I think this can be inferred from David Copperfield and Nicholas Nickleby. But mental cruelty to a child infuriates him as much as physical, and though there is a fair number of exceptions, his schoolmasters are generally scoundrels.

Except for the universities and the big public schools, every kind of education then existing in England gets a mauling at Dickens's hands. There is Doctor Blimber's Academy, where little boys are blown up with Greek until they burst, and the revolting charity schools of the period, which produced specimens like Noah Claypole and Uriah Heep, and Salem House, and Dotheboys Hall, and the disgraceful little dame-school kept by Mr. Wopsle's great-aunt. Some of what Dickens says remains true even today. Salem House is the ancestor of the modern ‘prep school’, which still has a good deal of resemblance to it; and as for Mr. Wopsle's great-aunt, some old fraud of much the same stamp is carrying on at this moment in nearly every small town in England. But, as usual, Dickens's criticism is neither creative nor destructive. He sees the idiocy of an educational system founded on the Greek lexicon and the wax-ended cane; on the other hand, he has no use for the new kind of school that is coming up in the fifties and sixties, the ‘modern’ school, with its gritty insistence on ‘facts’. What, then, does he want? As always, what he appears to want is a moralized version of the existing thing — the old type of school, but with no caning, no bullying or underfeeding, and not quite so much Greek. Doctor Strong's school, to which David Copperfield goes after he escapes from Murdstone & Grinby's, is simply Salem House with the vices left out and a good deal of ‘old grey stones’ atmosphere thrown in:

Doctor Strong's was an excellent school, as different from Mr. Creakle's as good is from evil. It was very gravely and decorously ordered, and on a sound system; with an appeal, in everything, to the honour and good faith of the boys... which worked wonders. We all felt that we had a part in the management of the place, and in sustaining its character and dignity. Hence, we soon became warmly attached to it — I am sure I did for one, and I never knew, in all my time, of any boy being otherwise — and learnt with a good will, desiring to do it credit. We had noble games out of hours, and plenty of liberty; but even then, as I remember, we were well spoken of in the town, and rarely did any disgrace, by our appearance or manner, to the reputation of Doctor Strong and Doctor Strong's boys.

In the woolly vagueness of this passage one can see Dickens's utter lack of any educational theory. He can imagine the moral atmosphere of a good school, but nothing further. The boys ‘learnt with a good will’, but what did they learn? No doubt it was Doctor Blimber's curriculum, a little watered down. Considering the attitude to society that is everywhere implied in Dickens's novels, it comes as rather a shock to learn that he sent his eldest son to Eton and sent all his children through the ordinary educational mill. Gissing seems to think that he may have done this because he was painfully conscious of being under-educated himself. Here perhaps Gissing is influenced by his own love of classical learning. Dickens had had little or no formal education, but he lost nothing by missing it, and on the whole he seems to have been aware of this. If he was unable to imagine a better school than Doctor Strong's, or, in real life, than Eton, it was probably due to an intellectual deficiency rather different from the one Gissing suggests.

It seems that in every attack Dickens makes upon society he is always pointing to a change of spirit rather than a change of structure. It is hopeless to try and pin him down to any definite remedy, still more to any political doctrine. His approach is always along the moral plane, and his attitude is sufficiently summed up in that remark about Strong's school being as different from Creakle's ‘as good is from evil’. Two things can be very much alike and yet abysmally different. Heaven and Hell are in the same place. Useless to change institutions without a ‘change of heart’ — that, essentially, is what he is always saying.

If that were all, he might be no more than a cheer-up writer, a reactionary humbug. A ‘change of heart’ is in fact the alibi of people who do not wish to endanger the status quo.