Thrift. Samuel Smiles
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of getting and spending money, thus expresses himself on the subject, in his "Friends in Council":"My own conviction is, that throughout England every year there is sufficient wages given, even at the present low rate, to make the condition of the labouring poor quite different from what it is. But then these wages must be well spent. I do not mean that the poor could of themselves alone effect this change; but were they seconded by the advice, the instruction, and the aid (not given in money, or only in money lent to produce the current interest of the day) of the classes above them, the rest the poor might accomplish for themselves. And, indeed, all that the rich could do to elevate the poor could hardly equal the advantage that would be gained by the poor themselves, if they could thoroughly subdue that one vice of drunkenness, the most wasteful of all the vices.
"In the living of the poor (as indeed of all of us) there are two things to be considered; how to get money, and how to spend it. Now, I believe, the experience of employers will bear me out in saying, that it is frequently found that the man with 20s. a week does not live more comfortably, or save more, than the man with 14s.—the families of the two men being the same in number and general circumstances. It is probable that unless he have a good deal of prudence and thought, the man who gets at all more than the average of his class does not know what to do with it, or only finds in it a means superior to that which his fellows possess of satisfying his appetite for drinking."
Notwithstanding, however, the discouraging circumstances to which we have referred, we must believe that in course of time, as men's nature becomes improved by education—secular, moral, and religious—they may be induced to make a better use of their means, by considerations of prudence, forethought, and parental responsibility. A German writer speaks of the education given to a child as a capital—equivalent to a store of money—placed at its disposal by the parent. The child, when grown to manhood, may employ the education, as he might employ the money, badly; but that is no argument against the possession of either. Of course, the value of education, as of money, chiefly consists in its proper use. And one of the advantages of knowledge is, that the very acquisition of it tends to increase the capability of using it aright; which is certainly not the case with the accumulation of money.
Education, however obtained, is always an advantage to a man. Even as a means of material advancement, it is worthy of being sought after—not to speak of its moral uses as an elevator of character and intelligence. And if, as Dr. Lyon Playfair insists, the composition between industrial nations must before long become a competition mainly of intelligence, it is obvious that England must make better provision for the education of its industrial classes, or be prepared to fall behind in the industrial progress of nations.
"It would be of little avail," said Dr. Brewster of Edinburgh, "to the peace and happiness of society, if the great truths of the material world were confined to the educated and the wise. The organization of science thus limited would cease to be a blessing. Knowledge secular, and knowledge divine, the double current of the intellectual life-blood of man, must not merely descend through the great arteries of the social frame; it must be taken up by the minutest capillaries before it can nourish and purify society. Knowledge is at once the manna and the medicine of our moral being. Where crime is the bane, knowledge is the antidote. Society may escape from the pestilence and may survive the famine; but the demon of ignorance, with his grim adjutants of vice and riot, will pursue her into her most peaceful haunts, destroying our institutions, and converting into a wilderness the paradise of social and domestic life. The State has, therefore, a great duty to perform. As it punishes crime, it is bound to prevent it. As it subjects us to laws, it must teach us to read them; and while it thus teaches, it must teach also the ennobling truths which display the power and the wisdom of the great Lawgiver, thus diffusing knowledge while it is extending education; and thus making men contented, and happy, and humble, while it makes them quiet and obedient subjects."
A beginning has already been made with public school education. Much still remains to be done to establish the system throughout the empire. At present we are unable to judge of the effects of what has been done. But if general education accomplish as much for England as it has already accomplished for Germany, the character of this country will be immensely improved during the next twenty years. Education has almost banished drunkenness from Germany; and had England no drunkenness, no thriftlessness, no reckless multiplication, our social miseries would be comparatively trivial.
We must therefore believe that as intelligence extends amongst the working class, and as a better moral tone pervades them, there will be a rapid improvement in their sober, thrifty and provident habits; for these form the firmest and surest foundations for social advancement. There is a growing desire, on the part of the more advanced minds in society, to see the working men take up their right position. They who do society's work—who produce, under the direction of the most intelligent of their number, the wealth of the nation—are entitled to a much higher place than they have yet assumed. We believe in this "good time coming," for working men and women—when an atmosphere of intelligence shall pervade them—when they will prove themselves as enlightened, polite, and independent as the other classes of society; and, as the first and surest step towards this consummation, we counsel them to PROVIDE—to provide for the future as well as for the present—to provide, in times of youth and plenty, against the times of adversity, misfortune, and old age.
"If any one intends to improve his condition," said the late William Felkin, Mayor of Nottingham, himself originally a working man, "he must earn all he can, spend as little as he can, and make what he does spend, bring him and his family all the real enjoyment he can. The first saving which a working man makes out of his earnings is the first step—and because it is the first, the most important step towards true independence. Now independence is as practicable in the case of an industrious and economic, though originally poor, workman, as in that of the tradesman or merchant—and is as great and estimable a blessing. The same process must be attended to—that is, the entire expenditure being kept below the clear income, all contingent claims being carefully considered and provided for, and the surplus held sacred, to be employed for those purposes, and those only, which duty or conscience may point out as important or desirable. This requires a course of laborious exertion and strict economy, a little foresight, and possibly some privation. But this is only what is common to all desirable objects. And inasmuch as I know what it is to labour with the hands long hours, and for small wages, as well as any workman to whom I address myself, and to practise self-denial withal, I am emboldened to declare from experience that the gain of independence, or rather self-dependence, for which I plead, is worth infinitely more than all the cost of its attainment; and, moreover, that to attain it in a greater or less degree, according to circumstances, is within the power of by far the greater number of skilled workmen engaged in our manufactories."
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