On occasions of oratory in this country, nothing will arouse an audience more quickly than an allusion to our public school system, and any speaker who sees fit to apostrophize it is certain to be fervidly applauded. Moreover, in private conversation, whether with our countrymen or with foreigners, every citizen is prone to indulge in the statement, commonly uttered with some degree of emotion, that our public schools are the great bulwarks of progressive democracy. Why, then, is the American parent, as soon as he becomes well-to-do, apt to send his children elsewhere?

I was walking down town with a friend the other day, and he asked me casually where I sent my boys to school. When I told him that they attended a public school he said, promptly, “Good enough. I like to see a man do it. It’s the right thing.” I acquiesced modestly; then, as I knew that he had a boy of his own, I asked him the same question.

“My son,” he replied slowly, “goes to Mr. Bingham’s”—indicating a private school for boys in the neighborhood. “He is a little delicate—that is, he had measles last summer, and has never quite recovered his strength. I had almost made up my mind to send him to a public school, so that he might mix with all kinds of boys, but his mother seemed to think that the chances of his catching scarlet fever or diphtheria would be greater, and she has an idea that he would make undesirable acquaintances and learn things which he shouldn’t. So, on the whole, we decided to send him to Bingham’s. But I agree that you are right.”

There are many men in the community who, like my friend, believe thoroughly that every one would do well to send his boys to a public school—that is, every one but themselves. When it comes to the case of their own flesh and blood they hesitate, and in nine instances out of ten, on some plea or other, turn their backs on the principles they profess. This is especially true in our cities, and it has been more or less true ever since the Declaration of Independence; and as a proof of the flourishing condition of the tendency at present, it is necessary merely to instance the numerous private schools all over the country. The pupils at these private schools are the children of our people of means and social prominence, the people who ought to be the most patriotic citizens of the Republic.

I frankly state that I, for one, would not send my boys to a public school unless I believed the school to be a good one. Whatever other motives may influence parents, there is no doubt that many are finally deterred from sending their boys to a public school by the conviction that the education offered to their sons in return for taxes is inferior to what can be obtained by private contract. Though a father may be desirous to have his boys understand early the theory of democratic equality, he may well hesitate to let them remain comparatively ignorant in order to impress upon them this doctrine. In this age, when so much stress is laid on the importance of giving one’s children the best education possible, it seems too large a price to pay. Why, after all, should a citizen send his boys to a school provided by the State, if better schools exist in the neighborhood which he can afford to have them attend?

This conviction on the part of parents is certainly justified in many sections of the country, and when justifiable, disarms the critic who is prepared to take a father to task for sending his children to a private school. Also, it is the only argument which the well-to-do aristocrat can successfully protect himself behind. It is a full suit of armor in itself, but it is all he has. Every other excuse which he can give is flimsy as tissue-paper, and exposes him utterly. Therefore, if the State is desirous to educate the sons of its leading citizens, it ought to make sure that the public schools are second to none in the land. If it does not, it has only itself to blame if they are educated apart from the sons of the masses of the population. Nor is it an answer to quote the Fourth of July orator, that our public schools are second to none in the world; for one has only to investigate to be convinced that, both as regards the methods of teaching and as regards ventilation, many of them all over the country are signally inferior to the school as it should be, and the school, both public and private, as it is in certain localities. So long as school boards and committees, from the Atlantic to the Pacific, are composed mainly of political aspirants without experience in educational matters, and who seek to serve as a first or second step toward the White House, our public schools are likely to remain only pretty good. So long as people with axes to grind, or, more plainly speaking, text-books to circulate, are chosen to office, our public schools are not likely to improve. So long—and here is the most serious factor of all—so long as the well-to-do American father and mother continue to be sublimely indifferent to the condition of the public schools, the public schools will never be so good as they ought to be.

It must certainly be a source of constant discouragement to the earnest-minded people in this country, who are interested in education, and are at the same time believers in our professed national hostility to class distinctions, that the well-to-do American parent so calmly turns his back on the public schools, and regards them very much from the lofty standpoint from which certain persons are wont to regard religion—as an excellent thing for the masses, but superfluous for themselves. Of course, if we are going, in this respect also, to model ourselves on and imitate the older civilizations, there is nothing to be said. If the public schools are to be merely a semi-charitable institution for children whose parents cannot afford to separate them from the common herd, the discussion ceases. But what becomes, then, of our cherished and Fourth of July sanctified theories of equality and common school education? And what do we mean when we prate of a common humanity, and no upper class?

It is in the city or town, where the public school is equal or superior to the private school, that the real test comes. Yet in these places well-to-do parents seem almost as indifferent as when they have the righteous defence that their children would be imperfectly educated, or breathe foul air, were they to be sent to a public school. They take no interest, and they fairly bristle with polite and ingenious excuses for evading compliance with the institutions of their country. This is true, probably, of three-fifths of those parents, who can afford, if necessary, to pay for private instruction. And having once made the decision that, for some reason, a public school education is not desirable for their children, they feel absolved from further responsibility and practically wash their hands of the matter. It is notorious that a very large proportion of the children of the leading bankers, merchants, professional men, and other influential citizens, who reside in the so-called court end of our large cities, do not attend the public schools, and it is equally notorious that the existence of a well-conducted and satisfactory school in the district affects the attendance comparatively little. If only this element of the population, which is now so indifferent, would interest itself actively, what a vast improvement could be effected in our public school system! If the parents in the community, whose standards of life are the highest, and whose ideas are the most enlightened, would as a class co-operate in the advancement of common education, the charge that our public schools produce on the whole second-rate acquirements, and second-rate morals and manners, would soon be refuted, and the cause of popular education would cease to be handicapped, as it is at present, by the coolness of the well-to-do class. If the public schools, in those sections of our cities where our most intelligent and influential citizens have their homes, are unsatisfactory, they could speedily be made as good as any private school, were the same interest manifested by the tax-payers as is shown when an undesirable pavement is laid, or a company threatens to provide rapid transit before their doors. Unfortunately, that same spirit of aloofness, which has in the past operated largely to exclude this element in the nation from participation in the affairs of popular government, seems to be at the bottom of this matter. Certainly much progress has been made in the last twenty years in remedying the political evil, and the public good appears to demand a change of front from the same class of people on the subject of common education, unless we are prepared to advocate the existence and growth of a favored, special class, out of touch with, and at heart disdainful of, the average citizen.

The most serious enemies of the public schools among well-to-do people appear to be women. Many a man, alive to the importance of educating his sons in conformity with the spirit of our Constitution, would like to send his boys to a public school, but is deterred by his wife. A mother accustomed to the refinements of modern civilization is apt to shrink from sending her fleckless darling to consort, and possibly become the boon companion or bosom friend, of a street waif.

She urges the danger of contamination, both physical and moral, and is only too glad to discover an excuse for refusing to yield. “Would you like to have your precious boy sit side by side with a little negro?” I was asked one day, in horrified accents, by a well-to-do American mother; and I have heard many fears expressed by others that their offspring would learn vice, or contract disease, through daily association with the children of the mass. It is not unjust to state that the average well-to-do mother is gratified when the public school, to which her sons would otherwise be sent, is so unsatisfactory that their father’s patriotism is overborne by other considerations. All theories of government or humanity are lost sight of in her desire to shelter her boys, and the simplest way to her seems to be to set them apart from the rest of creation, instead of taking pains to make sure that they are suitably taught and protected side by side with the other children of the community.

Excellent as many of our private schools are, it is doubtful if either the morals are better, or the liability to disease is less, among the children who attend them than at a public school of the best class. To begin with, the private schools in our cities are eagerly patronized by that not inconsiderable class of parents who hope or imagine that the social position of their children is to be established by association with the children of influential people. Falsehood, meanness, and unworthy ambitions are quite as dangerous to character, when the little man who suggests them has no patches on his breeches, as when he has, and unfortunately there are no outward signs on the moral nature, like holes in trousers, to serve as danger signals to our darlings. Then again, those of us who occupy comfortable houses in desirable localities, will generally find on investigation that the average of the class of children which attend the public school in such a district is much superior to what paternal or maternal fancy has painted. In such a district the children of the ignorant emigrant class are not to be found in large numbers. The pupils consist mainly of the rank and file of the native American population, whose tendencies and capacities for good have always been, and continue to be, the basis of our strength as a people. There is no need that a mother with delicate sensibilities should send her son into the slums in order to obtain for him a common school education; she has merely to consent that he take his chances with the rest of the children of the district in which he lives, and bend her own energies to make the standards of that school as high as possible. In that way she will best help to raise the tone of the community as a whole, and best aid to obliterate those class distinctions which, in spite of Fourth of July negations, are beginning to expose us to the charge of insincerity.

When a boy has reached the age of eleven or twelve, another consideration presents itself which is a source of serious perplexity to parents. Shall he be educated at home—that is, attend school in his own city or town—or be sent to one of the boarding-schools or academies which are ready to open their doors to him and fit him for college? Here again we are met by the suggestion that the boarding-school of this type is not a native growth, but an exotic. England has supplied us with a precedent. The great boarding-schools, Rugby, Eton, and Harrow, are the resort of the gentlemen of England. Though termed public schools, they are class schools, reserved and intended for the education of only the highly respectable. The sons of the butcher, the baker, and candlestick-maker are not formally barred, but they are tacitly excluded. The pupils are the sons of the upper and well-to-do middle classes. A few boarding-schools for boys have been in existence here for many years, but in the last twenty there has been a notable increase in their number and importance. These, too, are essentially class schools, for though ostensibly open to everybody, the charges for tuition and living are beyond the means of parents with a small income. Most of them are schools of a religious denomination, though commonly a belief in the creed for which the institution stands is not made a formal requisite for admission. The most successful profess the Episcopalian faith, and in other essential respects are modelled deliberately on the English public schools.

The strongest argument for sending a boy to one of these schools is the fresh-air plea. Undeniably, the growing boy in a large city is at a disadvantage. He can rarely, if ever, obtain opportunities for healthful exercise and recreation equal to those afforded by a well-conducted boarding-school. He is likely to become a little man too early, or else to sit in the house because there is nowhere to play. At a boarding-school he will, under firm but gentle discipline, keep regular hours, eat simple food, and between study times be stimulated to cultivate athletic or other outdoor pursuits. It is not strange that parents should be attracted by the comparison, and decide that, on the whole, their boys will fare better away from home. Obviously the aristocratic mother will point out to her husband that his predilection for the public school system is answered by the fact that the State does not supply schools away from the city, where abundant fresh air and a famous foot-ball field are appurtenant to the institution. Tom Brown at Rugby recurs to them both, and they conclude that what has been good enough for generations of English boys will be best for their own son and heir.

On the other hand, have we Americans ever quite reconciled ourselves to, and sympathized with, the traditional attitude of English parents toward their sons as portrayed in veracious fiction? The day of parting comes; the mother, red-eyed from secret weeping, tries not to break down; the blubbering sisters throw their arms around the neck of the hero of the hour, and slip pen-wipers of their own precious making into his pockets; the father, abnormally stern to hide his emotion, says, bluffly, “Good-by, Tom; it’s time to be off, and we’ll see you again at Christmas.” And out goes Tom, a tender fledgeling, into the great world of the public school, and that is the last of home. His holidays arrive, but there is no more weeping. He is practically out of his parents’ lives, and the sweet influence of a good mother is exercised only through fairly regular correspondence. And Tom is said to be getting manly, and that the nonsense has nearly been knocked out of him. He has been bullied and has learned to bully; he has been a fag and is now a cock. Perhaps he is first scholar, if not a hero of the cricket or foot-ball field. Then off he goes to college, half a stranger to those who love him best.

This is fine and manly perhaps, in the Anglo-Saxon sense, but does it not seem just a little brutal? Are we well-to-do Americans prepared to give up to others, however exemplary, the conduct of our children’s lives? Granting that the American private boarding-school is a delightful institution, where bullying and fags and cocks are not known, can it ever take the place of home, or supply the stimulus to individual life which is exercised by wise parental love and precept? Of course, it is easier, in a certain sense, to send one’s boy to a select boarding-school, where the conditions are known to be highly satisfactory. It shifts the responsibility on to other shoulders, and yet leaves one who is not sensitive, in the pleasing frame of mind that the very best thing has been done for the young idea. In our busy American life—more feverish than that of our English kinsfolk whose institution we have copied—many doubtless are induced to seek this solution of a perplexing problem by the consciousness of their own lack of efficiency, and their own lack of leisure to provide a continuous home influence superior or equal to what can be supplied by headmasters and their assistants, who are both churchmen and athletes. Many, too, especially fathers, are firm believers in that other English doctrine, that most boys need to have the nonsense knocked out of them, and that the best means of accomplishing this result is to cut them loose from their mothers’ apron-strings.

It is to be borne in mind in this connection that the great English public schools are a national cult. That is, everybody above a certain class sends his sons to one of them. On the other hand, the private boarding-schools on this side of the water, fashioned after them, have thus far attracted the patronage of a very small element of the population. It is their misfortune, rather than their fault, that they are chiefly the resort of the sons of rich or fashionable people, and consequently are the most conspicuously class schools in the country. Doubtless the earnest men who conduct most of them regret that this is so, but it is one of the factors of the case which the American parent with sons must face at present. It may be that this is to be the type of school which is to become predominant here, and that, as in England, the nation will recognize it as a national force, even though here, as there, only the sons of the upper classes enjoy its advantages. That will depend partly on the extent to which we shall decide, as a society, to promote further class education. At present these schools are essentially private institutions. They are small; they do not, like our American colleges, offer scholarships, and thus invite the attendance of ambitious students without means. Moreover, they are almost universally conducted on a sectarian basis, or with a sectarian leaning, which is apt to proselytize, at least indirectly.

While those in charge of them indisputably strive to inculcate every virtue, the well-to-do American father must remember that his sons will associate intimately there with many boys whose parents belong to that frivolous class which is to-day chiefly absorbed in beautiful establishments, elaborate cookery, and the wholly material vanities of life, and are out of sympathy with, or are indifferent to, the earnest temper and views of that already large and intelligent portion of the community, which views with horror the development among us of an aristocracy of wealth, which apes and is striving to outdo the heartless inanities of the Old World. He must remember that a taste for luxury and sensuous, material aims, even though they be held in check by youthful devotion to the rites of the church, will prove no less disastrous, in the long run, to manhood and patriotism, than the lack of fresh air or a famous foot-ball field.

If, however, the American father chooses to keep his sons at home, he is bound to do all he can to overcome the physical disadvantages of city life. Fresh air and suitable exercise can be obtained in the suburbs of most cities by a little energy and co-operation on the part of parents. As an instance, in one or two of our leading cities, clubs of twelve to fifteen boys are sent out three or four afternoons a week under the charge of an older youth—usually a college or other student—who, without interfering with their liberty, supervises their sports, and sees that they are well occupied. On days when the weather is unsuitable for any kind of game, he will take them to museums, manufactories, or other places of interest in the vicinity. In this way some of the watchfulness and discipline which are constantly operative at a boarding-school, are exercised without injury to home ties. There is no doubt that, unless parents are vigilant and interest themselves unremittingly in providing necessary physical advantages, the boys in a crowded city are likely to be less healthy and vigorous in body, and perhaps in mind, than those educated at a first-class boarding-school. It may be, as our cities increase in size, and suburbs become more difficult of access, that the boarding-school will become more generally popular; but there is reason to believe that, before it is recognized as a national institution, sectarian religion will have ceased to control it, and it will be less imitative of England in its tone and social attitude. Until then, at least, many a parent will prefer to keep his boys at home.