Volume Three—Chapter Twelve.

Remarks—Education.

Mr Carey, in his statistical work, falls into the great error of most American writers—that of lauding his own country and countrymen, and inducing them to believe that they are superior to all nations under heaven. This is very injudicious, and highly injurious to the national character: it upholds that self-conceit to which the Americans are already so prone, and checks that improvement so necessary to place them on a level with the English nation. The Americans have gained more by their faults having been pointed out by travellers than they will choose to allow; and, from his moral courage in fearlessly pointing out the truth, the best friend to America, among their own countrymen, has been Dr Charming. I certainly was under the impression, previous to my visit to the United States, that education was much more universal there than in England; but every step I took, and every mile I travelled, lowered my estimate on that point. To substantiate my opinion by statistical tables would be difficult; as, after much diligent search, I find that I can only obtain a correct return of a portion of our own establishments; but, even were I able to obtain a general return, it would not avail me much, as Mr Carey has no general return to oppose to it. He gives us, as useful, Massachusetts and one or two other States, but no more; and, as I have before observed, Massachusetts is not America. His remarks and quotations from English authors are not fair; they are loose and partial observations, made by those who have a case to substantiate. Not that I blame Mr Carey for making use of those authorities, such as they are; but I wish to show that they have misled him.

I must first observe that Mr Carey’s estimate of education in England is much lower than it ought to be; and I may afterwards prove that his estimate of education in the United States is equally erroneous on the other side.

To estimate the amount of education in England by the number of national schools must ever be wrong. In America, by so doing, a fair approximation may be arrived at, as the education of all classes is chiefly confined to them; but in England the case is different; not only the rich and those in the middling classes of life, but a large proportion of the poor, sending their children to private schools. Could I have obtained a return of the private seminaries in the United Kingdom, it would have astonished Mr Carey. The small parish of Kensington and its vicinity has only two national schools, but it contains 292 (I believe this estimate is below the mark) private establishments for education; and I might produce fifty others, in which the proportion would be almost as remarkable. I have said that a large portion of the poorer classes in England send their children to private teachers. This arises from a feeling of pride; they prefer paying for the tuition of their children rather than having their children educated by the parish, as they term the national schools. The consequence is, that in every town, or village, or hamlet, you will find that there are “dame schools,” as they are termed, at which about one half of the children are educated.

The subject of national education has not been warmly taken up in England until within these last twenty-five years, and has made great progress during that period. The Church of England Society for National Education was established in 1813. Two years after its formation there were only 230 schools, containing 40,484 children. By the Twenty-seventh Report of this Society, ending the year 1838, these schools had increased to 17,341, and the number of scholars to 1,003,087. But this, it must be recollected, is but a small proportion of the public education in England; the Dissenters having been equally diligent, and their schools being quite as numerous in proportion to their numbers. We have, moreover, the workhouse schools, and the dame schools before mentioned, for the poorer classes; and for the rich and middling classes, establishments for private tuition, which, could the returns of them and of the scholars be made, would, I am convinced, amount to more than five times the number of the national and public establishments. But as Mr Carey does not bring forward his statistical proof; and I cannot produce mine, all that I can do is to venture my opinion from what I learnt and saw during my sojourn in the United States, or have obtained from American and other authorities.

The State of Massachusetts is a school; it may be said that all there are educated, Mr Reid states in his work:—

“It was lately ascertained by returns from 131 towns in Massachusetts, that the number of scholars was 12,393; that the number of persons in the towns between the ages of fourteen and twenty-one who are unable to write was fifty-eight; and in one town there were only three persons who could not read or write, and those three were dumb.”

I readily assent to this, and I consider Connecticut equal to Massachusetts; but as you leave these two states, you find that education gradually diminishes. (See Note 1.) New York is the next in rank, and thus the scale descends until you arrive at absolute ignorance.

I will now give what I consider as a fair and impartial tabular analysis of the degrees of education in the different states in the Union. It may be cavilled at, but it will nevertheless be a fair approximation. It must be remembered that it is not intended to imply that there are not a certain portion of well-educated people in those states put down in class 4, as ignorant states, but they are included in the Northern states, where they principally receive their education.

Degrees of Education in the different States in the Union.

1st Class.	Population.
Massachusetts	700,000
Connecticut	298,000
	998,000
2nd Class.
New York	2,400,000
Maine	555,000
New Hampshire	300,000
Vermont	330,000
Rhode Island	110,000
New Jersey	360,000
Ohio	1,300,000
	5,355,000
3rd Class
Virginia	1,360,000
North Carolina	800,000
South Carolina	650,000
Pennsylvania (note)	1,600,000
Maryland	500,000
Delaware	80,000
Columbia (district)	50,000
Kentucky	800,000
	5,840,000
4th Class
Tennessee	900,000
Georgia	620,000
Indians	650,000
Illinois	320,000
Alabama	600,000
Louisiana	350,000
Missouri	350,000
Mississippi	150,000
Michigan	120,000
Arkansas	70,000
Wisconsin	20,000
Florida (territory)	50,000
	5,000,000

If I am correct, it appears then that we have:—

Highly educated	998,000
Equal with Scotland	5,355,000
Not equal with England	5,840,000
Uneducated	6,000,000

This census is an estimate of 1836, sufficiently near for the purpose. It is supposed that the population of the united States has since increased about two millions, and of that increase the great majority is in the Western states, where the people are wholly uneducated. Taking, therefore, the first three classes, in which there is education in various degrees, we find that they amount to 12,193,000; against which we may fairly put the 5,000,000 uneducated, adding to it, the 2,000,000 increased population, and 3,000,000 of slaves.

I believe the above to be a fair estimate, although nothing positive can be collected from it. In making a comparison of the degree of education in the United States and in England, one point should not be overlooked. In England, children may be sent to school, but they are taken away as soon as they are useful, and have little time to follow up their education afterwards. Worked like machines, every hour is devoted to labour, and a large portion forget, from disuse, what they have learnt when young. In America, they have the advantage not only of being educated, but of having plenty of time, if they choose, to profit by their education in after life. The mass in America ought, therefore, to be better educated than the mass in England, where circumstances are against it. I must now examine the nature of education given in the United States.

It is admitted as an axiom in the United States, that the only chance they have of upholding their present institutions is by the education of the mass; that is to say, a people who would govern themselves must be enlightened. Convinced of this necessity, every pains has been taken by the Federal and State governments to provide the necessary means of education (See Note 4.) This is granted; but we now have to inquire into the nature of the education, and the advantages derived from such education as is received in the United States.

In the first place, what is education? Is teaching a boy to read and write education? If so, a large proportion of the American community may be said to be educated; but, if you supply a man with a chest of tools, does he therefore become a carpenter! You certainly give him the means of working at the trade, but instead of learning it, he may only cut his fingers. Reading and writing without the farther assistance necessary to guide people aright, is nothing more than a chest of tools.

Then, what is education? I consider that education commences before a child can walk: the first principle of education, the most important, and without which all subsequent are but as leather and prunella, is the lesson of obedience—of submitting to parental control—“Honour thy father and thy mother!”

Now, any one who has been in the United States must have perceived that there is little or no parental control. This has been remarked by most of the writers who have visited the country; indeed to an Englishman it is a most remarkable feature. How is it possible for a child to be brought up in the way that it should go, when he is not obedient to the will of his parents? I have often fallen into a melancholy sort of musing after witnessing such remarkable specimens of uncontrolled will in children; and as the father and mother both smiled at it, I have thought that they little knew what sorrow and vexation were probably in store for them, in consequence of their own injudicious treatment of their offspring. Imagine a child of three years old in England behaving thus:—

“Johnny, my dear, come here,” says his mamma.

“I won’t,” cries Johnny.

“You must, my love, you are all wet, and you’ll catch cold.”

“I won’t,” replies Johnny.

“Come, my sweet, and I’ve something for you.”

“I won’t.”

“Oh! Mr —, do, pray make Johnny come in.”

“Come in, Johnny,” says the father.

“I won’t.”

“I tell you, come in directly, sir—do you hear?”

“I won’t,” replies the urchin taking to his heels.

“A sturdy republican, sir,” says his father to me, smiling at the boy’s resolute disobedience.

Be it recollected that I give this as one instance of a thousand which I witnessed during my sojourn in the country.

It may be inquired, how is it that such is the case at present, when the obedience to parents was so rigorously inculcated by the puritan fathers, that by the blue laws, the punishment of disobedience was death? Captain Hall ascribes it to the democracy, and the rights of equality therein acknowledged; but I think, allowing the spirit of their institutions to have some effect in producing this evil, that the principal cause of it is the total neglect of the children by the father, and his absence in his professional pursuits, and the natural weakness of most mothers, when their children are left altogether to their care and guidance.

Mr Sanderson, in his Sketches of Paris, observes:— “The motherly virtues of our women, so eulogised by foreigners, is not entitled to unqualified praise. There is no country in which maternal care is so assiduous; but also there is none in which examples of injudicious tenderness are so frequent.” This I believe to be true; not that the American women are really more injudicious than those of England, but because they are not supported as they should be by the authority of the father, of whom the child should always entertain a certain portion of fear mixed with affection, to counterbalance the indulgence accorded by natural yearnings of a mother’s heart.

The self-will arising from this fundamental error manifests itself throughout the whole career of the American’s existence, and, consequently, it is a self-willed nation par excellence.

At the age of six or seven you will hear both boys and girls contradicting their fathers and mothers, and advancing their own opinions with a firmness which is very striking.

At fourteen or fifteen the boys will seldom remain longer at school. At college, it is the same thing; (note 6) and they learn precisely what they please, and no more. Corporal punishment is not permitted; indeed, if we are to judge from an extract I took from an American paper, the case is reversed.

The following “Rules” are posted up in New Jersey school-house:—

“No kissing girls in school-time; no licking the master during holy days.”

At fifteen or sixteen, if not at college, the boy assumes the man; he enters into business, as a clerk to some merchant, or in some store. His father’s home is abandoned, except when it may suit his convenience, his salary being sufficient for most of his wants. He frequents the bar, calls for gin cocktails, chews tobacco, and talks politics. His theoretical education, whether he has profited much by it or not, is now superseded by a more practical one, in which he obtains a most rapid proficiency. I have no hesitation in asserting that there is more practical knowledge among the Americans than among any other people under the sun. (note 7).

It is singular that in America, everything, whether it be of good of evil, appears to assist the country in going a-head. This very want of parental control, however it may affect the morals of the community, is certainly advantageous to America, as far as her rapid advancement is concerned. Boys are working like men for years before they would be in England; time is money, and they assist to bring in the harvest.

But does this independence on the part of the youth of America end here? On the contrary, what at first was independence, assumes next the form of opposition, and eventually that of control.

The young men before they are qualified by age to claim their rights as citizens, have their societies, their book-clubs, their political meetings, their resolutions, all of which are promulgated in the newspapers; and very often the young men’s societies are called upon by the newspapers to come forward with their opinions. Here is opposition. Mr Cooper says, on page 152 of his “Democrat”:—

“The defects in American deportment are, notwithstanding, numerous and palpable. Among the first may be ranked, insubordination in children, and a great want of respect for age. The former vice may be ascribed to the business habits of the country, which leave so little time for parental instruction, and, perhaps, in some degree to the acts of political agents, who, with their own advantages in view, among the other expedients of their cunning, have resorted to the artifice of separating children from their natural advisers by calling meetings of the young to decide on the fortunes and policy of the country.”

But what is more remarkable, is the fact that society has been usurped by the young people, and the married and old people have been, to a certain degree, excluded from it. A young lady will give a ball, and ask none but young men and young women of her acquaintance; not a chaperon is permitted to enter, and her father and mother are requested to stay upstairs, that they may not interfere with the amusement. This is constantly the case in Philadelphia and Baltimore, and I have heard bitter complaints made by the married people concerning it. Here is control. Mr Sanderson, in his “Sketches of Paris,” observes:—

“They who give a tone to society should have maturity of mind; they should have refinement of taste, which is a quality of age. As long as college beaux and boarding-school misses take the lead, it must be an insipid society, in whatever community it may exist. Is it not villainous in your Quakerships of Philadelphia, to lay us, before we have lived half our time out, upon the shelf! Some of the native tribes, more merciful, eat the old folks out of the way.”

However, retribution follows: in their turn they marry, and are ejected; they have children, and are disobeyed. The pangs which they have occasioned to their own parents are now suffered by them in return, through the conduct of their own children; and thus it goes on, and will go on, until the system is changed.

All this is undeniable; and thus it appears that the youth of America, being under no control, acquire just as much as they please, and no more, of what may be termed theoretical knowledge. Thus is the first great error in American education, for how many boys are there who will learn without coercion, in proportion to the number who will not? Certainly not one in ten, and, therefore it may be assumed that not one in ten is properly instructed. (See note 6.)

Now, that the education of the youth of America is much injured by the want of control on the part of the parents, is easily established by the fact that in those states where the parental control is the greatest, as in Massachusetts, the education is proportionably superior. But this great error is followed by consequences even more lamentable: it is the first dissolving power of the kindred attraction, so manifest throughout all American society. Beyond the period of infancy there is no endearment between the parents and children; none of that sweet spirit of affection between brother and sisters; none of those links which unite one family; of that mutual confidence; that rejoicing in each other’s success; that refuge, when they are depressed or afflicted, in the bosoms of those who love us—the sweetest portion of human existence, which supports us wider, and encourages us firmly to brave, the ills of life—nothing of this exists. In short, there is hardly such a thing in America as “Home, sweet home.” That there are exceptions to this, I grant but I speak of the great majority of cases, and the results upon the character of the nation. Mr Cooper, speaking of the weakness of the family tie in America, says—

“Let the reason be what it will, the effect is to cut us off from a large portion of the happiness that is dependent on the affections.”

The next error of American education is, that in their anxiety to instil into the minds of youth a proper and ardent love of their own institutions, feelings and sentiments are fostered which ought to be most carefully checked. It matters little whether these feelings (in themselves vices) are directed against the institutions of other countries; the vice once engendered remains, and hatred once implanted in the breast of youth, will not be confined in its action. Neither will national conceit remain only national conceit, or vanity be confined to admiration of a form of government; in the present mode of educating the youth of America, all sight is lost of humility, good-will, and the other Christian virtues, which are necessary to constitute a good man, whether he be an American, or of any other country.

Let us examine the manner in which a child is taught. Democracy, equality, the vastness of his own country, the glorious independence, the superiority, of the Americans in all conflicts by sea or land, are impressed upon his mind before he can well read. All their elementary books contain garbled and false accounts of naval and land engagements, in which every credit is given to the Americans, and equal vituperation and disgrace thrown upon their opponents. Monarchy is derided, the equal rights of man declared—all is invective, uncharitableness, and falsehood.

That I may not in this be supposed to have asserted too much, I will quote a reading-lesson from a child’s book, which I purchased in America as a curiosity, and is now in my possession. It is called the “Primary Reader for Young Children,” and contains many stories besides this, relative to the history of the country.

“Lesson” 62.

“Story about the 4th of July”.

6. “I must tell you what the people of New York did. In a certain spot in that city there stood a large statue, or representation of King George III. It was made of lead. In one hand he held a sceptre, or kind of sword, and on his head he wore a crown.”

7. “When the news of the Declaration of Independence reached the city, a great multitude were seen running to the statue.”

8. “The cry was heard, ‘Down with it—down with it!’ and soon a rope was placed about its neck, and the leaden King George came tumbling down.”

9. “This might fairly be interpreted as a striking prediction of the downfall of the monarchical form of government in these United States.”

10. “If we look into history, we shall frequently find great events proceeding from as trifling causes as the fall of the leaden statue, which not unaptly represents the character of a despotic prince.”

11. “I shall only add, that when the statue was fairly down, it was cut to pieces, and converted into musket-balls to kill the soldiers whom his majesty had sent over to fight the Americans.”

This is quite sufficient for a specimen. I have no doubt that it will be argued by the Americans—“We are justified in bringing up our youth to love our institutions.” I admit it; but you bring them up to hate other people, before they have sufficient intellect to understand the merits of the case.

The author of “A Voice from America,” observes:—

“Such, to a great extent is the unavoidable effect of that political education which is indispensable to all classes of a self-governed people. They must be trained to it from their cradle; it must go into all schools; it must thoroughly leaven the national literature, it must be ‘line upon line, and precept upon precept,’ here a little and there a little; it must be sung, discoursed, and thought upon everywhere and by every body.”

And so it is; and as if this scholastic drilling were not sufficient, every year brings round the 4th of July, on which is read in every portion of the states the act of independence, in itself sufficiently vituperative, but invariably followed-up by one speech (if not more) from some great personage of the village, hamlet, town, or city, as it may be, in which the more violent he is against monarchy and the English, and the more he flatters his own countrymen, the more is his speech applauded.

Every year is this drilled into the ears of the American boy, until he leaves school, when he takes a political part himself, connecting himself with young men’s society, where he spouts about tyrants, crowned heads, shades of his forefathers, blood flowing like water, independence, and glory.

The Rev. Mr Reid very truly observes, of the reading of the Declaration of Independence:— “There is one thing, however, that may justly claim the calm consideration of a great and generous people. Now that half a century has passed away, is it necessary to the pleasures of this day to revive feelings in the children which, if they were found in the parent, were to be excused only by the extremities to which they were pressed? Is it generous, now that they have achieved the victory, not to forgive the adversary? Is it manly, now that they have nothing to fear from Britain, to indulge in expressions of hate amid vindictiveness, which are the proper language of fear? Would there be less patriotism, because there was more charity? America should feel that her destinies are high and peculiar. She should scorn the patriotism which cherishes the love of one’s own country, by the hatred of all others.”

I think, after what I have brought forward, the reader will agree with me, that the education of the youth in the United States is immoral, and the evidence that it is so, is in the demoralisation which has taken place in the United States since the era of the Declaration of Independence, and which fact is freely admitted by so many American writers:—

“Aetas parentum pejor avis tulit
Nos nequieres, mox daturos
Progeniem vitiosiorem.”
Horace, book iii, ode 6.

I shall by and by shew some of the effects produced by this injudicious system of education; of which, if it is necessary to uphold their democratical institutions, I can only say, with Dr Franklin, that the Americans “pay much too dear for their whistle.”

It is, however, a fact, that education (such as I have shown it to be) is in the United States more equally diffused. They have very few citizens of the States (except a portion of those in the West) who may be considered as “hewers of wood and drawers of water,” those duties being performed by the emigrant Irish and German, and the slave population. The education of the higher classes is not by any means equal to that of the old countries or Europe. You meet very rarely with a good classical scholar, or a very highly educated man, although some there certainly are, especially in the legal profession. The Americans have not the leisure for such attainments: hereafter they may have; but at present they do right to look principally to Europe for literature, as they can obtain it thence cheaper and better. In every liberal profession you will find that the ordeal necessary to be gone through is not such as it is with us; if it were, the difficulty of retaining the young men at college would be much increased. To show that such is the case, I will now just give the difference of the acquirements demanded in the new and old country to qualify a young man as an MD.

English Physician	American Physician
1. A regular classical education at college	1. Not required
2. Apprenticeship of not less than five years	2. One year's apprenticeship
3. Preliminary examination in the classics, etcetera	3. Not required
4. Sixteen months' attendance at lectures in 2.5 years	4. Eight months in two years
5. Twelve months' hospital practice	5. Not required
6. Lectures on botany, natural philosophy, etcetera	6. Not required

If the men in America enter so early into life that they have not time to obtain the acquirements supposed to be requisite with us, it is much the same thing with the females of the upper classes, who, from the precocious ripening by the climate and consequent early marriages, may be said to throw down their dolls that they may nurse their children.

The Americans are very justly proud of their women, and appear tacitly to acknowledge the want of theoretical education in their own sex, by the care and attention which they pay to the instruction of the other. Their exertions are, however, to a certain degree, checked by the circumstance, that there is not sufficient time allowed previous to the marriage of the females to give that solidity to their knowledge which would ensure its permanency. They attempt too much for so short a space of time. Two or three years are usually the period during which the young women remain at the establishments, or colleges I may call them (for in reality they are female colleges.) In the prospectus of the Albany Female Academy, I find that the classes run through the following branches:— French, book-keeping, ancient history, ecclesiastical history, history of literature, composition, political economy, American constitution, law, natural theology, mental philosophy, geometry, trigonometry, algebra, natural philosophy, astronomy, chemistry, botany, mineralogy, geology, natural history, and technology, besides drawing, penmanship, etcetera, etcetera.

It is almost impossible for the mind to retain, for any length of time, such a variety of knowledge, forced into it before a female has arrived to the age of sixteen or seventeen, at which age, the study of these sciences, as is the case in England, should commence not finish. I have already mentioned that the examinations which I attended were highly creditable both to preceptors and pupils; but the duties of an American woman as I shall hereafter explain, soon find her other occupation, and the ologies are lost in the realities of life. Diplomas are given at most of these establishments, on the young ladies completing their course of studies. Indeed, it appears to be almost necessary that a young lady should produce this diploma as a certificate of being qualified to bring up young republicans. I observed to an American gentlemen how youthful his wife appeared to be—“Yes,” replied he, “I married her a month after she had graduated.” The following are the terms of a diploma, which was given to a young lady at Cincinnati, and which she permitted me to copy:—

“In testimony of the zeal and industry with which Miss M— T— has prosecuted the prescribed course of studies in the Cincinnati Female Institution, and the honourable proficiency which she has attained in penmanship, arithmetic, English grammar, rhetoric, belles-lettres, composition, ancient and modern geography, ancient and modern history, chemistry, natural philosophy, astronomy, etcetera. etcetera. etcetera, of which she has given proofs by examination.

“And also as a mark of her amiable deportment, intellectual acquirements, and our affectionate regard, we have granted her this letter—the highest honour bestowed in this institution.”

(Seal.) “Given under our hands at Cincinnati, this 19th day of July, Anno Domini 1837.”

The ambition of the Americans to be a-head of other nations in every thing, produces, however, injurious effects, so far as the education of the women is concerned. The Americans will not “leave well alone,” they must “gild refined gold,” rather than not consider themselves in advance of other countries, particularly of England. They alter our language, and think that they have improved upon it; as in the same way they would raise the standard of morals higher than with us, and consequently fall much below us, appearances supplying the place of the reality. In these endeavours they sink into a sickly sentimentality, and, as I have observed before, attempts at refinement in language, really excite improper ideas. As a proof of the ridiculous excess to which this is occasionally carried, I shall insert an address which I observed in print; had such a document appeared in the English newspapers, it would have been considered as a hoax.

“Mrs Mandelle’s Address:—

“To the young ladies of the Lancaster Female Academy, at an examination on the 3rd March, 1838.

“Affectionate Pupils:— With many of you this is our final meeting in the relative position of teacher and pupil, and we must part perhaps to meet no more. That this reflection filtrates from my mind to my heart with saddening influence, I need scarce assure you. But Hope, in a voice sweet as ‘the wild strains of the Eolian harp,’ whispers in dulcet accents, ‘we may again meet.’ In youth the impressions of sorrow are fleeting and evanescent as ‘the vapery sail,’ that momentarily o’ershadows the luciferous orb of even, vanishes and leaves her disc untarnished in its lustre: so may it be with you—may the gloom of this moment, like the elemental prototype, be but the precursor of reappearing radiance undimmed by the transitory shadow.

“Happy and bright indeed has been this small portion of your time occupied, not only in the interesting pursuit of science, but in a reciprocation of attentions and sympathies, endeared by that holiest ligament of earthly sensibilities, religion, which so oft has united us in soul and sentiment, as the aspirations of our hearts simultaneously ascended to the mercy-seat of the great Jehovah! The remembrance of emotions like these are ineffaceable by care or sorrow, and only blotted out by the immutable hand of death. These halcyon hours of budding existence are to memory as the oasis of the desert, where we may recline beneath the soothing influence of their umbrage, and quaff in the goblet of retrospection the lucid draught that refreshes for the moment, and is again forgotten. Permit me to solicit, that the immaculate principles of virtue, I have so often and so carefully inculcated, may not be forgotten, but perseveringly cherished and practised. May the divine dictates of reason murmur in harmonious cadence, bewitching as the fabled melody of the musical bells on the trees of the Mahomedan Paradise. She dwells not alone beneath the glittering star, nor is always encircled by the diamond cestus and the jewel’d tiara! indeed not! and the brilliancy emulged from the spangling gems, but make more hideous the dark, black spot enshrined in the effulgence. The traces of her peaceful footsteps are found alike in the dilapidated hovel of the beggared peasant, and the velveted saloon of the coroneted noble; who may then apportion her a home or assign her a clime? In making my acknowledgments for the attentive interest with which you received my instructions; and the respectful regard you manifested in appreciating my advice, it is not as a compliment to your vanity, but a debt due to your politeness and good sense. Long, my beloved pupils, may my precepts and admonitions live in your hearts; and hasten you, in the language of Addison, to commit yourself to the care of Omnipotence, and when the morning calls again to toil, cast all your cares upon him the author of your being, who has conducted you through one stage of existence, and who will always be present to guide and attend your progress through eternity.”

An advertisement of Mr Bonfil’s Collegiate Institute for Young Ladies, after enumerating the various branches of literature to be taught, winds up with the following paragraph:—

“And finally, it will be constantly inculcated, that their education will be completed when they have the power to extend unaided, a spirit of investigation, searching and appreciating truth, without passing the bounds assigned to the human understanding.”

I have now completed this volume, and although I omitted the major portion of my Diary, that I might not trespass too long upon the reader my task is still far from its termination. The most important parts of it—an examination into the American society and their government, and the conclusions to be drawn from the observations already made upon several subjects; in short, the working out of the problem, as it were, is still to be executed. I have not written one line of this work without deliberation and examination. What I have already done has cost me much labour—what I have to do will cost me more. I must, therefore, claim for myself the indulgence of the public, and request that, in justice to the Americans, they will not decide until they have perused the second portion, with which I shall, as speedily as I can, wind up my observations upon the United States and their Institutions.

Note 1. A church-yard with its mementos of mortality is sometimes a fair criterion by which to judge of the degree of the education of those who live near it. In one of the church-yards in Vermont, there is a tomb stone with an inscription which commences as follows: “Paws, reader, Paws.”

Note 2. New York is superior to the other states in this list; but Ohio is not quite equal. I can draw the line no closer.

Note 3. Notwithstanding that Philadelphia is the capital, the state of Pennsylvania is a great dunce.

Note 4. Miss Martineau says: “Though, as a whole, the nation is probably better informed than any other entire nation, it cannot be denied, that their knowledge is far inferior to what their safety and their virtue require.”

Note 5. The master of a school could not manage the gab, they being exceedingly contumacious. Beat them, he dared not; so he hit upon an expedient. He made a very strong decoction of wormwood, and for a slight offence, poured one spoonful down their throats: for a more serious one, he made them take two.

Note 6. Mrs Trollope says: “At sixteen, often much earlier, education ends and money making begins; the idea that more learning is necessary than can be acquired by that time, is generally ridiculed as absolute monkish bigotry to which, if the seniors willed a more prolonged discipline, the juniors would refuse submission. When the money getting begins, leisure ceases, and all the lore which can be acquired afterwards is picked up from novels, magazines, and newspapers.”

Captain Hall also remarks upon this point:— “I speak now from the authority of the Americans themselves. There is the greatest possible difficulty in fixing young men long enough at college. Innumerable devices have been tried with considerable ingenuity to remedy this evil, and the best possible intentions by the professors and other public-spirited persons who are sincerely grieved to see so many incompetent, half-qualified men in almost every corner of the country.”

Captain Hamilton very truly observes:— “Though I have unquestionably met in New York with many most intelligent and accomplished gentlemen, still I think the fact cannot be denied,—that the average of acquirement resulting from education is a good deal lower in this country than in the better circles in England. In all the knowledge which must be taught, and which requires laborious study for its attainment, I should say the Americans are considerably inferior to my countrymen. In that knowledge, on the other hand, which the individual acquires for himself by actual observation, which bears an immediate marketable value and is directly available in the ordinary avocations of life, I do not imagine that the Americans are excelled by any people in the world.”

The End.