watch over and direct instruction. We have seen with
satisfaction that they have never ceased to struggle against the
obstacles which the times opposed to them, and also to the institutions
which they were called to put in force. But we have felt the necessity
of reforming these institutions, and of bringing back national education
to its true object; which is, to disseminate sound doctrines, to
maintain good manners, and to train men who, by their knowledge and
virtue, may communicate to society the profitable lessons and wise
examples they have received from their masters.

We have maturely considered these institutions, which we now propose to
reform; and it appears to us that a system of single and absolute
authority is incompatible with our paternal intentions and with the
liberal spirit of our government;

That this authority, essentially occupied in the direction of the whole,
was to a certain extent condemned to be in ignorance or neglectful of
those details of daily examination, which can only be intrusted to local
supervisors better informed as to the necessities, and more directly
interested in the prosperity of the establishments committed to their
charge;

That the right of nomination to all these situations, concentrated in
the hands of a single person, left too much opening for error, and too
much influence to favour, weakening the impulse of emulation, and
reducing the teachers to a state of dependence ill suited to the
honourable post they occupied, and to the importance of their functions;

That this dependence and the too frequent removals which are the
inevitable result, rendered the position of the teachers uncertain and
precarious; was injurious to the consideration they ought to enjoy to
induce them to work zealously in their laborious vocations; and
prevented, between them and the relations of their pupils, that
confidence which results from long service and old habits; and thus
deprived them of the most gratifying reward they could attain--the
respect and affection of the countries to which they have dedicated
their talents and their lives;

Finally, that the tax of one-twentieth of the costs of instruction,
levied upon all the pupils of the lyceums, colleges, and schools, and
applied to expenses from which those who pay it derive no immediate
advantage, and which charges may be considerably reduced, are in
opposition to our desire of favouring good and profitable studies, and
of extendin