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William Hepworth Dixon, White Conquest: Volume 2, Chapter 28: Philadelphia. (search)
Chapter 28: Philadelphia. Philadelphia is the best example of White progress in America, because nothing accidental, nothing temporary, rules the conditions of her growth. She has not been made a Royal residence, like Rome; the centre of a new imperial system, like Berlin. No great discovery of mineral wealth has drawn to her the daring spirits of all nations, like San Francisco. She is not the chief entry of immigrants from Europe, like New York. She has not sprung into fashion like Brighton and Saratoga. She owes no part of her fortune to having been made a free port, like Livorno, or to her having taken the fancy of a Caesar, like Madrid. Her growth is natural. Accidental growth is seen in many towns. A railway bridge secures prosperity to Omaha; a line of docks makes Birkenhead; a spring of oil gives life to Petrolia. But Philadelphia owes her wealth to general causes, and her greatness is not jeopardized by the failure of a dozen industries. Men now living in Walnu
William Hepworth Dixon, White Conquest: Volume 2, Chapter 34: America at school. (search)
cy with the same high spirit as they showed in fronting the great material power of their enemies in the war. Ten years ago there were no such public schools in Richmond as there were in Boston, Philadelphia, and New York. A lady of the First Families could not send her boys and girls to an institution where they might have to mingle with white trash. It is the sentiment of a ruling class, common to all countries, not more obvious in Richmond and Raleigh than in Geneva and Lausanne, in Brighton and Harrogate. A society of gentry tends by habit to become a caste. No teachers of the higher grades found welcome in Virginia, and the science of pedagogy was abandoned to the Thwackums and Squeers. A private school, the lowest type of boarding-school, was the only school thought good enough for the girls and boys of White citizens in Richmond. But for the higher culture found in the domestic circle, where the men were mostly gentlemen, the women mostly ladies, the state of learning