312

Popayan Society of Education.

[July,

papers I send. They mention that two inhabitants of my province, the Cauca, have commenced the translation of Virgil's works in Castilian verse, which is the first literary enterprise of equal magnitude ever undertaken in South America. From this and the published remarks of a citizen of Popayan, on the observance of the Lord's day, our enemies may learn that we are not barbarians.' 'BOGOTA, MAY 21, 1833.

'You will learn from the papers, that I have been elected Vice President; and that in spite of my twice refusing to accept, the Congress have insisted and required me to accept, contrary to my wish, for my disposition inclines me to retirement, and I shall be prevented from devoting myself exclusively to my cherished object, the instruction of the young and the people of Popayan.'

'POPAYAN, OCT. 23.

I have the pleasure of forwarding to you a copy of the Constitution of the Popayan Society of Primary Elementary Education, which I have founded in this city. My fellow citizens have engaged in the undertaking with enthusiasm, and contributed for it according to their ability. I have given, in books, slates, paper, &c, above $1,000. We are building a school-house for two hundred boys, twentyfour yards in length, which is almost finished; and I am forming a normal school of a master, two general monitors and several class monitors, with thirty children, to furnish the school as soon as the building is completed. I began a subscription for a girls' school of the same size; and when these are in full operation, I propose to found an institution for secondary instruction, to prepare youths for the university. I shall do all that lies in my power, to place Popayan in advance of the cities of New Grenada in education. We are printing a few small books for the use of the schools.

'I have hardly attended to any of my own private concerns since my return here, having been occupied in my exertions for public and intellectual improvement.'

'POPAYAN, OCT. 29.

In my last I informed you of my exertions in favor of primary education. I am going on, with perseverance, and have succeeded in infusing enthusiasm even among the common people, who have invited me to visit the country, that they may show their gratitude for my exertions in promoting schools. We are about to appoint a committee of ladies, to be employed under the direction of the Popayan Society for Elementary Primary Education, in founding and improving female schools.'

1834.]

Committee of Ladies.

313

POPAYAN, Nov. 19.

'I am still occupied as when I last wrote, and wish I could communicate all the difficulties and labors I have had to encounter, and such gratifying results as promise great benefit and comfort, and reward me for my trials. The Society is proceeding successfully, and the Ladies' Committee have begun to act with enthusiasm. As soon as the members of the latter shall have obtained sufficient experience to act alone, they will probably be formed into an independent society, to direct female education.

'I hope for great results, to morals and intelligence, from their example. From Chili to Mexico, the Popayan Society, particularly this part of it, is a new model; and I hope in Providence, that it will be effectual, and be generally imitated.

'By the beginning of next month I shall return to Bogota, where I shall undertake to form another similar society of primary elementary education. I have sent on to General Santander some reading cards and other objects, that preparations may be made without loss of time.

I have opened a friendly enthusiastic correspondence with the influential citizens of Pasto, with the hope of animating them with the same spirit of popular education, which is necessary in this part of the world; and it has succeeded to a miracle. They have worked, even to the women, and that gratis, in erecting a college, which they have already completed. An Augustine friar and a priest, both formerly royalists and fanatics, have become the most active and fervent in this work, and fulfil all my wishes. I have just sent them a present in books and other objects necessary in education, which they have received with great gratification. I hope to do much more, and to deserve well of my country before I die, by a persevering devotion to her with all my powers. But, I have often remarked, I am a founder of new institutions, and find everything to do and overcome. We South Americans are sons of parents who have become bankrupts, and have our social and intellectual fortune to make, as well as to erase the marks of errors, prejudices, and false policy, in which we were educated. How much might the philanthropists of the United States aid us in the task; and how much would they deserve of humanity! May those who have assisted us hitherto, accept the benedictions of myself and my friends!'

From one of the newspapers alluded to above, we derive the following particulars concerning the Popayan Society:

'The committee of ladies having been elected by the society, on the 10th of November, a public meeting was held in the city of Popayan, in the hall of the university. The President made a

314

New Jersey Lyceum.

[July,

patriotic address, in which he made known the objects of the meeting, the benefits to be expected from the coöperation of the ladies in the enterprise of restoring and improving the schools, and enforcing the importance of the undertaking by various considera

tions.

"The ladies then proceeded to elect Lenora Maria Josefa Hartado, their president, and Nocolasa Cozy Villar, vice president. The installation of the committee was then pronounced, and after the choice of two secretaries, and resolving to hold weekly meetings at the president's house, the meeting adjourned.

On the 13th, the committee met for business; and made arrangements to open a subscription to complete the school-house for girls, and to request the Executive Com. of the Society to add six ladies. to their number, whom they nominated.

The council, on their part, had already, by the middle of November, made progress in printing catechisms and reading cards, and completed that of a collection of hymns, composed by one of their members, a poet of much feeling, to be sung daily by the children at the opening and conclusion of their exercises. Furniture was making, adapted to the mutual and simultaneous systems of instruction; and the normal school was in operation, under rules drawn up by the society, on the basis of certain schools in the United States;'-(meaning, doubtless, the public schools of the city of New York, with whose system they are known to be furnished.)

REPORT ON THE NEW JERSEY LYCEUM.

PRESENTED TO THE AMERICAN LYCEUM.

THE New Jersey Lyceum has been but recently organized. For a long time, the friends of education and of intellectual improvement in New Jersey have felt that something was imperatively demanded towards the melioration of their common school system, and the general furtherance of useful knowledge. A convention was accordingly called, which met at Princeton, on the third and fourth days of April, ultimo, for the purpose of devising plans for future action, upon this subject. Though the weather had been unfavorable for several days, yet more than fifty gentlemen attended, representing sixteen different societies or conventions, in seven different counties of the state.

After the Convention had been duly organized, and had heard an interesting essay by Mr Wines, on the state of Primary Edu

1834.]

Importance of Common Schools.

315

cation in Prussia, the following questions were discussed: 1. What is the state of Common School instruction in your vicinity? 2. What attention does it receive from the community generally? 3. How may it be improved? These questions were propounded to the members of the convention individually, and were severally answered by them. The delegates, not being prepared to communicate accurate statistical details in answer to the first query, could only state generally their own impressions on the subject. It appeared, however, from the statements made, that there is a lamentable degree of indifference in the public mind on the subject of common school education, and that the system of instruction prevalent throughout the state, is greatly in need of reform, in a variety of particulars. In answer to the third inquiry, various suggestions were thrown out by different gentlemen; and among others, the propriety and practicability of founding a seminary for the education of teachers, and of appointing an agent or agents to travel though the state, to communicate information on the subject of elementary instruction, and endeavor to rouse the public mind, and excite it to a more just appreciation of the high value and importance of a more efficient education of the common people.

After the discussion of the foregoing questions, it was resolved unanimously to proceed to the organization of a State Lyceum, which was done accordingly, and a copy of their constitution, and a list of their officers, are herewith submitted.

The following resolutions having been discussed and variously modified, were finally adopted with great unanimity.

Resolved, That we deem a careful and searching inquiry into the state of our Common Schools, with a view to ascertain their defects and apply the proper remedy, an object particularly calling for the attention of all classes of our citizens.

Resolved, That we regard the teachers of our Common Schools as a body on whom the future character and the continuance of our free institutions very much depend; and that suitable efforts ought to be made to increase their usefulness, by promoting a higher order of qualifications, and by holding out pecuniary inducements sufficient to persuade men of talents to engage and continue in the highly honorable and responsible business of imparting instruction to the young.

Resolved, That it be recommended to the Executive Committee of the Lyceum, to appoint in each county a corresponding committee, whose duty it shall be to collect and to transmit to the committee, all the information practicable in regard to the condition of common schools, and in relation to all other matters which usually fall under the notice of Lyceums.

Resolved, That it be earnestly recommended to the inhabitants

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Inquiries Concerning Schools.

[July,

of this state, to form Lyceums in villages, towns and counties, auxiliary to the State Lyceum.

Resolved, That the Executive Committee be requested to prepare plans for the constitution and management of Lyceums; and that copies thereof be circulated throughout the state.

Resolved, That it be recommended to the Executive Committee to draft a series of questions respecting the state of common schools, and common school education, to be addressed to lyceums, school committees, and societies or individuals, interested in the subject; and from the answers to said questions, to digest and prepare a report to be presented to the Lyceum.

Resolved, That the Executive Committee of the Lyceum be requested to engage, if practicable, agents to visit the various parts of the state, and by delivering lectures, collecting information, encouraging the formation of lyceums, and otherwise, to promote the objects of this institution.

The first annual meeting is to be held at Princeton, on the third Wednesday of June next.

The Executive Committee have instructed the Corresponding Secretary to write to several distinguished gentlemen in different parts of the State, requesting them to prepare essays on suitable subjects, to be read on that occasion. And they have requested that answers may be furnished from every township to the following questions:

1. How many schools are there in your township, and its vicinity? 2. Are these sufficient? 3. Do all the children in your district or neighborhood, attend school? 4. What is the average number of pupils in the schools? 5. Are the sexes taught together? 6. What proportion of the children in your neighborhood go to no school? 7. What part of the year are the schools taught? 8. Are the affairs of your schools conducted by trustees? 9. Are they subject to any stated inspection or visitation? 10. What branches are taught? 11. What is generally the qualification of the teachers? 12. By whom are teachers appointed? 13. Are they subjected to any examination? 14. Are the schools subject to frequent change of instructors? 15. Are they left for any length of time without a teacher? 16. Is it found difficult to provide the requisite number of suitable teachers? 17. What compensation do the teachers receive? 18. How much money is raised in your township for common schools? 19. How much is received from the state? 20. Upon what principle is this distributed? 21. To what purposes, other than the compensation of the teacher, is it applied? 22. Has any school more than a single teacher? 23. Is our present system of common schools found to operate favorably? 24. What amend