Letters on the Moral and Religious State of South America / Written during a residence of nearly seven years in Buenos Aires, Chile, Peru and Colombia

by D.D. James Thomson

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.