porters in metal warehouses, and after shouldering iron fittings
for eleven hours a day, find it difficult to set their minds in
order.... With even the average boy there is a marked waste
of mental capital between the ages of ten and thirty, and the
aggregate loss to the country is heavy indeed."

At fourteen, just when the "education" of well-to-do boys is beginning,
the working boy's education stops. For ten or eleven years he has been
happy at school. He has looked upon school as a place of enjoyment--of
interest, kindliness, warmth, cleanliness, and even quiet of a kind. The
school methods of education may not be the best. Mr. Paterson points out
all that is implied in the distinction between the "teachers" of the
Board Schools and the "masters" of the public schools. Too much is put
in, not enough drawn out from the child's own mind. The teacher cannot
think much of individual natures, when faced with a class of sixty. Yet
it would be difficult to overrate the service of the Board Schools as
training grounds for manners, and anyone who has known the change in our
army within twenty-five years will understand what I mean. At fourteen
the boy has often reached his highest mental and spiritual development.
When he leaves school, shades of the prison-house begin to close upon
him. He jumps at any odd job that will bring in a few shillings to the
family fund. He becomes beer-boy, barber's boy, van-boy, paper-boy, and
in a year or two he is cut out by the younger generation knocking at the
door. He has learnt nothing; he falls out of work; he wanders from place
to place. By the time he is twenty-two, just when the well-to-do are
"finishing their education," his mind is dulled, his hope and interest
gone, his only ambition is to get a bit of work and keep it. At the best
he develops into the average working-man of the regions I have called
unknown. Mr. Paterson thus describes the class: