Daily union and American. [volume] (Nashville, Tenn.) 1865-1866, 1866-03-17
rDUcATIoN IN THE UNITED STATES
From the oourrier DIES Ftats Unis.l

From the Courier des Etats Unis.l
The question of public education, we are
happy to say, is one OF those that has been
much agitated IN France for several years
past, and which attracts the enlightened care
of the Emperor's government. In the dis
cussions TO which this subject gives rise, the
example of the United States is frequently
cited. and system is demanded, founded
upon theirs. Certainly the American Union
is one of the countries in the world, where
public schools are the most widely organic
ed. and the appropriations for education the
largest. But while borrowing from them
certain processes, and initiating above all
their liberality in what relates TO the endow-
ment Of schools, We ought TO guard against
copying them seryilely, and transplanting
entire into Europe, system whose imper-
fections are manifest. We are told that in
the United States every one knows how 10
read, write and cipher, but with the excep-
ton Of very small number of cultivated
persons, what more do they know? and what
real Developments of intellect is there? We
will take for our text the last report Of the
Superintendent OF Schools in Rhode Island,
one of the States where education attains
comparatively Its highest level.
The Superintendent does not find every
thing perfect in the system in his State, and
he particularly laments the deplorable indif-
ference Of the studies. 1t is not enough to
know how to read, write and cipher. 1t is a
good deal, no doubt but it is not enough.
These are only the rudiments of learning,
not learning itself; and a man who can sign
his name, read his newspaper and keep his
accounts, may still be perfectly ignorant.
Now, the Superintendent tells us that, out Of
ten scholars, nine are satisfied with this ele-
mentary instruction. II, with this light
freight Of knowledge, they continued 10
learn after they leave school, he should
have nothing TO complain of; but we know
that il is not SO and, entering very early
upon life, those who were yesterday at school,
and who have not even acquired habit of
study, are satisfied that they know enough.
The greatest defect Of education IN public
schools is, in our opinion, the entire want of
method and discipline. Ayoung person not
only leaves school without knowing much,
but he does not even acquire the means of
studying proftably for himself. The ex-
cessiyely small number who seek instruction
after their school days are over, for want of
method, Gil their heads with a confused mass
of undigested knowledge, useless alike TO
themselves and Others. Sense, order, and
classification, without which all knowledge
is vain, are entirely wanting. Ignorance
that mistrusts itself would be better than the
chaos Of ideas of which those who have ac-
quired them are SO unreasonably proud.
In most of the schools education is very
superficial. Instead Of beginning the pyra-
mid at thebottom, they begin at the top, that
is--the dry but necessary elementary studies
are left out in order 10 acquire by steam
knowledge Of which these elementary studies
are the base, and knowledge will always be
imperfect and unsubstmitial, if the founda-
tions on which il rests are not deep enough.
One of the branches of education most
neglected in the United States, we may say
entirely neglected, is history, and yet what
study would be more profitable to men who
are 20 be trained for self-government. Ont
Of twenty scholars in five years, so says the
report we have quoted, fifteen were tolerably
well acquainted with the history of the
United States, eight with the history OF
England, three that of France, and one was
somewhat versed in universal history. We
may add, without wronging him, that the
reporter is not exacting. And now what his
tory do they study in American schools
Hence arises that extraordinary ignorance OF
great historical facts, as well among the So
called upper classes as among the laboring
classes, for perfect equality of Ignorance
prevails on this head. All facts which are
not Immediately contemporary, and indis-
pensable 10 the politics of the day, are con-
sidered of no use. Hence that strange want
of appreciation of certain phases of Euro
pean politics, for il is necessary 10 be well
acquainted with history to judge Of it prop
erly. Hence, too, that surprising credulity
Of the American people, of whom the press,
and what press, is the only and pernicious
instructor.
We could 90 on indefinitely on this sub
ject, and demonstrate that other branches of
education are as little and as poorly cult
vsted as history, but we should pass the
limits of an ordinary newspaper article.
We sum up thus: Primary instruction,
and very primary, is general in the United
States. Secondary instruction, with very
rare exceptions, is there unknown. 1t seems
to Us this is not the ideal wanted in France.
In the United States education is like a
great stream, which loses in depth what it
gains in width. We should like in France
10 have the channel of the stream widened,
notwithstanding its level. On this side OF
the Atlantic education is so democratic that
any superiority is almost impossible. We
do not desire for France n democracy OF
this nature. Let our country copy from the
United States their liberal appropriations
for public education, but except this gener-
Gus disposition 30 which we do full Justice
we should be sorry 10 see them copy any
thing whatever of the system which regu-
lates education among them, and makes il
so illusory.