PUBLIC EDUCATION AND NORMIL CHARLES
M. Dantes Bellegarde, Minister of Public Instruction, had told us that he would be glad to show us through the schools of Port-au-Prince. We therefore arranged a date and set out one morning to make the tour. With us went also the American Advisor to the department, Mr. Bourgeois.
At the time the treaty was made between Haiti and the United States, no provision was arranged for the Department of Education, as was done with the Sanitary and Engineering Departments. Thus the development made possible through the more direct assistance from Washington has been unattainable in the school work, and although the work we saw being carried on was a remarkably inspiring demonstration of accomplishments, yet the small proportion which is being done of what could be done if greater means were available is quite discouraging. It is the same cry as one raises on every hand: If only they had the means!
Two years ago, three years after the treaty was signed, Mr. Bourgeois came to Haiti, but only in the capacity of an Advisor responsible to the Haitian Government alone and not as a league official. His force is largely restricted to negative powers.
It is indeed fortunate that a mind of remarkable keenness and a power for practical work exists in the person of the present Minister, M. Bellegarde. But should a man of lesser force take his place, as has happened within recent years, the result would be deplorable. Also, M. Bellegarde could carry his work much further if he had the proper financial and other material aid of the United States Educational Department.
Although compulsory educations is legally a fact, there is, in reality, a force of teachers and equipment for but 18,000 of the 200,000 children of the proper age. Many of these children are in the country districts where good teachers, who even in the city are at a premium, are almost an unknown factor. This feature is being remedied as far as practicable, all the time, and the teachers in the rural schools are being carefully examined. Some of these have been found to be utterly unable to correct their pupils' simple exercises and these teachers are being dropped. But, though it is thus very simple to drop an incompetent teacher, it is a manifold more difficult task to replace him. The pay for teachers is $6 per month and so, even low as wages are in Haiti, the position of teacher is not so lucrative as to have very many applicants.
The salaries cannot be raised. It is the old story of lack of money. Nearly half of the annual appropriation for public instruction is being swallowed up by the present salaries of the present number of teachers. The remainder is naturally barely sufficient to maintain the existing schools. No new advances are possible.
Fortunately, besides the public schools of Haiti, there are numerous privately run ones, nearly always under religious or parti-religious supervision. The Catholics are the most frequent benefactors and are doing by far the greater part of the work. Originally, before the present public school system was created, these schools, missions, or convents were in part supported by the state; but gradually this assistance is being necessarily taken away.
Our first visit was to a school run by Belgian Sisters. It was a school for girls only and was still supported in part by the Government. For the younger children the work consists mostly of such studies as would be taught in a primary school in the States, great stress being laid upon the speaking of good French. This is particularly important because the natural tongue of the lower classes of natives is Creole, which in Haiti consists of an ungrammatical and corrupted language drawn principally from the French, but also with traces of English, Spanish and early Indian words. Some Creole words seem to defy a tracing of their origin. Although the natives may understand you if you speak French to them, it is impossible for you to make out what they say, though you may know French perfectly.
"Vini non" is a Creole expression used continually to mean "come here!" Its derivation is certainly obscure. Nor is Creole the same all over the republic. Each section has its own dialect which is distinct.
After the children learn the first elements of grammar school work, they begin to work a part of the day at embroidery, sewing and knitting. Thus the vocational work is gradually increased and before the girls graduate they are given training which fits them to be efficient servants. Vocational schools of this type are just what Haiti needs most of all. They serve the double purpose of training the natives to obtain a good living and they also furnish a means by which the better-off may secure good servants and workers.
Downstairs in the school building are the school and work rooms—upstairs the dormitory. The dormitory consists of one large room covering the entire top of the house and filled with cots for every boarder. For every two cots there is also provided a washstand which contains places where they may keep their personal articles. The entire effect was of an establishment thoroughly modern and scrupulously clean. Besides these girls who come from the country districts and board, the school has also a great many day pupils who live at their homes in town.
MAGISTRAR'S STAND—OF WHICH THERE IS ONE IN EVERY TOWN
THE NEW PRESIDENT'S PALACE
The next school we went to was a non-vocational one under the direction of an order of French Brothers. It was solely for boys, just as the first was only a girls' school, for the morals of the country do not permit the adoption of co-education, even though the pupils are of the earliest ages.
The priests who conduct this institution are certainly as fine a type of self-sacrificing men who are aiding a truly worthy cause as I can imagine. They see the tremendous possibilities and without limiting their efforts to what they could accomplish with a normal amount of work they undertake almost superhuman attempts. Of the Brothers who come to Haiti, their average length of life after arriving is but 12 years, so killing is their work. The normal amount of work for a professor in the United States is about 18 hours a week, but the Brothers in Haiti teach for 8 hours every single day. And every effort which they put into it is unwasted and has a telling effect in the result.
There are 11 grades of scholars taught by the Brothers, from the earliest kindergarten to the graduation class who would correspond to high school students. The boys are given work in geography, history, spelling, French, mathematics and other things which would be taught in any American school. I looked over the copy books of the younger boys and the neatness and excellent penmanship of even children of six was amazing. All of the children seemed to be naturally gifted at freehand drawing. One little boy of eight, when asked what his favorite subject was, replied: "My national emblem." He drew therewith a fine representation of a palm tree.
Although the order of Brothers is French, not all of them are Frenchmen. Several are Americans, a few Canadians and Portuguese, and one, a Haitian Brother.
Our third and last visit was to the Ecôle Normale d'lndustrie. The graduating pupils here act as teachers of the younger ones. This school is one of the public schools and as we went through it, M. Bellegarde proudly pointed to a particularly fine-looking little boy. "That is my son." We went through many classrooms full of scholars of different ages studying in very much the same way as children study in America. It seemed a cause for hope to look at this public school through which the Haitian children were being made to see the advantages of education and the opportunity to rise. When every Haitian child will be able to have such instruction and training then his generation will be able to throw off the yoke of past superstitions and dispel the ignorance which has been holding back the masses.
Following this tour of the few schools which time allowed us to visit, M. Bellegarde took us to the studio of Normil Charles. M. Charles is a Haitian sculptor who has remarkable genius and is one of the leading sculptors of the world. He studied in Paris for a number of years, and has received many decorations and honors. As we entered his studio, in front of us we saw a huge bronze which he is doing for the Government and which is to be placed in the Champ de Mars. It is called "The Benefactor" and is the statue of a great public-spirited man. At his feet kneels a peasant woman, with babe in arms, mourning his death. The piece would certainly be a work of the first class anywhere and the country may well be proud that one of its citizens is its author.
In the studio, too, was the bust of Dessalines, done by Charles, and which I had seen six months before in the Pan-American Building in Washington, where it remained for some time.
M. Charles, himself, is a delightful man, well-mannered and interesting. But he is indeed a strange product of a country which for so many years has been kept down by revolution with the resulting isolation and lack of opportunity to devote time to the pursuits of peace.