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APPENDIX A: PART THREE of THE CONDUCT OF THE CHRISTIAN SCHOOLS
DUTIES OF THE INSPECTOR OF SCHOOLS1Cf. CL 24:249-290.
1
In every Community House of the Institute, there shall be an Inspector of Schools who shall supervise all of the schools that depend on that particular Community House. The Director shall be the Inspector. If there are three or four schools depending on the Community House of which this person is the Director, another teacher may be assigned to assist the Director in supervising these schools. The Director, however, actually exercises overall supervision of the schools. The teacher assisting the Director shall not do anything without the Director's order, and, furthermore, shall report to the Director everything that has been done or has taken place in the schools.
The Inspectors of Schools shall give as much time to one school as to any of the others for which they are responsible, not merely according to preferenc es, but as and whenever there is need for the Inspector's presence. The Inspector shall visit these schools one after another, following the order laid down by the Superior of the Institute.
The Inspector shall not be absent from the schools without an evident necessity. The Inspector, if also the Director, shall inform the Superior of the Institute of the length of any of absences, together with the needs and reasons.
The Inspector shall remain in the same school from the beginning of classes in the morning until the end of the school day and shall take note of everything that occurs in all the classrooms. The Inspector shall take care that the rules and regulations of the school are faithfully observed, without any change or alteration.
The office of the Inspector of Schools consists mainly in two2This should actually be "three".
2 things: (1) to be vigilant over the schools, the teachers, and the students; (2) to place the students in their classrooms and assign the lessons they are to be taught; and (3) to promote the students from one lesson to another when they are capable of doing more advanced work.
CHAPTER I
The Vigilance of the Inspector of Schools
Article I
Those School Matters over Which the Inspector Must Exercise Vigilance
The Inspector of Schools shall watch to be sure that a holy water font is placed at the entry of each school and that it always contains sufficient holy water.
The Inspector shall also see to the following, that there are four images in each classroom: a crucifix, a picture of the Most Blessed Virgin, a picture of Saint Joseph, and a picture of Jesus in school; that every classroom also has a complete set of the "written orders"1These large pieces of paper or cardboard, bearing some of the more important maxims and rules of conduct, were posted on the walls. The teacher merely pointed to one of these when someone was out of order.
1 to be used with the hand signal;
That there are enough rosaries in each school for the students who do not know how to read;
That there should be an aspergillum in each school so that the students may take holy water on entering and on leaving the church; that there is a basket in each classroom for the collection of the bread to be given to the poor during lunch and the afternoon snack;
That there are books for every lesson, with as many as necessary for the poor who have none of their own;
That there should also be enough writing paper for the impoverished writers who have none of their own; that each teacher should have all the books that are needed; that there are no other books in the school, no matter what the reason.
That in each writing class, there is a shelf or a cabinet, if there is no small closet where all the writing papers, the registers, and the books used by the poor should be kept, all arranged in good order.
That between each pair of writers there is a inkwell set into the desk, and that these all have covers; that there is a stick with a loop of string attached to it, big enough to fit over a child's arm; that when going to the restroom, each child takes this stick, so that there is only one student at a time;
That there are as many brooms as there are classrooms, and that these brooms are replaced when necessary; that in schools located away from the Community House, there is a bucket, a sprinkling can, a rake, and a wastebasket for removing trash; that there is a register for each bench; that there is only one bundle of rods or one cat-o'-nine-tails for all the classes of a given school; and that one teacher, appointed by the Director, is in charge of them; that everything is kept in its proper place, in good order, and very clean;
That all the benches are clean and safe, that is, in good condition and that minor repairs are taken care of promptly; that benches are carefully lined up, always in the same way; that none is changed without the knowledge and permission of the Director;
That the classrooms are kept clean, and that there is on the floor no paper, no pieces of quill pens, no fruit pits, or anything else that might dirty or spoil the floor; that all the classrooms are swept daily and sprinkled with water during the sweeping;
That there is no dirt or caked mud on the floor of the classrooms, and floors are scrubbed from time to time; that the window panes are always kept clean.
ARTICLE II
The Vigilance That the Inspector of Schools Should Exercise toward the Teachers
The Inspector of Schools should pay attention to the following items concerning the teachers:
That the teachers who teach in the school attached to the Community House should go to their classrooms immediately after the rosary, and that on the way, they do not enter any other part of the residence without necessity and without permission.
That all the teachers who go to the schools apart from the Community House go directly to the door on leaving the chapel and not stop anywhere. That they recite the rosary on their way and not converse with each other.
That the teachers ought to walk through the streets with great modesty, and that by their external behavior they edify everyone.
That they should approach no one in the streets nor enter any house under any pretext whatsoever; that if someone addresses them in the streets, the Head Teacher alone replies briefly to what has been suggested or requested, provided that a response is possible or necessary; if not, that the teacher gives a polite excuse.
That all begin the lesson and the exercises of the school day precisely at the appointed hour, without delaying a single instant; that in all classes, the duration of each lesson is in proportion to the number of students.
That once the duration of each lesson has been established, no teacher either reduces or prolongs the prescribed time.
That no teacher undertakes anything in class contrary to the regulations without an order from the Director; that teachers are always either seated at their desks or standing in front of them; that they never leave their place without an obvious necessity; that they must always keep an eye on their students, never leaving them out of sight.
That during class time, they should make sure that the students read slowly and distinctly, neither too loud nor too soft, without any defective accent, and following the method and rules for reading.
That teachers always use the signal, never speaking aloud to the students during the time of the lesson itself; that they always follow in their own book and unfailingly correct all mistakes made during the lesson; that when the lesson is being given, teachers do not read from any book that is not a school book; that they make all the students read, skipping no one; that all students should read approximately the same amount of text.
That the writing teachers are very careful to have their students hold their pens correctly and assume a proper posture, and that the teachers correct any mistakes made in writing; in a word, that they see to it that the students observe all the rules laid down in the regulations for writing.
That, depending on their age, their ability, the calling they will follow, and the length of time they can spend in school, the students should be taught to write either round hand or slanted hand; that teachers apply themselves with as much, or even more, affection to teaching the poor as to teaching the rich. That they neglect no one and show no preference for anyone.
That the teachers do not have a particular affection for any student, that they never speak to a student in private, except very briefly and only concerning a past or foreseen absence; that they must never have any student sit next to them; that they take care to make new students learn their prayers, and that they are careful to perform all their duties very exactly.
That no teacher other than a teacher of writing does any writing during class, except to correct a student's work; that no teacher speak to another teacher in school, except to the one who holds the position of Inspector; that a teacher who has something to say or some suggestion to make concerning the proper running of the school speak to the Director about it.
That teachers give the Catechism lesson at the proper times, and on the topic set down for the week; that during Catechism, teachers do not put forward anything which they have not found in duly approved and authorized books and that they are never to judge whether something is a mortal or a venial sin.
That teachers never accept any gift from the students, and that if they take something away from a student because the student is playing with it or for some other reason, they give it back at the end of the school day; or if they, however, judge that the object is useless or perhaps detrimental to the student, they give it to the Director. That they should never give anything to a student except as a reward and not out of special friendship or favor.
That the teachers do not become familiar or friendly with anyone, whatever the reason. That nobody is allowed to come to visit them at school; and that they speak only to the parents who bring their children back to school during the Director's absence; and that when they do so, they should speak very courteously and briefly.
That teachers allow no one to enter the school except the priest of the parish in which they are conducting the schools or some other person who has obtained the Director's permission to observe the school and its operations; that the teachers leave their place only for the usual and ordinary necessities.
That they do not allow themselves to be carried away by impatience when reproving or correcting their students. That corrections with the rod are rare; that those with the ferule are not too frequent, and that nothing is done beyond the prescribed limits.
That teachers do not administer correction during prayers or catechism. That young, inexperienced teachers do not use the rod without having consulted with the Inspector or the one who replaces the Inspector, and that they not use the ferule too frequently.
That teachers are serious when they impose penances and that they give only the ones prescribed; that they take care that their students attend daily Mass with piety and modesty; that during Mass, the teachers should not have a book in their hands, but devote all their attention to watching over the students.
That those who teach in outside schools return to the Community House as soon as school is over without delay at the school or anywhere else; that they should proceed directly to the room where the spiritual exercises take place.
That when they return from school, the teachers give an account of the persons who may have come to the school or to the school door, of their reasons for coming, and of what they said and did, and that the teacher with whom they spoke reports on what the visitors said to him.
The main things which the Inspector of Schools shall observe and take great care to prevent are, that the teachers never strike the students with their foot, hand, or a pointer; that the teachers never speak too loudly, except when very necessary and only outside the time for catechism, for the examination, and for the reflection; that teachers do not leave their places; that they follow in their own book what is being read by the students; and that they do nothing except their duties at all times; that they correct the students' writing at the time and with the method indicated; that they not place any student next to them; that no teacher speaks to another teacher, except to the one in charge of admitting absentees when such a child is brought back to class, or to the one in charge of speaking, when necessary, to outsiders; and that on both occasions, they should speak only as is necessary.
That teachers allow no one to enter the door of the school to speak with or to visit anyone, or leave the school to speak with anyone; that they do not accept anything from students, from parents, or any other person for any reason or in any manner whatever; that they must not keep anything belonging to a student, even if it were only a pin.
Violations such as these are very fundamental and have very serious consequences. Hence, they must never be tolerated in the teachers, not even once. The teachers must never commit them, whatever pretext they may allege to justify their behavior.
ARTICLE III
The Vigilance That the Inspector of Schools Should Exercise over the Students
The Inspector of Schools shall make sure that the students arrive before school starts, and that they do not miss school without permission and without a real and recognized necessity. In the streets, students are to be modest, circumspect, and edifying. They should not crowd together either on coming to school or when returning home. None of them should loiter or shout in the streets. They should not gather in the street or before the school door when it is open. They must not fight either among themselves or with other children. They must not delay in the streets, not even to urinate. They must not attend to their necessities in the streets, either when coming to or on leaving school. They are to enter the school building modestly and quietly and remain there in silence. They should always keep their eyes on their book and follow the lesson, reading along in a low voice what is being read aloud.
That the Inspector shall also see to the following:
That all the students read during each lesson, and that all write during the writing period, doing so neither too quickly nor too slowly, and forming the letters properly; that, except when necessary, they do not speak to the teachers, and then only in a low voice and in few words; that they neither whisper to their companions nor look around from side to side.
That the students know the prayers and the Catechism by heart, and even the responses for Holy Mass, if they are capable of learning them. That they should pray to God every morning and evening and cultivate devotion to the Most Blessed Virgin and Saint Joseph. They should be modest and pious, and pray to God in church.
That if they pass a church on their way to school, they enter to pray to God and adore the Blessed Sacrament; that they should go to confession from time to time, and even as often as possible; that, for this purpose, some priest be asked to be kind and volunteer to hear their confessions often.
That those who are old enough to receive Communion do so at least once a month; that they regularly attend their own parish church on Sundays and feasts, as well as the parish Catechism lessons; that they behave very respectfully toward their parents, and they help them with great humility and concern.
That they courteously greet decent people, especially the clergy, religious, their teachers, and persons in authority.
That no student ever go to the restroom without taking the special stick; that two or more should never be allowed to go at the same time. That these facilities are kept clean and decent.
That the children walk with their assigned companions on leaving school and not join up with others until they arrive home.
That the students keep away from bad companions, and that they very carefully avoid the company of girls. That they go with virtuous, reserved, and polite companions who can benefit them by their example and conversation. That all the student officers in each school and class perform their duties faithfully.
The vigilance that the Inspector of Schools must exercise over all these matters does not excuse the teachers from observing them and having their students observe them. All should cooperate in maintaining good order in their schools by acting together in a spirit of mutual dependence, by demonstrating a spirit of regularity, and by observing exactly all that has been prescribed for them and all that God expects of them.
CHAPTER II
Enrolling Students at the School
ARTICLE I
Who Shall Enroll Students and How This Is to Be Done
Only the Superior, or the Inspector of Schools in his absence and acting under his orders, shall enroll the students who present themselves for admission to the school.
The Director shall enroll students on the first school day in the week. If there are only two schools connected with a given Community House, the Director shall meet with the applicants for one school in the morning of the first school day and with those for the other school in the afternoon of that same day.
If there are three or four schools, the applicants for the third school shall be enrolled in the morning of the second school day. Those for the fourth school shall be enrolled in the afternoon of that same day.
Students shall be enrolled only on the day of the week and at the time appointed. Any who present themselves on other days or at other times shall be sent home and told to come back on the correct day and at the correct time, unless the Director happens to be present at the school when they arrive.
Those who are unable to come to the school on the day and at the time specified for registration, or those who find it very difficult to do so, may go to the Community House on Sunday. On that day, the Director shall enroll in the appropriate school all who present themselves.
When the Superior thus enrolls students at the Community House for schools other than the one attached to the Community residence, they shall be given a short note of admission to the school. On it shall be listed the name and surname of the student enrolled, the date of the enrollment, the classroom into which the student is assigned, the name of the father and mother, or the person with whom the student lives, their occupation, the street name and number and the room, in the following fashion:
Jean-Baptiste Gribouval: age 6; residing with his father, Pierre Gribouval, a serge weaver, in a shop on Rue de la Couture; registered on October 19, 1706 for the school in Rue de Tillois; to be placed at the first line of the first reading chart.
François Richard: age 12; living either with his father, Simon Richard, a ticket collector or his mother, the widow Richard, a used-clothes dealer, or his uncle, Jean Richard, a court registrar, in a surgeon's house on Rue de l'Oignon, in the second room from the front or back; registered in the school on May 1, 1706; to be placed in the sixth level of round hand writing.
ARTICLE II
Information That Should Be Required When Enrolling Students
The Director shall not enroll any child in the school who is not brought by father or mother, by the person with whom the child lives, by some relative, or by some person of suitable age who comes in the name of the parents.
The Director shall obtain from the person who brings the student the child's name and surname; the names of the father and mother or of the person who is responsible for the child, and their occupation, address with the street name and number: the name of the parish to which the child belongs, the child's age, and whether the child has made first Communion and been confirmed.
The Director shall also inquire whether the child has ever been in school before and, if so, where and under whom; why the child left this school; whether it was for some misbehavior or because of having been punished; whether the child has ever attended one of the Christian Schools and, if so, for how long; whether the child was sent home therefrom, something the Director can verify by consulting the register; and whether the child's behavior is good.
If this is an older student, the Director shall ask what the parents expect the child to do later on; whether they hope to have the child learn a trade, and how soon; and the level of proficiency in reading and writing. The Director shall have the student read and spell something in French or in Latin, using a book which is not commonly known, in order to determine whether the student is not simply reciting something learned by heart. The Director should also ask about good and bad habits and whether there are any physical defect or illness, especially scrofula, skin itch, epilepsy,1In seventeenth-century France, epilepsy was considered a communicable disease.
1 or some other infirmity which might be communicable. This is something that must be carefully investigated. If there is some bodily ailment, the Director shall find out whether this w. ¥ê|{({(ë|{(6.. ¥ê|{({(ë|{(Bhthouqse.pptÿÿA Parqable LigAPARAB~1PPT ÿê|{(|(§E(7®ãAAssoc0iationÿÿASSOCI~1 oë|{({(`ßE(¨pCshopsÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿL.I.Ns.E. WorkDiscispline - DISCIP~1WOR íí|{(|(vA(Æ-z\BSt. MÈary's CADisciÈpline - DISCIP~1MAR ©ì|{(|(®~A(>+YCerÿÿÿÿ’ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿSteps’ - GlassRelat’ionship RELATI~1 ÿî|{(|(åt+'a6!BNTEMP LATIONÿÿTHE D OUBLE COTHEDOU~1 ;ï|{(|(%°E(É:#Bngeÿÿyÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ2-DLSy and Cha2-DLSA~1 íò|{(|(£E(Ê^ÿÿFINDER DAT"Õ>|(Õ>|(ÊöÑown students, especially those who are most lacking in cleanliness; that students never come to school barelegged or wearing only a shirt, and that if they do, they will be punished and sent back home.
That the students do not go swimming during summertime, this involving great risk to purity; that they are not to slide on the ice or throw snowballs in winter. That they not associate regularly with girls or with dissolute companions, even if merely to play with them.
That students should not sleep with their fathers or mothers or any of their sisters, or any person of the other sex; that, if the child does so, the parents should be urged to stop this; and that if necessary, the local parish priest should be advised, in order to take the necessary steps to set the matter right.
That parents neither give any money to their children nor allow them to have any, however little it may be; this usually being one of the main causes of misbehavior.
That, if a child attended another school, the parents should pay off any debt they owe to the teacher who previously taught their child, if they have not already done so entirely.
ARTICLE IV
Children Who May or May Not Be Enrolled in Our Schools
There are four categories of children whom people may bring to us for admission in our schools: those who have been in other schools; those who have never been in any school; those who had been in this school previously but who left in order to go to work, to remain idle, or to go to another school; and those who were expelled from this school.
Section I
Those Who Have Never Been to Any School at All
No child shall be admitted who is not fully six years old unless, in some individual case, size and intelligence makes up for the lack of age. Little children shall not be admitted if they can only come during summertime, in good weather, or at a later hour than the others.
No children shall be admitted who are so retarded and stupid that they cannot learn anything, and they might thus distract others or cause trouble in the school.
No child shall be accepted if the child suffers from some communicable disease, such as scrofula, skin rash, or major epileptic seizures, no matter the reason. If it should happen that any student already in school contracts one of these infirmities, the Community House's doctor shall be asked to examine the child. If the malady is of this type and is curable, the child shall be sent home until recovered.
No student with wealthy parents should be allowed to come to the school beyond the first day without having the books needed for the lessons, or if in the writing class, without paper and an inkstand to do the writing. Neither shall any student be accepted who cannot come to school regularly, either because of some illness or for any other reason. Regular attendance means that the student shall not miss school more than twice a week, even for some good reason and with permission.
No student shall be accepted who is unwilling to attend church on Sundays and feasts with the teacher and the other students or to assist at the Catechism lesson. Students who regularly do not attend shall be sent home.
No student shall be accepted who wishes to come in only for the recitation of the lesson or for writing and then be allowed to go home. A specific student can still be accepted if work or the fulfillment of some other obligation requires arrival at school later than the others; such a student must, however, come at a definitely arranged time; and no one shall be accepted who does not attend catechism and prayers.
No student shall be allowed to come to school later than the others unless it is by reason of work. Those who enjoy this privilege of coming in later in the morning must still attend Holy Mass with the other students.
A particular student might be allowed to enroll and come to school only in the afternoon, but no student shall be admitted who will attend only in the morning. No student can be enrolled who is expected to miss school occasionally to stay at home and watch over the house or the younger children.
Students can be admitted who work in school at a trade that does not hinder others, such as knitting or something similar. No students shall be admitted, no matter how old they are, unless they follow the same routine as the other students.
Section II
Those Who Have Attended Other Schools
Students who have attended other schools shall be admitted only when the reasons why they left those schools are made known.
If students dropped out of the schools they were attending through an exaggerated liking for change, their parents should be made to understand how harmful this is to their children. They should make up their minds not to let their children change schools any more. They should be warned that, if the children subsequently leave our school, they will not be readmitted. If the children have left the other school merely because they have been corrected justly, the parents must be told that they should not listen to the children's complaints against the teacher. If they had been wholly innocent, they would not have been corrected. Parents should be willing that teachers correct their children when they are at fault; otherwise, they should not send them to school. If a student has left a school because of having been badly taught or because in some way the teacher was in the wrong, one should be careful not to blame the teacher, but to try to excuse the teacher as far as possible.
If a child had been badly taught, for instance he was made to write before knowing how to read, or made to read before knowing how to spell or even before knowing all the letters, the Inspector of Schools shall call the parents' attention to these deficiencies and indicate to them the remedies which must be applied. For instance, the child must first be taught to know the alphabet, to spell the syllables, and to read, before being made to write. What had been omitted in the previous instruction should be pointed out. Prudently, the Inspector of Schools should help the parents to understand the importance of this method, without which a student would never learn anything even if the child came to school for ten years.
A student of this kind whose parents are unwilling to follow the system proposed to them should not be accepted. If they cannot or will not listen to reason on this score, one might propose to them, as a last resort, a three-month trial period. They shall be shown that the foundation of reading depends on knowing the letters perfectly, knowing how to spell, and knowing how to read syllables distinctly. Without this, it is impossible for a child ever to read anything with understanding and not by rote.
Section III
Those Who Have Already Been in School and Who Dropped Out of Their Own Volition
Students who have already attended our schools and who have left of their own volition or because of laxity and the over-credulity of their parents, and who try to come back, should be accepted only with great caution.
The reason for their departure shall be very carefully examined, and they are not to be readmitted too quickly. Without rejecting their request outright, the Director should leave the parents in suspense for awhile. This will make them appreciate the favor they are asking. The parents should be told that, if children are doing well in our schools, they should not be withdrawn.
Students who leave our schools to go to another school should not be readmitted more than once. When readmitted, such students must be told that this is the last chance they will get; if they leave a second time, they will not be readmitted.
Section IV
Those Who Have Been Expelled
If a former student who had been expelled is brought in to be enrolled, the reason for the expulsion will be ascertained from the register. After reminding the parents of the serious reasons for the dismissal and after making them wait for some time, and if there is some hope of improvement, the Director may readmit the child with the warning, however, that if the behavior has not improved, expulsion will be final.
If there is little hope that the child will improve, which is most often the case, readmission should not be granted without a serious trial period. If the behavior is not corrected, the child should be expelled for good.
CHAPTER III
How the Students Are to Be Seated in Class
and How the Lessons Are to Be Regulated
ARTICLE I
How the Students Are to Be Seated in the Classrooms
and the Places Which They Are to Occupy
After having admitted a student and ascertained the level of ability, in the manner explained in the previous chapter, the Inspector of Schools shall assign the student to the class, the lesson, and the seat in the room.
The Inspector shall carefully place a newly enrolled student beside someone who will help the student learn to follow easily and will not chatter with the newcomer. In all classrooms, there shall be definite places assigned to each student for all the different lessons, in such a way that all who are following a given lesson shall be grouped in the same area within the room. This seating area shall be permanent, unless the lesson has to be transferred to another classroom.
Students in more advanced lessons shall be placed in the benches nearest the wall. Next to them, proceeding toward the middle of the room, the other students shall be placed according to the order of the lessons.
The Inspector of Schools shall see that the writing tables are placed in full, clear light. The students who are reading from charts shall be seated as indicated below, in the article on the reading charts.
Each particular student shall have a specific, assigned place. None shall leave or change this place except at the direction or with the permission of the Inspector of Schools.
The Inspector shall take care to assign the places in an orderly and prudent manner. Those whose parents do not take good care of them and who have lice are to be kept apart from those who are clean. A giddy and light-headed student should be placed between two students who are well behaved and serious. Trouble-makers should sit alone, or they should sit between two children whose piety is well recognized. A student inclined to be talkative should be placed between two silent and very attentive scholars, and so on.
When the students return to school after their vacation, the Inspector of Schools shall be sure to assign them to the various classes, to indicate which places in the rooms they should occupy, and to settle questions of order in the school. An appropriate number of students shall be assigned to each classroom.
Students shall be distributed among the various classes, not in view of the particular lesson they are following with all the students in a given lesson in one class, but in view of the total number of students. Thus, there shall only be a certain maximum number of children in each class. When there are too many students in one class, compared with any other classes in a school, the Inspector shall transfer some of the students to a higher or a lower class. The Inspector must make sure, however, that students who follow the same lesson are not put into two different classrooms unless it is absolutely impossible to do otherwise.
Each class should contain between 50 and 60 students. In schools where there are more than two classrooms, the number of students in the middle class can be greater than the number of students in either the highest or the lowest class. In classes of students learning only writing or only reading from charts or from a spelling book, the number should not exceed 50.
When the Inspector of Schools promotes students from one lesson to another, care shall be taken that one class does not contain too many students, in comparison to any others in the school, if there are more than two. If this happens or in case the Director, if the Inspector is not the Director, thinks such a measure advisable, the Inspector should reassign the students among the classes of that school.
ARTICLE II
Children Who Are Learning to Read Must Be Placed in Various Levels
The Inspector of Schools shall divide into three levels the students in all lessons, except tho se who are reading from charts. The first level is for beginners; the second level is for those who have made some progress; and the third level is for the advanced and those who have mastered the material.
Beginners are so called, not because they have just recently begun a given lesson, for some may remain at this level for a considerable time, but because they do not know enough to be promoted to a higher level. The Inspector, therefore, shall place in the beginners' level of each lesson those who still make many mistakes.
The Inspector shall place in the middle level of each lesson only those who make one or two mistakes each time they read.
The Inspector shall promote to advanced and mastery level only those who read well and ordinarily never make a mistake. The Inspector shall, however, divide into only two levels the children who are reading la Civilité chrétienne. The first level shall be for those who sometimes make a mistake in reading; the second level, shall be for those who never make any mistakes.
The students who are reading the account books shall be divided into six levels, according to the gradation of account books. The account books of a superior level should be more difficult to read than those of the preceding lower level, as explained in Article IX of Chapter III on Studies of Part One.
The Inspector of Schools shall be sure to set aside a fixed and definitive place in the school for each level of a lesson, so that students in one level of a given lesson are not mixed up with those of another level in the same lesson; beginning readers, for example, with the more advanced level. All should be easily distinguished from one another by the places they occupy.
Nevertheless, those who are just learning to write shall be placed in the benches according to their height and not according to the level of writing they have attained. Students of about the same size should be in the same bench.
As far as possible, the Inspector shall try to place the writer so that a child who is just starting a particular level of writing is seated either beside one who has made some progress in that level or next to one who is in the immediately superior level. A student who finds it difficult to learn the proper strokes should be seated beside one who makes them easily. One who has trouble assuming the proper posture and holding the pen properly should be seated beside one who does both of these things well, and so forth. In this way, students may be of mutual assistance to one another.
ARTICLE III
How the Students Who Are Learning to Write Round Hand
Should Be Divided into Different Levels
The Inspector of Schools shall divide the writing students into eight different levels, distinguished by the various things that will be taught in each level.
The first level is for those who are just beginning to learn to write. The Inspector shall take care that these children apply themselves to sitting up straight, to holding their pens properly, and to making the straight and the circular strokes correctly.
The Inspector shall not promote to the second level any but those who hold their body and their pen correctly and who have learned to perform the straight and the circular movements easily. Students in this second level must learn how to form the five letters c, o, i, f, and m. They must write an entire page of each of these five letters, linked with one another, until they can give these letters their proper form and until they can write these five letters in large commercial characters.
The Inspector shall place in the third level only those who have a proper posture, who hold their pens correctly, and who have mastered the letters c, o, i, f, and m . The Inspector shall take care that the students of this level apply themselves to forming these letters well and to linking these letters properly when they should be connected.
The Inspector should also note whether the students write an entire page of each letter of the alphabet without omitting any and that they link only those letters which should be connected and not those which should not be connected. The students are to write an entire page of each letter until they can form and link them properly, with the letters properly positioned. The students should then learn how to form the three letters o, i, and f and the others which are derived from them, not forgetting to write a page of each letter.
The Inspector shall place in the fourth level of writing only those who can form, without exception, all the letters properly; who can link the letters clearly and properly; and who know the letters which are derived from o, i and f and how they are derived from these three. The Inspector shall make sure that the students in this level apply themselves to give the letters the required position and evenness on the same line, to raise the upper loops, or heads of the letters above the body of the writing, and to keep the lower loops, or tails well below the line. Students of this level should write a line of each letter of the alphabet, one after another and all linked together.
In the fifth level, the Inspector shall place only those who, besides being able to form all the letters and link them properly, can write in straight lines, keep the letters evenly spaced, give them the same body height, and form the upper and lower loops with their proper dimensions, according to rule. The Inspector shall take care that the students in this level give the letters sufficient firmness and do not squeeze the letters too tightly together. The students should write boldly and with a certain lightness of touch, with letters properly spaced from each other, and the required distance between the lines. These students should always write the alphabet continuously and in its entirety on each line. If they experience some difficulty in forming certain letters, they should daily be made to write at the start of the lesson a few lines of these letters on the back of their paper, until they are able to form all letters perfectly.
The Inspector shall place in the sixth level only those who give all their letters the proper form, make the body of their letters equal in height, give the upper and lower loops the length proper to them according to the rule, and provide the required space between their lines. Finally, the writing of these students should be airy and firm, showing some boldness and freedom of style.
The Inspector shall make sure that all students in the above-mentioned levels write the entire alphabet in sequence on the back of their paper at the beginning of each day's lesson. The students shall also write one page each time of dictation in large commercial characters. They shall write one line from their model every day for two weeks, and they shall write the entire model during the two following weeks.
Only the students who know how to write a connected text as mentioned above in large commercial characters shall be placed in the seventh level of writing. The Inspector shall take care that these students write in commercial hand in the morning and financial characters in the afternoon. They should copy their model immediately and continue to write the alphabet on the back of their paper.
The Inspector shall place in the eighth level only those who know how to write a connected text made up of financial characters, as indicated above. These students shall write in financial characters in the mornings, and slowly and carefully in small hand writing in the afternoons. Instead of writing the alphabet at the beginning of the lesson, they should write quickly in small hand on half of the reverse side of the paper. In the morning, they should copy something out of some good book; in the afternoon, they should copy handwritten material. After three months at this level, they shall themselves on the two days each week when writing and spelling are taught write in legible, correctly spelled hand writing letters of their own, promissory notes, receipts, leases, worker's contracts, and other documents which might subsequently be useful. The Inspector shall also pay attention that the teachers carefully correct all the mistakes in pronunciation, writing, spelling, and punctuation.
ARTICLE IV
How the Students Who Are Learning Inclined Hand Writing as Well as
Arithmetic Should Be Divided into Various Levels
The Inspector of Schools shall take care that no student begins to learn inclined hand writing before completing the second and third levels of round hand writing and prior to promotion to the fourth level. Exceptions can be made for the reasons suggested in Part One, Chapter IV, Article I on Writing.
A student shall not ordinarily begin to write inclined hand until promoted to the fourth level of round handwriting. Nonetheless, if the teacher and the Inspector of Schools think it wise to have the student learn the inclined hand style of writing, they shall have the student stop writing in round hand. The Inspector will set up five levels of inclined handwriting for those who have already begun to write in round hand.
The Inspector of Schools shall not put any student in the first level of inclined hand writing except for the reasons indicated in Chapter IV of Part One. The student should have finished the third level of round hand and should know this type of writing reasonably well; the parents might want the student to learn inclined hand, or the student might tend to slope the letters a great deal anyway and cannot be made to break this habit. Finally, it might be desirable that the student, having finished every level of round hand writing, should learn both kinds of writing.
The Inspector of Schools shall make sure that the students on this level are taught the difference between the characteristics of round and inclined letters, the way of shaping and sloping the latter, and also their proper position. The Inspector should see that each student writes a line of each letter linked to each other.
The Inspector of Schools shall put into the second level only those who know how to form all the letters well, with no exceptions, and how to give them the proper slope and form. The Inspector shall make sure that these students pay attention to making their letters the same height and that they space both the letters and the lines properly, as required by the rule. The students should be trained to give space to the letters, to move from one letter to the other with confidence, and to write the entire alphabet continuously as one line.
The Inspector shall promote to the third level only those who give their letters the proper form, position, slope, evenness, height, and space, including between the lines. Their writing should be open, graceful, and assured. The Inspector shall see to it that the students in this level write model texts in medium-sized characters. Those in the fifth level should do the same in the mornings, but they should write model texts in small hand in the afternoons.
In these first three levels of inclined hand writing, the Inspector of Schools shall observe and have others observe the same procedures as those mentioned regarding the sixth, seventh, and eighth levels of round hand writing.
If it happens that, for one of the reasons indicated in Part One, Chapter IV, in Article I, on Writing, a student has to learn inclined hand writing without having begun to learn round hand writing, and if the student has only a year, that is 11 months, of schooling in which to do so, the Inspector of Schools shall determine the amount of time the student should spend in each level, as follows.
The student shall be kept in the first level for a month to learn the right body posture, the proper way to hold the pen, and the correct method of making the straight and the circular movements with ease. Secondly, the student shall be taught the alphabet for a six month period. During two months, the student shall write a page of each letter, with characters unlinked. During the next two months, the student shall write a line of each letter, linking the characters. During the last two months of the period, the entire alphabet will be written continuously in a line. Finally, in the last four months of the year, the student shall write model texts in medium-sized writing, in addition to the alphabet at the beginning of the writing lesson, as mentioned in a prior article concerning those who write in the round hand style.
If a student has only six months to learn to write the inclined hand style, the Inspector shall schedule a program as follows. The student shall write the alphabet for three months, a single line of each letter linked, in the first two months, and the entire alphabet continuously on a line, in the third month. During the last three months, the Inspector shall have the student write model texts in medium-sized characters, and the alphabet at the beginning of each writing lesson.
The Inspector of Schools shall apportion the time, as indicated above, for the students who have only a short time in which to learn to write, in proportion to the amount of time available. The Inspector shall promote them if it is necessary at the end of the appointed time, whether or not they know all that they should in order to be promoted.
The Inspector of Schools shall divide the students who are learning arithmetic into five different levels. The first is for those who are capable of learning only addition. In the second, those who know addition well shall learn subtraction, how to prove their additions by subtraction, and how to prove their subtractions by addition. Only those who know addition and subtraction well, and how to prove both, should go on to the third level, where they will learn multiplication. The Inspector of Schools shall place in the fourth level only those students who are perfectly familiar with multiplication, and so are ready to learn division. The Inspector shall promote to the fifth level those who can perform all kinds of division easily and who will be able to learn the rule of three, the aliquot1Aliquot indicates a number that is contained an exact number of times in something else, for example, a fraction expressed in percent:
1/8 = 12 1/2%.
1 parts, and the fractions.
ARTICLE V
The Manner of Determining How Long Lessons Should Last
Since the number of students is not always the same in every lesson but changes when students are promoted from one lesson to another, or when new ones come in or others leave, the time the teacher must spend in making the students read a given lesson cannot be regulated and uniform. It is the responsibility of the Director or the Inspector of Schools to determine how long the children in each lesson and class should spend in reading.
The duration of each lesson should be determined in relation to the amount of time the instructor has for teaching reading, the number of students following each lesson, their ease or difficulty in reading each lesson, and the approximate number of lines each student should read.
The Director or the Inspector of Schools shall determine the duration of each lesson by adapting the timetable given below. This determination depends upon whether there are fewer, as many, or more students in each lesson than are indicated.
Twelve students can each easily read three times in half an hour the line found on the alphabet chart. Ten students can easily read three lines each on the syllable chart in half an hour. In the same time, eight students can readily spell out three lines apiece in the second spelling book. Ten students each can, again in half an hour, easily spell out and then read three lines in the second book.
If the above-mentioned students, numbering 40, are in the same class, the teachers ought to be able to have all of them read during the afternoon session. Because there is half an hour less of class time in the morning than in the afternoon, the teacher should have the students read for seven or eight minutes less in each lesson in the morning than is specified in the time allotted above.
It follows from what has been mentioned so far that, if instead of 12 students using the alphabet chart there are 18, they will have about three- quarters of an hour to read from it. If they number 15, they will need about 37 minutes. If there are only nine, they should be given about 22 minutes of reading time. The time for reading shall be increased or shortened in proportion to the number of students in the reading lesson. The same should be done in all the other lessons, whether in the same or different classrooms.
Twelve students using the third book can easily have sufficient time to read. The beginners can read eight lines each and the more proficient, 12 to 15 lines each, in half an hour. The students who read from the book of Psalms can easily read six lines apiece if they are reading by syllables; those who read more fluently can each read ten lines in a (quarter of an hour).1A lacuna in the original French text.
1
Those students of the first and second levels who are reading la Civilité chrétienne can easily read eight lines each, and those from the other levels, ten lines from a paper or document of ordinary size in a quarter of an hour.
Thus, if a writing class has 50 industrious students, 12 or 13 who only use the third reader, 12 or 13 who also read Latin, and 20 or 25 writers, of whom ten read from the documents, these last ten shall have a quarter of an hour after lunch to read documents and then an hour to read French. Those dozen or so who read Latin shall do so for a quarter of an hour. Those who read only from the third book shall read only Latin for three quarters of an hour; then, those who read la Civilité chrétienne shall do so for a quarter of an hour. The ones who read only French shall do so mornings from 8:45 until 9:00. The teacher who has only half the number of writing students shall correct their work only during this time. If all the students take writing, they shall read Latin for three quarters of an hour and la Civilité chrétienne for a quarter of an hour in the morning. After lunch, they shall devote half an hour to reading contracts and the following hour to reading French.
The Director or the Inspector of Schools shall see to it that the teachers use all of the available time for reading and that on every occasion devotes approximately the same length of time to reading. Thus, if there are fewer students in a class than are required to use the entire time devoted to reading, each student reading the required number of lines, the Inspector of Schools shall direct the teacher to make each student read approximately as many additional lines as needed to fill all of the time assigned to reading in that class. There should be no wasted time in any class, nor should time be used otherwise than as specified in the regulations.
If it should happen that a larger number of students must be placed in a class than can be given a turn in the allotted reading period, each student reading the required number of lines, the Director or the Inspector of Schools shall see to it that the students in each lesson read fewer lines than specified for that lesson. This adjustment shall be made in proportion to the number of students present, so that all the students can read something, without using in this classroom more time for reading than has been allocated for this particular subject.
CHAPTER IV
Promoting Students from One Lesson to Another
One of the most important things in a school is to promote the students from one lesson to another at the proper time. The Inspector of Schools shall pay much attention to this process. Promoting students shall be carried out with regularity and order. To achieve this, each teacher shall prepare the students for promotion according to what is indicated in Part One. The Inspector of Schools shall make these promotions with due preparation and care. The Inspector should make sure that the students fulfill the conditions and qualifications for promotion. Finally, these promotions shall be made at the time and in the manner that has been established.
ARTICLE I
What the Inspector of Schools Must Do Before Promoting
Students to a Higher Lesson
Toward the end of every month, the Inspector of Schools shall inform the teachers of the day on which they should examine the students who might be ready for promotion. The Inspector and the teachers shall then confer on those who should not be promoted because of inability, absenteeism, or lack of piety or modesty, because of laziness, negligence, or youthfulness, or, finally, because of the need to sustain the lesson and keep it in proper order.
The Inspector of Schools shall, however, take care not to let a student remain in the same lesson or in the same order of lesson, when the student is capable of doing more advanced work or is content to remain back. This care calls for diplomacy and concerted action among the teachers and may be accomplished either by use of rewards or by giving the student some class office. This does not apply, however, if the child is being held back because of absenteeism, negligence, laziness, or some other considerable fault. The Inspector of Schools can use these reasons as justification for the decision, should the occasion warrant it.
The Inspector of Schools, if also the Director, shall then set the deadline for the teachers to make their report, so that they can give it to the Inspector before the promotions are to take place. An Inspector who is not also the Director shall request the latter to fix the day. The Inspector, after receiving the reports from the teachers, shall ask them for any further explanations and information needed to avoid mistakes in promotions.
The Inspector shall then inform the students in each school of the day on which the promotions will be made, so that all of them can be present, and shall warn them that any who are not present on the promotion day will not be promoted until the end of the following month.
In promoting students the Inspector of Schools shall neither be influenced by any personal considerations nor give weight to any extraneous influences. The Inspector shall not promote any students from one lesson or level to another unless they have the ability and fulfill all of the conditions laid down in the following Article. The Inspector shall also very carefully insist that the teachers not propose any students for promotion who are not quite capable of doing the required work.
The Inspector shall always follow the same procedure in making the promotions in all of the schools and classes, beginning every time with the same level and the same class, and always finishing with the same ones. In each school, the Inspector shall begin with the lowest class and end with the highest, and in each class, with the lowest lesson and at the level of the beginners in each lesson.
ARTICLE II
Requirements and Conditions to Be Fulfilled by Students
in Order to Be Promoted from One Lesson to Another
It is most important never to place any student in a lesson which the student is not yet capable of following; otherwise, the student will find it impossible ever to learn anything and will risk being kept in lifelong ignorance. Therefore, one should not take into consideration either age, size, or length of time a student has been in a lesson when promoting to a more advanced lesson, but only ability. Thus, for instance, a student must spell perfectly and read by syllables before learning to read fluently.
Smaller children, who are usually quick-witted and have good memories, do not always need to be promoted even when they could go on to more difficult work. Otherwise, it is not good if they do not stay in school long enough. It is desirable, without displeasing the parents, to help extend their stay in school as much as possible. The two extremes must be avoided. It is not good to keep a student too long in the same lesson, for fear that the student and the parents may lose interest. However, for the reasons already given, it is not good either to advance too rapidly those who are very small, very young, or lack the necessary ability.
Certain conditions and requirements for promoting or not promoting a student.
Those who lack modesty and piety or who show themselves lazy and neglectful in studying and in following the lesson shall be promoted only with great hesitancy; they shall be examined with greater rigor and exactness than the others. If in the succeeding month they fall back into their old faults, they shall not be promoted, no matter how capable they may be, on the next occasion.
Those who have been absent for five full days during the month, even with permission, shall not be promoted to a higher lesson at the end of the month, even though they might be capable of doing the work.
Those who have been absent without permission for two full days during the month shall be promoted neither from one lesson to another nor from one level to another. Those who have been tardy six times during the month shall not be promoted.
No student shall be moved from one lesson to another unless the student has gone through the three levels of beginner, intermediate, and advanced, nor shall any student be moved to a higher lesson or level of a lesson without spending all the time prescribed in the lower one.
Students shall not be moved up from the alphabet chart unless they have been reading from it for at least two months. In other words, they should have re ad each line of it for at least a week, and the entire alphabet for the rest of the two months. They shall not be moved up from the syllable chart until they have read from it for at least a month.
Those who read from the spelling book shall not be promoted until they have spent at least five months on it, two months in each of the first two levels and one month in the third.
Those who are learning spelling from the first book shall not be promoted until they have spent at least three months on it, one month in each level of this lesson.
Those who spell and read from the second book shall not be promoted unless they have spent the same amount of time on it. Those who only read from the second book, and are not learning spelling, shall not be promoted unless they have spent an equal amount of time reading from it.
Those reading from the third book shall do so for at least six months, two months on each level, before they can be promoted to another lesson. Those who read Latin shall not read in phrases until they have read by syllables for at least two months. They shall not be promoted until they have been reading in phrases for at least four months, two months at the intermediate level and two months at the proficiency level.
Those who are reading from la Civilité chrétienne shall not be promoted from the first to the second level, unless they have been reading on the former level for at least two months. They shall then remain at the second level for as long as they continue coming to school. Those who read from the documents shall not be promoted from the first to the second level, unless they have spent at least three months reading on the former level. The same rule will also be followed in promoting students in the subsequent four levels. When they reach the last level, they shall remain there for as long as they continue coming to school.
Students shall not be promoted from the first level of writing, where they learn how to sit correctly, hold the pen properly, and make the straight and circular strokes, until they have spent at least a month in this level. Those in the second level of writing who write the five letters c, i, f, and m shall not be promoted until they have written these letters for at least three months.
Those who are in the third and fourth levels and who write the alphabet with linked characters, one page or one line of each letter, shall not be promoted until they have written them for at least six months, one page of each letter for four months and then a line of each letter for two months.
Those who write the alphabet entirely in linked characters on each line shall not be promoted until they have done this for three months. Those who write lines of large commercial characters shall not be promoted until they have done this for at least three months.
Those in the seventh level, who write in financial characters, shall not be promoted to writing small hand and rapid script until they have written at the sixth level for at least six months.
Those in the first and second levels of arithmetic, who are doing addition and subtraction, shall not be promoted until they have mastered both over a period of at least two months.
Those in the third level, who are doing multiplication, shall not be promoted until they have spent at least three months on this operation. Those in the fourth level, who are learning how to divide, shall not be promoted to doing the rule of three until they have spent at least four months doing simple division.
ARTICLE IV1There is no Article III in the 1706 Manuscript (CL 24:277).
1
The Proficiency That Should Be Shown by Students
before They Are Promoted to a Higher Lesson in Reading
Students who are learning the alphabet should not be set to reading a new line of letters until they know the first line very well. They must be able to pronounce the letters immediately, in any order, and without hesitation, as soon as the letter is pointed out to them. They shall not be assigned to reading the syllable chart until they can name all the letters of the alphabet, whatever they may be, promptly, and without hesitation.
Those who read from the syllable chart shall not go on to the spelling book until they can spell perfectly and fluently all the syllables found on the chart. The children who are spelling and reading, both in the syllable book and in other books of whatever kind, should be promoted from the first to the second level of spelling and reading only when they make very few mistakes, that is, one or two.
Those who are in the second level of spelling or reading in each book shall be promoted to the third level only when they ordinarily make no mistakes when reading, or when the mistakes they do make, if any, are very rare and occur only by surprise and not out of ignorance.
The students in the third level of spelling or reading, from whatever book it may be, shall be moved up to a higher level only if they can read the current lesson perfectly. Those who spell, for example, should not be promoted until they spell perfectly, without ever having to search for or to guess at the right syllable. Similarly, if they are reading syllables, they must not make two syllables sound like a single one. For two or three weeks, they should be accustomed to pronounce all of the syllables correctly, distinctly, and confidently. Finding no difficulty in so doing, they may begin to learn how to read with proper pauses.
Those who read in phrases, making the proper pauses, should not be advanced from the first to the second level until they no longer make any mistakes in punctuation, that is, they must pause where necessary, and not when they should not, and pause for the proper length of time. To be promoted out of the third level and so begin to read Latin, they must be able to read perfectly, distinctly, and intelligibly, and to know how to pronounce the words correctly.
As for students who read Latin, they should usually be promoted from the first to the second level when they can distinguish and read the syllables correctly, usually without making any frequent mistakes. They should be advanced from the second to the third level when they are able to read in phrases without usually making any mistakes either with words or pauses. To be promoted from this lesson and to start writing, they must read perfectly and fluently.
Those who are reading from la Civilité chrétienne should be promoted to the second level when they ordinarily make no mistakes. Those who read from the account books must not be changed from one lesson to another unless they can read fluently from the account book they are using, without hesitation and without making any mistakes.
ARTICLE V
Proficiency to Be Required of Students before They Are
Promoted from One Writing Lesson to Another
Section I
Proficiency Required for Promotion from the First to the Second and from the Second to the Third Level in Writing
Those who are starting to learn to write and who are concentrating on assuming a correct posture, on holding the pen properly, and on making both the straight and circular strokes shall not be promoted until they have the correct body posture, can hold their pen correctly, and can make these two movements easily. The Inspector of Schools, therefore, shall make them perform these movements, taking care that they sit properly and hold their pens correctly. Those who are beginning to write the letters c, o, i, f, and m shall not be promoted until they know how to give these letters their proper shape. The Inspector shall, for this purpose, go over their written work to see whether these letters usually have their correct shape and whether they do not show any of the faults mentioned below.
The o should lean neither to the left nor to the right. The strokes should be heavy or fine as required. The letter should neither be too wide nor too narrow, too round nor too flat, too long nor too short. It should not appear humpbacked. The fine strokes are not to be on the side and the heavy strokes underneath, but the heavy strokes are to be at the side and the light strokes at the top and at the bottom. The fine strokes should not be pointed at the top or bottom. The letter should be very slightly inclined to the left, and the upper part should be firmly closed and not left open.
The i should be inclined neither to the right nor to the left, but should be straight. The upper part should be made with a fine stroke, not crooked or stretched upward. This upstroke should be two pen tips wide. Its heel must be rounded and not crushed down, and not too high, only as long as one pen tip. The connecting stroke should be two pen tips wide and not rise too high, as though one wished to link the i with some other letter, as when joining i and s. The upstroke should be neither pointed nor too open, and be only one pen tip wide.
The f should lean too much neither to the right nor to the left, but should be inclined a little to the left, about the width of one pen tip. The head of the letter should not be flat, but rounded, and not wider than four pen tips. The f should begin with a square, heavy downstroke and not by a filled in loop. This full stroke should curve toward the inside of the f on the right where the body of the letter is, and should not flatten out as it goes to the left. The letter should be six pen tips wide and three pen tips high. There should be two light upstrokes in the f, one at the top and the other at the bottom as it turns to the left. The crossbar should not be drawn vertically. It must neither cut the f in two nor be made with a heavy stroke of the pen. It should be a light stroke about two pen tips long.
With the m, the three legs or downstrokes should not be drawn one to the right and another to the left. They must all be drawn straight down, parallel to one another, of equal height, and from the same base. The upstrokes should not begin in the middle of the legs, but begin from the bottom. They should not join the middle of the following leg; rather, they should start from the bottom and immediately go up to the top of the next hump. The connecting links should not be rounded from right to left. They should be neither wavy nor concave, but rather, slightly convex. They should not be thick, but light, and the heel of the letter should not be crooked.
Section II
What the Students Should Have Achieved in Order to
Be Promoted from the Third to the Fourth Level
To deserve promotion from the third level of penmanship, where the students write one page of each letter of the alphabet, linked one to the other, to the fourth level, where they make a line of each letter, linked one to the other, the students should know how to give all the letters in the alphabet their proper form and how to link all the letters to one another in the proper manner. The first part of the a, which is round, should not be too wide and should have the same form as the o. The first part should flow into the downstroke of the o and should begin by an upstroke, as if one were about to make and e or a c. The upstroke and the downstroke of the second part should be separated by the width of a single pen tip, both at the top and at the bottom. This second part of the a should neither rise higher nor descend lower than the first part.
The head of the b should be like that of the f. It should be made straight and rounded out at the bottom, as if to make an o. The back stroke should rise as if one wanted to draw the straight part of the b, leaving a pen tip and a half between the upright stroke and the backstroke of the b. In the center, a space of three pen tips should separate the head and the bottom. The bottom round stroke should neither be too wide nor too pointed. It should not rise straight up, but should curve from right to left.
The head or top of the c should be like that of the f, and the light upstroke should be the same. It should be rounded off toward the left and must not be quite straight, ending with a fine connecting line.
The bottom of the d should be like an o in height and width. The upstroke should rise the distance of the full width of the letter, that is, the height of an o, and should not be completely straight, curving a little from left to right.
The e should be made like the c, except for the head. Its top should be like the first part of a broken r, beginning and ending with a light stroke. The letter should be round and not straight, leaning to the left by the width of a single pen tip, and not bent toward the right.
The f should be made in the manner indicated in Section I above.
The first part of the g should be made like an o. The second part is the loop or tail. When making this loop and joining it with the first part, the heavy downstroke of the first part should blend in with the downstroke of the second part. This second part should begin about one forth the way up the body of the letter. Its point should protrude about the width of half a pen tip.
The first part of the h should be like an l, except the lower part, which should be made straight, without any hook or link, and finish in a square, heavy dot. The second part should begin in the middle of the first part. Its upstroke should begin a fourth of the way up the letter and move from bottom to top. It should be curved, as if one were trying to form a p. It should not be too flat, and its bulge should not extend more than its head. The extremity of the loop should reach the level of the first part, and it should descend some four pen tips below the body of the letter.
The i should be made in the manner indicated in Section I above.
The l should be like the first part of the h, except rounded at the bottom. This round part should be one pen tip wide and have a linking stroke, whose loop should be neither too wide, too inclined to the right, nor too flattened out.
The m should be made in the manner indicated in Section I above.
At the beginning of a word, an n should be made like an m, except that the n has only two down strokes, whereas the m has three. The first part of a terminal n should be made like an i, except that the final stroke should end in a square dot with no fine connecting line. The second part should begin at the middle of the i, finish like the second part of the h, and be equal in height to the first part.
The o should be made in the manner indicated in Section I above.
The p should begin by a back stroke of the pen, drawn downward and leaning to the left side. The bottom loop should be rounded like that of an f. The head should not be too flattened out, and it should begin by a light upstroke moving from right to left and returning from left to right. The second part should begin where the upper part touches the line as on the bottom of an o, not by a light upstroke, but by a heavy downstroke blended into the heavy stroke of the loop. It should end by a downstroke next to the head. It should be as tall as the head, neither higher nor lower. Between the top of the two parts, there should be no more than the space of one and a half pen tips. The tail should neither be too inclined to the left, nor too short. As a rule, it should not usually go beyond the head when it is very wide. The downstroke should not be over six pen tips wide, no matter how wide or how narrow the head is.
The first part of the g should be made like an o. The second part begins with a small dot. The downstroke should merge into the heavy downstroke of the o, like the second part of a g. It should extend below the body of the letter about one and a half times the height of the body. The tail should be drawn to the right, with the last part of the stroke thickened somewhat. There should not be any hook at the bottom.
The round r should be like the lower part of a b or v, and should have neither more nor less of an opening in its upper part. The connecting stroke should be like the upper part of the i or v. The top of the split r should begin by a light upstroke from left to right. At the end of this stroke, there should be a small loop, as found in the e. This is to be made without lifting pen from paper. The line should extend the width of one pen tip behind the second part, which should begin like the second part of a c. It should connect with the second upstroke at the head, curving toward the left and ending with an upward rising, connecting stroke, as when making a c.
The head of an initial s should be like the head of the f. Its body should be drawn a little to the right, and its second part curved toward the left. Its height should be twice that of normal letters, and its tail should be like that of the f. Its head should extend forward the width of two pen tips. It should be inclined neither to the right nor too much to the left. The bulge should neither stick out, compared with the head, nor should it lean like an f. The s found in the middle of a word should begin by an upstroke that rises from left to right. Its bulge should be drawn to the right, and its tail should curve to the left and be well rounded out. It should not be wider than an o, nor should it extend more than the width of one pen tip above the normal height of the letter.
The two parts of the s at the end of a word should be made like an e. At the top between the two parts, there should be a little loop, as on an a. The first part should extend below the second part by the width of half a pen tip. The second part should rise above the first by no more than the width of one pen tip. The little loop should be placed between the two parts. Its upstroke should join the upstroke of the second part at about the width of one pen tip higher than the top, and it should rise as high as the first part.
An initial t or one in the body of a word should be drawn straight and with no upstroke at the top. It should have a connecting stroke at the bottom like that of an i. Its upright shaft should be like that of an f, half again as high as the normal letters. This should extend just above the letter o. In this way, the t stands the width of two pen tips higher than the other letters. A final t should be made like a j, except that at the bottom one should make a small, straight upstroke.
The u should be formed like two i 's joined together and about as far apart from each other as the two down strokes of an n, that is, the width of two pen tips apart. The connecting stroke that joins the two downstrokes should extend from the bottom of the first downstroke to a third of the height of the second downstroke. An initial u should be made like the broken r, except that one must add the reverse of an o. It should be five pen tips wide and four pen tips high.
The x should be made like two c's, one on the right and the other on the left. However, the head of the one which is reversed should be at the bottom; and the two downstrokes should blend into each other so that there seems to be only one downstroke. These downstrokes should not overlap each other. Neither of the two parts is to protrude beyond the other, either at the top or at the bottom.
The upper part of the y should be curved. It begins by an upstroke, going from left to right. Then it continues by a downstroke from left to right and terminates on the right with a rounded line, which then goes down to a square dot, something like the tail of a small d, which has only two high points. The first part of the y extends downward a little more to the left about the width of two pen tips. The second part begins by an upstroke like the tail of a j, but it is a little more inclined and thinner. It begins at about the middle of the first part and joins it at the bottom. In this manner, the two parts are joined together as far as the tail should be, only as high as one ordinary letter and as wide as an m. The y should not be too straight. Its width should be that of an o. The second part should neither extend higher nor descend lower than the first part. There should be an open space, the width of two pen tips, between the two parts. The line from top to bottom of this letter should not be too straight. Its tail should not go lower than two pen tips below the head. The tail of the letters o, v, and y extend below the body less than one and a half the body heights.
An initial z should begin like a broken r, by making a little line from top to bottom and from right to left, with a tail as wide as an m resembling an incomplete o. A z at the end or in the middle of a word begins with an e written backwards but unfinished, about two pen tips from the top. It should finish like an s in the middle of the body of a word, and should have none of the faults indicated above concerning such an s. The top loop should be neither too long nor separated from the first part. It should not be closed. The two parts should not be separated from each other. There should be only the space of one pen tip between the downstrokes both at the top and at the bottom.
Concerning the strokes, the Inspector of Schools shall not promote students in the third level unless they make these strokes neatly and not too heavily.
The Inspector shall also take care that the connections are properly placed. These linkings normally extend from the foot of one letter to the head of the next, except between i and o, and also the e, because its upper loop is linked from head to head with all sorts of adjoining letters. The o should not really be linked and is always connected to the next letter about two thirds of the way up, so that the link stroke joins only the beginning of the letter. One should make a preliminary link stroke that only lightly touches the o.
The Inspector of Schools shall not promote any students in this level unless they know the letters that are derived from f and o, and in what way they are so derived, and unless they can form these letters without any help.
Section III
Proficiency that Should Be Required of the Students to Be Promoted from the Fourth and Following Levels of Writing
The students in the fourth level of writing, who write a line of linked letters, shall not be promoted unless they know how to give the letters the required position and evenness. Thus, a student to be promoted should make the round hand characters precisely four pen tips wide.
The tails of the letters g, p, q, and y should extend one and a half times the width of ordinary letters below the body of the letters, that is, the width of six pen tips. The tails of the f, h, the capital s, and z should only extend the distance of the body of a letter below the line.
The heads of the b, f, h, l, and the capital s should rise only one body width over the body of the other letters.
The head of the small t, initial or middle, should rise only the width of one pen tip above the ordinary letters.
The bodies of all the letters should rest on the same line, and all lines should be straight. Except for the tails, no part of any letter should rise above or fall below the others.
The letters should be neither crooked nor leaning to the right, but should be straight. All of their bodies should be equal in height and width.
The students in the fifth level of writing, those who write all the different kinds of letters and make, as it were, only one word on the same line shall not be promoted to the sixth level where they write connected texts until they space their lines properly, not too spread, in such a way that the bodies of their letters are one and a half pen tips apart, except for split letters and the one immediately preceding them.
Between a downstroke and a curve, there should be the space of one and a half pen tips. However, between the e, c, o, and y, the space should be only one pen tip wide.
Words should be separated from each other by the width of an M, that is, eight pen tips. The distance between lines should be four times the height of ordinary letters.
Students in this level shall not be promoted so long as their lettering lacks firmness, confidence, and freedom. For this reason, the Inspector of Schools shall demand the following before students can enter the sixth level. They must make the downstrokes straight, leaning neither to right nor to left. Their o's must neither be open nor split at the top. Their letters can be neither humpbacked nor pointed at either the top or the bottom. None of the letters may be sloppy, shaky, or cramped together. The students should show that they can form the letters unhesitatingly and with freedom. They must give their letters a certain space and gracefulness, and each letter must flow easily on to the next.
Students in the sixth level of writing, who are writing passages in large commercial characters, should not be promoted to writing with financial characters until they can make the commercial letters with the same facility, boldness, and elegance required of students for promotion in the lower levels. They should show the same proficiency required of students in the preceeding levels.
The Inspector of Schools shall prudently decide when the students who write with facility in a given level should be promoted. Those in the seventh level should go on to write with financial characters. Those in the eighth level should learn to write small hand.
Section IV
Proficiency That Should Be Required for Promotion of Students Writing Inclined Hand
After they have learned how to write round hand, the students in the first level of inclined hand writing shall not be promoted to the second level until they know how to give all the letters their proper form. Their letters must not incline to the left more or less than required, that is, a distance of three pen tips. Students must know how to give them their proper placement, so that all the bodies of the letters stay on the same line, and all the lines remain straight, as in this example: You do not know what we have prescribed.
They must give the body of their letters the proper height and width: seven pen tips high and five pen tips wide. They must know how to make the connecting strokes properly, from the foot of the preceding letter to the middle of the following one, except in the case of a few letters like x, y, and z. The connecting strokes are made from the foot of the previous letter to the top of each of these.
What follows is how the characters in inclined hand should be formed, and what should be observed about each letter in deciding whether to promote those who are learning this type of writing.
All the curved lines should be ovals, not circles. The letters a, c, and g, and the head of the f and of the q, begin by a downstroke and not with an upstroke . The second part is to be made like a t, square at the top and rounded on the bottom.
The e begins with an upstroke and a loop.
The d, o, and final f also begin by an upstroke. The o by itself and the u end with a downstroke.
The body of the h should be a reverse c, beginning with an upstroke and finishing with a loop.
M's and n's should be round on top and square on the bottom. All the upstrokes should lie between the two downstrokes. The four letters i, l, t, and u should be round on the bottom and square on top. The upright r should be square at the top and on the bottom. Its second stroke should start in the middle of the first, beginning with a light upstroke and ending with a downstroke which is curved on top.
The tails of these letters should be kept straight. The tails of p and y can be made either straight or curved.
The body of the y should be like a v , except that the first part should begin by a curving upstroke going from left to right.
Other details concerning the shape of the various letters in inclined hand writing, which are not mentioned here, are the same as those presented for writing round hand. However, the letters should be inclined and not straight.
To promote the students from the second to the third level, the Inspector of Schools should follow the same procedure mentioned with regard to promoting students from the fifth to the sixth levels of writing round hand. However, in inclined hand writing, the lines should be separated from each other by the height of the writing only.
To promote students from the third to the fourth level, the same things should be observed as when moving them from the sixth to the seventh levels in round hand. Those in the fourth level shall be promoted to the fifth, just as the ones in the seventh level of round hand are promoted to the eighth, for there is not as much difference in the size of the characters in inclined hand writing as there is in round hand writing.
Section VI1There is no Section V in the 1706 Manuscript (CL 24: 286).
1
The Proficiency That Students Should Possess to Be Promoted in the Arithmetic Lesson
Students shall not be promoted out of the first level of arithmetic where they learn addition and put in the second level unless they know thoroughly and can solve without any help all sorts of additions, no matter how difficult.
Those in the second level, where they learn subtraction shall not be promoted unless they know how to make all kinds of subtractions very readily and without help and unless they know how to prove the additions by subtraction.
Those in the third level, where they learn multiplication, shall not be promoted to the fourth level until they can multiply all sorts of numbers without any help.
Those in the fourth level, where they learn simple division, shall not be promoted to the fifth unless they can solve without help and with ease problems in simple division of whatever difficulty and unless they can prove their divisions by multiplication and their multiplications by division.
ARTICLE VII1There is no Article VI in the 1706 Manuscript (CL 24: 287).
1
When Students Should Be Promoted from One Lesson to
Another and How to Do This Advantageously
Students in all the lessons, except those who are learning the alphabet, shall not be promoted during the month, but only at the end of the month.
Those who are learning the alphabet and have one line of the alphabet for their lesson shall be promoted to a different line at the end of each week provided that they know well all the letters found in that line. They shall not be promoted from reading the alphabet in its entirety to reading the syllable chart until the end of the month.
If it happens, however, that a student has learned the whole alphabet chart at the beginning of a month, that student should be promoted to the syllable chart as soon as the alphabet chart is known perfectly. If the student knows the syllable chart at the end of the month, the student shall again be promoted.
The promotions from one lesson to another shall take place on the last two days of the month and on the first days of the following month, as designated by the Director and made known in each school by the Inspector.
The students in any lesson who have not been promoted at the end of the month shall be accepted for promotion at the end of the following month, if they are ready then. Those who have one line of the alphabet per lesson and who do not know all the letters of that line at the end of the week shall be accepted for promotion at the end of the following week, provided they know the line well by then.
On the designated day the Inspector will test those who have been presented for promotion from the alphabet chart to reading by syllables. Each in turn will be required to read virtually the whole alphabet, the letters indicated at random. The Inspector will especially select the most difficult letters, those which resemble each other somewhat, in their shape, like d, b , q, n, and u or in their pronunciation, like g and j, and those which are linked together, like et, fs, hf, and fb.
To promote students who are reading the syllable chart, the Inspector will make them read the syllables, not in the order printed on the chart, but at random, especially focusing on the most difficult ones. The Inspector shall make the students read about half of the syllables on their chart and shall examine if they can read them all promptly and without hesitation. These children, in order to merit promotion, should all read separately, one after another.
In the classes where both spelling and reading take place, the Inspector of Schools shall make the students in each lesson, and in each level of the lesson, read. Each will read individually something from the book being used, one after another, in a low voice, and from a part of the book they have not yet reached in case they have not finished reading it. The Inspector shall also make them read from a section of the book which they read a long time past and in which the reading and spelling are difficult. For instance, in the syllable book, the Inspector shall make them read syllables or words more difficult than those which they have already read. The Inspector shall require them to read these on the spot, without a chance to study them.
Students in each level of the lesson should read separately from those in another level. For instance, those in the first level, the beginners, should read separately from those in the second level, the average students, and so on.
Those who are learning spelling shall read at least three lines. Those who are reading in syllables shall also read at least three lines. Among those who are reading in phrases, those in the first and second levels should read about four lines. Those in the third level should read at least six lines.
Students, in whatever level they are, should all read one after another according to the order of the benches. When they are reading for promotion, neither the Inspector nor the teacher shall correct any mistakes that the students make.
After all have been examined the Inspector shall write on the promotion list after the name of each to be promoted, the day in the fourth column and the month in the fifth column on which this student was promoted to a given lesson or level. New assignments will not be made until all have been examined.
The Inspector shall then call out the names of all of those to be promoted, and instruct them to bring on the next day the book they need, if they have been promoted from one lesson to another and not moved to a different class. They shall not be allowed to read in the lesson to which they are being promoted unless they themselves can bring everything needed.
The Inspector shall then distribute rewards to those who read the most fluently and who were found to be the most proficient. The Inspector will reward one in each level, if there are only a few students. The Inspector will reward two, if there are many students in this level.
Students of any lesson or level who have been examined three times for promotion and have not been promoted because of lack of ability, shall be assigned to a particular bench called the DUNCE'S BENCH and placed in a conspicuous location in the classroom. On the wall behind it, there shall hang a sign reading: DUNCE'S BENCH. Students will remain seated there until capable of being promoted from this lesson or this level.
The Inspector of Schools shall promote the writing students from one lesson to a higher lesson. The Inspector shall examine them for this promotion during the regular writing lesson. The Inspector shall, first of all, have them all write during the first half-hour, during which period the Inspector shall examine their posture, the way in which they hold their pens, and the manner in which they make their movements, easy, awkward, relaxed, or careful. For this purpose, the Inspector shall visit all of the writing students who are approaching the time for promotion and study them all, even write on a little slip of paper the faults that are noticed in their work regarding the points given above. The Inspector shall examine all their writing, (1) the one they have just written and (2) all their papers from beginning to end. The Inspector shall examine whether what they have just written conforms to what they have written during the preceding 15 days. If there is little conformity, they shall not be promoted. Then the Inspector will examine whether what they have just written and what they have written during the past 15 days shows the proper qualifications to justify a promotion, as explained in the Article on the requirements for promotion. The Inspector of Schools shall promote only those whose work over the past fifteen days shows that they usually display what they should know and that they form the letters well enough to be promoted from the level of writing in which they are. The Inspector shall make sure that no student lacks the capacity for promotion, as discussed above in Article V.
The Inspector shall also inform the teachers about the faults observed in each student and the reasons why each student was not promoted. The teacher shall take note and be careful that the student correct these faults prior to being presented for promotion at the end of the following month.
The Inspector shall give to each newly promoted student a writing model for the level to which the student is being promoted. The Inspector shall take back from the student the model they used in the previous level.
When promoting students from any level in arithmetic, the Inspector shall examine in each copybook the problems they worked on by themselves and shall make them explain the reasons for the solutions to some of the more difficult problems. The Inspector shall write on the blackboard a problem from among the most difficult ones belonging to this level. The Inspector shall have the problem done publicly at the board by the student, and the student shall be required to give the proof that the solution is correct.
APPENDIX B:
EXTRACTS
From the 1706 Manuscript of
THE CONDUCT OF THE CHRISTIAN SCHOOLS
What follows is material that has been taken from the 1706 Manuscript of the Conduct of the Christian Schools. Throughout the text, note has been made each time there is a significant variation between the two manuscripts of 1720 and 1706. Therefore, what is provided here can help one better understand the evolution of the text as it was revised over the years by De La Salle and his first disciples.EXTRACT ONE1Cf. CL 24:15-16.
1 (please see page XXX):
ARTICLE III
Of the Collection Which Is Made for the Poor and
of the Manner of Arranging Its distribution
During the breakfast and the afternoon snack, one of the students, who shall be the first in the bench which is at the front, shall have a basket before him for receiving bread for the poor. Any who shall have brought plenty of bread will be able to give some piece of it or what they have left after having had sufficient to eat. The teacher, however, shall see to it that they do not give so much of their bread that there is not enough left for themselves.
The teacher shall prompt them from time to time, during the actual time of the breakfast, to that act of charity, either by some example or by some appealing reason, which will rouse them to this action out of goodness of heart and with affection for the love of God.
The teacher shall sometimes praise someone who has performed this action in a generous manner, for example, depriving oneself of the fruit one may have brou ght, or giving all of one's bread on a fast day in Lent; for example, once a week, or sometimes in passing on a Friday or a Saturday. This has to be rare, once at the most in a fortnight or in a week for the bigger students.
Those who have bread to give shall raise their hands showing the piece of bread which they have to give, in order that the almoner may see it in order to go and receive it.
At the end of breakfast, some time before grace after meals, when the alms shall have all or nearly all been collected, the teacher shall take a piece of bread from the basket and, then having made the sign of the Cross, shall hold it in the hand. Then all of the poor students shall stand up and remain standing without making any sign.
The teacher shall then go to all, one after the other, to distribute to them what is in the basket, according to their need.
If there is more or less bread in the basket than those who are poor can reasonably eat, the teacher shall inquire of the Director as to what shall be done on these occasions.
The teacher shall be careful to distribute alms given during breakfast and the afternoon snack only to those who are genuinely poor; and, in order to ensure this, the teacher shall make enquiries and a roll shall be kept which shall have the approval of the Director or the Inspector of Schools.
The teacher shall not approve of it on the recommendation of the parents or on the fact that the student has not brought any bread; for several parents would be very pleased to be relieved of the responsibility of providing food for their children in order that it be given to them at school; and there are some that could easily be found who would not bring any bread for that reason.
The teacher shall make it an obligation upon those to whom alms have been distributed to pray particularly to God for their benefactors.
EXTRACT TWO1Cf. CL 24:51 and CL 24:231.
1 (please see page XXX):
The eighth order or level of writing shall include those students who practice writing financial characters in the morning and small hand in the afternoon.
Instead of copying the alphabet at the beginning of the lesson, the students on this level shall write in rapid small hand on half of the back of their paper at the beginning of each lesson. In the mornings, they shall copy passages from various good books which contain practical material adapted to their age. Every afternoon, they shall copy handwritten texts, also called documents, especially writs, promissory notes, receipts, worker's instructions, work agreements, leases, and notary contracts of various kinds. After they have spent three months copying such handwritten material, they shall, on the two days when arithmetic is taught, write material composed by themselves: personal letters, promissory notes, receipts, leases, worker's agreements, and other things which may later on prove useful to them.
The teacher shall see to it that the students on this level are able to write things of this sort in a free and easy hand, very legibly, and properly spelled. The teachers shall correct the mistakes the students may have made not only in style but also in writing, spelling, and punctuation.
EXTRACT THREE1 Cf. CL 24:232-233 and CL 24:109.
1 (please see page XXX):
ARTICLE VI
Those Who Attend the Catechism Lesson on Sundays and
Feasts but Are Not Regular Students of the School
On Sundays and feasts, outsiders may be admitted to the Catechism lessons. This is permissible even though they do not attend the Christian Schools regularly on other days.
All of these occasional students shall be received and admitted in the same way as the students who come to school regularly on other days. If they are young, under 15, they shall be brought in by their parents. If they are over 15, they may be accepted even if their parents are not with them. However, they shall not be admitted without being seriously examined.
For this purpose, the following should be done before they are definitely admitted. They should be made to come two or three times so that the teacher may speak with them, and instruct them concerning their duties and the rules they will have to follow when they do come to the Catechism lesson. The teacher will instruct them about how they should behave at the lesson.
All of these occasional students shall be obliged to attend the Catechism lessons assiduously. They shall be present from the beginning of the lesson and remain until the end. They must be very modest and attentive. They must not whisper or distract one another. They must not make any kind of trouble. They must observe the same posture, reserve, and attention that the other students are required to show.
They shall not be admitted to the Catechism lesson unless it is obvious that they come to learn those truths which they are obliged to know and practice.
They shall not be obliged to assist either at vespers or at the concluding prayers with the regular students. It should be sufficient if they come to the Catechism lesson regularly. When the prayer said at the end of the Catechism lesson is over, the teachers shall allow them time to leave unless they are willing to remain. Teachers shall try to encourage them to choose to remain.
None of these occasional students permitted to follow the Catechism lesson shall absent themselves without permission. If any of them are absent of their own accord, the teacher shall inquire why they failed to attend the lesson. If any one of these students is absent three times in succession without a good reason, especially without a permission for which the student could have asked in advance, or if any one of them disturbs the lesson or does not behave properly, or shows no disposition to change this way of acting, this student shall be dismissed and the name of this student removed from the register of students. This, however, should be done only after consultation with the Director.
A student who later asks to be readmitted should wait for two months before the request is granted. It should not be granted without serious safeguards, and only after the individual has given proof of a genuine change in attitude.
These occasional students shall not be obliged to answer questions like the ordinary students. It should suffice that they pay attention. Care should be taken, however, to question some of them from time to time. This is especially the case for those who do not seem to be embarrassed at having to reply or for those who are even glad of an opportunity to do so.
Teachers shall strive to encourage these students to be punctual for class, attentive, and willing to answer questions in the course of the lessons. For this purpose, teachers shall make use of the most appropriate means and from time to time shall also give them some reward. This is especially the case for those who are eager to answer questions and make an effort to answer questions well.
EXTRACT FOUR1CF. CL 24:133.
1 (please see page XXX):
CHAPTER III
Records or Registers
One thing that can contribute much to maintenance of order in the schools is that there be well-kept Records or Registers. There must be six kinds of Registers: (1) the Admission Register; (2) the Register of Promotion in Lessons; (3) the Register of Levels of Lessons; (4) the Register of the Good and Bad Qualities of Students; (5) the Register of the Bench Leader; and (6) the Register of Home Visitations.
The first two Registers shall be for the use of the Inspector of Schools. The teacher shall make use of the next two, and the last two shall be held by the students.
EXTRACT FIVE 1CF. CL 24:233-235.
1 (please see page XXX):
ARTICLE I
Admission Register
The Admission Registers are those containing all of the names of the students accepted and admitted to the schools from the beginning to the end of the scholastic year.
All of these registers for all the years shall be written one after another in a large register book. The names of the students admitted in one year shall be separated from the names of those students admitted in another year.
At the beginning of each register the following title shall be inscribed: REGISTER OF STUDENTS ACCEPTED AND ADMITTED TO THE SCHOOLS OF.... After this, the month in which each student was admitted shall be inscribed in large letters. The month shall also be written at the beginning and above the names of the students admitted during that month.
In the margin, the day of the month when the student was admitted shall be written in abbreviated form. If several students were accepted on the same day, that day shall be marked in the margin only once, opposite the name of the first student enrolled on that day.
Each student's surname shall be likewise written in the margin next to the family name in such a way that it can be easily found. If the student has been confirmed, a cross (+) shall be placed near the name. If the student has made first Communion, a C will be placed near the name.
At the end of the register, there shall be an alphabetical list of the names and surnames of all of the students in all of the Registers contained in this register book and a list for each scholastic year. After each surname, the page of the register where it can be found shall be added.
At the beginning of each index, there shall appear the title: INDEX OF THE NAMES AND SURNAMES OF THE STUDENTS ADMITTED IN THE YEAR....
The index for a scholastic year shall be drawn up only at the end of the year, when no more students will be accepted.
The Admission Register itself shall contain the name and surname and age of each student accepted; whether the student has been confirmed; whether the student has made first Communion, and how long it has been since the student last went to Communion; the names of the student's father and mother, or, if either is deceased, the name of the person with whom the student is living; where the student lives and on which floor, and the parish; to what class level the student was assigned; the reason why the student should not stay in school for the entire day, if any; the time at which the student should come to school, morning and evening; which day of the week the student may be excused from class; whether the student has already been in school, and for how long; whether the student was taught by a single master or by several; why the student left them; and whether the student has ever quit school altogether, and for how long.
After all of this information has been recorded, some blank space should be left to contain what may need to be added later. Examples of what might be added are: what is the child's character and disposition; whether the student has been confirmed; whether the student has gone to Communion since entering the school, with the date; whether the student attends school regularly, if not, why not; whether the student misses school often, how many times a month; whether the student is absent during winter; whether the student comes in late, if so, how often per week or month; whether the student is deliquent and whether the student learns easily; whether the student has been regularly promoted; whether the student knows the Catechism and prayers; the child's good or bad traits of character; whether the student left the school, on which day, and why; on what day was the student admitted, for the first, second, or third time; and whether the student dropped out a second time, on what day, and for what reason.
The Director shall write in the register whatever is thought proper to be added to the above list of remarks.
MODEL REGISTER OF ADMISSION
REGISTER OF STUDENTS ACCEPTED AND ADMITTED TO THE SCHOOLS OF THE COMMUNITY HOUSE OF REIMS IN THE YEAR 1706
AUG. 31 Jean MULOT: accepted on August 31, 1706; age 16;
Mulot Confirmed two years ago; received Communion once since
+ C last Easter; son of Joseph Mulot, woolcomber; residing
in the Rue de Contray, parish of Saint Etienne, at the
sign of the Golden Cross, in a shop.
He was placed in the third class of writing students, and in the first of reading la Civilité; should come at 9:00 in the morning and at 3:00 in the afternoon; spent two years in the school of M. Caba in Saint Etienne Street, then eight months in that of M. Ralot, one year in that of M. Huysbecq, and four months at that of M. Mulot, the schoolmaster. He left these teachers because his parents felt he would learn better elsewhere.
From what is written above, from what he has learned either by himself, by his own early experiences, or by the reports of the teachers, especially from the Register of Good and Bad Qualities of their students, which they are to draw up at the end of the year, [the Director adds the following:]
He is light-headed; is absent about twice a month supposedly to help his mother. He applies himself fairly well; learns easily; has seldom failed to be promoted. He knows the Catechism, but not the prayers. He is untruthful and greedy. His piety is very average. He lacks modesty. He left school for three months during the winter. He left school for good on August 31, 1706, to study sculpture, or to be a footman, or to go to....
EXTRACT SIX1 Cf. CL 24:236-237.
1 (please see page XXX).
ARTICLE IV
Of the Good and Bad Qualities of Students
Toward the end of the scholastic year, in the last months of school before vacation starts, all teachers shall draw up a list in which they will note the good and bad qualities of each student. This list should be based upon their observations made during the year. They shall record the name and surname of each student; how long the student has been in school; what lesson and what level in the class the student belongs to; what degree of intelligence the student has; whether the student shows piety in church and during the prayers; whether the student is subject to any defects such as lying, cursing, stealing, impurity, gluttony, and so forth; whether the student shows good will, or resists correction; how the student should be handled; whether correction helps the student or not; whether the student has been assiduous in coming to school; whether the student misses school often or rarely, for some good reasons or without any, with or without permission; whether the student was punctual and arrived before the teacher; whether the student is diligent in school, and is so willingly; whether the student is apt to talk and play; whether the student learns easily; whether the student was regularly promoted at the usual times, or has been kept back, and whether this was due to the student's own fault or to dullness of mind; whether the student knows the Catechism and the prayers well, or is ignorant of them; whether the student is obedient at school; whether the student is difficult to deal with, stubborn and apt to resist; whether the student is spoiled by the parents; whether they are unwilling to have their child punished, and have at times complained about this; and whether the student has held any classroom responsibilities, and how they have been fulfilled.
Each teacher, at the end of the scholastic year, should give this completed register to the Director. On the first day of school following the vacation period, the Director shall give it to the teacher who will take over this class. If it is a different teacher from that of the previous year, the new teacher shall make use of this register for the first three months. In this way, the teacher shall get to know the students better and learn how to treat them. If it is the same teacher as the previous year, the Director shall keep the register. After the first three months of the new scholastic year, the teacher to whom the Director gave the register on the first day of school shall return it. The Director shall keep all these registers and shall compare those of previous years with those of the subsequent years, comparing those drawn up by different teachers who have taught this same class and these same students to see if their perceptions agree or differ, in whole or in part.
If some young teacher does not know how to draw up this register, the Director or the Inspector shall explain how to do it. If necessary, the Director or the Inspector shall do it for the teacher.
MODEL RECORD OF BEHAVIOR
REGISTER OF BEHAVIOR OF THE STUDENTS OF THE FOURTH CLASS IN THE SCHOOL IN
RUE SAINT PLACIDE FOR THE YEAR 1706, LISTING THEIR GOOD AND BAD QUALITIES.
François de Terieux: Age 8 1/2; has been coming to school for two years. He is in the third level of writing, since last July 1. He is fidgety. He has little piety and shows no self-control during prayers or in church unless he is carefully watched. This is due to light-headedness. His worst defect is lack of self-control. He shows fairly good will. He needs to be won over and prevailed upon to do well. Correction does him little good because he is thoughtless. He seldom misses school; he does so on occasion and without permission because of the bad example of some mischievous companions and because of his own fickleness of mind. He often comes in late. He applies himself more or less well. He often looks around and unless somebody is there to supervise him takes a rest while writing. Due to lack of application, he twice failed to be promoted from the second to the third level. He knows his prayers well and will submit to correction if the teacher has authority. If not, he can be mulish. However, he is not basically stubborn. Provided one tries to win him over, he will do what is wanted. He is spoiled by his parents, who do not like him to be corrected. He was not entrusted with any class responsibility because he is not very talented. He is alert. He would do his duty well, except that he often comes late.
Lambert du Long: age 12 1/2; has been coming to school for four years; has been in the seventh level of writing for the past six months, in the fifth level of writing registers and in the fourth level of arithmetic since last May 4. He is giddy and light-headed. He learns and remembers easily. He has little piety in church and during prayers, and seldom receives the sacraments. His main defect is pride; he feels it keenly when he is humiliated. Correction is sometimes useful for him. As a rule, he applies himself well, especially to Catechism. In arithmetic and in writing, he has always been promoted at the regular times. He is submissive, if he finds a teacher who can control him. Otherwise, he is disobedient. His parents are not displeased when he is corrected. He was the reciter of prayers and the first student in the bench. He carried out his duties very well.
EXTRACT SEVEN1Cf. CL 24:238.
1 (please see page XXX):
ARTICLE V
The Register of the Bench Leader
In each class, there shall be a register for each bench, containing the names and surnames of all of the students who sit on that bench.
One of the students from that bench shall sit in the first place, will be called the bench chief, and will be in charge of this register. The name of this student shall lead the list.
The names of the other students in the bench, in the order in which they are seated on the bench, shall follow the name of this student. These registers shall be made of a piece of cardboard covered with paper, and measuring six inches by four inches.
The names of the students shall also be written on small cards. The two ends of the cards should be strung through two cords running from top to bottom of the register. There should be two red strings on the two sides of each card, one to indicate those who were tardy and the other to indicate the absentees.
Both shall be marked by the first student in the bench, as is said in the article about the duties of this student. These registers shall be hung by a cord to a nail fixed in the wall, near the end of the bench where the students whose names it contains sit.
MODEL REGISTER OF DAILY ATTENDANCE
ABSENT TARDY
Damien Rivasson
Lambert du Long
Martin Hacq
Jean-Baptiste La Chapelle
Nicolas du Four, and so on
EXTRACT EIGHT1 Cf. CL 24:239.
1 (please see page XXX):
ARTICLE VI
Register of Home Visitations
In each class, there shall be a Register of Home Visitations for the use of those who visit the absent students. Each one shall contain the names of no more than 15 or 20 students. Each such register shall contain the names of students who live in the same neighborhood and can be easily visited by the visitor of the sick for that neighborhood.
All visitors of the sick shall have their own Register of Home Visitations. Each shall mark down every day those who are absent, as indicated in the article concerning the visitors of absent students. These registers shall be made of a piece of cardboard which is folded in two, covered with white paper on the inside, and covered with parchment on the outside. The register should measure about six inches by two inches.
The names of the students shall be written on small cards. The two ends of these cards shall be laced into two cords running from top to bottom of the register. Along the side and at either end of the cards, there shall be a red string which can be drawn down, one on the left to indicate tardiness, and one on the right, absence.
MODEL REGISTER OF HOME VISITATIONS
+ Jean B. Lardier + Andre Gazin +
Rue de Tillois Rue St-Jacques
+ Nicole Ruvene + Quentin Dubré +
Rue de Bourgrêle Rue Maillet
+ Nicolas Le Becq + Henry Guimbert +
Rue de la Couture A la Couture
+ Pierre Drotin + Jean Guimbert +
Rue Bourgresle A la Couture
+ Joseph D'allure + Thiéry Guimbert +
Rue Chativer A la Couture
+ Nicolas Mulot + Pierre Henry +
Rue de Tapissiers Vieille Couture
+ Pierre Jobart + Nicolas Muet +
Rue des deux Anges Vieille Couture +
EXTRACT NINE1Cf. CL 24:140.
1 (please see page XXX):
CHAPTER V
Introductory Remarks on Corrections
The correction of the students is one of the things of the greatest consequence that is done in schools, and to which most attention must be given in order to carry it out fittingly and fruitfully, both for those who are corrected and for those who witness it.
It is for that reason that there are many things to be observed in the use of the corrections which it shall be possible to administer in the schools. We shall speak of these in the following articles.
EXTRACT TEN1Cf. CL 24:240 and CL 24:191.
1 (please see page XXX):
Why Students Miss School
The fourth important reason why students miss school is because the visitors of the sick are not capable of fulfilling their duties, do not note the absentees exactly, do not call on the absentees every time they miss school, or let themselves be bribed by the parents or by the absentees themselves and so turn in false excuses.
To forestall this difficulty, the Inspector and each teacher should take great pains to choose carefully the students they appoint as visitors of the sick students. Both Inspector and teachers should make sure that they possess all the qualities indicated in the article that deals with class officials. If later it is clear that they are not capable of doing their task or do not fulfill it properly, the teacher should change them. To motivate them to perform their duty faithfully, however, the Inspector and the teachers shall reward them every month, in proportion to their trustworthiness, and in such a way that they will be pleased and be encouraged to accomplish well a role of such importance.
Every day when school is in session teachers must carefully read the Registers of Home Visitations and of Daily Attendance, and insist that both be brought to them without fail at the time indicated in the rules for these functions. Teachers should read them to see if all the absentees are duly marked on both registers, and verify that these tally with each other.
3) To oblige the visitors to call at the absentees' houses without fail, teachers shall weigh carefully the reasons given for the absences reported by the visitors of the sick and see if these reasons are justified and coherent. From time to time, a teacher shall ask unexpected questions of the visitors concerning the absences. In this way, the teacher will surprise them, see whether they say the right thing, and see whether what they say is in fact accurate.
4) To make sure that the visitors of the sick have not allowed themselves to be bribed by the absentees or by their parents, the teacher shall forbid the visitors under pain of correction to accept anything from these students or their parents.
5)1In the manuscript, this final point is also intorduced as point four.
1 Privately, the teacher shall inquire of students living in the neighborhood about whether they have not seen this absentee, whether they know why the student was missing, and whether they know what this absent student was doing. When the teacher has some doubt about the truth of the excuses which the visitor has reported, the teacher shall send a reliable students to check on the missing student, and from time to time, to other absentees. The teacher shall do this even during school hours and when the visitor of the sick does not know about it, to find out whether this messenger returns with the same reason for the absence that the visitor of the sick gave. If the Inspector or the teacher ascertains that the visitor of the sick has been so wanting as to agree to being bribed, they shall chastize the culprit as an example, instead of the absent student. If it happens again the offender shall be punished and deprived of office.
EXTRACT ELEVEN1Cf. CL 24:241 and CL 24:196.
1 (please see page XXX):
ARTICLE IV
Punishment of Students Absent or Tardy without Permission
When they return, students who were absent without permission shall take their place on the bench of "Negligent Students" in their classroom, a bench reserved for those who have been absent without permission and for those who are late-comers. They shall occupy this bench for twice the length of time that they have missed school. A student who has missed half a day shall remain for a full day on this bench; thus, absentees will remain on the bench for a time proportionate to the time that they were absent. While they occupy this bench, they shall not follow the lesson with their companions. Another student shall make them read during breakfast and the afternoon snack. If they are in a writing class, they shall not write.
Late-comers shall also take their place on this bench every time that they come in late; they shall not be allowed to read. The visitor of the sick for their neighborhood shall after school inform their parents that they were not allowed to read because they had come in late.
A student who comes in late twice in a given week without having obtained permission shall be punished with the rod.
Those who have been absent ten times, that is, for five full days in a given month even with permission, shall not be promoted at the end of the month. They shall not be promoted even if they had permission to be absent or even if they are able to do the more advanced work.
Those who without permission failed to attend school for two full days, that is, four times in a given month, shall not be promoted to the next lesson at the end of the month. Nor shall those who have come late six times in a given month be promoted.
EXTRACT TWELVE1There will be several officers in the school. These officers will be charged with several different functions which the teachers cannot or ought not do themselves. These officers shall be: (1) the Reciter of Prayers; (2) the one who says what the priest has to say in the repetitions of Holy Mass, and called for this reason the Mass Officer; (3) the Almoner; (4) the Holy Water Bearer; (5) the Rosary Carrier and assistants; (6) the Bell Ringer; (7) the Monitors and Supervisors; (8) the First Student in the Bench; (9) the Visitors of the Sick; (10) the Distributors and Collectors of Papers; (11) the Distributors and Collectors of Books; (12) the Sweepers; (13) the Doorkeeper; (14) the Keeper of the School Key.
1
EXTRACT THIRTEEN1Cf. CL 24:242 and CL 24:206.
1 (please see page XXX):
ARTICLE II
The Mass Officer
A student shall be appointed to fill the role of the priest in practicing the responses for Holy Mass. These responses are practised during breakfast on each Tuesday.
This exercise shall be carried out in the following manner. The student holding the role of priest shall always remain standing in the same place; the one who is to respond shall kneel as if serving Mass. The Mass Officer shall begin by saying, "In nomine Patris, etc. ..," "Introibo...," and all that the priest says up to the point where the priest ascends the altar. The Mass Officer shall then say, "Kyrie eleison...." The Mass Officer shall alternate these responses with the server. The Mass Officer shall alternate all of the rest which is found in the book which should be held in the Mass Officer's hand during this time.
At the end of each Gospel, the Mass Officer shall make an inflection of voice on the final two or three words. When the words "Jesus," "Mary," or "Oremus" are said, both shall bow their heads. After the "Sanctus," the Mass Officer shall genuflect twice in succession and with dignity. This indicates to the server when to prepare to ring the bell for the consecration. At the "Agnus Dei" and the "Domine non sum dignus," they shall strike their breast three times. After "Domine non sum dignus," the Mass Officer shall present a small receptacle, one made for this purpose, as though about to receive the first ablutions. The Mass Officer shall then turn toward the server and put four fingers over this little vessel, as the priest does at the second ablution. In this manner, the Mass Officer lets the server know how to pour the water.
The first time that the responses for Holy Mass are practiced, the Mass Officer shall shut the book after the last two orations. During the second time, the Mass Officer shall leave the book open. In this manner, the Mass Officer shall show the server that when the priest leaves the book open thus that the server must carry it over to the other side.
The student who acts as Mass Officer should be well behaved, steady, self-controlled, and reserved. In this way, students who are practicing the responses for Holy Mass will be edified and inspired.
If the teacher thinks it proper and proposes someone else to the Director or the Inspector, the student holding this office shall be changed monthly. The one who replaces the Mass Officer should likewise be well-behaved. This is a very important consideration for this role.
EXTRACT FOURTEEN1Cf. CL 24:243 and CL 24:206.
1 (please see page XXX):
ARTICLE III
The Almoner
In each class, a student shall be appointed to gather the alms, that is, the bread to be given to the poor during the breakfast and the afternoon snack.
About halfway through both breakfast and the afternoon snack and again at the end, and after bowing to the teacher, this official shall take the basket destined for this purpose and pass it in front of the benches. The Almoner shall pass the basket first on the side nearest the class. The Almoner shall then pass it on the other side. This shall be done without saying a single word and while being very careful never to ask any food of any particular student.
When walking about the classroom during this task, the Almoner shall act with self-control and without noise. The Almoner shall be careful never to stare at anyone.
When the alms have all or nearly all been gathered and after again bowing to the teacher, the Almoner shall present the basket to the teacher to distribute the bread.
Teachers shall put in charge of this duty someone who is pious and shows affection for the poor, and, especially, not inclined to gluttony. Almoners shall not be permitted to give out any of the bread or anything else to anybody whatever, and especially they shall not be permitted to take something for themselves from what the basket contains. An Almoner who does either of these things shall be severely punished and immediately deprived of this position. This class officer should also be changed when the teacher thinks proper or necessary and has consulted the Director.
EXTRACT FIFTEEN1Cf. CL 24:244 and CL 24:213.
1 (please see page XXX):
ARTICLE VIII
First Student in the Bench
The first student in each bench shall be in charge of the Register of Daily Attendance for that bench. The student shall mark down those in the bench who are absent by drawing down the string belonging to the absentee. The student shall daily do this at 8:30 in the morning and again at 2:00 in the afternoon, and present the Register of Daily Attendance to the teacher as soon as it is completed. The teacher can, in this way, see who is absent and make sure that there are neither more nor less absentees than indicated.
In the lower classes where students do not yet know how to read, the First Student in the Bench shall be taught how to read the names in the register or learn them by heart. If there are no children able to read the names or learn them by heart and in proper order, the teacher shall read them, at least those that the first student in the bench cannot read. The teacher shall do this at the end of the school day, before morning prayer, and at the beginning of the afternoon snack. The teacher shall mark those who are absent by drawing down the strings in the register.
Students designated as First Student in the Bench should be among the most regular in attendance and among the most diligent. They should be among the best behaved and the most self-controlled. This role shall ordinarily be given to them as a reward for their assiduity, their good behavior, their self-control, and their ability. They shall not be changed unless the teacher judges it necessary either because of some fault they have committed or some other serious reason.
EXTRACT SIXTEEN1Cf. CL 24:245-246 and CL 24:213.
1 (please see page XXX):
ARTICLE IX
The Visitors of the Sick
In each class, there shall be two or three students charged with seeing to the assiduous attendance of the students living in several streets of a given section of the town which have been assigned to them.
Each of these students shall have a record or register of the students living in the sector of which they have been put in charge. In this register, the names and surnames of the students and the name of the street on which they live shall be inscribed.
If in the lowest grades no child can be found to carry out this duty or if there are not enough students capable of this duty, the teacher, with the advice of the Director or the Inspector, shall choose some students from a higher class to assist with this task.
These Visitors of the Sick in the lower grades, who have been chosen from a higher one, shall go to the lower grade to mark down the absentees toward the end of school in the morning and during the afternoon snack. After greeting the teacher, they shall pull down the string markers of the absentees on the Register of Daily Attendance. They shall do this without saying a single word and shall then return to their own class at once.
When these visitors have thus marked the absentees from the part of town assigned to them, they shall in turn present their Register of Daily Attendance to the teacher. The teacher shall take note of the absentees and then give the registers back to these visitors.
Each of the Visitors shall on each occasion mark on the Register of Daily Attendance the absentees from their neighborhood, doing this by pulling down the marker. Each Visitor shall take care to go and visit each absentee after school. The teacher should not have to remind the Visitor to do this.
Each Visitor shall report to the teacher at the beginning of the next session what the Visitor found out at the home of each of the absentees; why the absentee was absent; to whom the Visitor spoke; and when the absentee would return to class.
From time to time, the Visitors shall call on the sick students from the area for which they have been given charge. They shall do this according to the instructions given them by the teacher and even on their own initiative. During the visit, they shall console the absentees and urge them to suffer their illness patiently for the love of God. They shall then inform the teacher of how the sick are, and whether they are getting any better.
The Visitors of the Sick shall always speak either to the parents of the absentee, to some other person old enough to know why the student is absent from school, or to one whose word can be trusted. They shall always speak to these persons very politely. They shall always extend the teacher's greetings to them.
Visitor of the Sick who learned that an absentee from their neighborhood is ill, shall go to see the sick student, and earnestly ask to be allowed to do so, saying that they have come on behalf of the teacher who sent them to inquire from what the absentee is suffering and how the absentee is getting along.
The Visitors of the Sick shall be most careful not to let themselves be bribed either by the absentee or by the absentee's parents, not allowing themselves to be bribed to make false reports to the teacher about absences. The Visitors of the Sick must never on any pretext whatsoever accept any present from students in their neighborhood or from their parents.
Each teacher shall be very careful about this. A Visitor of the Sick who is found to have been bribed, shall be punished severely, instead of the absentee, and shall be deprived of office unless a promise is made never to commit such a fault again. The Visitor who repeats this offense shall be permanently deprived of this position.
When the teacher has some doubts about the trustworthiness of a Visitor of the Sick, that is, noticing that a certain student is often absent and that the reasons given are not very convincing, another student shall be sent secretly to the home of the absentee, even during school time, to discover more surely whether the reasons not repeated correspond with those given by the Visitor.
It is important from time to time to give some recompense to those Visitors of the Sick who fulfill their duties faithfully. This will encourage them to continue doing so. They should, as a rule, be rewarded monthly.
Visitors of the Sick shall be chosen from among the students who are most loyal and most assiduous in coming to school. They should demonstrate good judgment, honesty, good behavior, no taint of falsehood, and the ability not to let themselves be influenced. They should also have much respect for the teacher and should show entire submission and docility of mind.
To demonstrate their affection and zeal for the school, they shall try to persuade the unruly students who easily and lightly miss school to come to class regularly. If they should happen on any children wandering the streets in idleness, not attending any school, they shall urge them to come to their school.
The teachers shall not change these officers during the whole school year unless, after consulting the Director, they feel this is necessary because they perceived that a visitor is not fit for this position, or fulfills the role badly, and that there are other students much better qualified to serve.
EXTRACT SEVENTEEN1Cf. CL 24:247 and CL 24:214.1 (please see page XXX):
ARTICLE XI
The Distributor and Collector of Books
In every class, there shall be a certain number of the books used in each lesson which are to be loaned to the students too poor to buy any books. In each class, a student shall be assigned to distribute these books to those whom the teacher has designated. In each class, there shall be a list of those who have the use of these books. The Director or the Inspector of Schools will have identified those children they know are so poor that they cannot buy books. These books shall be loaned only to students in this category.
The Distributor of Books shall know the number of books available in each class for the use of poor students. In collecting them, the distributor shall make sure that none are damaged and that the pages are not folded, not even on the corners. The Distributor must make sure that each student gives back the same book which that student was using. If any book is missing or if a student has ruined a book, this official shall inform the teacher as soon as the books have been put back where they belong.
The Distributor of Books shall also put away the papers, the ferules, and the books of the teacher's, returning them to the teacher when needed. The distributor of books must be sure that none of these objects is lost or damaged.
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