The poverty of Victorian London was, though not unlike in kind from poverty elsewhere, unique in its concentration, its ubiquity, and its endless variety of cruelties. As documented by Henry Mayhew, the London poor engaged in so many endeavors to sustain themselves, that there were literally thousands -- mostly children -- who specialized in a single 'profession' such as collecting dog droppings (referred to as "pure"), dragging the mud of the Thames at low tide ("mudlarks"), or sweeping the filth from the streets so the "better sort" could cross unsullied. Street-vendors sold every many of goods from coffee and tea to ballads and oysters. Those working on the streets offered entertainments as well -- Punch-and-Judy, the Chinese Shades, and even a street-exhibition of views of the Moon via telescope. The poor, however poor they were, also had at least some entertainments of their own, among them the raree-show and the "penny gaff" -- the latter a sort of tawdry theatre full of obscene songs and guffawing, often set up in an empty storefront on a short-term basis. Mayhew's description of his visit to one is hilarious for his breathless condemnation of all he sees and hears -- but in the case, as with others of his hundreds of columns for the Morning Chronicle, he figuratively held his nose in order to obtain the first-person accounts of the darker corners of London which had become, oddly, a source of entertainment for his middle-class readership.
Charles Dickens, remembered to this day as a champion of the poorer classes in his fiction, had a complex relationship with the actual poor. On the one hand, he inveighed against the worser sort of public "solutions" to poverty, such as workhouses and ragged schools. On the other, he became a sort of voyeur of poverty, extending his "Night Walks" to the worst parts of London, often in the company of his redoubtable guide, Chief Inspector Charles Frederick Field of Scotland Yard. And, as we'll see in Hard Times, he took a very critical view of the sort of "education" provided to the poor.
The late great Victorianist Richard Altick documented those schools in his groundbreaking work the English Common Reader, in which he showed that the real goal of such schools was to keep the poor in their place, rather than to give them any way to move up the class ladder. Indeed, as he documents, the educational methods used -- rote memorization, drills, and quizzes -- were so harsh that many who learned to read at them never read after completing their studies -- merely to open a book was to bring back nightmares.
NEW: Have a look at the uncanny resemblance the standards and assumptions of the 19th-century and those of the "latest" Common Core Curriculum!


