Moreover, if a man going to the Bates House for a sojourn, chose to pay a trifle extra he might have a room all to himself, without the prospect of being waked up in the middle of the night to admit some stranger, a.s.signed by the hotel authorities to share his room and bed.
All these things were marvels of pretentious luxury, borrowed from the more "advanced" hostelries of the Eastern cities, and as such they became topics of admiring comment everywhere, as ill.u.s.trations of the wonderful progress of civilization that was taking place among us.
But all these subjects of wonderment shrank to nothingness by comparison, when the proprietors of the Bates House printed on their breakfast bills of fare, an announcement that thereafter each guest"s breakfast would be cooked after his order for it was given, together with an appeal for patience on the part of the breakfasters--a patience that the proprietors promised to reward with hot and freshly prepared dishes.
This innovation was so radical that it excited discussion hotter even than the Bates House breakfasts. Opinions differed as to the right of a hotel keeper to make his guests wait for the cooking of their breakfasts. To some minds the thing presented itself as an invasion of personal liberty and therefore of the const.i.tutional rights of the citizen. To others it seemed an intolerable nuisance, while by those who were ambitious of reputation as persons who had traveled and were familiar with good usage, it was held to be a welcome advance in civilization. In approving it, they were able to exploit themselves as persons who had not only traveled as far as the state capital, but while there had paid the two dollars a day, which the Bates House charged for entertainment, instead of going to less pretentious taverns where the customary charge of a dollar or a dollar and a half a day still prevailed, and where breakfast was put upon the table before the gong invited guests to rush into the dining room and madly scramble for what they could get of it.
In the same way I remember how we all wondered over the manifestation of luxury made by the owners of a newly built steamboat of the Louisville and Cincinnati Mail Line, when we heard that the several staterooms were provided with wash-basins. That was in the fifties. Before that time, two common washrooms--one for men and the other for women--had served all the pa.s.sengers on each steamboat, and, as those washrooms had set-bowls with running water, they were regarded as marvels of sumptuousness in travel facilities. It was partly because of such luxury, I suppose, that we called the steamboats of that time "floating palaces." They seemed so then. They would not impress us in that way now. Perhaps fifty years hence the great ocean liners of the present, over whose perfection of equipment we are accustomed to wonder, will seem equally unworthy. Such things are comparative and the world moves fast.
XIV
[Sidenote: A Bathroom Episode]
The crudities here referred to, however, are not properly to be reckoned as belonging exclusively to the West, or as specially indicative of the provincialism of the West. At that time and for long afterward, it was usual, even in good hotels throughout the country, to a.s.sign two men, wholly unacquainted with each other, to occupy a room in common. It was expected that the hotel would provide a comb and brush for the use of guests in each room, as the practice of carrying one"s own toilet appliances of that kind had not yet become general. Hotel rooms with private bathrooms adjoining, were wholly unknown before the Civil War, and the practice of taking a daily bath was very uncommon indeed. A hotel guest asking for such a thing would have been pointed out to bystanders as a curiosity of effete dandyism. Parenthetically, I may say that as late as 1886 I engaged for my wife and myself a room with private bath on the first floor of the Nadeau House, then the best hotel in Los Angeles, California. The man at the desk explained that the bathroom did not open directly into the room, but adjoined it and was accessible from the dead end of the hallway without. We got on very well with this arrangement until Sat.u.r.day night came, when, as I estimated the number, all the unmarried men of the city took turns in bathing in my private bathroom. When I entered complaint at the desk next morning, the clerk evidently regarded me as a monster of arrogant selfishness. He explained that as I had free use of the bathroom every day and night of the week, I ought not to feel aggrieved at its invasion by other cleanly disposed persons on "the usual night for taking a bath."
The experience brought two facts to my attention: first, that in the opinion of the great majority of my fellow American citizens one bath a week was quite sufficient, and, second, that the fixed bathtub, with hot and cold water running directly into it, is a thing of comparatively modern use. I suppose that in the eighteen-fifties, and quite certainly in the first half of that decade, there were no such appliances of luxurious living in any but the very wealthiest houses, if even there.
Persons who wanted an "all-over bath," went to a barber shop for it, if they lived in a city, and, if they lived elsewhere, went without it, or pressed a family washtub into friendly service.
So, too, as late as 1870, in looking for a house in Brooklyn, I found it difficult to get one of moderate rent cost, that had other water supply than such as a hydrant in the back yard afforded.
XV
To return to the changes wrought in the West by the construction of railroads and the influx of immigration from all parts of the country.
In nothing else was the improvement more rapid or more p.r.o.nounced than in education. Until the early fifties, and even well into them, educational endeavors and educational methods were crude, unorganized, wasteful of effort, and utterly uncertain of result. From the very beginning the desire for education had been alert and eager in the West, and the readiness to spend money and effort in that behalf had been unstinted. But the means were lacking and system was lacking. More important still there was lack of any well-considered or fairly uniform conception of what education ought to aim at or achieve.
In the rural districts schools were sporadic and uncertain. When a "master" was available "school kept," and its chief activity was to teach the spelling of the English language. Incidentally it taught pupils to read and the more advanced ones--ten per cent. of all, perhaps, to write. As a matter of higher education rudimentary arithmetic had a place in the curriculum. Now and then a schoolmaster appeared who essayed other things in a desultory way but without results of any consequence. In the villages and towns the schools were usually better, but even there the lack of any well-ordered system was a blight.
[Sidenote: School Methods]
The schoolmasters were frequently changed, for one thing, each newcoming one bringing his own notions to bear upon problems that he was not destined to remain long enough to solve. Even in the more permanent schools, kept by very young or superannuated preachers, or by Irish schoolmasters who conducted them on the "knock down and drag out" system, there was no attempt to frame a scheme of education that should aim at well conceived results. In every such school there were two or three boys taking "the cla.s.sical course," by which was meant that without the least question or consideration of their fitness to do so, they had dropped all ordinary school studies and were slowly plodding along in rudimentary Latin, in obedience to some inherited belief on the part of their parents that education consists in studying Latin, that there is a benediction in a paradigm, and that fitness for life"s struggle is most certainly achieved by the reading of "Historia Sacra," "Cornelius Nepos," and the early chapters of "Caesar"s Commentaries on the Gallic War."
Other pupils, under the impression that they were taking a "scientific course," were drilled in Comstock"s Physiology and Natural Philosophy, and somebody"s "Geography of the Heavens." The rest of the school--plebeians all--contented themselves with reading, writing, arithmetic, geography, and a vain attempt to master the mysteries and mists of Kirkham"s Grammar.
The railroads quickly changed all this. They brought into the West men and women who knew who Horace Mann was, and whose conceptions of education in its aims and methods were definite, well ordered, and aggressive.
These set to work to organize graded school systems in the larger towns, and the thing was contagious, in a region where every little town was confidently ambitious of presently becoming the most important city in the state, and did not intend in the meantime to permit any other to outdo it in the frills and furbelows of largeness.
With preparatory education thus organized and systematized, and with easy communication daily becoming easier, the ambition of young men to attend colleges and universities was more and more gratified, so that within a very few years the higher education--so far as it is represented by college courses--became common throughout the country, while for those who could not achieve that, or were not minded to do so, the teaching of the schools was adapted, as it never had been before, to the purpose of real, even if meager education.
Even in the remotest country districts a new impetus was given to education, and the subjection of the schools there to the supervision of school boards and professional superintendents worked wonders of reformation. For one thing the school boards required those who wished to serve as teachers to pa.s.s rigid examinations in test of their fitness, so that it was no longer the privilege of any ignoramus who happened to be out of a job to "keep school." In addition to this the school boards prescribed and regulated the courses of study, the cla.s.sification of pupils, and the choice of text-books, even in country districts where graded schools were not to be thought of, and this supervision gave a new and larger meaning to school training in the country.
XVI
It was my fortune to be the first certified teacher under this system in a certain rural district where the old haphazard system had before prevailed, and my experience there connects itself interestingly, I think, with a bit of literary history. It was the instigation of my brother, Edward Eggleston"s, most widely popular story, "The Hoosier Schoolmaster," which in its turn was the instigation of all the fascinating literature that has followed it with Hoosier life conditions for its theme.
[Sidenote: "The Hoosier Schoolmaster"]
My school district lay not many miles from the little town in which my family lived, and as I had a good pair of legs, well used to walking, I went home every Friday night, returning on Monday morning after a four o"clock breakfast. On these week-end visits it was my delight to tell of the queer experiences of the week, and Edward"s delight to listen to them while he fought against the maladies that were then threatening his brave young life with early extinction.
Years afterwards he and I were together engaged in an effort to resuscitate the weekly ill.u.s.trated newspaper _Hearth and Home_, which had calamitously failed to win a place for itself, under a number of highly distinguished editors, whose abilities seemed to compa.s.s almost everything except the art of making a newspaper that people wanted and would pay for. Of that effort I shall perhaps have more to say in a future chapter. It is enough now to say that the periodical had a weekly stagnation--it will not do to call it a circulation--of only five or six thousand copies, nearly half of them gratuitous, and it had netted an aggregate loss of many thousands of dollars to the several publishers who had successively made themselves its sponsors. It was our task--Edward"s and mine--to make the thing "pay," and to that end both of us were cudgeling our brains by day and by night to devise means.
One evening a happy thought came to Edward and he hurriedly quitted whatever he was doing to come to my house and submit it.
"I have a mind, Geordie," he said, "to write a three number story, called "The Hoosier Schoolmaster," and to found it upon your experience at Riker"s Ridge."
We talked the matter over. He wrote and published the first of the three numbers, and its popularity was instant. The publishers pleaded with him, and so did I, to abandon the three number limitation, and he yielded. Before the serial publication of the story ended, the subscription list of _Hearth and Home_ had been many times multiplied and Edward Eggleston was famous.
He was far too original a man, and one possessed of an imagination too fertilely creative to follow at all closely my experiences, which had first suggested the story to him. He made one or two personages among my pupils the models from which he drew certain of his characters, but beyond that the experiences which suggested the story in no way entered into its construction. Yet in view of the facts it seems to me worth while to relate something of those suggestive experiences.
I was sixteen years old when I took the school. Circ.u.mstances had compelled me for the time to quit college, where, despite my youthfulness, I was in my second year. The Riker"s Ridge district had just been brought under supervision of the school authorities at Madison. A new schoolhouse had been built and a teacher was wanted to inaugurate the new system. I applied for the place, stood the examinations, secured my certificate, and was appointed.
[Sidenote: The Riker"s Ridge District]
On my first appearance in the neighborhood, the elders there seemed distinctly disappointed in the selection made. They knew the school history of the district. They remembered that the last three masters had been "licked" by stalwart and unruly boys, the last one so badly that he had abandoned the school in the middle of the term. They strongly felt the need, therefore, of a master of mature years, strong arms, and ponderous fists as the person chosen to inaugurate the new system. When a beardless boy of sixteen presented himself instead, they shook their heads in apprehension. But the appointment had been made by higher authority, and they had no choice but to accept it. Appreciating the nature of their fears, I told the grave and reverend seigniors that my schoolboy experience had shown my arms to be stronger, my fists heavier, and my nimbleness greater perhaps than they imagined, but that in the conduct of the school I should depend far more upon the diplomatic nimbleness of my wits than upon physical prowess, and that I thought I should manage to get on.
There was silence for a time. Then one wise old patriarch said:
"Well, may be so. But there"s Charley Grebe. You wouldn"t make a mouthful for him. Anyhow, we"ll see, we"ll see."
Charley Grebe was the youth who had thrashed the last master so disastrously.
Thus encouraged, I went to my task.
The neighborhood was in no sense a bad one. There were none of the elements in it that gave character to "Flat Creek" as depicted in "The Hoosier Schoolmaster." The people were all quiet, orderly, entirely reputable folk, most of them devotedly pious. They were mainly of "Pennsylvania Dutch" extraction, stolid on the surface but singularly emotional within. But the school traditions of the region were those of the old time, when the master was regarded as the common enemy, who must be thwarted in every possible way, resisted at every point where resistance was possible, and "thrashed" by the biggest boy in school if the biggest boy could manage that.
There was really some justification for this att.i.tude of the young Americans in every such district. For under the old system, as I very well remember it, the government of schools was brutal, cruel, inhuman in a degree that might in many cases have excused if it did not justify a homicidal impulse on the part of its victims. The boys of the early time would never have grown into the stalwart Americans who fought the Civil War if they had submitted to such injustice and so cruel a tyranny without making the utmost resistance they could.
XVII
I began my work with a little friendly address to the forty or fifty boys and girls who presented themselves as pupils. I explained to them that my idea of a school was quite different from that which had before that time prevailed in that region; that I was employed by the authorities to teach them all I could, by way of fitting them for life, and that I was anxious to do that in the case of every boy and girl present. I expressed the hope that they in their turn were anxious to learn all I could teach them, and that if any of them found their studies too difficult, I would gladly give my time out of school hours to the task of discovering the cause of the difficulty and remedying it.
I explained that in my view government in a school should have no object beyond that of giving every pupil opportunity to learn all he could, and the teacher opportunity to teach all he could. I frankly abolished the arbitrary rule that had before made of whispering a grave moral offense, and subst.i.tuted for it a request that every pupil should be careful not to disturb the work of others in any way, so that we might all make the most of our time and opportunity.