Address on Monitorial Education
Governor DeWitt Clinton

In casting a view over the civilized world, we find an universal accordance in opinion on the benefits of education, but the practical exposition of this opinion exhibits a deplorable contrast. While magnificent colleges and universities are erected and endowed and dedicated to literature, we behold few liberal appropriations for diffusing the blessings of knowledge among all descriptions of people. The fundamental error of Europe has been, to confine the light of knowledge to the wealthy and the great, while the humble and the depressed have been as sedulously excluded from its participation, as the wretched criminal, immured in a dungeon, is from the light of heaven. This cardinal mistake is not only to be found in the institutions of the Old World, and in the condition of its inhabitants, but it is to be seen in most of the books which have been written on the subject of education. The celebrated Locke, whose treatises on government and the human understanding have crowned him with immortal glory, devoted the powers of his mighty intellect to the elucidation of education; but in the very threshold of his book we discover this radical error: his treatise is professedly intended for the children of gentlemen. "If those of that rank (says he) are, by their education, once set right, they will quickly bring all the rest in order"; and he appears to consider the education of other children as of little importance. The consequence of this monstrous heresy has been, that ignorance, the prolific parent of every crime and vice, has predominated over the great body of the people, and a correspondent moral debasement has prevailed. "Man differs more from man than man from beast," says a writer,[1] once celebrated. This remark, however generally false, will certainly apply with great force to a man in a state of high mental cultivation, and man in a state of extreme ignorance.

This view of human nature is indeed calculated to excite the most painful feelings, and it entirely originates from a consideration of the predominating error which I have expressed. To this source must the crimes and the calamities of the Old World be principally imputed. Ignorance is the cause as well as the effect of bad governments, and without the cultivation of our rational powers, we can entertain no just ideas of the obligations of morality or the excellences of religion. Although England is justly renowned for its cultivation of the arts and sciences, and although the poor-rates of that country exceed five millions sterling per annum, yet (I adopt the words of an eminent British writer) "there is no Protestant country where the education of the poor has been so grossly and infamously neglected as in England."[2] If one tenth part of that sum had been applied to the education of the poor, the blessings of order, knowledge, and innocence would have been diffused among them, the evil would have been attacked at the fountain-head, and a total revolution would have taken place in the habits and lives of the people, favorable to the cause of industry, good morals, good order, and rational religion.

More just and rational views have been entertained on this subject in the United States. Here, no privileged orders, no factitious distinctions in society, no hereditary nobility, no established religion, no royal prerogatives, exist to interpose barriers between the people, and to create distinct classifications in society. All men being considered as enjoying an equality of rights, the propriety and necessity of dispensing, without distinction, the blessings of education, followed of course. ...

A number of benevolent persons had seen, with concern, the increasing vices of the city, arising, in a great degree, from the neglected education of the poor. Great cities are, at all times, the nurseries and hot-beds of crimes. Bad men from all quarters repair to them, in order to obtain the benefit of concealment, and to enjoy in a superior degree the advantages of rapine and fraud. And the dreadful examples of vice which are presented to youth, and the alluring forms in which it is arrayed, connected with a spirit of extravagance and luxury, the never-failing attendant of great wealth and extensive business, cannot fail of augmenting the mass of moral depravity. "In London," says a distinguished writer on its police, "above twenty thousand individuals rise every morning without knowing how, or by what means, they are to be supported through the passing day, and, in many instances, even where they are to lodge on the ensuing night."[3] There can be no doubt that hundreds are in the same situation in this city, prowling about our streets for prey, the victims of intemperance, the slaves of idleness, and ready to fall into any vice, rather than to cultivate industry and good order. How can it be expected that persons so careless of themselves will pay any attention to their children? The mendicant parent bequeaths his squalid poverty to his offspring, and the hardened thief transmits a legacy of infamy to his unfortunate and depraved descendants. Instances have occurred of little children, arraigned at the bar of our criminal courts, who have been derelict and abandoned, without a hand to protect, or a voice to guide them, through life. When interrogated as to their connections, they have replied that they were without home and without friends. In this state of turpitude and idleness, leading lives of roving mendicancy and petty depredation, they existed, a burden and a disgrace to the community.

True it is that charity schools, entitled to eminent praise, were established in this city; but they were attached to particular sects, and did not embrace children of different persuasions. Add to this that some denominations were not provided with these establishments, and that children the most in want of instruction were necessarily excluded, by the irreligion of their parents, from the benefit of education.

After a full view of the case, those persons of whom I have spoken agreed that the evil must be corrected at its source, and that education was the sovereign prescription. Under this impression they petitioned the Legislature, who, agreeably to their application, passed a law, on the 9th of April, 1805, entitled "An Act to incorporate the Society instituted in the city of New York, for the establishment of a free school for the education of poor children who do not belong to, or are not provided for by, any religious society." Thirteen trustees were elected under this act, on the first Monday of the ensuing May, with power to manage the affairs of the corporation. On convening together, they found that they had undertaken a great task and encountered an important responsibility; without funds, without teachers, without a house in which to instruct; and without a system of instruction; and that their only reliance must be on their own industry, on the liberality of the public, on the bounty of the constituted authorities, and the smiles of the Almighty Dispenser of all good.

In the year 1798, an obscure man of the name of Joseph Lancaster, possessed of an original genius and a most sagacious mind, and animated by a sublime benevolence, devoted himself to the education of the poor of Great Britain. Wherever he turned his eyes he saw the deplorable state to which they were reduced by the prevalence of ignorance and vice. He first planted his standard of charity in the city of London, where it was calculated that forty thousand children were left as destitute of instruction as the savages of the desert. And he proceeded, by degrees, to form and perfect a system which is, in education, what the neat finished machines for abridging labor and expense are in the mechanic arts.

It comprehends reading, writing, arithmetic, and the knowledge of the Holy Scriptures. It arrives at its object with the least possible trouble and at the least possible expense. Its distinguishing characters are economy, facility, and expedition, and its peculiar improvements are cheapness, activity, order, and emulation. It is impossible on this occasion to give a detailed view of the system. For this I refer you to a publication entitled "Improvements in Education, &c. by Joseph Lancaster"; and for its practical exposition I beg you to look at the operations of this seminary. Reading, in all its processes, from the alphabet upwards, is taught at the same time with writing, commencing with sand, proceeding to the slate, and from thence to the copy-book. And, to borrow a most just and striking remark, "the beauty of the system is, that nothing is trusted to the boy himself; he does not only repeat the lesson before a superior, but he learns before a superior."[4] Solitary study does not exist in the establishment. The children are taught in companies. Constant habits of attention and vigilance are formed, and an ardent spirit of emulation kept continually alive. Instruction is performed through the instrumentality of the scholars. The school is divided into classes of ten, and a chief, denominated a monitor, is appointed over each class, who exercises a didactic and supervisional authority. The discipline of the school is enforced by shame, rather than by the infliction of pain. The punishments are varied with circumstances; and a judicious distribution of rewards, calculated to engage the infant mind in the discharge of its duty, forms the key-stone which binds together the whole edifice. ...

When I perceive that many boys in our school have been taught to read and write in two months, who did not before know the alphabet, and that even one has accomplished it in three weeks — when I view all the bearings and tendencies of this system — when I contemplate the habits of order which it forms, the spirit of emulation which it excites, the rapid improvement which it produces, the purity of morals which it inculcates — when I behold the extraordinary union of celerity in instruction and economy of expense — and when I perceive one great assembly of a thousand children, under the eye of a single teacher, marching, with unexampled rapidity and with perfect discipline, to the goal of knowledge, I confess that I recognize in Lancaster the benefactor of the human race. I consider his system as creating a new era in education, as a blessing sent down from heaven to redeem the poor and distressed of this world from the power and dominion of ignorance. ...

The trustees of this institution, after due deliberation, did not hesitate to adopt the system of Lancaster; and, in carrying it into effect, they derived essential aid from one of their body who had seen it practised in England, and who had had personal communication with its author. A teacher was also selected who has fully answered every reasonable expectation. He has generally followed the prescribed plan. Wherever he has deviated, he has improved. A more numerous, a better governed school, affording equal facilities to improvement, is not to be found in the United States.

Provided thus with an excellent system and an able teacher, the school was opened on the 6th of May, 1806, in a small apartment in Bancker street. This was the first scion of the Lancaster stock in the United States; and from this humble beginning, in the course of little more than three years, you all observe the rapidity with which we have ascended ...

From this elevation of prosperity and this position of Philanthropy, the Society had the satisfaction of seeing that the wise and the good of this and the neighboring States had turned their attention to this establishment. A number of ladies of this city, distinguished for their consideration in society, and honored and respected for their undeviating cultivation of the charities of life, established a society for the very humane, charitable, and laudable purpose of protecting, relieving, and instructing orphan children. This institution was incorporated on the 7th of April, 1807, under the style of "The Orphan Asylum Society in the City of New York"; and at a subsequent period the Legislature, under a full conviction of its great merits and claims to public patronage, made a disposition in its favor, which will, in process of time, produce five thousand dollars.

A large building, fifty feet square and three stories high, has been erected for its accommodation, in the suburbs of the city, and it now contains seventy children, who are supported by the zeal and benevolence of its worthy members, and educated on the plan of this institution, at an annual expense of two thousand dollars.

An economical school, whose principal object is the instruction of the children of the refugees from the West Indies, was opened some time since in this city, where, in addition to the elementary parts of education, grammar, history, geography, and the French language are taught. It is conducted on the plan of Lancaster, with modifications and extensions, and is patronized and cherished by French and American gentlemen of great worth and respectability, who are entitled to every praise for their benevolence. Children of either sex are admitted, without distinction of nation, religion, or fortune. This seminary is in a flourishing condition, and contains two hundred scholars. There are two masters in this seminary, and two women who teach needlework; and there is a printing-press, where such as have any talents in that way are taught that important art.

We have also the satisfaction of seeing the benefits of this system extended, either in whole or in part, to the charity schools of the Dutch, Episcopal, and Methodist Churches, and of the Presbyterian Church in Rutgers street; and also to the school founded by the Manumission Society, for the education of the people of color, which has, in consequence of this amelioration, been augmented from seventy to one hundred and thirty children.

In Philadelphia the same laudable spirit has been manifested. Two deputations from that city have visited us for the express purpose of examining our school. One of these made so favorable a report on their return, that a number of the more enterprising and benevolent citizens, composed of members belonging to the Society of Friends, immediately associated under the name of the "Adelphi Society," and raised, by private subscription, a sum sufficient to purchase a suitable lot of ground, to erect a handsome two-story brick building seventy-five feet in length and thirty-five in breadth, in which they formed two spacious rooms. The Adelphi school now contains two hundred children, under the care of one teacher, and is eminently prosperous. The other deputation made also a favorable report, and "The Philadelphia Free-School Society," an old and respectable institution, adopted, in consequence, our system, where it flourishes beyond expectation.

Two female schools, one called the "Aimwell School," in Philadelphia and another in Burlington, N.J., have also embraced our plan with equal success.

I trust that I shall be pardoned for this detail. The origin and progress of beneficial discoveries cannot be too minutely specified; and when their diffusion can only be exceeded by their excellence, we have peculiar reason to congratulate the friends of humanity. This prompt and general encouragement is honorable to our national character, and shows conclusively that the habits, manner, and opinions of the American people are favorable to the reception of truth and the propagation of knowledge. And no earthly consideration could induce the benevolent man to whom we are indebted for what we see this day, to exchange his feelings, if from the obscure mansions of indigence, in which, in all human probability, he now is instilling comfort into the hearts and infusing knowledge into the minds of the poor, he could hear the voice of a great and enlightened people pronouncing his eulogium, and see this parent seminary, and the establishments which have sprung from its bosom, diffusing light, imparting joy, and dispensing virtue. His tree of knowledge is indeed transplanted to a more fertile soil and a more congenial clime. It has flourished with uncommon vigor and beauty; its luxuriant and wide-spreading branches afford shelter to all who require it; its ambrosial fragrance fills the land, and its head reaches the heavens!

Source: William Bourne, History of the Public School Society of the City of New York (New York, 1870), pp. 14-24.

[1] Montaigne's Essays.

[2] Edinburgh Review.

[3] Colquhoun on Police of London.

[4] Edinburgh Review.

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