There was a long discussion upon the uncertain future of the republic. It seemed to be considered that as America became more populated, it was much to be feared that universal suffrage, freedom and equality of race, would lead to disorder. Mr. Ticknor mentioned that Prince Metternich, when speaking to him about this subject, remarked that there was a great difference between old Austria and America. In Austria he had always to look out for mischief and prepare to meet it or contrive a remedy. In America, he said, a mischief, if it exists, takes time and grows until it gradually forces itself upon the attention of the people. Finally, if it becomes alarming, the mass deals with it and arrests its progress as it best can, and then things go on as before.
Professor Jeffries Wyman,[5] who had discovered several extensive shell banks on the eastern coasts of Florida, gave me, at his house at Cambridge, an interesting account of his investigations. He thought that the mounds were entirely formed by the refuse of the food eaten by the tribes dwelling near the sea; but, whether by a large settlement of tribes in a comparatively short time, or by a small tribe in a long time, it was difficult to determine. Some of the banks were from fourteen to twenty-five feet high. They varied in length from one hundred to five hundred yards. On the tops of several of them he had seen large trees, whose age he estimated to be not less than eight hundred years. It did not appear that the mounds followed the outlines of any particular plan of encampment, except in an instance where one of the longest of them had the shape of an amphitheatre.
He also examined some fresh water shell heaps. These, he thought, were made in the same manner as the sea shell mounds, by the Indians eating the fish and piling up the shells. In all of them he had discovered fragments of pottery and other marks of human life. The Professor proposed that I should make an appointment with him in order to have a thorough examination of his collection, not only from the shell heaps, but also from the tumuli of the mound builders and other Indian tribes. A day for this purpose was accordingly fixed. In the meanwhile my time was occupied in visiting the public schools: Mr. Frank Parker, who was interested in educational work, usually went with me.
From a national point of view it was considered of great importance that the children of the emigrants should receive a sound education so as to enable them to become useful and self-respecting citizens. The majority of the parents upon their arrival at New York or Boston, do not attempt to seek their fortunes away in the West, but settle in those quarters of these cities where they find that others of their race are already established. The elder members of the emigrating families are quite aware that their age or other circumstances practically debar them from all hope of success in any attempts to gain a livelihood by their own work. Thus their attention is directed to the training of their children, so that these may have a fair start in life. For this purpose, the free and thoroughly practical system of education carried out in the schools seems to be excellent.
It is needless to dwell upon the methods adopted in American cities for raising the standard of knowledge among the boys and girls of the poorer classes, for they are well known. Nothing can be more pleasing than to observe the development of the minds of these young wanderers from other lands, where their fate was adverse and their lives were without hope. They appear to seize with eagerness the chances that are given them to attain, by their own intelligence, higher and more secure positions, and thus break away from the discouraging conditions into which they were born. The construction and size of the school buildings were well adapted for their purpose. The health and attention of the students are, therefore, not affected by close confinement or the insufficiency of pure air.
There was an institution in Boston, devoted to the work of teaching the blind, which had an especial interest of its own, and I was therefore glad to accept Dr. Howe’s invitation to dine with him and then see Laura Bridgman,[6] the blind girl, whose education had been so successfully managed, and whose history had, for many years, attracted observation.
After dinner Laura came into the room. I noticed that she was of average height and looked thin, pale and delicate. She had a shy and peculiar manner. Mrs. Howe placed herself in communication with her, and Laura immediately became more assured. When I was introduced she expressed, by the movements of her fingers, that she was much pleased to have my companionship. I asked if she wished to inquire about any English friends? She replied, “Yes. Do you know Dickens, how is he?” Then suddenly, before I had made any answer, she felt Mrs. Howe’s sleeve and said, “You have a new dress,” and named the material—a sort of French silk. Mrs. Howe said that the guess was correct. She then became more animated and bright, but showed a singularly quick impatience when wanting Mrs. Howe to listen to her. When not occupied in maintaining a conversation she became quiet and looked sad.
Mrs. Howe asked in what way she amused herself and what was her greatest pleasure. She replied, “reading.” “What reading do you like best?” To this question Laura replied, “Bible, hymns and psalms.” Mrs. Howe turned round to me and said this answer was very curious as Dr. Howe had brought her up without any religious training, because he did not wish to give her mind any especial bent in that matter; but owing, it was supposed, to the influence and teaching of some friend, she had been made acquainted with the Bible and had become intensely attached to it.
It was said that Laura was able to articulate two words—“Doctor” and “Grandmother”—and I asked her to say them. “Doctor,” was pronounced in a distinct manner giving the sound “Dok-tá.” The word “Grandmother” was not so clearly spoken and she gave the sound very rapidly. It was however sufficiently expressed to be understood. I was told that these words had in some manner been learnt by feeling the throats of other people who pronounced them, and finding that certain expansions of the muscles occurred when the sounds were made. She conversed by holding out one hand and moving the fingers. Mrs. Howe held her wrist and communicated her remarks by touch upon it. In this manner an intelligent conversation was carried on. Laura evidently enjoyed the excitement caused by this interchange of ideas, for when thus engaged she looked very happy.
She was blind, deaf and dumb.