A Visit to the United States in 1841

by Joseph Sturge

The reader who has accompanied me thus far, will not need to be informed that I have designedly omitted many of those remarks on scenery, manners, and institutions, which were naturally suggested to my own mind by a retrospect of my sojourn in the United States. On various subjects of great interest and importance, it would be difficult for me to add anything new or valuable to the information contained in other and well known works; while on those points to which my attention was chiefly directed, I have endeavored, as far as practicable, to incorporate the results of my inquiries in the preceding narrative. There remain, however, a few observations, for which, having found no appropriate place, I would bespeak attention in a concluding chapter.

In the Northern States, education, in the common acceptation of the term, may be considered as universal; in illustration of which it may be mentioned, that on the occasion of the late census, not a single American adult in the State of Connecticut, was returned as unable to read or write. Funds for education are raised by municipal taxation in each town or district, to such an amount as the male adults may decide. Their public schools are universally admitted to be well conducted and efficient, and combine every requisite for affording a sound, practical, elementary education to the children of the less affluent portion of the community. I need scarcely add that in a republican government, this important advantage being conceded, the road to wealth and distinction, or to eminence of whatever kind, is thrown open to all of every class without partiality—the colored alone excepted.

The following extract from a letter received since my return from a respected member of the Society of Friends, residing in Worcester, Massachusetts, will give a lively idea of the general diffusion and practical character of education in the New England States.

"The public schools of the place, like those throughout the State, are supported by a tax, levied on the people by themselves, in their primary assemblies or town meetings, and they are of so excellent a character as to have driven other schools almost entirely out from among us. They are so numerous as to accommodate amply all the children, of suitable age to attend. They are graduated from the infant school, where the A B C is taught, up to the high school for the languages and mathematics, where boys are fitted for the University, and advanced so far, if they choose, as to enter the University one or two years ahead. These schools are attended by the children of the whole population promiscuously; and, in the same class we find the children of the governor and ex-governor of the State, and those of their day-laborers, and of parents who are so poor that their children are provided with books and stationery from the school fund. Under this system, we have no children who do not acquire sufficient school learning to qualify them for transacting all the business which is necessary in the ordinary pursuits of life. A child growing up without school learning would be an anomaly with us. All standing thus on a level, as to advantages, talent is developed, wherever it happens to be; and neither wealth nor ancestral honors give any advantage in the even-handed contest which may here be waged for distinction. It is thus that we find, almost uniformly, that our first men, either in government or the professions, are the sons of comparatively poor and obscure persons. In places where the wealthier portion of the community have placed their children in select schools, they are found much less likely to excel, than when placed in contact and collision with the mass, where they are compelled to come in competition with those whose physical condition prepares them for mental labor, and whose situation in society holds forth every inducement to their exertions. To this system, which is co-eval with the foundation of the State, I attribute, in a great degree, that wonderful energy of character which distinguishes the people of New England, and which has filled the world with the evidences of their enterprise."

The preceding statements refer to New England, the oldest portion of the free States. The more recently settled Northern and Western States are necessarily less advanced, yet their educational statistics would probably bear comparison with any country in the world, except the most favored portion of their own. In the slave States the aspect of things affords a striking contrast. Not only is the slave population, with but few exceptions, in a condition of heathen barbarism, a condition which it is the express object of those laws of the slave States, forbidding, under the heaviest penalties, the instruction of the slaves, to perpetuate; but the want of common elementary education among large numbers of the privileged class is notorious. Compare Virginia with Massachusetts,—"The American Almanac for the year 1841, states, (page 210) there are supposed to be hardly fewer than 30,000 adult white persons in Virginia who cannot read and write!" An able writer gives the following facts.

"No one of the slave States has probably so much general education as Virginia. It is the oldest of them—has furnished one half of the Presidents of the United States—has expended more upon her University than any State in the Union has done during the same time upon its colleges—sent to Europe nearly twenty years since for her most learned professors; and in fine, has far surpassed every other slave State in her efforts to disseminate education among her citizens; and yet, the Governor of Virginia in his message to the legislature, (Jan. 7, 1839) says, that of four thousand six hundred and fourteen adult males in that State, who applied to the county clerks for marriage licences in the year 1837, one thousand and forty seven were unable to write their names." The governor adds, "these statements, it will be remembered are confined to one sex: the education of females, it is to be feared, is in a condition of much greater neglect."—The editor of the Virginia Times published at Wheeling, in his paper of January 23d, 1839, says,—"We have every reason to suppose that one fourth of the people of the State cannot write their names, and they have not of course any other species of education."[^A]

[A]: "American Slavery as it is," page 187.

The destitution of the means of moral and religious improvement is in like manner very great. A recent number of the "Monthly Extracts from the correspondence of the American Bible Society," contains the following extract from the 28th annual report of the Virginia Bible Society: "The sub-sheriff of one of our Western Counties stated the following fact to your agent. A jury was to be empannelled in a remote settlement of this country—he happened to have left his home without a Bible—there was no Bible in the house where the jury was to sit, and the sheriff travelled fourteen miles calling at every house, before he found a Bible. Pious surveyors stated to your agent that they had traversed every settlement in a remote section of one or two of our south western counties, that they had frequently inquired among the settlers for a Bible, but had never seen or heard of one in a region, say sixty miles by fifty."

There are few things more striking in the free States than the number and commodiousness of the places of worship. In the New England States, however general the attendance might be, none would be excluded for want of room. The other means or accompaniments of religious instruction are in the same abundance. How is it possible to evade the conclusion that Christianity flourishes most, when it is unencumbered and uncorrupted by state patronage? What favored portion of the United Kingdom could compare its religious statistics with New England?

Religion and morality, viewed on the broad scale, are cause and effect—a remark which is fully borne out in the Northern States, and in no instance more remarkably exemplified than in the spread of temperance. A few years ago the consumption of ardent spirits, and other intoxicating drinks, was as general as in England, and the effects even more conspicuous and debasing. It is now very rare, in the free States, to see a drunken person, even in the most populous cities. At the large hotels, as far as my observation extended, it is the exception, not the rule, to take any spirituous or fermented beverage at or after dinner; and no case of inebriety came under my notice in any of these establishments. I have already remarked, that some of the first hotels in the principal cities are established on the strictest temperance principles. I believe, in private hospitality, intoxicating drinks are, in like manner, very much discarded. At the tables of members of the Society of Friends, it is very rare to see either wine or malt liquor introduced; while, as already noticed, the selling, using, or giving ardent spirits is so great an offence as to be made the subject of church discipline. This is, by no means, one of the "peculiarities" of "Friends," as I believe it may be generally stated that the same practices, in most other Christian communities, would be considered as quite incompatible with a profession of religion.