Richmond enquirer. [volume] (Richmond, Va.) 1815-1867, 1817-09-12

HAYTI
We publish to hay. translation Of an article nom the
Royal Gazette Of Gyti the subject of edGcution with
great sestee OF satisfaction. II is rare that see
from any source, Essay sn,laf SUBJECT Contain
sg more good sense, 90 more sound sentiments. Ills
peculiarly gratifying nJ such sUld Foundation laid
~ tiat community for the pclpeiuaon of their libcr
TIES anc the securi, ofheif inture prosperity aud hap
piilsss. y. } Lsiiy -fdU.
TRANSLATED FOR TIRE DAILY ADVERTISER.
From the Gazette i.oyaic de Hsysi," I0th ia.
g. 1917.
CAPE HENRY. JuIyo.
1t is the instruction or childhood, whicI,
spreads among the people that share OF know
ledge which IS adequate TO their wants, and
which gives birth to Che first seeds of that pub
lie and individual morality. by which alone, ac-
cort.ing 80 Il writer ct antiquity, 1--WE can at.
tain 10 prosperity and virtue Thu primary
Instruction, ttc necessary source OF, and inds-
penSthle requisite 10 all other instruction, en-
Cages entirely The attention OF orr august so
verClgr, and induces ms jo lay before our read
eis the psan andSdvaniages OF this new method
ot instruction. " { are enabled to DO This from
q pamphlet which has fallen into oUr hands, a.
representations made uponthe mode III practice
In the national sctoois.
The object OF The Lorcastyian method of in
stIuction IS TO combine al ONCE economy, dis
patch and taithfusneSs. The principal means
by which tins Is obtained, is, by employing the
children themselves as assistants ia the instiuc-
ton Oi each other-by placing at once under
the eyes OF one aud the same teacher, all de-
grPes OF instruction, and BY causing the chill
drth To ACT simultaneously, and still IN such
manner tuat the more forward ami apt are not
forced TO walt for otncrs, nor the most slow and
luit abandoned without power 10 follow them.
The Arrangement ofthe schc0i, the distribution
az tie pupils the choice of instruments and dis
cipline, are all combined to accomplish this OH
ject. Hence res,;it three principal advantages.
The two first remove Che obstacles which in
practice retard the progress ef the primary in
struciion. The third realizes one fthe steps
m0Si necessary 10 perfection.
The first advantage is, as we have already
stated, EcOaoEy -and this ecOnomviS carried 10
the highest possible degree. Poor parents of
ten canuot send their children TO school for
want OF abI!ltf 10 pay the instructor. The
fiaytian government pays the salaries of the
school masters. The Instruction is bestowed
gratis, and the parents have no eXpeuce be-
You'd the support and clothing OF their children.
According TO the system OF lancas ter one mas
ter suthceS for thousand pupils, and the con
tngeni expenses for books, paper, quilts, ink
&c. are almost nothing.
The second advantage is, the simplicity and
the dispatch which enables the master to teach
in two years, all that is requisite for children
of the lower classes TO know.
The third advantage is, the Development of
the moral qualities OF tie pupils. 3" It's not
reading, writing and arithmetic" saws Nj. De
Gerando," which tends essentially to form the
education ofthc most numerous class of society,
v. o can assist in every mode, but who can by
their vices cause disturbance in every manner,
ANU whose wees spring from every source.
The greatest good can 40 them is to form
their morals, and this is 10 be IlOne not only BY
lessons OF wisdom and virtue, hut above all. by
tie controlling influence of good habits 1t is
particularly by those habits whose first footsteps
steal upon the childin mannermperceptible,
bui most certain, because most natural. Chill
dren Imblbe, AT an early age, sentiments of du-
ty--sentimenis which will insure obedience 10
The laws, and respect 10 social order. They
become accustomed to method and regularity,
they learn to govern and apply their attention
this is more constant because il is the very
capacity for stuGy-they become habiuIatedt TO
Juslice and honor: their sentiments are forcibie
aud just, good system of Instruction iucites
them to research: above all, they acquire their
own esteem, aD'! the appreciation Of their COM
rades. Lastly, the influence which is already
exercised upon the morals of the people, by the
establishment OF these schools, wherever they
have been introduced, is demonstrated by the
most authentic results, calculated to render
nation capable and worthy to enjoy true liber-
~.
Tile following are the most material parts OF
the systems of Bell and Lancaster
The children are assembled III one room
They are divided into many classes, according
TO their progress and capacity, from such as
are ignorant of their letters TO those who can
read aud write, and perform all the necessary
operations fer commercial calculations.
Zach of these classes, OF whatevernumbcr il
may consist, is directed by child, who repeats
tic lessons which he understands better than the
rest, until there is formed in this class "A pupil
w'io can take his place. lie then passes into a
nigh class. knowledge is thus translated from
one individual TO another, aud is preserved by
transmission, without depending upon the care
VI capacity of an instructor
Emulation, distinction, and the fear Of blame,
the great motives by which men in advanced
age are governed, commence here in infancy
and in the most humble walks ofIile. Religion
and morality extend their consolation TO those
who need them and The unhappy acquire, at
the same time, the talent of escaping from d
burdensome condition; or the virtue to rest
coatentcd with it.
The advantages Of this method may be divid
ed into those which concern the mode of in
strnctlon, and those relating TO the moral effect
produced by il.
The mode OF instruction has for It's first rule,
the division into classes, by which each child
finds his ieueI-that is, lie becomes united to d
number OF children equally advanced in know
ledge with himself. In this way, a lazy or stu
pid child does nOtretard the progress Ofothers
lie remains long time in the same class, but
sooner or later, he becomes more instructed,
and mounts to higher class. By this division,
each class, however numerous, is but traction
OF the school, and wants neither place apprO-
priated 20 IL, nor any particular master, and
this movement operates simultaneously i'm all
degrees otinsiIuctieu. thus the small children
are not in severe or inatientYc hands, while
the larger repeat their lessOnS-a:id they, oil
the contrary, do not lose their time, while the
elementary parts, which they already under
stand, are repeated by the young.
The second rule Is, the division of the chill
dren into instructors and pupils. After this
distribution, each child appointed an instructor
is seated at the head of the class assigned to
him pupls-he explains what he already
knows, little better than tile rest, and thereby
stunning the greatest difficulties Of undCrstan-
ding his Iessou--docendo docetnr. The self
love Of oneis excited by this pre- einiIence over
his fellows, while the emulation Of the rest is G.
qually excited to escape from this species OF
tutelage, aud To become, IN time, instructors Of
others the child already tastes the pleasure Of
IL