1879 and woollens to one-half; of manufactures of wood to one-third; of manufactures of steel to a little over one-third. And in explanation of this record of decay our Secretary of Legation at Washington contributes the ominous suggestion:-"The decreased importation of the articles referred to has been due in a great measure to the substitution in the markets of this country of articles of American manufacture." A. D. A. D. But the Americans were not contented with this limitation of their purchases from foreign producers. A desire to become themselves exporters of manufactured articles sprang up during the years of depression which followed the panic. Under the pure democracy of America a general desire translates itself very quickly into Government action. The Secre- 1877 tary of State addressed to his consuls in all parts of the world a request that they would collect for him all information fitted to be useful to American manufacturers who sought markets for their wares in foreign countries. The answers have put him in possession of a mass of information such as no Government ever before took the trouble to gather regarding the conditions of foreign markets, and the openings which existed or might be created in each for American manufactures. The growth of this trade has thus far been steady, but not rapid, and even now it has reached only moderate dimensions. In 1870 American manufactures were exported to the value of fifteen million sterling, while in 1878 the value had risen to twenty-seven million. Chief among the articles which make up this respectable aggregate are cotton cloths, manufactures of wood, of leather, of iron and steel, including machinery, tools, and agricultural implements. America sells to foolish nations which have not yet grown out of their fighting period, fire-arms, cartridges, gunpowder, and shell, to the extent of nearly a million and a half sterling. The multiplicity of articles which leave her ports show how keenly her foreign trade is being prosecuted. She sends household furniture, made by machinery, and sells it at prices which to the British cabinetmaker seem to be ruinous. She sends cutlery and tools of finish and price which fill the men of Sheffield with dismay, but do not apparently stimulate them to improvement. She sends watches manufactured by processes so superior to those still practised in Europe that the Swiss manufacturers have explicitly acknowledged hopeless defeat. She sends medicines, combs, perfumery, soap, spirits, writing-paper, musical instruments, glass-ware, carriages. All these are articles for which, but a few years ago, she herself was indebted to Europe. Now she supplies her own requirements, and has an increasing surplus for which she seeks markets abroad. Her policy of protection has been costly beyond all calculation; but those who upheld it now point with reasonable pride to the splendid place which America has taken among the manufacturing nations of the Earth. CHAPTER IV. EDUCATION IN AMERICA. The HE Pilgrim Fathers carried with them to New England a deep persuasion that the people of the State which they went to found must be universally educated. Not otherwise could the enduring success of their great enterprise be hoped for. It was their care from the very outset to provide in such manner as circumstances enabled them for the education of their children. germ of a free-school system is to be found in each of their youthful settlements. The records of the European countries of the time would be searched in vain for evidence of a sentiment so deeply seated, so widely prevalent, so enlightened as the New England desire that all children should be educated. Its sincerity was proved by the willingness of the people to submit to taxation in the cause. In the early days of Connecticut one-fourth of the revenues of the colony was applied to the support of schools. Long before the revolution, schools maintained by public funds and free of charge to the pupils had extended widely over the New England States. This love of education has never cooled. When the colonists gained their independence and established themselves as an association of freemen, conducting their own public affairs, a new urgency was added to the necessity that all should be educated. It was clearly seen, even then, that while ignorant men might be serviceable subjects of a despotism, only educated citizens were capable of self-government. Northern America sought to build the fabric of republican institutions upon the solid and durable foundation of universal enlightenment. In the Southern States the aristocratic tendencies which the slave-system fostered were adverse to the education of the poor. The slave-owners desired submission; their property was not improved in value, but the reverse, by education. While America was still a dependency, a question was put to the Governor of Virginia by the English Commissioners for Foreign Plantations. "I thank God,” replied the Governor, "there are no free schools or printing-presses, and I hope we shall not have these hundred years." The Governor's hope was more than fulfilled. The common-school system was almost unknown in the South while slavery existed. It became criminal to teach a slave to read; the poor white had no desire to learn, and no one sought to teach him. At the close of the rebellion the mass of the Southern population were as little educated as the Russian peasants are to-day. But peace was no sooner restored than the eager desire of the negroes for education was met by the generous efforts of the North. Northern teachers were quickly at work among the negro children. So soon as the means of the ruined States permitted, the commonschool system of the North was set up. It entailed burdens which they were then ill able to bear. But these burdens have been borne with a willingness which is evidence that the South now recognizes her need of education. Notwithstanding their poverty, some of the States yield for school purposes a rate of taxation larger for each member of the population than is that of England. The American people manifest a profound and, as recent reports indicate, an increasing interest in their system of common schools. It is not merely or chiefly the personal advantage of the individual citizen which concerns them. It is the great ness and permanence of the State.* "Free education for all is the prime necessity of republics." Institutions which rest altogether upon popular support demand, as essential to their safety, the support of an instructed people. It was the same conviction which impressed itself upon Great Britain when, having conceded household suffrage, she hastened to set up a compulsory and universal system of education, that the dangers likely to arise from the ignorance of the new electors might be averted. Moreover, the Americans believe firmly that without educated labour eminence in the industrial arts is not attainable. According to an estimate which has grown out of the experience of employers, the educated labourer is more valuable by twenty-five per cent. than his ignorant rival. Here is a source of national wealth which no wise State will disregard. It is the American theory that the State-the associated citizens has a proprietary interest in each of its members. For the good of the community, it is entitled to insist that every citizen shall become as effective as it is possible to make him; to expend public funds in order to that result is therefore a warrantable and remunerative outlay. Looking thus upon the value of public instruction, the American people have borne willingly the heavy costs of the common school. They suffer taxation ungrudgingly at a rate which, for the smaller population of England and Wales, would amount to nine million sterling instead of the four million actually expended. Nor is this the easy product of lands set apart for educational purposes at a time when land was valueless. Many of the States wisely set apart one-sixteenth of their land to uphold their schools. But in many of the old States the appropriation was not respected; too often, especially in the South, the endowment was applied to other uses. revenue derived now from any description of endowment does The * "We regard [the education of the people] as a wise and liberal system of police by which property and life and the peace of society are secured."-Daniel Webster. |