"My country, 'tis of thee!": Or, the United States of America; past, present and future. A philosophic view of American history and of our present status, to be seen in the Columbian exhibition.Johnson, Willis Fletcher
History
"My country, 'tis of thee!": Or, the United States of America; past, present and future. A philosophic view of American history and of our present status, to be seen in the Columbian exhibition.
Johnson, Willis Fletcher
United States -- Description and travel; United States -- History
George William Curtis, editor of _Harper’s Weekly_, admitting the
tremendous influence of the press, voices the sentiment of successful
editors everywhere when he says: “If the newspaper is the school of the
people, and if upon popular education and intelligence the success and
prosperity of popular government depends, there is no function in
society which requires more conscience as well as ability.”
Evidently newspaper men who amount to anything realize their
responsibilities. The press is not “all right,” but it seems as far from
wrong as conscience and common sense can make any earthly institution.
CHAPTER XVII.
THE SCHOOL-ROOM.
The late lamented Sam Weller once spoke of a schoolboy, who, having
learned the alphabet, wondered whether it was worth going through so
much to learn so little. The same reflection has come to millions of
Americans as they thought of how much time they had spent in schooling
and how little they knew when they got out.
There are parts of our vast country where the people are lucky enough to
have teachers who know so little about the theories of teaching that
they impart to their pupils more information than the law demands. But
in the cities and large towns where teaching has been elevated, or more
properly speaking, reduced to a science, where the most money is spent
on the schools and where the school terms are longest, the prevalence of
“how not to do it” is simply appalling.
The country boy who goes to school only four or five months in the year
knows quite as much as his city cousin who annually has nine or ten
months of schooling. What does the city pupil get for the double outlay
of time, bad air, back-ache and discipline?
As he cannot make any subsequent use of his accumulation of bad air and
back-ache, his entire gain over the country boy would seem to be in
discipline. What does this discipline do for him in the adult life for
which school life is a preparation?
Does it make him a better business man? No. If it does, why is it that
the majority of business men in our large cities are from the rural
districts? A few months ago I happened to be a guest at a dinner party
at which more than a dozen men prominent in New York business and
professional life came together. A question being asked about a social
custom of thirty years before, it gradually transpired that not one of
the party had been born or brought up in the city of New York, a city of
which all now were permanent citizens.
I have told this story to prominent citizens of Chicago, St. Louis and
Cincinnati, and in return received long lists of the great men of those
cities who came from the country. With some fear and trembling I tried
the same story in Boston at a large public dinner, but the man to whom I
told it--he was a man who seemed to know everybody’s antecedents--replied
that not more than one in ten of Boston’s Brahmans or live business men
were born at the Hub.
Public-domain text, read in full here on John Shaqi.
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