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Rh in party strife and efforts for a political organization, amid which the idea of training the people for its new responsibilities was little thought of. The higher schools, which had so far maintained a fair comparison with those in Spain, suffered both in number and efficiency, owing partly to the decline of clerical influence and guardianship, and to the inferior education of the rising order of ecclesiastics.

In 1833 the necessity for energetic measures became apparent, and public instruction in the federal district and territories was placed in charge of a board of directors, which controlled national art treasures, and was to form a public library. It was to form a new plan for studies, giving prominence to scientific branches, and appoint teachers, yet permit free teaching, subject to certain general rules. All the funds of existing establishments were consolidated and placed at the disposal of the board.

Colleges where modern philosophy and science had entered were allowed to languish. Elementary schools also languished; yet an impetus was given to the Lancasterian or mutual system introduced in 1822. Educational matters were for some years allowed to drift, till 1842, when the Lancasterian association was placed in charge of all primaries in the republic. The government undertook to provide pecuniary means, but scantily.

Little progress was attained, owing to the constant political convulsions and changes of administration. An effort was made by the authorities in 1861, but it