Evening Post. TUESDAY, FEBRUARY 7, 1899. INDUSTRIAL SCHOOL REFORM.

Evening Post, Volume LVII, Issue 31, 7 February 1899, Page 4

Evening Post. TUESDAY, FEBRUARY 7, 1899. INDUSTRIAL SCHOOL REFORM.

Tfiis subject of industrial school reform, to which we referred in our leading columns of yesterday, is one of deeper interest to the community than would be understood from the small amount of public attention it excites. It has long been felt by social reformers ,that the decrease of the criminal element in the population was to be brought about by reformatory rather than repressive measures. This truth has unfortunately been exaggerated by some imprudent enthusiasts into a general belief in the innate righteousness,of the convicted felon, and the consequent fads which have so often been advocated under the name of prison reform have done much to turn the minds of practical men and women away from the work. The truth, however, must not be lost sight of in the overgrowth of these well - meaning but foolish schemes. The cure of crime is undoubtedly to be found in the skilful training of the individual, as well as in punishing an offender as a warning to his fellowM. Close observation of criminal statistics shows that a very large number of habitual criminals begin their malpractices before they have t-eaohed the age of twenty years; indeed, H. is asserted on reliable authority that some 60 per cent, enter upon their criminal career under fifteen. Facts sweh as these, especially when considered in relation to the known difficulty of reforming hardened culprits, indicate the urgent need* of protecting destitute children against themselves and against the contamination of vice and crime. It is true enough that we have on our Statute Book a reasonable Act that, if carefully administered, would enable the State to look well after the interests of the community, while showing a paternal care for both destitute and criminal waifs. Sufficient latitude is allowed to tbe Government by the Industrial Schools Act of 1882 to regulate the separation of the sexes, the classification of criminal and the innocent children, and the industrial education of inmates for the work of life. In the general management of our industrial schools we are very much behind the times, and those who have any acquaintance with the systems in vogue at Burnham or Caversham must realise this in face of accounts such as that given to the Christchuch Press a few weeks ago by Mr. J. A. Fell, a former Master of -he Liverpool Certified Industrial School for boys at Everton. Mr. Fell's description of the training given the boys is very interesting. The children had to pass through six standards for the literary side of their education, but as soon as they got into the first standard they had to take a turn at industrial work. While they were doing their standard work they spent only alternate days in the workshops, but after they had completed their school course they worked there daily. The industrial work was divided into departments for paper-bagmaking, printing, shoemaking, tailoring, carpentry, etc There was also a wood-chopping department for the smaller boys, the results of their labours, says Mr. Fell, being sold in small bund'es of stove-wood. There were cooking and baking classes and a laundry. The boys did all the work in the- place, down even to the haircutting. They had two bands, and two nights a week were devoted to singing, while a drill - sergeant drilled them daily. Perhaps the most satisfactory point about this industrial work was that it practically paid its expenses, with a little profit to spare. The boys apparently became fairly expert at school, and were usually licensed out about the age of fourteen. Each employer had to undertake to feed the boy he received with his own family, and otherwise to act towards him like a parent. Mr. Fell says there was no difficulty about getting places for the boys, although the- school authorities had the right to visit them at all times and hear any complaints they might have to make. It must be borne in mind that the school to which reference is made was an industrial school, not a reformatory, the children in it , had not been convicted, and, whatever their antecedents, had not, prior to admission, shown any development of a distinctly criminal taint. Such being the case, it is easy to understand that employers would be found willing to take them on and treat them as members of the family. In the Old Country the State provides no reformatories or industrial schools, nor are tlie local authorities compelled to do so. These institutions are established either wholly by private individuals, wholly by local authorities in counties and towns, or partly by private persons and partly by the local authorities. But the State subsidises, inspects, and supervises them. Here in the colonies circumstances have made it necessary for the State to undertake many more enterprises than are requisite or desirable in older lands, and consequently our industrial schools must for the most part be initiated and managed by the Government. In spite of the powers conferred by the Act of 1882, very little, if anything, has been done since it was passed to develop the system it amended and consolidated. The Minister for Education is authorised to establish schools, purchase lands with or without buildings, to erect buildings, and also to " purchase, charter, or otherwise acquire such vessels as he may deem necessary for the purposes of carrying the Act into execution." It will thus be seen that the framers of the Act evidently contemplated the provision in time to come of farms and training ships for the education of destitute and quasicriminal children. At any rate, now that there is good reason to believe that several administrative reforms are required in our industrial school system, it appears that there is ample legislative sanction for them. Agricultural training could with us well take the place of the industrial' works described above. Our chief need is that a distinction should be drawn between criminal and unfortunate children, and while every effort is made to reform the former, the latter should have all facilities possible for becoming honest citizens and skilful workers.