Salvador Carril. In the meeting referred to, he was one of the principal
defenders of our objects, and strongly urged the adoption of the proposed
plan. Some time after, this gentleman was appointed Governor in that
province. When holding that situation, he wished to use all his influence
for the establishment of religious liberty in his native province. I have
great pleasure in stating that in this _he completely succeeded._ He has
thus had the honour of leading the way in this important matter, and of
making his own province _the first part of South America, to declare for
Religious Liberty_. The date of this _era_, for such it may be called to
this new continent, is the sixth of June, 1825. The province of Buenos
Aires has adopted the same wise and liberal policy, but the first honour
is due to San Juan, and to its Governor Carril.[8] I must not omit to
mention here, Mr. Rawson from the United States, and who has long
resided in San Juan. His name is connected with every measure for the
improvement of that country.
In regard to the other provinces of the Rio de la Plata, I can say very
little, but I believe education is in a very low state in all of them.
The names of these provinces are, Santa Fé, Entre Rios, Corientes,
Paraguay, Salta, Tucuman, and Córdova. It is, however, very probable,
from the general spirit diffused through these countries, that plans
for the improvement and extension of education would be very favourably
received, particularly under the recommendation and fostering care of the
President, Don Bernardino Rivadavia.
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._