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.”