Nature and Culture

by Harvey Rice

Though our leisure hours may seem too few to be worth improving, yet it is by saving pennies that we accumulate wealth. Surprising as it may seem, there are within the allotted age of man ten years of sabbaths when taken in the aggregate,—ample time, one would suppose, for perfecting, in a good degree at least, his intellectual and moral culture. If mankind were as orthodox in their actions as they profess to be in their creeds, the moral regeneration of the world would soon be accomplished. One of the most formidable barriers in the way of human advancement is the faith we have derived, not from revelation, but from the blind interpretation of it. A true theology and a sound philosophy can never come in conflict. In this enlightened age, it is absurd to expect that Science will confine her inquiries within the circumference of a circle, or so modify her annunciations of truth as to coincide with the mystical traditions which have been handed down to us from a remote antiquity.

As an encouragement to the friends of popular education, the fact should not be overlooked that the masses have been to a great extent relieved from the necessity of constant toil by the introduction of modern machinery. In fact, genius has conquered time, and given time to the masses. It has broken the fetters that bound them, and thus afforded them leisure for self-culture, social intercourse, and the investigation of truth.

It is the magic power of genius which has given life and brain to machinery, and which compels it to perform the hard work of the factory, of the workshop, of the farm, and of the household. In almost every department of industry, machinery does the hard work. It spins and weaves and knits. It saws and planes and wields the hammer. It reaps and mows and thrashes. It churns and washes and plies the needle. In fact, it does nearly everything else for us, except to breathe, eat, and digest our food. It was the inventive genius of our Northern people—the legitimate outgrowth of our common-school system—that produced, at the moment when wanted, iron-clads, monster cannon, and Greek fire, and in the sequel, saved the Union, and overawed the powers of Europe. It was these warlike inventions which secured us the elements of a lasting peace, and the respect of the civilized world.

It may be truly said that we now live longer in ten years than our ancestors did in twenty, and accomplish twenty times as much. Still it is not possible for any one man to know and do everything. Men of genius are specialties, seldom or never universalities. Hence, a diversity of talent naturally dictates a division of labor. And yet American genius, if not universal, must be acknowledged eminently inventive and practical. The Americans have made, we may venture to assert, more valuable discoveries in the last half century than all the world besides. The reason why this is so may be attributed to the operation of a physical law, in connection with the effect of a liberal system of popular education. The Americans are a mixed race, made up of all nations, and have been improved and elevated as a race by transfusion of blood, which has resulted in producing increased activity of brain, with new modes of thought and new exhibitions of intellectual power.

But notwithstanding this peculiarity of character, there still remains, as it seems to me, one great and glaring error in the prevailing system of American education. This error consists in our neglecting to develop more fully the physical man, through the instrumentalities of systematic labor combined with systematic study. In many of the German States, if not in all, the plan of educating youth is much more sensible and philosophical than in this country. There they combine daily labor with daily study; and the result is that the youth of Germany acquire vigor of body and vigor of mind at the same time. From youth to manhood they are taught to regard labor as honorable, and they feel that it is so. Hence the Germans are characterized as a race by the possession of an iron constitution, and by a mental energy which enables them to meet the stern realities of life not only with fortitude, but with a spirit that never yields to adversity. No country has ever produced a more athletic or a more enduring race than Germany; nor has any country produced finer scholars in every branch of human learning, especially in philosophy and in classical literature.

But in this country it may be difficult, perhaps impracticable, to establish an educational system of this character, to any considerable extent, for the reason that we are for the most part an agricultural people, who do not concentrate in hamlets, like the peasantry of Europe, but prefer to occupy many acres and to distribute ourselves over a vast expanse of territory,—and what is more, have a way of our own in all we do. The truth is, Young America does not like work. He prefers fine clothes and fast horses, and apes the man before he is a man. And yet he assumes to know everything, and to do everything,—except work. These peculiarities in the character of Young America seem to have been generated by the spirit of our free institutions. Whether too much freedom or too little freedom is the greater evil, presents a grave question. Whatever may be the cause, it is evident that we as a people are degenerating into a nation of speculators.

Almost every man nowadays seeks to acquire wealth by some grand speculation,—by some other means than by the honest "sweat of his brow." Even mental acquisitions are often sought as a means of speculation,—as a means of living without work; and hence we see the learned professions crowded to overflowing. Go into the main streets of our cities and villages, and you will see the fronts of nearly all the buildings on either side of the way shingled over with the signs of lawyers and doctors, who in the estimation of the populace lead lives of little work and great dignity. Doubtless a foreigner, with such an exhibition before his eyes, would think us a nation of lawyers and doctors, living on the misfortunes of each other; nor would his conclusion be very wide of the mark.

Nor can it be doubted that there are thousands in the clerical profession who, if they do not subsist on each other, subsist in a "mysterious way" on salaries entirely inadequate to their support. It would seem that the supply of professional men in this country exceeds the demand. For this there may be no remedy. Yet a step in the right direction should be taken by advancing the standard of professional attainments so as to exclude mediocrity and shallow pretence from registration on the "roll of honor." Wide as the world is, it has no room for idlers or pretenders.

This over-supply of professional men not only indicates a false estimate of what really constitutes a true manhood, but clearly proves that in American education and in American public sentiment there are prevalent errors which are inconsistent with the welfare of man and the democratic character of our institutions. These errors can be corrected only through the influence of a well-directed course of popular education; but nothing is more difficult than the correction of popular errors. It is a task the reformer often attempts, but seldom accomplishes. In most cases it must be a work of time, perhaps of ages. In every school there should be a regular system of physical as well as mental exercises established. Health and strength of body are pre-requisites to health and strength of mind.