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 illustrations 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 constitutional 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 passengers 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
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 assign 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 Saturday 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 pronounced 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.
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 classical 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 "Cæsar'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