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.
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.