearty sympathy with boys; he offered to teach them carpentering and box-making and pay them wages. Common-school lessons were given, also, and a good warm meal provided at noon. We had festivals and magic-lantern exhibitions and lectures. We taught, and we fed and clothed. In return, they smashed our windows; they entered the premises at night and carried off everything they could find; they howled before the door, and yelled "Protestant School!" We arrested one or two for the burglary, as a warning, but the little flibbertigibbets escaped from the police like rats, and we let them go with the fright they had had. Some few of the worst we induced to go to the country, and others we had arrested as vagrants, without appearing ourselves, until a kind of dark suspicion spread among them against the writer that he had the power of spiriting away bad boys to distant regions by some mysterious means. Those that did go to the country proved of the kind called by a Western paper "muscular orphans," for an unfortunate employer undertaking to administer corporal punishment to two of them, the little vagabonds turned and chastised him and then fled.
The following case is noted in our Journal of these up-town boys:
"MR. BRACE—Dear Sir:You request me to send you some reminiscences of the early life of Michael S——n. My most vivid recollection of him is his taking the broomstick to me once, as I was about to punish him for some misdemeanor. Being the first and last of my pupils who ever attempted anything of the kind, it stands out in bold relief in my memory. I soon conquered the broomstick, but on the first opportunity he ran out, thus ending his Industrial School career.
"His most marked characteristic was a desire to travel, and he presented himself with the freedom of the city at a very early age, going off for weeks at a time, sleeping in entries and around engine-houses, and disdaining bolts and bars when they were turned upon him. One of your visitors calling to consult with his mother as to what could be done with him, found him vigorously kicking the panels out of the door, she having locked him in for safe-keeping till she came home from work. The Captain of Police, tired of having him brought in so frequently, thought one day of a punishment that he expected would effectually frighten him, which was—to hang him. His mother consenting, he was solemnly hung up by the feet to a post, till he promised reformation. This failing to produce the desired effect, she placed him with "the Brothers," who put him in a kind of prison, where he had to be chained by the leg to prevent him from scaling the walls. Taking him from there, after some months of pretty severe discipline, he very soon went back to his old habits, when she had him sent to Randall's Island. Here he was discovered in a plan to swim to the opposite shore (something of a feat for a boy of twelve). Fearing he would attempt it and be drowned, she took him away and put him in the Juvenile Asylum, where he remained several months, and finally seemed so much tamed down that she ventured on taking him out and sending him to a place which you procured for him at Hastings. But, pretty soon, the ruling passion, strong as ever, took possession of him, and he started on a tour through the surrounding villages.
"Being brought home again, he told his mother very deliberately, one morning, that she need not expect him home any more; he was going to live with a soldier's wife. Knowing that if he went he would be in a very den of wickedness, she came to the resolution to give him to your care, and let him be sent to the West.
"It would require a volume to tell of all his freaks and wanderings; his scaling of fences, and breaking out of impossible places. Towards the last of his New York life he began to add other vices to his original stock—such as drinking, smoking, and swearing; yet strange to say, he disdained to lie, and was never known to steal; and his face would glow with satisfaction when he could take charge of an infant. His mother hears, with trembling hope, the good accounts of him from the West, scarcely daring to believe that her wild and vagrant son will ever make a steady, useful man. "Truly yours, "Mrs. E. S. Hurley."
The young rovers gradually became softened and civilized under the combined influences of warm dinners, carpentering, and good teaching; but we found the difficulty to be that we did not have sufficient hold over them out of school hours; we needed more appliances for such habitual vagabonds. What was wanted was a Lodging-house and all its influences, as well as School, for the former gives a greater control than does a simple Industrial School.
We accordingly transferred the whole enterprise to a still worse quarter, where I had done my first work in visiting, and which I thoroughly knew, the region on East River, at the foot of Eleventh Street. Here was a numerous band of similar boys, who slept anywhere, and lived by petty pilferings from the iron-works and wood-yards and by street jobs.
In this place we combined our carpenters' shop with Day-school, Night-school, Reading-room, and Lodging-house, and exerted thus a variety of influences over the "Arabs," which soon began to reform and civilize them. Here we had no difficulties, and made a steady progress as we had done everywhere else.
At present, some gentle female teachers guide the Industrial School. We have dropped the carpentering, as what the boys need is the habit of industry and a primary school-training more than a trade; and we have found that a refined woman can influence these rough little vagabonds even more than a man.
Subsequently, another school was founded in the quarter from which we removed this, and is now held in East Thirty-fourth Street.
One of the benefactions which we hope for in the future is the erection of a suitable building for a Lodging-house, Reading-room, Day-school, and Mission, in the miserable quarter on East River, near Thirty-fourth Street.
A lady of high culture and position, who felt peculiarly the responsibilities of the fortunate toward the unfortunate, conceived the idea of doing something to elevate the condition of the destitute classes in the quarter of the city between the East River and Avenue B. She accordingly made the proposition to us of an Industrial School in that neighborhood.
We gladly accepted, and soon secured a room, and gathered a goodly company of poor children, mostly Germans. Fortunately for our enterprise, we chanced on a teacher of singular ability and earnestness of purpose, a graduate of the best Normal School in the country, the Oswego Training School, and thoroughly versed in the "Object System"—Miss Jane Andrews.
The founder of our school proved as earnest in carrying out, as she had been generous in forming, her benevolent plan.
She took part herself, several times each week, in teaching the children, and was indefatigable in promoting their pleasures, as well as aiding their instruction. For many years now, this kind friend of the poor has supported this school and labored among its children. They all know and love her, and her memory will not die among them.
The great peculiarity of this school has now been adapted in the other Industrial Schools, under the name of the "Object System of Teaching"—a method which has proved so singularly successful with the children of the poor, that I shall describe it somewhat at length.
"I began with children," says Pestalozzi, "as nature does with savages, first bringing an image before their eyes, and then seeking a word to express the perception to which it gives rise." This statement of the great reformer of education expresses the essential principle of the Object System. The child's mind grasps first things rather than names; it deals with objects before words; it takes a thing as a whole rather than in parts. Its perceptive and observing faculties are those first awakened, and should be the first used in education; reflection, analysis, and comparison must come afterward. The vice of the former systems of education has been, that words have so much taken in the child's intellect the place of things, and its knowledge has become so often a mere routine, or a mechanical memorizing of names. The scholar was not taught to look beneath words, and to learn the precise thing which the word symbolized. He was trained to repeat like a machine. He did not observe closely, he had not been educated to apply his own faculties, and therefore he could not think afterward. The old system reversed the natural order. It began with what is the ripest fruit of the mature intellect-definitions, or the learning of rules and statements of principles, and went on later to observing facts and applying principles. It analyzed in the beginning, and only later in the course regarded things each as a whole.
The consequence was, that children were months and years in taking the first steps in education—such as learning to read—because they had begun wrong. They had no accurate habits of observation, and, as a natural result, soon fell into loose habits of thinking. What they knew they knew vaguely. When their acquirements were tested they were found valueless. The simplest principles of mathematics were almost unknown to them, because they had learned the science by rote, and had never exercised their minds on it. They could apply none of them. Algebra, instead of being an implement, was of no more practical use to them than Sanscrit would be. Geometry was as abstract as metaphysics. They had never learned it by solid figures, or studied it intelligently. Grammar was a memorized collection of dry abstract rules and examples. Natural history was only a catalogue, and geography a dictionary learned by heart.
Our manufacturers, who had occasion in former years, to employ these youths from our Public Schools, found them utterly incompetent for using their faculties on practical subjects. Nor did they go forth with minds expanded, and ready to receive the germs of knowledge which might be, as it were, floating in the atmosphere. Their faculties had not been aroused.
The "Object System" attempts to lay down the principles which have been tested in primary education, in the form of a Science; so that the teacher not gifted with the genius of invention and the talent for conveying knowledge shall be able to awaken and train the child's intellect as if he were.
Its first principle is to exercise the senses, but never during any long period at once. The play of the children is so contrived as to employ their sense of touch, of weight, and of harmony. Colors are placed, before them, and they are trained in distinguishing the different delicate shades—in the recognition of which children are singularly deficient. Numbers are taught by objects, such as small beans or marbles, and then when numerals are learned, regular tables of addition and subtraction are written on the board by the teacher at the dictation of the scholar.
The great step in all education is the learning the use of that wonderful vehicle and symbol of human thought, the printed word.
Here the object system has made the greatest advance. The English language has the unfortunate peculiarity of a great many sounds to each vowel, and of an utter want of connection between the name and the sound of the letter. No mature mind can easily appreciate the dark and mysterious gulf which, to the infant's view, separates the learning the letters and reading. The two seem to be utterly different acquirements. The new methods escape the difficulty in part by not teaching the names, but the sounds, of the letters first, and then leading the child to put his sounds together in the form of a word, and next to print the word on the black-board, the teacher calling on the scholar to find a similar one in a card or book. By this ingenious device, the modern infant, instead of being whipped into reading, is beguiled into it pleasantly and imperceptibly, and makes his progress by a philosophical law. He reads before he knows it. But here the obstacle arises that each vowel, printed in the same type, has so many sounds. One ingenious teacher. Dr. Leigh, obviates this by printing on his charts each vowel-sound in a slightly different form, and giving the silent letters in hair-lines. The objection here might be that the scholar learns a type different from that in common use. Still, the deviation from the ordinary alphabet is so slight as probably not to confuse any young mind, and the learner can go on by a philosophical classification of sounds. Other teachers indicate the different vowel-sounds by accents.
One well-known writer on the "Object System," Mr. Caulkins, seems to approve of what we are inclined to consider even more philosophical still—the learning the word first, and the letters and spelling afterward.
Most children in cultivated families learn to read in this way. The word is a symbol of thought—a thing in itself—first, perhaps, connected with a picture of the object placed at its side, but afterward becoming phonetic, representing arbitrarily any object by its sound. Then other words are learned—not separately, but in association, as one learns a foreign language. Farther on, the pupil analyzes, spells, considers each letter, and notes each part of speech.
An objection may occur here, that the habit of correct and careful spelling will not be so well gained by this method as by the old.
Mr. Caulkins's remarks on this topic in his Manual on "Object Lessons" are so sensible that we quote themin extenso:—
This old, long, and tedious way consists in teaching, first, the name of each of the twenty-six letters, then in combining these into unmeaning syllables of 'two letters,' 'three letters,' and, finally, into words of 'two syllables' and 'three syllables.' Very little regard is had to the meaning of the words. Indeed, it seems as if those who attempt to teach reading by this method supposed that the chief object should be to make their pupils fluent in oral spelling; and it ends in spelling, usually, since children thus taught go on spelling out their words through all the reading lessons, and seldom become intelligent readers. They give their attention to the words, instead of the ideas intended to be represented by them. When the child has succeeded in learning the names of the twenty-six letters, he has gained no knowledge of their real use as representatives of sounds, and, consequently, little ability in determining how to pronounce a new word from naming its letters. Besides, the names of the letters constantly mislead him when formed into words.
"He may have made the acquaintance of each of the twenty-six individual letters, so as to recognize their faces and be able to call them by name singly; but when these same letters change places with their fellows, as they are grouped into different words, he is frequently unable to address many of them in a proper manner, or to determine what duties they perform in their different places.
"Again, the words that are learned by naming over the letters which compose them seldom represent any ideas to the young learner; indeed, too many of the words learned by this method are only meaningless monosyllables. The children begin to read without understanding what they read, and thus is laid the foundation for the mechanical, unintelligible reading which characterizes most of that heard in schools where the A B C method is used. This plan is in violation of fundamental laws of teaching; it attempts to compel the child to do two things at the same time, and to do both in an unnatural manner, viz., to learn reading and spelling simultaneously, and reading through spelling. Reading has to deal with sounds and signs of thought.
"Spelling rests on the habit of the eye, which is best acquired as the result of reading. In attempting to teach reading through spelling, the effort of the pupil in trying to find out the word by naming the letters that compose it distracts the attention from the thought intended to be represented by it; the mind becomes chiefly absorbed with spelling instead of reading. When properly taught, reading furnishes natural faculties for teaching spelling; but spelling does not furnish a suitable means for teaching reading. Thus it will be seen that the usual plans for teaching reading by the A B C method compel children to do that for which their minds are not fitted, and thus cause a loss of power by restraining them from attending to the thoughts represented by the words, and to other things which would greatly promote their development. The results are that a love for reading is not enkindled, good readers are not produced. The few cases in which the results are different owe both the love for reading and the ability in this art to other causes.
"The pupils learned to love reading, and became able to read well, in spite of poor teaching during their first lessons. There is consolation in believing that this method, which produced so many halting, stumbling readers, is now abandoned by all good teachers of reading. May the number of such teachers be greatly increased.
* * * * * *
"The 'word method' begins at once with teaching the words in a manner similar to that by which children learn to distinguish one object from another, and learn the names. It proposes to teach words as the signs of things, acts, and qualities, etc. It does not propose to teach children the alphabet, but to leave them to learn this after they have become familiar with enough words to commence reading."
The Object System teaches geography very ingeniously. The pupil begins by getting into his mind the idea of a map. This is by no means so simple an idea as might be supposed, as witness the impossibility almost of making a savage understand it. The child is first told to point to the different points of the compass; then he marks them down on a blackboard; next he draws a plan of the room, and each scholar attempts to locate an object on the plan, and is corrected by the school, if wrong. Next comes a plan of the district or town; then a globe is shown, and the idea of position on the globe given, and of the outlines of different countries. Soon the pupil learns to draw maps on the board, and to place rivers, bays, lakes, and oceans. The book-questions now to be presented will not be on purely political geography or merely arbitrary lists of names. The child is taken on imaginary journeys up rivers, over mountains, by railroads, and must describe from the lesson he has learned the different productions, the animals, the character of the scenery, the vegetation, and the occupations of the people. Thus geography becomes a kind of natural science, deeply interesting to the pupil, and touching his imagination. Certain dry geographical names are forever after associated in his mind with certain animals and plants and a peculiar scenery.
Natural history is also taught in this system, but not by the usual dry method. The teacher brings in a potato, for instance, and carries the pupil along by questions through all its growth and development. Or she takes flowers, or leaves, or seeds, and stamps the most important phenomena about them on the scholar's mind by an objective lesson. Prints of animals are presented, and the teacher begins at the lowest orders, and rises up in regular gradation, questioning the children as to the uses and purposes of every feature and limb. They work out their own natural philosophy. They observe, and then reason; and what they learn is learned in philosophical order, and imprinted by their own efforts on their memories. It is astonishing how much, in these simple methods, may be learned in natural science by very young children; and what nutritive but simple food may be supplied to their minds for all future years.
From lessons in science thus given, the teacher rises easily to lessons of morality and religion. Nothing even in moral teaching impresses a child's mind like pictures, stories, or parables, or some form of "object-teaching." The modern charts and books are extremely ingenious in giving religious lessons through the senses.
The beginning of the higher mathematics may be taught children perfectly well under this method. Straight lines and angles are drawn, or constructed with little sticks, and named, and various figures thus formed. With blocks, the different geometrical figures are constructed and named—all being finished by the pupils themselves. On the blackboard certain lines are given, and with them "inventive drawing" goes on under the pupil's own suggestion.
Weights and measures are learned by practical illustrations with real objects, and are thus not easily forgotten.
Definition is very agreeably taught by the teacher's producing some object, say, an apple, and then making each scholar describe some quality of it, in taste, color, form, or material, and then write this word on the board. Very difficult adjectives, such as "opaque," or "pungent," or "translucent," or "aromatic," may thus be learned, besides all the simpler, and learned permanently.
The old bugbear to children, spelling, is by no means so terrible under these methods. The teacher writes two initial consonants, say, "th," and each scholar makes a new word with them, and it is written on the board; or a terminal consonant is given, or certain combinations of letters are written down—say,ough,in "though" and words of corresponding sound must be written underneath, or the different sounds of each vowel must be illustrated by the scholar, and the varying sounds of consonants, and so on endlessly—spelling becoming a perfect amusement, and, at the same time, training the pupil in many delicate shades of sound, and in analyzing and remembering words.
Grammar is conveyed, not by that farce in teaching, and that cross to all children, grammatical rules, which are, in fact, the expressions of the final fruit of knowledge, but the teacher writes incorrectly on the blackboard, both in spelling, punctuation, and grammar, and the children must correct this; thus learning from the senses and usage, instead of from abstract rules. Reading is given as nearly as possible in conversational tones, and the old loud, mechanical sing-song is forbidden.
The principle most insisted on in all this system is, that the child should teach himself as far as possible; that his faculties should do the work, and not the teacher's; and the dull and slow pupil is especially to be led on and encouraged. But, as might be supposed, the teacher's task, under the object method, is no sinecure. She can no longer slip along the groove of mechanical teaching. She must be wide-awake, inventive, constantly on thequi viveto stir up her pupils' minds. The droning over lessons, and letting children repeat, parrot-like, long lists of words, is not for her. She must be always seeking out some new thing and making her pupils observe and think for themselves. Her duty is a hard one. But this is the only true teaching; and we trust that no Primary School in New York will be without a well-trained "Object-teacher."
Among the various rounds I was in the habit of making in the poorest quarters, was one through the Italian quarter of the "Five Points." Here, in large tenement-houses, were packed hundreds of poor Italians, mostly engaged in carrying through the city and country "the everlasting hand-organ," or selling statuettes. In the same room I would find monkeys, children, men and women, with organs and plaster-casts, all huddled together; but the women contriving still, in the crowded rooms, to roll their dirty macaroni, and all talking excitedly; a bedlam of sounds, and a combination of odors from garlic, monkeys, and most dirty human persons. They were, without exception, the dirtiest population I had met with. The children I saw every day in the streets, following organs, blackening boots, selling flowers, sweeping walks, or carrying ponderous harps for old ruffians. So degraded was their type, and probably so mingled in North Italy with ancient Celtic blood, that their faces could hardly be distinguished from those of Irish poor children—an occasional liquid dark eye only betraying their nationality.
I felt convinced that something could be done for them. Owing to their ignorance of our language and their street-trades, they never attended school, and seldom any religious service, and seemed growing up only for these wretched occupations. Some of the little ones suffered severely from being indentured by their parents in Italy to a "Bureau" in Paris, which sent them out over the world with their"padrone,"or master, usually a villainous-looking individual with an enormous harp. The lad would be frequently sent forth by hispadrone,late at night, to excite the compassion of our citizens, and play the harp. I used to meet these boys sometimes on winter-nights half-frozen and stiff with cold.
The bright eyes among these children showed that there was mind in them; and the true remedy for their low estate seemed to be our old one, a School.
Rev. Dr. Hawks, at this time, brought to my attention a very intelligent Italian gentleman of education, a Protestant and patriot, who had taken refuge here-Signor A. E. Cerqua. I will let him tell his own story of the formation and success of the School:
"Coming up Chatham Street and bending your course to the left, you turn into Baxter Street, a dark, damp, muddy street, forming one of the Five Points. On each side of the way are stores of old clothes and heterogeneous articles, kept by Polish and German Jews. Numerous 'Unredeemed Goods for Sale,' in the shape of coats, vests, and other unmentionable garments, are suspended on wooden stands in front of the doorways. There are also junk-stores, rags, bones, and old metal depots, and two Italian groceries, one opposite the other. Advancing farther, you reach the centre of the Five Points, synonymous of whatever is degraded and degrading, loathsome and criminal. Hero Park Street runs parallel to Chatham Street and crosses Baxter Street at right angles, thus forming four of the Five Points. The fifth point is formed by the junction of Worth Street, leading from this common centre in a northerly direction. This locality is very dimly lighted, and the few lamps scattered around only add to the repulsive nature of the place. The pestiferous exhalations of the filthy streets, and not less filthy shanties, inhabited by the lowest and most disreputable characters, are disgusting beyond any description. Scattered over this neighborhood, densely settled by the most depraved classes of all nationalities, there lived, and still live, some fifteen hundred of the poorest class of Italians, who traditionally cling to that locality. They are generally from the Ligurian coasts, which are over-populated. When the farms require working, the inhabitants usually have something to do; but, at some seasons, want of employment compels them to turn elsewhere. Men, women, and lads went in ordinary times to the largest cities of Northern Italy for temporary occupation, leaving behind their children to the care of relatives or acquaintances, who, owing to their business, inability, or carelessness, neglected in most cases to exercise over them parental duties. When the hand-organ came into vogue, they found it the easiest way to employ their unoccupied time. Seeing, afterward, that they could realize more by the organ than by the shovel, they went grinding all the year, and spread all over Italy at first, then over Europe and America. Some of the children left were sent for, while others were hired out to those who proposed a grinding-tour to America. Those who arrived here first having done well, others followed, and the tide of the organ-grinding emigration set in on a gradual rise. The failure of the Revolutionary movements of 1848 and 1849 having impoverished, to a greater or smaller extent, the several Italian provinces, gave a great impetus to this emigration, and it was not long before the Five Points were crowded to overflowing. Accustomed as they were to agricultural pursuits and out of the reach of better social influences, and totally ignorant of the language, they formed a separate colony, associating only with those of their own country in the Five Points. Had they displayed the vices or criminal inclinations which prevail to a deplorable extent among the low classes of other nationalities, they would soon have been brought to public notice and taken care of by our benevolent and religious societies; but they cannot be reproached with intoxication, prostitution, quarreling, stealing, etc; and thus, escaping the unenviable notoriety of the criminal, they fell into a privacy that deprived them of the advantages of American benevolence; and there is no instance of any visitor having ever been appointed to explore this fruitful field of operation.
"Early in December, 1855, the writer, with Mr. Brace, visited several families. Our reception was not such as to promise success, although, considering their distrustful and suspicious disposition, consequent upon their isolated existence, they did not treat us disrespectfully. Having thus prepared and informed them, on the evening of the tenth of the same month we opened our School in a room kindly furnished by Rev. Mr. Pease, on the north side of the Five Points' square.
"On the first night of our operation we had an attendance of ten boys, six girls, seven young men, four young women, two men, and one woman (thirty in all), attracted, as may be evident by the age of the attendants, more by the novelty of the undertaking than by any definite purpose. Of that number, only two could read a little in Italian—not one in English; hence I formed a single class of the whole in the alphabet.
"By more frequent visiting, the attendance was, after a little while, nearly doubled; but toward spring it dwindled to such an insignificant number, that it was deemed expedient to close the school.
"Instead of being deterred by this discouraging feature, we determined to examine the field more carefully, and endeavor to discover the immediate cause of the unexpected check our hopes had experienced. Proper exertions in visiting, and cautious and timely investigations, soon brought out the fact that some absurd rumors had been circulated among them to the effect that our purpose was to turn them away from their own church, alleging, as conclusive evidence, that our school-room was used for Sunday religious meetings. These mischievous insinuations called for the utmost prudent activity on our part, for, although these people are not fanatics in religion, they, at that time, still clung with tenacity to the infallibility of their priest. I say at that time, because the unnatural and unchristian attitude assumed since by their spiritual guides toward Italy has forced even the uneducated class into a certain use of comparative rational freedom, and, beyond the spiritual, they will not follow their religious leaders. Meeting with only partial success by persuasion, I then promised shoes and clothing to pupils who would attend for three months consecutively; and having thus prepared the way, and without ever failing to visit the most unapproachable, it was deemed advisable to reopen the School in November, 1856. The attendance increased by some thirty, with a minor sprinkling of men and women. Shoes and clothes were distributed in March, but the number soon after commenced diminishing, until June, 1857, when the School, as in the previous year, had to be closed for a second time. Two great advantages had, however, been developed. Their ready acceptance of shoes and clothes given and distributed in our room was a powerful argument in my hands to answer their objection to the room; and among the floating attendance I had noticed a score or so of regular pupils upon whom I concentrated my best attention and every possible encouragement, in the conviction that the result of my efforts in that direction would prove efficacious to attract others. And, in fact, when the improvement of these twenty attendants became known, it was found comparatively easy to persuade others to school.
"It had now become evident to me that, with adequate exertions and inducements, the School could be established on a permanent and working order; and on the following September we recommenced operations with better promise. But a narrow-minded opposition partially marred our success this year. An Italian priest, called Rebiccio, from the confessional and from the pulpit, flung ferocious anathemas at all who permitted their children to attend our School. He even went from house to house to use his influence in the same direction. I sent a deputation of my oldest scholars to remonstrate with him and correct his misapprehensions by assuring him that we had no sectarian teachings. These same boys I took with me in visiting a number of the most superstitious families, and for the same purpose, but in both cases of no avail; only, instead of justifying myself, I found that these boys were equally suspected of complicity, some even assuming that they had already been converted. I felt disheartened, not because I did not hope to overcome all obstacles by patience, prudence, and perseverance, but because I could scarcely realize the actual occurrence of such an unflinching, unprincipled, and unjust persecution, or, what was still worse, of such credulous stupidity as was shown by the very people we intended to elevate.
Prompted by these feelings, I then wrote a letter to that worthy priest, inviting him to assist me in teaching, to take my place, to teach these poor children himself—in short, to do what he pleased, provided they were furnished with proper means to better their condition. The letter was couched in the most unexceptionable terms, and closed by entreating him to desist from his unjust attacks, and not to compel me to appeal to the public through the dally press, the last resort in this free country. Discouraged by the suspicious reception I met with from the majority of these people, and by the fruitless result of my aforesaid letter, I was then preparing a statement for the newspapers, when the whole opposition scheme exploded. Under the false pretext that he was going to hire a building to open a school for these children, in connection with a church, which he proposed also to build for them, this worthy priest had collected considerable money in the Five Points, when all at once he disappeared, and it was only after months that he was heard of in affluent circumstances in Italy. A natural and desirable reaction then took place among our people, and since then the School has been yearly in operation for eleven months, and with gradual prosperity. In June, 1866, desiring to extend our work and absorb all children exposed to the bad influences and examples of the streets that attended no day-school, we added also successfully a day session, so that now, with two hundred and twenty-eight (228) names on our books since October 1, 1867, we have a daily average of sixty-five (65), and one hundred and eighty-six (186) for day and evening sessions respectively. By these figures it will be seen that, while in other schools the proportion of the average to the names entered is, at the best, seventy-five per cent., nearly all our pupils on the roll-book attend regularly one of the two, and several both sessions. The attendants vary from five to twenty-two years of age, averaging about nine and a half. A little less than one-half of the whole are females.
"Whoever has not associated with this class of Italians before our School was opened cannot form an adequate idea of the result attained both in moral and mental improvement. Out of the whole number entered since the commencement of operations, say, in round numbers, eight hundred and fifty (850), not over forty had a little and imperfect knowledge of reading the Italian, and only about ten had a slight acquaintance with the English. My first endeavors were directed to induce them to attend day-schools, and during the first three years over twenty became pupils of Public Schools. Later on, this number received accessions, amounting at one time to about fifty.
"Our course of study comprises the gradual series of English reading, spelling, and writing adopted in most of the Public Schools; geography, arithmetic, history, and grammar. The class in the last two branches this year is very small, as the students thereof, being mostly adults, cannot well attend regularly.
"Some twelve years ago, and for a time after, there were only two among them who had some knowledge of letters, and on them the whole colony had to depend for writing and reading letters in Italian and interpreting in English, on payment of charges varying from twenty-five to fifty cents. On becoming acquainted with this fact, I resolved upon teaching also the Italian to the most advanced in the English, which addition met with general favor, for, a year after, the pupils who could and did gratuitously perform the offices of the two literati increased to such an extent that one was usually found within each family or a circle of relatives. The time being limited, these studies are, of course, taught alternately, and the progress therein is not as speedy as would be desirable; but, everything considered, they show remarkable intelligence, aptitude, and willingness to learn. I might quote from reports of the principal press of this city on our last examination; but, as the School is free and always open to visitors, I will content myself with inviting our friends to look into the subject for themselves.
How gratifying when I enter the School to see the oldest of the attendants, but a few years ago illiterate and totally ignorant of everything around them, reading papers, and quoting, discriminating, and discussing the topics of the day, and forming a more or less correct idea of the state of things in the land of their adoption and in other parts of the world! Gratifying, indeed, to see these children, but a few years ago without any idea of patriotism, without any other principle to guide their judgment and actions than the natural impulses of a degraded selfishness, exchange intelligent views upon the moral standing and tendency of the political parties in this and in their native country! Many times I have been astonished at the extensive information and sound opinions they display in commenting upon contemporaneous events. The
which has been accomplished is still more extensive and sensible. At first sight the visitor is enabled to draw a line between old and new pupils by noticing the intelligent and clean appearance, quick perception, and admirable behavior of the former, and the dull, downcast, rough, and thoughtless countenances of the latter. It is surprising that all these children were accustomed to wash their faces only on Sundays, and it takes even now some time to induce them to do it daily. Still, it is undeniable that, as a class, they possess an earnest appreciation of good habits, only it is, to say so, an abstract idea as yet with them, and needs development.
"When the School opened, and for some time after, the attendance was generally composed of organ-grinders and beggars, which vocations they indifferently acknowledged to follow, whenever asked, by analogous gestures. To redeem them from those ignoble vocations was, in my opinion, of paramount importance, and to that end I devoted part of my time in visiting their parents, to impress them with a sense of self-respect and human dignity, and talk them into the apprenticing into trades their offspring. As, however, these boys brought home from fifty cents to a dollar per day, it was quite a difficult task to persuade them to give up this source of income for comparatively nominal wages. With guardians and relatives my efforts remained entirely fruitless. I then concluded that if we could show them practically that trades in the end would pay better, it would become easy to accomplish our purpose. I concentrated, therefore, my exertions on three families, the most approachable, and succeeded. One consented to place a boy of fourteen in the Printing Department of the American Tract Society; another soon followed in the same line: the third, a boy of thirteen, entered a machine-shop. All three did very well, and at the end of two years they were earning five and six dollars per week. Their success caused a moral revolution, and had I been able to place all, not one would at this day be blacking boots, which many do for want of better employment. It is a fact that speaks very highly of these Italians, that in every instance, whenever one has been employed, Italians are preferred. I have seen certificates given by manufacturers to some of them, speaking enthusiastically of their honesty, industry, and faithfulness. There are also instances of extraordinary interest taken by employers in their behalf, and in no case has any ever been discharged for any other reason than for want of work. A large number of girls also find occupation in artificial flowers and confectionery. All now look with scorn upon their former vocations, and the term 'pianist' is ironically applied to newly, landed organ-grinders. Now it is a fact that can stand the strictest scrutiny, thatallthose who follow decent vocations or attend day-schools, public or otherwise, either are or have been our regular attendants for years and thatall grinders, beggars,andvagrants,in general, are not and have not, attended at all, or at most a few weeks, attracted only by the hope of getting shoes or clothes.
"Without mentioning the many present pupils who are engaged in honorable pursuits, I can readily name about fifty old attendants who have left school, now employed in this or other States as printers, confectioners, jewelers, shoemakers, machinists, carpenters, waiters, carvers, and farm-hands. To these must be added two who keep and own a neat confectionery and ice-cream saloon in Grand Street; a shoemaker in business for himself; another, one of the first three above-mentioned, a foreman in the very machine-shop in which he served as an apprentice; one a patented machinist in a steam chocolate manufactory; and, lastly, one who for the last three years has been foreman in a wholesale confectionery. I omit to mention those who have gone back to Italy and are doing well. As a rule, they all remember with gratitude their friends, to whose efforts and liberality they acknowledge they owe their present position. From every State in which they settle we receive now and then encouraging news from some boy; and not long ago we heard, for the second time, from a boy in Italy, who, after having mentioned that he was studying Latin, etc., gives vent to his feelings by conveying his most hearty thanks to all the teachers, mentioning them one by one—to Mr. Brace, to Mr. Macy, and, not remembering the name of our good friend, John C. Havemeyer, Esq., he adds, "also to that kind gentleman who has an office at No. 175 Pearl Street." His letter is very touching, and reveals noble feeling and mind.
"Nor are parents less grateful and ready to acknowledge the good of American benevolence. I was conversing one evening with a widow woman, while her boy was writing to her father in Italy, and called her attention to the advantage her son had derived from our School, adding that I still remembered how indifferently she received at first my advices. She felt a little mortified and replied: 'Caro Maestro(Dear Teacher), having never received any good from anybody, but plenty of harm, we could not believe that all at once we had become worthy of so much kindness. We used to have hard treatment at the hand of everybody, had no friends; even our countrymen in better circumstances despised us, and, to tell you the truth, we had made up our mind that we would find charity only in the other world.'
"I will not attempt to give an idea of the difficulty attending visiting in the Five Points, nor can I dwell at length on the extensive suffering and wretchedness that have fallen under my observation. Notwithstanding my comparative familiarity with those places, I cannot dispense yet with a guide and a light, and, in many instances, two of both. The rickety shanties, with crumbling stairs and broken steps, undergo as many changes in the interior as may be suggested by the wants of the successive inmates. The rooms have been partitioned and sub-partitioned a good number of times, and now and then I have found even part of the hall, and the whole thereof on top floors, taken in by new partitions. Small wooden rear buildings are mostly tenanted entirely by Italians, but in large tenement-houses there is generally found a good Irish or Jewish mingling. Visiting, in the latter case, is often attended by most unpleasant occurrences, owing to intoxicated and troublesome persons that are usually found in the stairs and halls. But to relate some of my experience:
"On Christmas-day (1866) a woman with five children—the oldest three our pupils—coming from church, fell, breaking her arm and giving premature birth to a sixth. Hearing of this sad case, I took a few yards of red flannel and went to see her. I found the poor woman in the deepest agony and almost frantic from suffering. Her husband kept a fruit-stand in Nassau Street, but this accident, as she expressed it, had entirely stupified him, and she suffered to a great extent, also, morally, from the hopeless condition of her young family. The stove was as warm (or cold) as every piece of furniture in the room, and the poor patient and the two smallest children had to manage to keep warm by lying on the same bed, with a pile of old clothes and carpets over them. Presently, however, the three elder children came in, half-frozen and barefooted, scarcely able to talk, and discharged near the store the contents of their aprons and bags, the result of their coal-picking tour. Leaving to their father the care of reviving the fire, they, as of a common consent, started for a closet, and drawing out a good-sized tin pan full of boiled corn-meal, commenced a furious onslaught thereon. The outer room measured some twelve by fourteen feet, and had no beds, but its floor afforded sleeping accommodations to the five children. The inner room was scarcely large enough to admit a middle-sized bedstead used by the parents. When I left, the young ones had taken their places for the night, and the man, having made a good fire, proceeded to assort a barrel of apples, and his wife said it was the fourth time 'that stupid man had gone through the same process without having done anything.'
"Among guardians, especially, the custom was prevalent of fixing the amount the boy or girl had to bring home in the evening. But not seldom fathers were prompted by avarice to act still more cruelly against their own offspring, and while the former punished the shortcomings of their wards by furnishing them with meals of microscopic proportions, the latter, on the presumption, I suppose, of paternal right, went so far as to whip and even expel from home the son or sons who failed to come up to their greedy expectations. At present, however, such cases are almost unknown, owing to the sense of independence felt by the growing generation and to our influence on the parents. But as late as three years ago I had observed that a boy of twelve, who was very anxious to learn, now and then was absent. One evening I called on him for explanations, and he related that he was'taxed'for eighty cents a day, and every cent short of that amount was balanced by a proportionate dose of cowhiding on his bare body. He entreated me most earnestly not to say a word to his father on the subject, otherwise he would fare still worse. Whenever, therefore, he failed to earn the eighty cents by his boot-blacking vocation, he would not go home. This unnatural father did not stop here; he did not care in the least how long his son would remain out sleeping under market-stands and in newspaper rooms, but he insisted on the boy paying over to him, when he would return, at the rate of eighty cents per day for all the time of his absence, without any allowance for food, etc.
"The case was really heart-rending, especially as the boy was developing fine moral and intellectual qualities, and had to be treated with uncommon prudence. At first I told the boy to call on me for whatever he was short, and he did so on two occasions; but somehow or other the transaction was reported to the father, who, rather than desist from his pretension, as any other man would certainly have done, increased thetaxto one dollar, with the remark that'it would make no difference to the teacher, twenty cents, more or less.'The very same night this happened, seeing the impossibility of curing this man in any other way, I paid him a visit, which seemed to have surprised him to a great extent. I spoke to him calmly but determinedly, as I never had occasion to do before, but without eliciting any answer, and I left him with the assurance that if he did not desist at once from the vile abuse of parental authority I would have him arrested. After a few days he moved to Laurens street, and in about six months from this occurrence returned, with the whole family, to Italy. I never could learn anything afterward concerning his interesting son.
"The filth prevalent in some of their abodes is really appalling, and in some cases incredible. In —— Baxter Street there is a bedroom, nine by twelve feet, occupied by four children and their parents. The door, hindered by the bed behind it, opens scarcely enough to give admittance to a person of ordinary size. At the foot of the bed there is, and was, and will be as long as they stay therein, a red-hot stove, between which and the window stands an old chest; opposite the stove a table. The fetid air inside I would have thought to be beyond human endurance. The woman, at my request, opened the window, remarking 'that she did not see the use of burning coal inside, if the freezing air was to be permitted to come in freely.' The children sleep on the floor; that is to say, one nearly under the bed, another under the table, a third by the stove, and the fourth is at liberty to roll over any of her sisters. I could not help noticing an old greasy piece of print, of no distinguishable color, hanging around the bed, and performing, as I learned with satisfaction, the function of a curtain to keep out of view its occupants.
"During the last ten years some fifteen of our girls, and nearly as many boys, married—mostly, I ought to say, intermarried—and as the greater portion of them have children, say from four to eight years of age, in our school, I visit also occasionally among them, the new generation. And how different in their habits of cleanliness! Floors, walls, ceiling, windows, everything faultlessly clean, their persons neat, so that their rooms are really an oasis in that desert called tenement-houses; and the cordial civility they extend to me carries still farther the comparison by making me realize in their apartments, after a visiting tour at the Five Points, all the satisfaction the traveler derives by the fertile spot after a fatiguing journey across the burning sand.
"I will omit many sad scenes witnessed at the death-bed of several of our pupils, it being my aim to dwell only on such facts as may convey an idea of the nature of the difficulties we had to overcome. But the monotonous scenes of suffering under its various forms are, however, succeeded now and then by others peculiarly exciting.
"Often, of my own choice, but sometimes entreated by the pupils' parents, I paid visits to billiard-rooms. Those are placed in the back-room of groceries, of which there are three in that neighborhood, and have, therefore, communication with the yard. Whenever I deemed it necessary to go on such errands, I had to organize previously an expedition of ten or twelve of our oldest scholars, who, in accordance with my instructions, would at a signal prevent all means of egress from windows and doors. I would then go in from the front, and a wild rush for the rear would ensue; but, finding themselves surrounded, all the boys I was looking for, had no other choice but to follow us to school, escorted as deserters. Now, it is more than probable that ninety-nine out of one hundred of billiard-keepers in New York would not allow such proceedings against their interests, for ourdescentsdid not particularly improve their profits. Still, those Italian grocers not only countenanced and aided my endeavors, but gave me also all the information I previously demanded. Little by little, by repeated expeditions and an occasionalpeepingin these places before going to school, I succeeded in nearly breaking up their vicious habits in this respect, and it is only a rare occurrence that one of our boys on Saturday nights will go in tolookon a game. In corroboration of which success I may mention that early last winter (1867), one Saturday evening, the police made a regular and truly formidable descent on these billiard-saloons, arresting, among others, in all twenty-seven Italians, I believe, of whom eleven were boys from seven to fifteen. Next evening I had an application to interfere for their release, as it is usual for me to do whenever circumstances warrant it, and in looking into the subject carefully I found that of them only two—namely, the youngest and the oldest—belonged to our school, and that both had gone to buy groceries, and, while the grocer was weighing and wrapping the provisions, they had walked to the door between the store and the saloon to look in, and were under that circumstance arrested. Upon my conviction that such was really the case, I applied for and obtained their discharge. The other boys mostly belonged to families newly arrived from Italy and directed for California, to which State these people generally move if unable to make a living in New York.
"Now I will only add that the Maestro (teacher) at the Five Points has become an indispensable personage among them. He is assumed to be a lawyer, medical doctor, theologian, astronomer, banker—everything as well as a teacher. A boy is arrested for throwing stones in the street; the Maestro is applied to and the boy is released. One has fifty dollars to deposit; the Maestro is consulted as to the soundness of the savings-banks—and so on. But, to better appreciate their feelings on this subject, it must be known that these poor foreigners have for a long while been victimized by the grossest impositions. I have heard of as much as one thousand dollars lost by one family, through the sharp practice of a man (an Italian) who, taking advantage of their ignorance of the English, and of their confidence, deposited and drew in his name the money which was intended as part payment for a farm they had bought in Massachusetts, and gave them to understand that the bank had failed. And this is one of the many cases they had related to me on the subject. Nor less shameful imposition they suffered at the hands of the "shysters" whenever some juvenile delinquent was arrested for trifles. They had to pay from fifty to one hundred dollars, and, what was worse, often without obtaining their release. In order to explain the process by which poor people possess such cash amounts, I must say that in extraordinary circumstances they help each other with the most disinterested and prompt liberality. Some of those who go to California, having borrowed the money here, remit it generally in drafts payable to order of lenders, who, being unknown to the bank, are refused payment. The Maestro then, of course, is applied to, and for the first two or three cases I found it hard to make them understand that I did not do it for money. They would insist on my receiving something for my trouble in procuring payment by the drawees, and one, especially, on having paid a draft of one hundred and sixty dollars gold, followed me for a block, with a coin piece in his hand, insisting that I should take it. 'My dear man, keep your money,' I would say; 'I am very glad to have been able to render you this service.' 'No, Maestro, no. Well, takeat leastthese five dollars' (gold). Thatat leaststruck me that he must have been laboring under the impression that my services were worth considerably more, and I addressed him in that sense. In answer, he explained that an Italian, who has gone away from New York, charged him and others ten per cent, for cashing drafts to order.
"In conclusion, the Maestro is called upon for every emergency; Questions undecided between two or more dissentient parties are referred to my arbitration. Family quarrels are submitted to my adjustment. It is no exaggeration to say that the good which could be effected by thus visiting among this class is immense—in fact, far beyond the expectation of those who might take as a basis of comparison the result of visiting among the low classes of other nationalities.
"As the work was done in a most quiet way, our patrons were at first few, and for six years all Americans. After that period, the few distinguished Italians in this city were applied to with favorable result. But it was not until the end of 1868 that their co-operation proved efficient, and relieved considerably the Children's Aid Society of the pecuniary burden. Previous to that time, five or six of them, headed by the Italian Consul-General, Signor Anfora, visited us, to look into the working of the School, and, becoming satisfied that a great good was being accomplished, later on, at the invitation of the Trustees of the Society, organized themselves into aCo-operative Sub-Committee,consisting of Prof. V. Botta, President; E. P. Fabbri, Treasurer; G. Albinola and V. Fabbricotti, Esqs., and Dr. G. Cecarini.
The Treasurer, Signor Fabbri, with that kind and unassuming liberality for which he is distinguished, to his annual subscription has added fifty tons of coal to the most deserving, thus relieving their sufferings to a great extent, and establishing a powerful inducement for indifferent parents. The Committee also reported to the Italian Government what was taking place for the advantage of its destitute and ignorant subjects in this city, and obtained some subsidy and other encouragement from that quarter. At the head of the Ministerial Department for Foreign Affairs was, at that period. Cav. M. Cerruti, a gentleman of learning and most enlightened views, who has done much in Italy to popularize public instruction as the speediest and surest means of promoting the prosperity of the nation. This gentleman having lately been appointed Minister Plenipotentiary from his to this country, visited, last October, our School, and met with the hearty reception he deserves as one of our patrons. His visit elicited the following letter from the distinguished Italian statesman to Rev. C. L. Brace, Secretary of the Children's Aid Society:—
"'CLARENDON HOTEL, October 29, 1867.
"'DEAR SIR—I beg leave to be allowed to express, in behalf of the Italian Government and nation I have the honor to represent at Washington, the most heartfelt thanks for the Christian and noble undertaking unpretentiously assumed and most successfully prosecuted by the Children's Aid Society for the improvement of the poor class of the Italian population in your city. My visit to the Italian School under your charge, on the 23d instant, was to me a source of high gratification, and convinced me that, by your efficient and humane exertions, hundreds of poor Italian children have been redeemed from vagrancy and turned into industrious and useful members of the community. The cleanliness, mental training, and admirable behavior of the one hundred and fifty pupils assembled on that occasion, impressed me with a deep sense of gratitude toward the friends of the Children's Aid Society, and to you personally, for your unsparing efforts in devising and forwarding such a useful institution. I can only hope that your Society may ever prosper and continue its charitable work in the vast field of its operations with that truly Christian and benevolent spirit which distinguishes this glorious undertaking. "'Believe me, dear sir, "'Yours respectfully, [Signed]"'MARCEL CERRUTI, "'Minister Plenipotentiary from Italy at Washington.'
"For brevity's sake I had to omit mentioning incidents which speak very highly of our pupils. Nor have I space to describe the many cases of articles and money found by them and handed to me for investigation as to the rightful owner; and their spontaneous liberality and hearty contributions to the Garibaldi Fund in 1859, to the New York Sanitary Fair in 1864, and to the relief of the orphans and wounded of the late war of Italy and Prussia against Austria. Suffice it to say that our aim is to render them useful, honest, industrious, and intelligent citizens. In that direction we have been laboring, and with what success has been seen."