and the 1811 editions. Perhaps the most important occurs in regulation 20, in which Latin, for the more advanced pupils, is

added to the original instruction in French

alone. The more important regulations relating to the school work are as follows:

1. The Institution des Frères des Écoles Chrétiennes is a society which professes to conduct schools gratuitously. The design of this institution is to give a Christian education to children. With this object in view, the Frères conduct schools where children may be placed under the management of masters from morning until evening, so that the masters may be able to teach them to live honestly and uprightly, by instructing them

in the principles of our holy religion, by teach- FIG. 39. J. B. DE LA SALLE ing them Christian precepts, and by giving them suitable and sufficient instruction.

(1651-1719)

2. The spirit of the institution is a spirit of faith which ought to encourage its members to attribute all to God, to act as continually in the sight of God, and in perfect conformity, to His orders and His will. The members of this association should be filled with an ardent zeal for the instruction of children, for their preservation in innocence and the fear of God, and for their entire separation from sin.

19. The Frères shall instruct their pupils after the method prescribed to them by the institution.

20. They shall teach their scholars to read French and Latin, and to write.

21. They shall teach them also orthography, and arithmetic, the matins and vespers, le Pater, l'Ave Maria, le Credo et le Confiteor, and the French translations of these prayers, the Commandments of God and of the Church, the responses of the holy mass, the Catechism, the duties of a Christian, and the maxims and precepts that our Lord has left us in the holy Testament.

22. They shall teach the Catechism half an hour daily.

27. The Frères shall not receive from the scholars, or their parents, either money or any other present, at any time.

30. They shall exhibit an equal affection for all their poor scholars, and more for the poor than for the rich; because the object of the institution is the instruction of the poor.

31. They shall endeavor to give their pupils, by their conduct and manners, a continual example of modesty, and of all the other virtues which they ought to be taught, and which they ought to practice.

37. The Frères shall take the greatest care that they very rarely punish their children, as they ought to be persuaded that, by refraining as much as possible from punishment, they will best succeed in properly conducting a school, and in establishing order in it.

38. When punishment shall have become absolutely necessary, they shall take the greatest care to punish with the greatest moderation and presence of mind, and never to do it under the influence of a hasty movement, or when they feel irritated.

39. They shall watch over themselves that they never exhibit the least anger or impatience, either in their corrections, or in any of their words or actions; as they ought to be convinced, that if they do not take these precautions the scholars will not profit from their correction, (and the Frères ought never to correct except with the object of benefiting their children) and God will not give the correction His blessing. 40. They shall not at any time give to their scholars any injurious epithet or insulting name.

41. They shall also take the greatest care not to strike their scholars with hand, foot, or stick, nor to push them rudely.

42. They shall take great care not to pull their ears, their hair, or their noses, nor to fling any thing at them; these kinds of corrections ought not to be practiced by the Frères, as they are very indecent and opposed to charity and Christian kindness.

43. They shall not correct their scholars during prayers, or at the time of catechising, except when they cannot defer the correction. 44. They shall not use corporal punishment, except when every other means of correction has failed to produce the right effect.

58. The Frère-director shall be inspector over all the schools in his town; and when more than one inspector is necessary for one house of Frères, the other inspector shall report to the Frère-director twice a week on the conduct of each Frère, on the condition of his class, and on the progress of his scholars.

CHAPTER XV

EDUCATIONAL RESULTS OF THE PROTESTANT

REVOLT

III. THE REFORMATION AND AMERICAN EDUCATION

THE Readings contained in this chapter illustrate the period of transplanting the characteristic European institutions, forms of government, and religious attitudes to American shores. The settlement of America was in large part a phase of the movement of Protestant sects to the new world to establish there homes and churches where they might enjoy a degree of religious freedom not possible in the old home-lands. Each sect or nationality so migrating to America took with it the characteristic forms of church and school observances known in the old home-lands, and these were faithfully reproduced in the new colonies. As a result we find established in America, in the seventeenth century, the main types of schools existing at the time of the migration in the mother-land from which the settlers came. They were also dominated by the same deep religious purpose as the home-land schools.

The first selection (183) reveals the Puritan attitude, and shows one reason why they desired to go somewhere where they could rear their children amid better surroundings. The second (184) describes their leaving England for Holland, and exhibits the motives which eventually led them to emigrate to America. Once on American soil their deep solicitude for education showed itself in the founding of an English-type college (185), for which rules and requirements, typical of the time, were drawn up (186 a-d), and to which the customary European privileges (187) were granted. They also showed their interest in education in the creation of typical English-type Latin grammar schools in the new towns they founded, as is shown by the agreement (188) for the founding of the grammar school at Roxbury, Massachusetts, and the rules for the government of the grammar school at New Haven (189).

Still more, finding that some parents and masters of apprentices were negligent, the Massachusetts Bay Puritans enacted the

two famous laws of 1642 (190) and 1647 (191), laws which laid the foundations upon which state school systems in the United States have since been created. Selection 192 shows how the courts compelled the towns to enforce these laws for schools. Topsfield, Massachusetts, here being cited for violating the Law of 1642. These laws deeply influenced legislation in the other Puritan colonies of New England, the Connecticut Law of 1650 (193) being clearly inspired by the two Massachusetts laws, and the Plymouth Colony legislation (194 a-d) also showing clear evidence of similar inspiration.

The Calvinistic Dutch, who settled New Amsterdam and surrounding places, also brought to the new world the practices of their home-land, setting up here Dutch parochial schools which were clearly copies of those at home. The character of the home schools is shown by selections 176-78, given in the preceding chapter, and in this chapter are reproduced selections (195, 196) which indicate the nature of the instruction given and the combined church-and-school duties of the teacher. We here see the elementary teacher in the process of being evolved from the church precentor and sexton fo the Middle Ages.

In the central colonies the different sects established church schools of the types known at home, and assumed the regular home attitude toward schools and learning. The selection from the rules of discipline of the Quakers (199) reveals their attitude, and the minutes from the proceedings of the governing council (198) reproduce the order creating the first school in Philadelphia, the year the colony was settled. Selection 197 gives the law regarding the establishment of schools proposed by the Quaker governors for the colony, but which was so contrary to all English precedents that it was vetoed by William and Mary.

In all the colonies another typical English educational idea was set up that of the apprenticing of orphans and poor children to learn a trade, and to be taught to read and write and to be instructed in religion. In the Puritan colonies this was purely supplemental to the creation of schools, but in Virginia and the southern colonies it for long formed almost the only type of education provided. The chief Virginia laws relating to the apprenticing of the children of the poor and vagrant and dissolute young people are given in selection 200 a, and three extracts from North

Carolina court records are given in selection 200 b. Selection 201 reproduces a Massachusetts apprenticeship agreement of 1727.

Selection 202 gives a digest of the most celebrated school textbook used in the colonies, The New England Primer. For a century and a half this was the important introductory school reading book in all the non-Anglican American colonies.

183. The Puritan Attitude

(Josiah Nichols, "The Plea for the Innocent"; a pamphlet of 1602. From Hanbury's Historical Memorials, vol. I, p. 3)

The following selection gives a good idea as to the Puritan attitude toward the character of the Reformation which had taken place in England, and the Puritan demand for further improvements in Christian life and in church oversight of the morals of the people.

In the beginning of her Majesty's most happy reign, the gospel being published and preachers ordained to teach the people, many people, within a while feeling some taste of the heavenly comfort, began to delight in hearing of sermons, singing of psalms, in reading, and godly talk of Holy Scriptures which they were taught; and therewithal did somewhat refrain profane and unprofitable customs; and sometimes they admonished their neighbors if they did swear, and pray them to go with them to the sermon; the greater sort of the people, being old barrels which could hold no new wine, addicted partly to popery and partly to licentiousness, having many of them no other God but their bellies, would deride and scoff at them, and called them "holy brethren" and "holy sisters"; saying, "He is one of the pure and unspotted brethren!"

184. The Puritans leave England

(William Bradford, History of Plymouth Plantation. Reprint, Boston, 1856) The following extracts from the History by Governor Bradford (1590-1657) cover the period from the beginnings of the persecutions of the Separatists, as those who did not conform to the practices of the Church of England were termed, through the period of their exile in Holland, and show the motives which finally induced them to emigrate to America.

But, after these things, they could not long continue in any peaceable condition; but were hunted and persecuted on every side; so as their former afflictions were but as flea-bitings in comparison of these which now came upon them. For some were taken and clapt up in prison.