EDUCATION
Tupper." To-day they do not "think of Tupper" any more than we do—and by Tupper I mean, of course, not the veritable Martin Farquhar, but the Tuppers of the passing hour. In America as in England, no doubt, there is a huge half-educated public, ravenous for doughnuts of romance served up with syrup of sentiment. The enthusiasms of the American shopgirl, I take it, are very much the same as those of her English sister. But the line of demarcation between the educated and the half-educated is just as clear in New York as in London. For the cultivated American of to-day, the Boomster booms and the Sibyl sibyllates in vain. I find no justification, in this city at any rate, for the old saying which described America as the most common-schooled and least educated country in the world. If we must draw distinctions, I should say that the effect of the American system of university education was to raise the level of general culture, while lowering the standard of special scholarship. I believe that the general American tendency is to insist less than we do on sheer mental discipline for its own sake, whether in classics or mathematics, to allow the student a wider latitude of choice, and to enable him to specialise at an earlier point in his curriculum upon the studies he most affects, or which are most likely to be directly useful to him in practical life. Thus the American universities, probably, do not turn out many men who can "read Plato with their feet on the hob," but many who can,
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