Chapter 21

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"To educate some to the highest degree, and leave the mass wholly uncultivated, as you did, made the gap between them almost like that between different natural species, which have no means of communication. What could be more inhuman than this consequence of a partial enjoyment of education! Its universal and equal enjoyment leaves, indeed, the differences between men as to natural endowments as marked as in a state of nature, but the level of the lowest is vastly raised. Brutishness is eliminated. All have some inkling of the humanities, some appreciation of the things of the mind, and an admiration for the still higher culture they have fallen short of. They have become capable of receiving and imparting, in various degrees, but all in some measure, the pleasures and inspirations of a refined social life. The cultured society of the nineteenth century --what did it consist of but here and there a few microscopic oases in a vast, unbroken wilderness? The proportion of individuals capable of intellectual sympathies or refined intercourse, to the mass of their contemporaries, used to be so infinitesimal as to be in any broad view of humanity scarcely worth mentioning. One generation of the world to-day represents a greater volume of intellectual life than any five centuries ever did before.

"There is still another point I should mention in stating the grounds on which nothing less than the universality of the best education could now be tolerated," continued Dr. Leete, "and that is, the interest of the coming generation in having educated parents. To put the matter in a nutshell, there are three main grounds on which our educational system rests: first, the right of every man to the completest education the nation can give him on his own account, as necessary to his enjoyment of himself; second, the right of his fellow-citizens to have him educated, as necessary to their enjoyment of his society; third, the right of the unborn to be guaranteed an intelligent and refined parentage."

I shall not describe in detail what I saw in the schools that day. Having taken but slight interest in educational matters in my former life, I could offer few comparisons of interest. Next to the fact of the universality of the higher as well as the lower education, I was most struck with the prominence given to physical culture, and the fact that proficiency in athletic feats and games as well as in scholarship had a place in the rating of the youth.

"The faculty of education," Dr. Leete explained, "is held to the same responsibility for the bodies as for the minds of its charges. The highest possible physical, as well as mental, development of every one is the double object of a curriculum which lasts from the age of six to that of twenty-one."

The magnificent health of the young people in the schools impressed me strongly. My previous observations, not only of the notable personal endowments of the family of my host, but of the people I had seen in my walks abroad, had already suggested the idea that there must have been something like a general improvement in the physical standard of the race since my day, and now, as I compared these stalwart young men and fresh, vigorous maidens with the young people I had seen in the schools of the nineteenth century, I was moved to impart my thought to Dr. Leete. He listened with great interest to what I said.