Chapter IX: Part 9

I omitted to mention before stretching across the Pampas, another Lancasterian School and Society. This School and Society are situated about 500 miles to the South of the City of Buenos Aires, at the mouth of the Rio Negro, where there is a small fort and town. Colonel Oyüela, who was appointed Governor of that quarter some months before my leaving the eastern side of the continent, attended our central school to get acquainted with our system, and on going to the place of his appointment, he carried with him a supply of lessons for the commencement of a school. I afterwards learned, that he had endeavoured to interest the inhabitants of that place in the education of their children, and that he had succeeded in establishing a school, and in forming a small society for its support. To this small society, contributions were made by the inhabitants of such things as they had, and these were turned into money, and kept the school going forward. The conduct of Colonel Oyüela in this matter is truly praiseworthy, as it springs from a sincere desire to promote education, and to benefit those over whom he is placed. If all governors, _far and near_, were to act in the same manner, we should soon see ignorance turned into knowledge all the world over.

The British System was begun in Chile, in July 1821. The Director, Don Bernardo O’Higgins, manifested a sincere desire to extend education throughout the country over which he was placed, and was ready to listen to any improvements in the manner of communicating knowledge, which might be brought before him. The principal Secretary of State, Don Rafael Echevarria, was also much interested in the subject. Three schools were established in Santiago, the capital, one in Valparaiso, and one in Coquimbo. Some months before I left Chile, Mr. Eaton arrived there, having been sent from London, by Mr. Irisarri, to promote education on the Lancasterian plan. The government intended to send Mr. Eaton to Conception, in the south of Chile, to establish schools in that province, but on representing to the director, that it would be better to concentrate our labours in the capital, and from thence to send qualified masters to the various provinces, it was acceded to that Mr. Eaton should remain in Santiago. Our labours were continued there together until I received an invitation from General San Martin to go to Peru. Upon considering fully the importance of this invitation, as affording an opportunity for extending the blessings of education, in that interesting country, I thought it advisable to accept of it, considering that Mr. Eaton would remain in Chile, and that thus what had been begun there, would be maintained, and that by degrees, through his labours, the system would be generally extended in that quarter. These expectations, however, were not realized, as Mr. Eaton, in a few months after I went to Peru, fell sick, and was obliged to return to England. In consequence of this misfortune, the cause in Chile began to decline, and I believe, at the present moment, the schools formerly established are in a very low state, if not given up altogether. It is much to be regretted, that things should remain in this state in Chile, and that the great work of education should be retarded there, whilst it is making progress in other quarters. During my stay in Peru, I had some notices of how things were going on, and where they might probably end, unless I should accede to their invitation to return there, or at all events send a well qualified master to sustain the system. I could not go myself to Chile, although I had a great desire to go, because my leaving Peru at that time, might have occasioned a retrogression similar to what had taken place in Chile. In consequence of this, I looked out for a well instructed master to go there. Before I succeeded in obtaining one, the Spanish army took possession of Lima, and General Rodil, who commanded the fortresses of Callao, refused to allow the master to go when I called on him to obtain a passport.

From the representatives of the Chilian government, now in London, I have learned that there is a great regret at the disappointment met with in regard to the schools; and that there exists a sincere desire to remedy the evil as much as possible, and without delay. I mention this to the Committee agreeable to your request that I should point out the best means for forwarding education in South America. I would suggest the propriety of seeking out a well qualified person to go to Chile, and if the one selected is well fitted for conducting education, I have no doubt of his obtaining a favourable reception, and of his being the means of greatly benefiting that country. For the encouragement of such a one, I would say, that Chile enjoys a delightful climate, and its inhabitants are, I think, more moral in general than in any other part of South America where I have been.

The persons you might correspond with in Chile upon this subject, are the present Director, General Freire, Don Rafael Echevarria, Don Henrique Camillo, and Don Manuel Salas. General Freire was Governor of Conception when I resided in Chile; but, on a visit he paid to Santiago when I was there, I had an interview with him, in which he manifested his satisfaction at the progress of our schools on your system, and his readiness to encourage the introduction of the same plan in the province of Conception, when we should be able to send a master there. I have, indeed, no doubt of his hearty co-operation with any measures which the Society may adopt on behalf of Chile. The other three person mentioned will lend all their aid in this good work. Mr. Echevarria was First Secretary of State at the time I was there, and encouraged education on this system by sending his own son to our central school, and by a frequent attendance himself in the afternoons when his public business was over. Mr. Camillo was, and I believe is, contributing to the enlightening of his countrymen respecting education and other improvements by publishing a periodical work which had these things for its sole object. Don Manuel Salas is already known to you by my letters from Chile. He is a man up in years, and his only desire is to benefit his countrymen in every way he can, and he looks upon education as the most effectual means of doing permanent good.

I have only further to mention respecting Chile, that Mr. Egaña, the present envoy from that government now in London, will be ready to give the Committee any information or assistance in his power to the furtherance of this object.

My arrival in Peru, in the end of June 1822, and the favourable circumstances in the establishment of schools there, is detailed in my letters written about that period. Some time after these prosperous days, the war in that country greatly hindered the progress of education. We had often been scourged by this foe before, particularly in Buenos Aires, but the occurrences in Peru were to me, at least, new. Our former wars were among ourselves, and whatever party gained the ascendancy the schools went on unmolested, or nearly so; but in Lima we came in contact with the Spaniards, the well known encouragers of ignorance, at least so far as South America is concerned. Twice was Lima taken possession of by the Spanish armies during my residence there. On the first occasion I left the city along with some thousands, who fled at that unhappy time. The schools suffered an interruption of three months by the first visit of the Spanish troops. On the second occasion, to prevent a like interruption, I remained in the city, and the schools went on, though not so prosperously as we could have wished. The protection we enjoyed at this time was owing, I believe, in a good measure, to the general feeling in the place in favour, of education. After remaining six months under the Spanish dominion, in that city, and finding it impossible to advance, I left that place on my way northward, and finally came to England. Of the result of this journey you are already acquainted, through the publications of the Bible Society.

The Central School established in the College of the Dominican Friars in Lima, contained, on the entrance of the Spanish army, 230 children, and was going on well; there was another school on the same plan which had 80 scholars in it. In both these schools printed sheets of extracts from the Scriptures were used for lessons, the same as in Buenos Aires and Chile. But in addition to this, in Lima the New Testament entire, printed by the British and Foreign Bible Society in London, was used as our principal school-book. In this precious volume the children in the higher classes read, and were questioned as to its contents. The same volume was carried home by the children, and read by them there, and portions of it also were committed to memory. These portions were recited in school, and premiums were awarded according to the accuracy of the recitation, and the clearness of the views which the children gave in their own language, of what they had recited. Besides the sheet lessons, the Scripture extracts were printed and used in the form of little books. Requests at times came from the parents to have a copy of these to read, which requests were complied with, and thus the word of God became more known, and I trust more revered and obeyed.

I am not sure whether I mentioned to you or not, on former occasions, _the name_ of an esteemed friend and an able coadjutor in the work of education. It would in me be a dereliction of duty to pass over in silence the name and the character of this individual. The gentleman I speak of is Don José Francisco Navarrete, a clergyman in Lima. After an acquaintance with him for about two years, and experiencing during the half of that time his able co-operation, I beg leave to recommend him to the attention of the Society, in reference to the furtherance of education in Peru. I have had three letters from him since my return to England, and am happy to find that he continues his exertions unabated in promoting the instruction of youth, and that the schools left under his charge are doing well. He informs me that a school has been established in Huánuco, and that it is conducted by a native of that place, who attended our school in Lima several months when I was there. Huánuco is a very happy station for a school. It is situated in an interesting country, and is the key to the large uncivilized population which inhabit the banks of the Huallága, Ucayáli, and Amazon. From Huánuco as a centre I am persuaded much may be done on behalf of these poor creatures, who, though living in one of the richest portions of the world, wander about almost naked, half fed, and in complete ignorance of the arts and comforts of life; and what is still more to be regretted, no cheering ray breaks in upon them of a world to come, and of the everlasting felicity to be enjoyed there through our Lord Jesus Christ. Let us hope, and let us pray for it, that education may soon begin among them, that the Holy Scriptures may be put into their hands, and that the Spirit of God may descend upon these poor Gentiles, as it did on us in former days, that their sins may be washed away, and that they may enjoy an inheritance among all them that are sanctified.

Another favourable circumstance has taken place since my leaving Peru, in regard to the quarter I am now speaking of. In Ocopa, not far distant from Huánuco there has existed for many years a College of Friars, most of whom were natives of Spain. This College has been made to change its object, and instead of being as formerly a nursery of Friars, it has become a seminary for the education of youth on the British System, and its ample funds are now applied to this object. This happy change has been effected entirely through General Bolívar. After mentioning this circumstance, as bearing on the character of Bolívar, it might be thought unnecessary to say more respecting him, as the instance now mentioned very plainly indicates his desire to benefit South America, not by his military exertions only, but also by the gentler, more effectual means of early instruction. I must however add two circumstances more, in proof of Bolívar’s deep interest and active exertions in the cause of education. Some months subsequent to the decree referred to for changing the object of the College of Ocopa, he issued a decree for establishing a Central School on the Lancasterian System, in the capital city of each province throughout Peru, and from which Central Schools, masters are to be sent into all the towns and hamlets of the respective provinces. This is a most effectual measure for speedily enlightening all the inhabitants of that country. The other circumstance I have to mention in regard to Bolívar is a decree he issued about a year ago for sending two young men from every province in Peru to England, to receive here, at the expense of the Government, the best education that can be obtained. After finishing their studies in this country, these young men are to return to their native land, and to fill important stations in the great work of general illumination. I am sure the hearts of the Committee are by this time warmly attached to this useful individual, whom God Almighty has raised up to be so great a blessing to his country, in breaking their chains of oppression and of ignorance. Ten of the young men sent by Bolívar have arrived in this country, and are now pursuing their studies in the neighbourhood of London. One of these was a monitor in our central school in Lima. The rest of the young men are expected to arrive here soon. I am happy in being thus able to confirm, by unexceptionable instances, the opinion I formerly gave you of this great man, after enjoying the pleasure of an interview with him, and conversing upon these subjects.—To these things must be added the appropriation of 20,000 dollars for promoting schools in Caraccas through Mr. Lancaster.

In the lustre of Bolívar, I had nearly forgotten something more I had to say of our friend Navarrete, a man who only needs the station of Bolívar to do all that he does. In one of the letters I lately received from him, he says, he has obtained from the Government the grant of part of a nunnery for establishing a girls’ school. This nunnery is close beside the college where the boys’ central school is. This school, about to be established, is to be the model and the central establishment for the education of the female sex, a branch of education very much wanted in that country. May God speed the labours of our dear friend in this matter, and may mothers, and daughters, and sisters, embalm his memory for ages to come!

I believe the Committee is now aware that I have given up any intention of returning to Peru, and that I have fixed on another spot of South America, where I intend to spend my remaining days. I would beg leave, therefore, to solicit the attention of the Committee to Peru, and would suggest the propriety of their sending out a fit person to that place, to be actively employed in the establishment of schools. I have no doubt of such an individual meeting with a favourable reception, and of his being immediately employed by the Government in this work.

Before leaving Peru, I wish to notice one of the articles of the constitution of that state, as it has an important bearing upon the cause of education. The article in question states, that the elective franchise is open to all, but with the express preliminary qualification, that the voter be able to read and to write. It is, however, added that in consequence of the ignorance in which the Spaniards have kept the people in general, this pre-requisite shall not be required until the year 1840. The measures which the Government is pursuing for promoting general education, bid fair, I think, to qualify all by the given time, in the manner referred to.[9]

In regard to education in Colombia, I have hitherto said but little, and that little is contained in a letter to you from Quito, in November 1824. In that communication, I mentioned a plan for establishing a seminary for the education of the female sex in that city. The difficulties of converting a monastery into such a seminary are considerable, and although I am pretty confident of the ultimate success of that measure, I cannot speak definitely as to its progress. The last notice I had upon the subject, was in a letter from one of the members of Congress, in which he says, that the question was to be forthwith discussed in Congress. I hope no long time will elapse before we have the gratifying intelligence of the complete success of this measure, and, in expectation of this, I suggest the propriety of having a well qualified person ready to occupy this station. I am thus particular upon this point, as I conceive the carrying into effect the proposed plan, will have a most beneficial tendency on the welfare of that large city (the largest in Colombia), and on that of the populous and interesting district in which it is situated.

In passing along from Quito to Bogotá, I found three schools established on the British or Monitorian System; one was in Yahuará, and the other two were in Popayan; one of the latter was for boys, and the other for girls. The establishment of these schools, in the provincial parts of Colombia, is the result of a general plan of education upon this system in connection with a central school established some time ago in Bogotá, the capital. On arriving at that city, I visited this model school, and hoped to meet there the director of the establishment, to converse with him in regard to the number and efficiency of the various provincial schools. I was however disappointed of seeing him, as he was then actually engaged on a tour through some of the provinces to promote the formation of new schools. I cannot, therefore, state how many schools were then in operation, but I have good reason to think the existing number is calculated to encourage the friends of education, and that it goes on increasing.

I received from Mr. Restrepo, the minister of the interior, a set of the lessons used in the schools. One regrets to find the Scriptures not there, nor any extracts from a volume so much calculated to benefit us, in youth and in age, in time and in eternity. With this important exception, the lessons are good, and every way superior to the trash formerly used in the schools of South America. One part of the lessons is worthy of notice. The constitution of the country is divided into portions and sections, and is read in the schools. By this means the children get acquainted in early life with the real nature and circumstances of their native land, and thus become better citizens, and more useful to each other. This plan is worthy of imitation in other quarters. It is to be hoped that ere long this judicious plan, which has been adopted for imbuing the early mind with a knowledge of the statutes of their country, will be adopted also with regard to the statutes of God unfolded in the Holy Scriptures.

The next part of what was formerly called Spanish America is Guatemala. This is properly neither in North nor South America, and it has, in consequence, been denominated Central America. Not having visited that quarter, all I have to say of it in regard to education is but little, and that is, of course, from the information of others, I understand several schools have been established in the capital and elsewhere, but none of these are on the monitorian plan. In conversing with Mr. Zebadúa the envoy of that government in London, and with Mr. Herrera, a gentleman from that country who feels a great interest in education, I have learned that they are very desirous of obtaining a person thoroughly versed in this system, in order to establish a central and other schools in that republic. I hope the Committee will have this quarter in view as well as the others recommended above, when properly qualified teachers can be obtained.

The only other part that remains to be noticed is Mexico; and for information respecting the state and prospects of education there, I beg leave to refer you to the interesting communication of our excellent friend, Don Vicente de Rocafuerte, Chargé d’Affaires from that government.[10]

In reviewing the state and progress of education in South America, there is undoubtedly much that is calculated to gratify and to cheer the hearts of those who delight in the progress of knowledge, and in the welfare of man. Besides the pleasure that arises from seeing what has actually been done in the few years in which these new states have enjoyed the boon of liberty,—there is yet more to cheer us in contemplating the general feeling which pervades the country upon the important subject of education. During my seven years’ residence in that country, I have had intercourse with all classes of society there, and, through repeated conversations and otherwise, have come, I think, to understand what are the actual feelings and desires of the people upon this point. _I have no hesitation in saying, that the public voice is decidedly in favour of UNIVERSAL EDUCATION_. I never heard, even once, what is still to be heard elsewhere, “that the poor should not be taught.” The very opposite feeling most undoubtedly exists and prevails among the clergy and the laity, the governors and the governed. On a survey, therefore, of the whole scene, and in looking into futurity, the brightest views may, I think, be entertained as to the progress and best interests of man in that large and interesting continent; and, from this view of things, I am sure none will derive more real gratification than the Committee of the British and Foreign School Society.

_Report of Mr. Rocafuerte, Chargé d’Affaires in England
from the Government of Mexico, delivered in a Speech at the
Twenty-first Annual Meeting of the British and Foreign School
Society, May 15th, 1826._

The independence of South America is the consequence of that
growing spirit of modern civilization which, having crossed
the Atlantic Ocean on the wings of trade, has penetrated into
those remote countries, and liberated them from the Spanish
yoke. What more gratifying picture can there be for a true and
liberal Christian, than that which the new world now presents,
overturning a bad system, and establishing a good one, without
being attended with scenes of violence and cruelties. It may
truly be said that the characteristic feature of the Mexican
revolution is that spirit of moderation and generosity which
the maxims of the Gospel recommend, and which are the best
means for establishing true liberty. Our revolution, in its
object, its means, and end, is very different from that of
France: among us, it is not an overthrow of all principles; it
is a natural tendency to create a new order; it is a general
combination to promote the happiness of a vast continent;
it is a necessary transition from darkness to light, from
superstition to christian morality. From the ruins of Greece
and Italy, sprung some rays of light, which, illuminating
the darkness of the middle age, prepared the epoch of the
discovery of the printing-press, the mariner’s compass, and
the new world. From that time, the constant progress of the
arts and sciences has converted knowledge into power, and
nations have been more or less opulent and happy in the ratio
of their scientific attainments, of their industry, and above
all, of their moral and religious principles, which form the
solid basis of true freedom. To these effects of liberty,
England owes her greatness, her happiness, and that very first
rank which she holds in the catalogue of civilized nations.
Spain, that beautiful country, worthy of a better fate, has
been ruined by her ignorance and monkish superstition; she
has only one advantage over the Turkish nation, and that is,
that she lives under the glorious standard of the cross; and
this standard, I hope, will soon lead the valiant and heroic
Greeks to victory, and thus enable them at length to spread
Christianity over the land of their tyrants.

Those lessons shall not be lost in South America. We are
convinced that the foundation of our future and permanent
prosperity rests on the moral improvements of the lower classes
of society. It is not enough for a man to know how to read and
write, and gain a livelihood; he must have religious habits,
must know exactly his duties towards God and towards society;
and no institution is so well calculated for obtaining those
great objects as the British and Foreign School Society. What
an admirable undertaking it is, to bestow the blessing of
scriptural knowledge on all mankind, to unite all the nations
of the globe, by the brotherly ties of science and religion.
Ye noble promoters of this institution! be assured you have
many warm friends in South America. The general desire with us
of all true and enlightened patriots, is for education; the
general cry all over our continent is, _give us education_.
This is the reason that the Lancasterian System has been
immediately adopted in almost every part of South America.

Mr. Lancaster is now living at Caraccas, and promoting public
instruction there.

In Mexico, the first Lancasterian School was opened on the
22nd of August, 1822; and by one of those singular occurrences
in revolutions, the halls of the Inquisition, so inimical to
this Institution, were converted into a public school, into
a nursery of free men, into a true temple of reason. Three
hundred children are taught to read in this school according to
this new system of education, a system which will lead to the
moral perfection of the world, as the mariner’s compass led to
the geographical perfection of the globe. This first school was
called _Escuela del Sol_.

Some time afterwards the Government granted to the Lancasterian
Association of Mexico the large and beautiful convent of
Bethlehem, and a second school was formed there. This
establishment is divided into three departments, and directed
by two professors well acquainted with the system; one of them
is a Frenchman, who went purposely for that object from Paris
to Mexico.

The first department is calculated for six hundred and sixty
children; they learn to read, write, and _cypher_; they are
also instructed in the political and religious catechism,
orthography, arithmetic, and Spanish grammar. The parents of
the scholars who can pay, give a dollar a month, which is about
two pounds ten shillings a year; the children of the poor pay
nothing.

The second department will contain four hundred scholars, who
pay two dollars per month, or nearly five pounds a year. It
is a model or central school for forming teachers and good
professors; and these are afterwards to be sent into the
different provinces, in order to fulfil the desire of our
Government, which is, to place in every village throughout
Mexico a Lancasterian school, a printing-press, and a chapel.

The third department will contain three hundred scholars; and
these pay three dollars a month, or seven pounds a year. The
object intended in this department is, to teach Latin, French,
geography, and drawing, on the principles of the Lancasterian
system. This trial has been made, but I am not sure whether it
has answered or not.

In 1823, there were introduced into the Lancasterian school
of Mexico, the lessons used in your school in London, taken
from the Bible, without note or comment. Some old priests
opposed the introduction of these, stating that it was
prohibited to read extracts from the Bible without notes. The
Secretary of the Lancasterian Association, Mr. Gandéra, a
very enlightened clergyman, and distinguished for his virtue
and zeal in the cause of religion, supported the opposite
opinion, and succeeded in establishing in the school the use
of these extracts. The consequence is, that our children are
acquiring a taste for the perusal of the Scriptures, and they
are hence learning to be virtuous, charitable, tolerant, and
free. This moral education will promote the cause of religious
toleration, and will effect that regeneration which our new
political system requires. We cannot remain as we are; we must
go forward; and, as said in Parliament by Mr. Canning, (whose
name is dear to all our hearts in South America,) “we must go
forward, and keep pace with the growing spirit of the times,
and the great change that has been wrought in the opinions
of the world.” This great change in the general opinion is,
that nations can only be happy under the banners of liberal
sentiments and true morality; that, in short, the combination
of political and religious freedom is as necessary for the
moral happiness of mankind, as that combination of the two
gasses, forming the atmospheric air which we breathe, is to
our physical existence. This vast plan of human improvement
is the great object of your noble Institution, an Institution
which truly deserves the gratitude of the world, and the most
cordial support of all who are influenced _by the love of their
country, and the principles of Christianity_.

[7] Though this letter was not written in South America, as all the preceding were, yet its evident bearing upon the subject in hand entitle it, perhaps, to the place it occupies.

[8] At page 32, it is stated that religious liberty was publicly acknowledged in Peru, under San Martin. This acknowledgement, in Peru, of this sound principle of policy and of justice, certainly preceded the one here referred to in San Juan. But the circumstances were different. In Peru it was the single act of General San Martin, as Protector, or Dictator of Peru, and the people of the country had no share in it, whereas in San Juan, the declaration of Religious Liberty was a legislative act.

[9] This notice, I find, is mentioned in a preceding letter, yet I leave it here also, as I think the subject is not unworthy of a repetition.

[10] This communication, bearing upon the subject of education in Spanish America, will be added at the close of this letter. When this communication is considered as the production of a native of that country, a gentleman intimately acquainted with its concerns, and actually holding a high official situation under the Government of the most populous of these new states, it may tend to confirm the favourable accounts from that quarter of the world contained in the preceding letters.

The enlightened and liberal mind of Mr. Rocafuerte, and his truly zealous endeavours to raise his country high in political wisdom, in literature, in morality, and in pure religion, are truly praiseworthy.

FINIS.

DENNETT,
Leather Lane, London.