THE CONDUCT OF CHRISTIAN SCHOOLS
Saint Jean Baptist de La Salle

PART ONE: SCHOOL LESSSONS AND
MANNER OF CONDUCTING THEM

PART TWO: Establising and Maintaining Order
PART THREE:
Duties of School Inspectors

TABLE OF CONTENTS PART ONE
PREFACE

Entering School and Beginning School
Breakfast and Afternoon Snack
Studies and Lessons in General
The Book of Syllables
The First Reader
The Second Reader
The Third Reader
Vowels, Consonants, Punctuation
Numerals

The Reading of Latin
The Rules of Christian Civility
Writing
Arithmetic
Spelling
Prayers
Holy Mass
Catechism
Dismissal of School


PREFACE 

It has been necessary to prepare this Method of Conducting Christian Schools so that all may be uniform in these schools and in all the places where there are Brothers of this Institute and that the usages may always be the same. Man is so subject to laxity, and even to change that he must have written rules to keep him within the limits of his duty and to prevent him from introducing something new or from destroying what has been wisely established. This method has been prepared and put in order (by the late M. de la Salle) only after a great number of conferences between him and the oldest and most capable teachers among the Brothers of the Institute, and after several years of experience. Nothing has been added that has not been thoroughly deliberated and well tested, and of which the advantages and disadvantages have not been weighed and, in so far as possible, the good or bad consequences have not been foreseen. The Brothers will, therefore, take great care to observe all that is therein prescribed, being persuaded that there will be order in the schools only to the extent that they are careful to omit nothing; and they will receive this Method of Conducting Schools as though it were given them by God through the instrumentality of their Superiors and the first Brothers of the Institute. This book is divided into three parts. The first part treats of all the exercises and everything else that is done in school from the opening until the closing hour. 

2 The second sets forth the necessary and useful means of which the teachers should avail themselves in order to bring about and maintain order in the schools The third part treats, firstly of the duties of the Inspector of schools; secondly, of the care and diligence to be observed by the trainer -or new -teachers thirdly of the qualities which the teachers should have or should acquire of the conduct which they should maintain in order to acquit themselves well of their duties to maintain schools; and. fourthly the students The third part these things are for the use of the Brothers Directors and those who are charged with the training of new teachers.* The Brothers Directors of the Houses of the Institute and the Inspectors of Schools will apply themselves to learning well and to knowing perfectly all that is contained in this book and will proceed in such a manner that the teachers will observe exactly all the practices that are prescribed for them--even the least-in order to procure by this means great order in the schools, a well-regulated and uniform conduct on the part of the teachers who will be in charge of them, and a very considerable result for the children who will be taught. The teachers in the schools will read and read again often in it what is suitable for them, so that they may be ignorant of nothing and may become faithful to it in their practices.

CHAPTER I: ENTERING AND BEGINNING SCHOOL 

ARTICLE I 
ENTRANCE OF PUPILS 

The doors of the schools will be opened at all times at half past seven o'clock in the morning o'clock in morning and at one In the morning as well as in the afternoon, the pupils will always have half an hour in which to assemble. Care will be taken that they do not assemble in a crowd in the street before the door is opened and that they do not make noises by crying out or singing. they ay- and running -in the vicinity of the school during this time or to disturb the neighbors in an manner whatsoever the street in which the school is situated and that they remain afterward before the door, while waiting for open in such good order that those who pass will be edified. 

2 The Head teacher the most reliable pupils to observe those who make noises while assembling this pupil will merely o observe commenting at the time and will afterward tell the teacher what has happened without the others being aware of it. When the door is opened, care will be taken that the pupils do not rush forward and enter in a crowd but that they enter in an orderly fashion, one after another. the The teachers will be attentive and take care that all the pupils walk so lightly and so sedately while entering the school that their steps will not be heard, that they remove their hats before water that they make the) sign of the cross, and that they go at once directly to their classroom. It will be instilled into them that they must enter the classroom with profound respect, out of consideration for the presence of 0 en they ey have reached the center of the room, they will make a low bow before the crucifix and will salute the teacher if he is present. Then they ill will I kneel to adore God and to say a short prayer to the Blessed Virgin, after which they will arise, again bow before the crucifix in the same manner, salute the teacher, and go sedately and silently to their regular places. While the pupils are assembling and entering the classroom, they will all maintain such complete silence that not the least noise will be heard-not even of the feet--so that it will not be possible to distinguish those who are entering, nor to notice that the others are studying. Having reached their seats, they will remain quietly in them, without leaving them for any reason whatsoever until the teacher enters.

3 The each will take care to give warning that those who have talked or made any noise in the classroom during their absence will be punished and that they will not forgive offenses against silence or good order committed during this time. From the time of entering the school until the arrival of the teacher, those of the pupils who know how to read will study the Catechism, but so quietly that they cannot be heard by the others and that not even any noise may be heard in the classroom. During this time, there will be a pupil in the first class who will be charged by the teacher to point out on the two charts--of the alphabet and of the syllables-first one letter or syllable and then another in different places, so that the pupils who are learning them may thus study their lessons. Those who are studying all the lessons of each chart will read one after another in the order in which they are seated. While the one who is reading is saying aloud a letter or syllable, all the others will observe it on the chart, and each of them will say it in a tone so low that he will be heard only by the two who are next to him. the the pupil who has been chosen to point out the contents of the charts will do so without correcting and without saying a single word: the teacher will take care above all that he be faithful in this. The teachers will be most careful that all the pupils be in the classroom before their own arrival and that none should come late, except rarely, for good reasons and through necessity They will be very exact in requiring that this point be observed, and the In ay special attention to it, even warning when receiving pupils that they must come every day at the exact eve hour and that he will receive them only on this condition.

4 The teachers will go to the classrooms as soon as the Rosary has been said in the morning; likewise in the afternoon, at once after the litany of Saint Joseph, without stopping anywhere. They will walk with great decor On entering the school they will uncover, take holy water, bow before the crucifix, make the sign of the cross. After having said a short prayer and again bowed before the crucifix, they will go to their accustomed places. When the teachers enter the school, all the pupils of each class will rise and remain standing until their teacher has reached his place; those before whom he passes will salute him when he kneels to say his prayer, and none will sit down until he is seated. If the Brother Director or any strangers visit the school, the pupils will conduct themselves in the same manner only the first time they enter; and in case they remain and go from one class to another, the pupils will remain uncovered until the teacher makes them a sign to be seated and to put on their hats. From the time the teachers take their seats until school begins, they will apply themselves to reading the New Testament and will remain silent in order to give an example to the pupils, observing, however, all that takes place in the school, so as to maintain good order.

5 School will always begin punctually at eight o'clock in the morning and at half past one in the afternoon. At the last stroke of eight o'clock and the last stroke of half past one o'clock, a pupil will ring the bell of the school, and at the first sound of the bell all the pupils will kneel, with their arms crossed and their eyes lowered, in a very modest posture and manner. As soon as the bell has ceased ringing, the Reciter of Prayers will begin the prayers aloud in a raised voice, distinctly and sedately, and after making the sign of the cross all the pupils making it with him, he will begin the Veni Sancte Spiritus which the other pupils will continue to say with him but in a lower tone. They will, in the same manner, say with him the rest of the prayers prescribed in the Manual of Prayers of the Christian Schools. In the morning, the Reciter of Prayers will say the blessing before the meal in Latin, Benedicite, and after breakfast the Act of Thanksgiving, Agimus Tibi Gratias, etc.; whereas in the afternoon they will be said in French, as is indicated in the Manual of Prayers. When the prayers are finished, the teachers will clap their hands, and the pupils will rise and breakfast in silence.

Breakfast and Afternoon Snack

Article 1: Teacher Attention
During Breakfast and Afternoon Snack

Teachers should take care that the students bring their breakfast and afternoon snack with them every day. A little basket will be set in an appointed place in the classroom, into which the children when they are so piously inclined may put what bread they have left over, to be distributed among those of them who are poor. Teachers will see that they do not give away any of their bread unless they have enough left for themselves. Those who have bread to give will raise their hands, showing at the same time the piece of bread which they have to give, and a student who has been appointed to receive these alms will col­lect them. At the end of the meal, the teacher will distribute the bread to the poorest and will exhort them to pray to God for their benefactors. Teachers will also take care that students do not throw either nuts or shells on the floor, but will have them put them into their pockets or into their bags.

Students must be made to understand that it is desirable that they eat in school in order to teach them to eat with propriety, with deco­rum, and in a polite manner, and to invoke God before and after eat­ing.

Teachers will see that the students do not play during breakfast and the afternoon snack but that they be very attentive to what is be­ing done in school during this time. In order to discover whether they are exact in this, teachers will from time to time make one of them repeat what has been said, with the exception of those who are oc­cupied in writing. Students will not be permitted either to give anything whatsoever to one another not even any part of their breakfast, or to exchange it. Teachers will see to it that the students finish breakfast by 8:30, or as near as possible.

Article 2:

What Is Done During Breakfast and Afternoon Snack

On the first two days of the week upon which school is held all day, the students who read but do not spell will recite the morning prayers during breakfast and the evening prayers during the afternoon snack. For those who are in the writing classes, on Mondays and Tuesdays one student will occupy an appointed place and say all the prayers in an audible tone: during breakfast, the morning prayers; in the after­noon, the evening ones, the commandments of God and of the church, and the Confiteor. Students will recite in turn, one after the other. They must learn these prayers by heart and will recite them during breakfast and the afternoon snack on these two days. The In­spector will reprove them when they fail. On the last two days of the week upon which school is held throughout the whole day, they will recite during breakfast and the afternoon snack what they have learned in the diocesan catechism during the week. The teacher will see that they recite everything on these two days without a single ex­ception. What they are to learn in each class during the week will be indicated by the Director or the Head Teacher.

On Wednesdays when there is a whole holiday on Thursday or on those days when there is a half holiday because of a holy day of obligation during the week, those who read Latin will recite the re­sponses of holy Mass during breakfast. This will likewise be done dur­ing the first half hour of the catechism in the afternoon.

If there are in the class in which the responses of holy Mass are recited any students who already know them or are capable of learn­ing them even though they are not yet able to read Latin, the teacher will take care that they know them well and will make them recite them also.

The students who recite all the above-mentioned items should have learned them by heart at home or during the time that they as­semble for school. They do not recite them in order to learn, but only to show that they do know them, and, as for the prayers and re­sponses of holy Mass, to learn how to say them properly. Those who do not know them, although they have already been a long time in the writing class, will also be made to learn them and to recite them.

All students who recite the prayers and responses of holy Mass will recite them in turn, one after the other, in an order different from that of the other prayers.

In the lower classes, the prayers will be recited in the following manner. One of two students will announce the titles of the prayers, and the other will recite the acts or the articles all in order and in suc­cession from the beginning of the prayers to the end. All students will take turns in doing each of these things in turn.

The student who announces the titles of the prayers and the questions of the catechism will correct the other in case a mistake is made in anything. In case the first one does not do this, the teacher will give the signal for a correction. If the student does not know what has been said incorrectly, the teacher whose duty at the time is to attend both to those who are reciting and to the order of the whole class, will signal another student to make the correction in the same manner as in the lessons.

In the writing class, while the teacher is occupied with writing, a student who has been appointed Inspector will do what the teacher should do but only for this recitation. Teachers shall in no way ex­empt themselves from watching over the general order of the class during this time.

The responses of holy Mass will be recited in the following man­ner. Throughout the whole recitation, one student will do what the priest does and will say what the priest says as is indicated in the liturgy. Another student, who will be at his side, will reply as the serv­er should reply and do what the server should do.

The server will do accurately all that is indicated in Le Livre des Prières des Écoles chrétiennes. Those who are reciting the prayers and responses of holy Mass will maintain throughout this time a very decorous and pious attitude. They should hold their hands and their exterior demeanor in the greatest control. They should be obliged to recite these prayers and responses with the same decorum, with the same respect, with the same demeanor, and in the same manner that would be expected if they were serving holy Mass or saying their prayers at home.

Teachers will take care that those who are reciting the prayers and the responses of holy Mass or the catechism speak during this time very distinctly and in a moderately loud tone in order that all may hear them. Nevertheless, they should speak low enough so that the other students must keep silent, listen, and be attentive to those who are reciting.

During this time, teachers will observe very carefully everything that happens in their classes, and make sure that all are attentive. From time to time, a teacher will stop those who are reciting in order to question those who appear to be not sufficiently attentive. If the latter are unable to answer, the teacher will impose some penance upon them or will punish them as may be judged necessary.

During this recitation, the teacher will hold either Le Livre des Prières or the catechism; and will take care that the students repeat very exactly and very well.

On the first two days of the week and on the two days upon which the catechism is to be recited, those who are learning their let­ters from the alphabet chart will learn and repeat only the Pater Nos­ter, the Ave Maria, the Credo, and the Confiteor in Latin and in French as they are in Le Livre des Prières des Écoles chrétiennes.

Those who are studying the chart of syllables will learn and re­peat the acts of the presence of God, of invocation of the Holy Spirit, of adoration, and of thanksgiving which come in sequence at the be­ginning of the morning prayers as well as of the evening prayers.

Those who are spelling from the syllable chart will learn and re­peat in turn, in the following order, the acts of offering and of peti­tion, which are in the morning prayers; the act of presenting ourselves to God; the confession of sins; the act of contrition and the act of of­fering of sleep, which are in the evening prayers; the prayer to the Guardian Angel; and those which follow in the morning as well as in the evening prayers.

If any of those who are studying the last two of these three lessons do not know any of the prayers that they should have learned in this lesson or in the preceding ones, the teacher will make them learn and practice these prayers which they do not know with those students who are studying the lesson in which such prayers should be learned. For instance, with those who are studying the alphabet, the Pater Noster, the Ave Maria, the Credo, and the Confiteor, if they do not yet know them. When they know them well or assuming they know them well, they will learn with those who are studying the chart of syllables those acts that should be memorized by the students who are studying this lesson.

Those who are spelling or reading in the second book will learn and recite all the prayers, the morning prayers as well as the evening prayers. If the teacher notices that anyone who is reciting these prayers does not know them well, that student will be obliged to learn them privately from Le Livre des Prières des Écoles chrétiennes. The teacher will fix a time for the student to recite them either entire­ly or in part as will seem fit.

If there are in the same class any students who should recite the catechism, they will do so on Saturday or only on the last school day of the week. If during breakfast and the afternoon snack on this day there is more time than is needed to have all of them recite it, the time that remains will be employed in having the prayers recited.

On the days of the week on which the others are reciting the re­sponses of holy Mass, those learning the catechism will learn to say the rosary and also will repeat it, two together, in the following manner.

They will stand facing each other and will both make simultane­ously the sign of the cross. After this, one will say the versicle, Dignare me laudare te, Virgo Sacrata, and the other will say the re­sponse, Da mihi virtutem contra hostes tuos.

Then, the first will say while holding the cross, Credo in unum Deum, and so forth. On the large bead which comes immediately af­ter, the student will say the Pater Noster; and on each of the three lit­tle beads which follow, an Ave Maria, at the end of which the student will say, Gloria Patri, and so forth, and sicut erat in principio. The student will continue in the same manner to say the decade that fol­lows. When it is completed, the student will again say the Gloria Pa­tri. When the first student has finished, the other will repeat aloud and intelligibly all that the first has just recited. They will recite thus in turn only this decade of the rosary. The teacher will explain to them that in order to say the chaplet they must say six decades, just as they have said this one.

After this decade they will be made to say Maria, Mater gratiae, Mater Misericordiae, tu nos ab hostes protectae et in hora mortis suscipe; and they will be taught that this is to be said at the end of the chaplet.

Those who do not know how to say the rosary will be taught to say it in this manner.

There will be only one group for all the students in these four lessons in memorizing the prayer. They will all repeat one after an­other what they are to learn, beginning with those who are learning the alphabet, and ending with those who are spelling and reading in the second book.

Studies and Lessons in General

Article 1: Lessons in General
Section 1: What Concerns All Lessons

There will be nine different kinds of lessons in the Christian Schools. First, the alphabet chart. Second, the syllable chart. Third, the book of syllabication. Fourth, the second book for learning to spell and read by syllables. Fifth, the same second book, in which those who know how to spell perfectly will begin to read. Sixth, the third book which will be used to teach how to read with pauses. Seventh, the Psalter. Eighth, Règles de la Bienséance et de la Civilité chrétienne (CL 19). Ninth, letters written by hand.

All students of all these lessons, with the exception of those who are reading the alphabet and the syllables, will be grouped in three levels: the first composed of the beginners, the second of the inter­mediate, and the third of the advanced and those who are perfect in the work of the lesson.

The beginners are not called thus because they are only beginning the lesson. A number of them might remain a long time in this level because they did not advance sufficiently to be placed in a higher one.

The beginners’ level for each lesson will consist of those who still make many mistakes in reading. The intermediate level will consist of those who make few mistakes in this reading, that is to say, one or two mistakes at most each time. The section of the advanced and per­fect will consist of those who ordinarily make no mistakes in reading their lessons.

There will, however, be only two levels of readers of Règles de la Bienséance et de la Civilité chrétienne. The first level will be com­posed of those who make mistakes in reading it and the second, of those who make almost none.

Each of these levels for the various lessons will have its assigned place in the classroom. In this manner, the students of one level will not be mixed with those of another level of the same lesson. For in­stance, the beginners will not be mixed with the intermediate. They may be easily distinguished from one another by means of their loca­tions.

All the students of the same lesson will, however, follow the lessons together without distinction or difference as the teacher shall determine.

It is not possible in this Conduite to set the duration of the lessons of each class, because the number of students in each lesson is not always the same. For this reason, it will be the duty of the Di­rector or of the Inspector of Schools to prescribe the time allotted to each lesson in each class.

All students of each lesson will have the same book and will have their lessons together. The least advanced will always read first, beginning with the simplest lesson and ending with the most difficult one.

In the highest class in the afternoon, however, when there are some students who are not writing, those who write will read first. The others will read after the writers have read, even during the time for writing, and until half past three.

Section 2: Teachers and Students During Lessons

Teachers should always be seated or should stand in front of their seats during all lessons, those on the alphabet and syllables as well as those in books or letters written by hand. They should not leave their places except in cases of grave ne­cessity. They will find that such necessity is very rare, if they are at­tentive.

They will be careful to maintain a very modest demeanor and to act with great seriousness. They will never allow themselves to de­scend to anything unbecoming or to act in a childish fashion, such as to laugh or to do anything that might excite the students.

The seriousness demanded of teachers does not consist in having a severe or austere aspect, in getting angry, or in saying harsh words.

It consists of great reserve in their gestures, in their actions, and in their words.

Teachers will above all be cautious not to become too familiar with the students, not to speak to them in an easy manner, and not to allow the students to speak to them other than with great respect.

In order to acquit themselves well of their duty, teachers must be trained to do the following three things. First, they must watch over all the students in order to motivate them to do their duty, to keep them in order, and to maintain silence. Second, they must keep in hand during all the lessons the book which is actually being read, and must follow the reader exactly. Third, they must pay attention to the one who is reading and to the manner in which this student reads, so that they may give correction when a mistake is made.

The students should always be seated during the lessons, even while reading from the charts of the alphabet and the syllables. They should hold their bodies erect and keep their feet on the floor in good order. Those who are reading the alphabet and the syllables should have their arms crossed. Those who are reading in books should hold their books in both hands, resting them neither upon their knees nor upon the table. They should also look straight before them with their faces turned slightly in the direction of the teacher. The teacher must take care that the students do not turn their heads so much that they may be able to speak with their companions and that they do not turn first to one side and then to the other.

While one of the students is reading, all the others in the same lesson will follow in their books, which they should always have in hand.

The teacher will take great care to see that all read quietly what the reader is reading aloud. From time to time, the teacher will make some of them read a few words in passing, surprising them and find­ing out if they are following attentively. If they are not following, the teacher will impose upon them some penance or punishment. If the teacher notices that some of them do not like to follow, or more eas­ily or more frequently neglect to do so, the teacher will be careful to make them read last, and even several different times, a little each time, so that the others may also have the time to read.

All who are studying the same lesson will remove their hats at the beginning of the lesson, and they will not replace them until they have read. If the teacher makes them read several times, at the sec­ond, the third, and following times they will take off their hats when they begin to read, and they will replace them as soon as they have finished.

Section 3: Preparing Students for Promotions

Teachers will not promote from a lesson or from any level any students in their class. They will merely present to the Director or the In­spector of Schools those whom they believe ready for promotion.

They will be particularly careful not to present for promotion any student who is not very capable. Students easily become discouraged when they have been recommended by the teacher and then are not promoted by the Director or the Inspector.

In order that there be no mistake in regard to the readiness of the students for promotion, the teachers will examine toward the end of each month and on a day fixed by the Director or the Inspector of Schools, those students in all lessons and in all levels who should be ready for promotion at the end of that month.

After this examination, teachers will mark on their class lists by a pin mark next to the beginning of each name those whom they con­sider capable of being promoted. If there are any whose ability may seem doubtful or may not appear to be sufficient for promotion to a more advanced lesson or to a higher level of the same lesson, they will mark them in the same place by two pin marks, indicating that the Director examine them more carefully. For those in the writing class, the teacher will mark on the class lists, on the left, close to the name, those judged capable of being promoted in writing. Those whom the teacher judges capable of being promoted to a higher lev­el in writing or in reading manuscripts will also be marked, on the right, close to the name. Those whom the teacher judges capable of being promoted in arithmetic will be marked farther away, close to the line on the left of the column in which are marked those who were tardy.

For promotions in Règles de la Bienséance et de la Civilité chréti­enne or in reading documents, a pinprick will be placed after the sur­name of the student. For promotions in arithmetic, a mark will be placed farther away, before the column used to mark the late-comers. Doubtful cases will be indicated by two pinpricks.

The teachers will agree with the Director upon those whom it might be right to promote, but whom it will not be opportune to pro­mote at the time, either because they are too young or because it is necessary to leave some in each lesson or each level who know how to read well enough to stimulate the others and serve them as models, to train them to express themselves well, to pronounce distinctly the letters, syllables, and words, and to make the pauses well.

Teachers will take care, some time before the day upon which the promotions are to be made, to forewarn those students whom the Di­rector or the Inspector has agreed not to promote, either for their own good, because they are too young, or for the good of the class and the lesson, in order that there be some who can support the others.

They will do this in such a manner that these students will be content to remain in the lesson or in the level where they are. They will persuade them by means of some reward, by assigning to them an office such as that of the first student in the bench, making them understand that it is better to be the first, or among the first, in a low­er grade than the last in a more advanced one.


Article 2: Letters and Syllables
Section 1: Use of and Seating at Alphabet and Syllable Charts

Those students who have not yet learned anything will not use a reader until they begin to be able to spell syllables of two and of three letters well. In the lowest class, for this purpose there will be two large charts attached to the wall, the tops of the charts being about six or seven feet above the floor. One of these charts will be composed of single letters, both capitals and small letters, diphthongs, and letters joined together. The other chart will be composed of syllables of two and of three letters. The benches of the students who are reading from the Alphabet Chart and the Syllable Chart should be neither too near nor too far away for the readers to be able to see and read the letters and sylla­bles easily. For this reason, care must be taken that the front of the first bench should be at least four feet distant from the wall to which the charts are attached.

For the same reason, students who are studying these charts will be seated facing them, so that if, for instance, twenty-four students are learning the alphabet and twelve are learning to read syllables and each bench seats twelve students, they will be seated upon three benches placed one behind the other, upon each bench eight of those who are learning the alphabet and four of those who are learning to read syllables. They shall be placed so that they all face the charts. The same proportions will be maintained in case the benches seat fewer or more students or a larger or smaller number are studying one or the other of these two charts.

Section 2: Reading the Alphabet

All students who are reading the alphabet will have for each lesson only one line of the small or of the capital letters. They will read the following line only when they know well the one that they have to learn; however, in order that they do not forget the preceding lines that they have learned, they will follow attentively and repeat in a low voice the letters that are being pronounced by the student who is reading aloud. Each student of this class will read over alone and pri­vately at least three times all the small and all the capital letters of the line assigned for this lesson. Each will read them once in the regular order and twice out of order, so that they will not be learned only by rote.

When a student does not know the name of a small letter the teacher will show the student the capital letter of the same name. If the student does not know either of them, some other student who knows it well will be asked to name it.

Sometimes, the teacher may even call upon a student who is not in the same lesson. A student will never be allowed to call one letter by the name of another more than once for instance, to say b for q, and p for d, or other similar mis­takes.

The student who finds it difficult to remember a letter will be re­quired to repeat it several times in succession, and will not proceed to the next line until this and all the other letters are known perfectly.

When all the lines of the alphabet chart have been learned, but before beginning syllables, students will continue to study the entire alphabet, until the end of the month. During all of this time, students will be called on to read all the letters at random in order to ascertain whether they are all known. Students will not advance in the lesson until they know all the letters perfectly.

It must be noted that it is of very great importance that students should study the alphabet until it is known perfectly; otherwise, they will never be able to read well and the teachers who will later be in charge of them will have great difficulty.

The students who are learning to read the alphabet will follow and pay attention to those who have the lesson on syllables during all the time the latter are reading their lesson.

Likewise, those who are reading the syllables will pay attention to the alphabet during the time of that lesson.

Throughout all the lessons on the alphabet and the syllables, the teacher will always indicate with the pointer the letters and syllables to be pronounced.

Care must be taken that the students when reading pronounce all the letters well, especially those that are at times difficult to pro­nounce well, such as the following: b, c, d, e, f, g, h, m, n, o, p, r, t, x, and z. Teachers should apply themselves particularly to the correction of bad accents that are peculiar to the locality, for example, making them say be for b, ce for c, de for d, and thus with similar mistakes.

The m and n should be pronounced like eme and ene, x like icce, and y like i; z is pronounced zede; ae and oe should be pro­nounced like e and not as though these letters were separated: a, e and o, e.

The letters i and u can be consonants as well as vowels.

When they stand alone before one or two other vowels without consonants, they are pronounced otherwise than when they are vowels. The con­sonant i is written with a tail like j; the consonant u is pointed at the bottom, like a v.

The consonant i is pronounced like gi, and the consonant u is pronounced like vé; this is done in order to distinguish them in pro­nunciation as well as in writing from the vowels i and u.

All the letters of the alphabet should be pronounced very dis­tinctly and separately, with a distinct pause after each one.

Teachers will take care that readers open their mouths well and not pronounce the letters between the teeth; this is a very great fault. They should not read too rapidly, too slowly, or with any tone or man­ner that savors of affectation, but should speak with a very natural tone. Teachers will also take care that no student’s voice is raised too much when reciting the lesson. It suffices that the one who is reading should be heard by all those of the same lesson.

Letters which are joined together must also be pronounced very distinctly, each one separately as though in fact each one were sepa­rated from the others. To pronounce ct for instance, c must first be pronounced alone; then, after a little pause, t is pronounced. The same should be done with the other groups.

Section 3: Reading the Chart of Syllables

Students will read from the chart of syllables one after another in turn, just as they would read a lesson in a book. The teacher will always in­dicate the syllable with the pointer.

Each student will read at least three lines. All that has been said in reference to the alphabet on the subject of pronouncing well and very distinctly all the letters must also be carefully observed in read­ing syllables.

Teachers will see that the students do not read the syllables in too rapid a sequence, but that while making a short pause between the letters of a syllable, they make a longer one after each syllable. The teacher will take care not to allow them to speak the syllables too quickly and run them together.

There are three letters which present special difficulties in respect to pronunciation; these are c, g, and t. When c comes before a, o, u, it is pronounced like q. When there is a cedilla (or comma) under the c as in ç, or when c comes before e or i, then it is pronounced like s.

In the same manner, when g occurs before a, o, or u, it must be sounded as though there were a u between them. The three syllables ga, go, and gu are pronounced gua, guo, gue in French. When g is placed before e or i, it is called soft g and it is pronounced like the consonant j; for instance, the syllables ge and gi are sounded like je and ji. When t is found before i and this i is followed by another vowel, the t is pronounced like c; for example, the word pronontia­tion is pronounced as though it were written prononciacion and like­wise in similar cases.

Article 3:

The Book of Syllables

The first book which the students of the Christian Schools will learn to read will be composed of all sorts of French syllables of two, three, four, five, six, and seven letters and of some words to facilitate the pronunciation of the syllables. Ordinarily, two pages will be assigned for each lesson.

The beginners should not read less than two lines, and the others should not read less than three lines. This is determined according to

the number of students and the time that the teacher has in which to

make them read. As soon as any students begin this lesson and in or­der that they may accustom themselves to read their own book while the others are reading, the teacher will take care to assign to each one, for as many days as assistance may be needed, a companion who, when the others are reading, will teach the new student how to follow the lesson and they will follow together in the same book: both will hold the book one on one side and the other on the other. In the Book of Syllables students will only spell the syllables and will not read them. It will be necessary to make them understand first the difficulties which are to be met in the pronunciation of syllables, which are not slight in French. For this reason, each teacher must know perfectly the little treatise on pronunciation.

In order to teach spelling well, it is necessary to have all the let­ters pronounced in the same tone and very distinctly. In this way, the sound of each one can be fully heard separately from the others. The syllables should be pronounced in the same manner. Thus, the one who is spelling should make each syllable completely and distinctly heard before beginning to spell the following one. The student should pronounce them almost as separately as if there were commas be­tween them. For instance, to spell well the syllable quo, each letter must be named separately and distinctly q, u, o. This is the same for c, a, and r, or t, a, and r. They must not be named quickly and to­gether: quo, car, tar. This practice is of very great importance. There is even more to be feared from spelling and reading too rapidly than reciting too slowly, and much more harm can be done.

Article 4:

The First Reader

The first reader to be used in the Christian Schools will be in continu­ous sentences. Those who read in it will only spell, and they will al­ways be given one page for each lesson.

Each student will spell about three lines at least, depending upon the time that the teacher has available and upon the number of the students. The teacher will insist that those who are in this lesson dis­tinguish and separate the syllables of the words from one another and that they do not put into the first syllable a letter which should be in the second, or the reverse. For instance, in spelling the word déclare, they should not say déc-la-re. They should say dé-cla-re; and the same with other words.

The teacher will insist that they pronounce all the syllables of a word as they should be pronounced in this word and not as they would be pronounced if they were separated one from another and in different words. For example, the syllable son is not pronounced in the word personne by sounding the n as it is always sounded in the word son when this syllable alone forms the word which signifies sound, for in that case so much stress is not placed upon the n. In the same way, in the word louppe the first syllable is pronounced otherwise than is loup when it forms the word which signifies the animal. For in the first example, louppe, the p is sounded in the first syllable; whereas in the second, loup, the p is not sounded, and the word is pronounced as if there were only lou. The teacher will take care that students in this les­son pronounce the words as though they were standing alone, paying no attention either to the preceding word or to the following one. For instance, in the sentence “Ne pensez point à ce que vous aurez à dire,” they will pronounce the word point as they would pronounce it when alone and not followed by a vowel. Thus they will not pronounce the t but will pronounce the word as though it were only poin, naming, however, all the letters as follows: p, o, i, n, t.

Likewise in the word vous, they will name all the letters: v, o , u,

s. They will pronounce it as though there were no s and will say v, o, u, s, vou. They will do the same in the word aurez, not pronouncing the z, but, after naming all the letters of the second syllable, r, e, z, they will say, as though there were no z, ré, with an accent on the e, paying no attention in case of either of these words to the vowels which follow them.

Article 5:

The Second Reader

The second reader to be used in the Christian Schools will be a book of Christian instruction. The students will not study this book unless they can spell perfectly without hesitating.

There will be two kinds of readers of this book: those who spell and read by syllables and those who do not spell but only read by syllables.

All will have the same lesson. While one is spelling or reading, all the others will follow, both those who spell and read and those who only read. Those who both spell and read will do nothing but spell in the morning. In the afternoon, they will spell first. After all of them have spelled, they will read without distinction together with those who read only. If those who only read are in the same class with those who both spell and read, they will only follow while the latter are spelling. The teacher will take care from time to time to sur­prise some of them and have them spell some words, in order to as­certain whether they are following attentively.

All those who read in this book will read only by syllables. That is to say, they will read with a pause of equal length between each syllable, without paying any attention to the words which they com­pose: for instance, Con-stan-tin, Em-pe-reur, as-sis-ta, au, con-ci-le, de, Ni-cé-e, and so on. If these two kinds of readers are in different classes, those who only read will each day in the afternoon, before any one of them begins to read, spell about one line, at most.

Those who spell will spell about three lines and will read after­ward as much as they have spelled. Those who only read will read five or six lines, according to the number of students and the time which the teacher may have.

Article 6:

The Third Reader

The third reader which will be used to teach reading in the Christian Schools will be one upon which the Directors in each place and the Superior of the Institute will agree.

All who read from this book will do so by sentences and in se­quence, stopping only at periods and at commas. Only those who know how to read by syllables perfectly and without fail will be in this lesson. Two or three pages will be given for a lesson each time, from one complete idea to another, a chapter, an article, or a section.

The beginners will read about eight lines. The more advanced will read about twelve or fifteen lines, according to the time that the teacher has and the number of the students.

Those who are reading the third book will also be taught all the rules of French pronunciation, both how to pronounce syllables and words perfectly correctly and how to sound the consonants at the end of words when the following word begins with a vowel. The teacher will teach the students all these things while they are reading, calling their attention to all the mistakes in pronunciation which they make. The teacher will correct them carefully without overlooking any.

Vowels, Consonants, Punctuation, Accents

Students who are studying the third book will be taught to recognize the vowels and the consonants and to distinguish them from one an­other. They will be taught the reason why some letters are called vowels and others are called consonants. They will also be instructed concerning the pauses that must be made at a period, a colon, a semicolon, and a comma. They will be taught the reasons for and the differences among these signs.

They will be taught the significance of an interrogation mark, of an exclamation mark, of parentheses, of a hyphen, of the two dots over an ë, an ï, or ü, and the reason why all of these are used. They will be taught the different abbreviations and their meanings and the three different accents, the reasons for which they are used and what they signify. They will likewise be taught to read the numerals both French and Roman at least up to 100,000, and in various combina­tions. There must be for this purpose in each classroom two charts. One will contain separately the vowels and consonants; above each consonant will be the syllable which is pronounced in naming this consonant. On this chart will also be the different punctuation marks for words and sentences, that is to say, the apostrophe, parentheses, the hyphen, the two dots over ë, ï, or ü, the three different accents, and the abbreviations of words in all the forms in which they may be found.

Numerals

The other chart will contain separately and in columns the French and Roman numerals, at least up to 100,000.

To teach these things at the beginning of the lesson in the third book, one half hour in the afternoon twice each week will be taken.

On the first day of the week, during this half hour all that is on the first chart will be taught. It will be done in the following manner.

The teacher will have several students one after another explain different difficulties and the reasons for each as the teacher points them out on the chart.

While one student is explaining, the others will look at the chart and pay attention. In this way, they will better understand and retain what is being said.

The teacher will take care from time to time to question some other students on the same subject, in this way ascertaining both whether they are paying attention to what their companion is saying and whether they understand it.

In the afternoon of the day following a holiday or on the third school day of each week when there is no holiday, the numerals will be taught in the same way. In places where there are only two class­es, the charts will be recited by the students of the writing class on Fridays instead of arithmetic.2

Article 8:

The Reading of Latin

The book in which the reading of Latin will be taught is the Psalter. Only those who know perfectly how to read French will be taken in this lesson. There will be three sections of readers of Latin: the begin­ners, who will read only by syllables; the intermediate, who will be­gin to read with pauses; and the advanced, who will read with pauses and without making any mistakes whatsoever.

Only those who are able to read perfectly by syllables will be made to read with pauses. Although both those who read by syllables and those who read with pauses will have the same lesson, they will read separately; however, the one group will follow along while the other group is reading.

Those who are learning to read Latin will study both in the morning and in the afternoon except on the days when they learn the vowels and numerals. On those days, they will not read in the after­noon after having read in the third book.

Those who are learning to write will read only Latin in the morn­ing and French in the afternoon. Only about two pages will be as­signed as a lesson each day. The readers by syllables will read about six lines; those who read with pauses will read about ten lines.

The teacher will take care to teach the students who are beginning to read Latin the manner of pronouncing it correctly, since the pronunciation of Latin differs in several respects from the pronunciation of French. The teacher will make them understand above all that all the letters are pronounced in Latin and that all the syllables which begin with q or g are pronounced otherwise than in French, as is indicated at the end of the treatise on pronunciation.

The teacher will explain to the students those things which con­cern Latin pronunciation while they are reading, as has been indicat­ed in respect to French.

Article 9:

The Rules of Christian Civility

When the students both know how to read French perfectly and are in the third level of Latin reading, they will be taught to write and they will also be taught to read the book, Règles de la Bienséance et de la Civilité chrétienne.

This book contains all the duties of children both toward God and toward their parents and the rules of civil and Christian decorum. It is printed in Gothic characters, which are more difficult to read than French characters.

They will not spell, and they will not read by syllables in this book; but all those to whom it is given will always read with continu­ity and with pauses.

This book will be read only in the morning. One chapter or as far as the first division or asterisk will be assigned for each lesson. The beginners will read at least four lines; the more advanced will read at least ten lines.

Article 10:

Documents

When the students are in the fourth section of round hand writing or are beginning the third section of inclined hand writing, they will be taught to read papers or parchments written by hand and called documents, or records, or something similar. At first, they will be giv­en the easiest to read. Then they will be given the less easy ones. Af­terward, they will be given the more difficult ones as they advance and so on until they are capable of reading the most difficult writing that they may encounter.

No student will be permitted to bring from home any document to read in school without the order of the Director. Each teacher of the writing class should know perfectly how to read all kinds of papers written by hand. Above all, the teacher should have read and studied well those which are in the classroom, and the Director should make sure that the teacher knows how to read them perfectly.

Those documents which are of equal difficulty are ordinarily written by the same person using the same type of lettering. This is especially true of those consisting of only one sheet or leaf, such as writs, receipts, and notes of hand.

Therefore, it is very useful to have the students learn at once to read all the writings of any one writer. In this way, the form of this writer’s characters and abbreviations will have impressed themselves on their imaginations and they will have no further difficulty in reading them. By this means, the most difficult and confused writing will become very easy for them.

Documents will be read twice each week at the beginning of school in the afternoon of the first and fifth school day, if there are no holy days of obligation in the week. If, however, there is a holy day which does not fall on a Wednesday or if there are two holy days in the week, documents will be read on the first and fourth school day.

The students will read one after another. They will come before the teacher in turn two by two and in the order in which they are seated on the benches. In this way, all those of one bench will come in succession and be followed by those of the next bench or the one behind it.

The beginners will read about thirty words. Those of the more advanced levels will read about ten words more than those of the preceding level. Thus the amount read will be increased by ten words for each successive level.

Writing

Article 1: General Considerations

It is necessary that students should know how to read both French and Latin perfectly well before they are taught to write.

If, however, it should happen that there are any who have reached twelve years of age and have not yet begun to write, they may be put in the writing class at the same time that they begin Latin provided that they know how to read French well and correctly and that it seems that they will not be attending school for a time long enough in which to learn to write sufficiently well. This is a matter to which the Director and the Inspector of Schools will attend.

Article 2: Writing Materials

Section 1: Paper

Teachers will take care that the students always have white paper for school use. For this reason, they will instruct the students to ask their parents for more, at the latest when they have only six white sheets left. They will see that they bring to each writing period at least half a quire of good paper, not too coarse, too gray, or too heavy; white, smooth, well dried, and well glazed; above all, not too easily absorbent of ink, which is very defective and a great hindrance in writing. Teachers will neither permit any student to bring loose paper nor permit any student to fold the paper in quarters. The sheets must be sewed together their entire length.

Finally, teachers must have the students keep their paper always very clean and neither crumpled nor turned down at the corners. There will be in the school a chest or a cupboard in which all paper and other school material will be put.

The officers of the writing class, who will distribute and collect the papers one by one, will carefully do so with order and in silence. They will be careful not to mix the papers.


Section 2: Pens and Penknives

Teachers will instruct the writers to bring to school each day at least two large quills. In this way, they may always be able to write with one of them while the other is being trimmed. Teachers will see that the quills are neither too slender nor too thick; they should be round, strong, clear, dry, and of the second growth. Care must be taken that the pens are clean and not full of ink, that they are neither bitten at the end nor trimmed too short, and that the students do not put the pen tips in their mouths or leave them lying about. Writers of the third level should also have penknives, so that they may learn to trim their pens.

All the writers will also have writing cases in which to put their pens and penknives. The teacher will require that they be the longest that can be found in order that the students will not be obliged to cut their pens too short. This would prevent them from writing well.


Section 3: Ink

Students will be supplied with ink. For this purpose, there will be as many inkwells as possible. They will be made of lead, so that they cannot be overturned. One will be placed between each two students. The teacher will have ink put into them when needed and have the students who are appointed to collect the papers clean the inkwells once a week, on the last school day. There will be only ink and no cotton in these inkwells. The ink will be supplied gratuitously.

The teacher will see that the students ink their pens carefully, dip­ping only the pen tip and then shaking it gently in the inkwell and not on the floor.

Section 4: Models

There will be two kinds of models given to the students. The first will consist of two alphabets, one of letters not joined and one of letters joined together. The second will consist of sentences, each one of which will contain five or six lines. The models which are given to the students will be written on loose sheets. Teachers will not write any examples on the papers of the students, or any large capital letters or strokes at the beginning of their pages. This is a matter of importance.

All lined models will consist of sentences from holy scripture, of Christian maxims taken from the works of the Fathers, or from devo­tional books.

For this purpose, there will be in each school two collections: one of sentences from holy scripture, both the Old and the New Testament, and the other, of maxims of piety taken from some good books.

Teachers will give no models that are not taken from one of these two collections. They will make special use of those taken from holy scripture, which, as it is the word of God, should make a greater impression and more easily touch the heart.

All the alphabet models shall be in a large business hand. The models used by those who write in lines should be of three different characters: large business characters, financial numbers, and small characters.

Section 5: Transparencies and Blotting Paper

Transparencies will be given only to such students as are unable to write straight without lines. The Inspector of Schools and the teacher will examine those who may need them, and they will make the least possible use of them.

A transparency is a sheet of paper with lines drawn across it at proper intervals. It is called a transparency because when it is placed beneath the sheet upon which writing is to be done, the lines are vis­ible through the paper and serve to guide the lines of writing.

Each one of the writers will have a sheet or two of coarse paper,which easily absorbs ink. In order to dry what they have written with­out blotting it, they will place the coarse paper over the page on which they have written. This coarse paper is, on account of the use made of it, called blotting paper.

Article 3:

Time for and Amount of Writing in School

Students will spend, both in the morning and in the afternoon, one hour in writing, from eight o’clock until nine and from three o’clock until four. From the beginning of November until the end of January, however, they will begin to write at half past two and will finish at half past three. Should it happen that some students will not be con­tinuing in school much longer, and that they need to write for a longer period than the others in order to learn to write sufficiently well, they may be permitted to write at other times during school hours; however, they may not write during the time devoted to the reading of manuscripts, to prayers, and to catechism. They should know how to read French, Latin, and Règles de la Bienséance et de la Civilité chrétienne so well that they would derive no further benefit from reading them. They should read in their turn during all lessons. They should also take their turn in reciting the catechism, the re­sponses of holy Mass, and the prayers during breakfast and the after­noon snack. They should have been writing in lines for at least six months. This will, however, be granted to none without the order of the Director. Each student will write at least two pages a day, one in the morning and the other in the afternoon.

Article 4:

Different Levels of Writing Round Hand

There will be six levels of writers of round hand, distinguished one from another by the different skills which are taught the students in each of them.

The first level will consist of those who are learning to hold the pen and the body correctly and to make with ease the straight and circular movements. The teacher will attend to them only to see that they hold their pens, their bodies, and their hands correctly and that they make these two movements well. It is very important that students should not begin to write until they have learned to hold their pens correctly and have acquired a free movement of the fingers.

The second level of writers will consist of those who are learning to form the five letters, c, o, i, f, and m. For this purpose, they will write one page of each of these letters one after another. With the students of these two levels, the teacher will take care only and often to see that the students form the letters properly, that they join them together neatly and as they should be joined, and that they place them correctly. Before advancing in the third level, students will be taught the letters which are based upon o, i, and f and the manner of forming the derivatives based on these three letters.

The third level will consist of those who are learning to form cor­rectly all the letters of the alphabet. For this purpose, they should write one page of each letter one after another. When the teacher considers it appropriate, the students will write a line composed of each letter.

The fourth level will consist of those who, in addition to perfect­ing themselves in those things which the two preceding levels should learn, are learning to place the letters properly and evenly, as they should be when on the same line and to extend the long letters above or below the body of the writing as much as they should be according to the rules of writing. To achieve this the students of this level will write all the letters of the alphabet joined together on each line. They will be required to apply the same rules that should be ob­served for a long word which would fill an entire line.

The fifth level will consist of all who are writing sentences in large commercial characters, such as are used in accounts. As long as they continue to write in these characters they should first write one page of each line of their models, one line after another. When the teacher, in agreement with the Director, considers it appropriate, they will copy the entire model. Their models will be changed every month. They will also write on the reverse side of their papers the entire alphabet joined together on each line. They will do this until they know how to write it perfectly. They will then be required to copy their models of a connected sentence on all the pages of their paper.

The sixth level will consist of those who are writing sentences in these same large business characters on the front side of their paper and in financial characters on the reverse side.

Article 5: Different Levels in Writing Italian Script

When the students begin to learn to write Italian script, they will be required to observe all that is indicated above in connection with the first and the following levels in round hand.

There will also be six levels of writers of Italian script.

The first level will consist of those who are learning how to hold the pen and the entire body in a proper position. They will not be permitted to write until they have acquired a complete movement of the thumb and the fingers.

The second level will consist of those who are learning to form the five letters c, o, i, f, and m and who should write one page of each letter as has been indicated for the second section in round hand.

The third level will consist of those who are being taught the manner of correctly forming the letters of the alphabet and their prop­er position and slant. To achieve this purpose, they will write one page of each letter joined together, over and over. Thereafter, the teacher in agreement with the Director will have them write one line of each letter, provided they have made progress in this level.

The fourth level in Italian script will consist of those who are be­ing taught the relative proportions of the letters, the distance that should separate them, and the space that there should be between the lines. They must also be trained in this level to write with firmness and to pass easily from one letter to another. The students in this level will write the entire alphabet in proper order on each line.

In the fifth level, the students will write sentences formed of large characters, in the same manner as has been indicated for the fifth lev­el in round hand.

Those of the sixth level will write sentences formed of large characters on the front side of their paper. On the reverse, they will write in small characters. In these last two levels, the teacher and the students will apply the same rules as in the fifth and sixth levels of the writers of round hand.

A student who is beginning to learn to write Italian script and has one year, that is to say eleven months, in which to learn it, will be taught during the first month how to hold the pen and the body and to make with ease the straight and circular movements as is indicated above. For the next two months the student will practice writing one page of each letter, the letters connected. The two following months, the student will practice writing one line of each letter joined togeth­er. During the next two months, the student will practice the entire al­phabet in order on each line. During the last four months, the student will write sentences in medium-sized characters.

The time of these students who will have little time to learn to write, will be distributed as indicated above in proportion to the time which they have at their disposal for this purpose. They will, of ne­cessity, be advanced at the end of the assigned period whether they do or do not know what they should know in order to be advanced.

The teacher will, however, take pains to review during the ad­vanced lessons what pertains to the preceding ones, in case they do not know completely what they need to know.

Article 6:

Correct Position of the Body

The writing teacher will take care that the students always hold their bodies as erect as possible, only slightly inclined but without touching the table. In this manner and with the elbow placed on the table, the chin can be rested upon the hand. The body must be somewhat turned and free on the same side. The teacher will require them to observe all the rules of writing concerning the position of the body.

Teachers will, above all, take care that students do not hold their right arms too far from their bodies and that they do not press their stomachs against the table. Besides being very ungraceful, this posture might make them very uncomfortable. In order to make students hold their bodies correctly, teachers will themselves place them in the pos­ture which the students should maintain, with each limb where it should be. Whenever teachers notice students changing this position, they will take care to put them back into it.

Article 7: Correctly Holding Pen and Positioning Paper

The second thing of which the teacher should be careful in regard to writing is to teach how to hold the pen and how to place the paper. This is of great importance, because students who have not been trained in the beginning to hold their pens correctly will never write well.

In order to teach the manner of holding the pen properly, it is necessary to arrange the hand of the student and to put the pen be­tween the student’s fingers.

When the students begin to write, it will be useful and appropri­ate to give them a stick of the thickness of a pen to hold. On the sticks, there will be three grooves, two on the right and one on the left. These grooves indicate the places where the three fingers should be placed. This teaches the students to hold the pen properly in their fingers and makes them hold these three fingers in a good position.

Care must be taken that the students place the three fingers on these three grooves and that for a fortnight at least during writing time they practice rendering their fingers supple by means of this stick or of an unpointed pen. The teacher will urge them to practice this, as often as possible, at home and everywhere else. The two other fingers should be under the pen, and it would be well to have the students tie them for as long a time as is necessary in the position in which they should be held.

The position of the paper should be straight and the teacher will pay great attention to this. If the paper is slanting, the lines will be slanting, the body cannot be held in a good position, and the letters cannot be so well formed.

Article 8:

Training to Write Well

As soon as students begin to write and are in the second or third lev­el, they will be taught how to form the letters, where to begin them, when to ease the pressure on the pen, and when to raise it; the teach­ers must do this several times. Next, they will make the students un­derstand the manner of doing all these things correctly.

In order that the students observe carefully and learn well the form of the letters, the teacher will guide their hands from time to time and for as long a time as judged needful; however, this will be done only with those who are in the first and the second level of writ­ing.

The teacher will let them write alone for some time after having guided their hands and shown them how to form the letters; however, from time to time, what they have written should be examined.

The teacher will then both have them practice making the con­nections between letters in an easy manner, and help them to do so. This is done by lessening the pressure on the pen slightly on the side next to the thumb. It is important that they always do this in the same way.

Care must also be taken that when the students are writing the alphabet they do not crowd or space either the letters or the lines too much. As soon as they are in the second lesson of writing, they will be given transparencies to accustom them to writing their lines straight. The teacher will see that they place the bottom of the body of the letters on the line of the transparency.

Students must not, however, make use of the transparencies con­tinually. From time to time, the teacher will have them write five or six lines without using the transparency. In this manner, they will im­perceptibly accustom themselves to writing straight of their own ac­cord and without this aid. Those who are writing in lines will use transparencies as little as possible.

It is important not to have the students write in lines until they know how to form all the letters properly and to write the entire al­phabet in all the manners which are indicated for the different levels in writing. One may be sure that by keeping to this practice the students will make more progress in one month than they would other­wise make in six.

Teachers will not permit the students to write anything other than what is on their models.

Article 9:

Teaching Students to Trim Pens

The teacher will trim the pens of the students when necessary, but only during the writing periods.

To effect this, the students whose pens need to be trimmed will carefully place their pens in front of them, so that the teacher may perceive them when coming around to correct the writing. The students will remain with their hats off until the teacher has returned their pen. When they get the trimmed pens back, they will kiss the teacher’s hand and bow low. The students will not cease writing while the teacher is trimming their pens.

After the students have been writing at the most for one month in the third or fourth level, the teacher will require them to trim their pens themselves and will teach them individually how to do this. For this, the teacher will have them individually come to the teacher and will show them in the following manner all that is necessary to do this properly.

The teacher will take a new quill and teach the students these steps.

First, both how to strip the quill of feathers without tearing it and how to straighten it if it is bent.

Second, how to hold it in their fingers.

Third, how to open the stem both at the top and at the bottom.

Fourth, how to hold the quill to slit it.

Fifth, with what and how to slit it.

Sixth, how it should be slit both for round hand and for Ital­ian and rapid script.

Seventh, how to hollow it, explaining that to do this the point of the penknife must be used.

Eighth, demonstrating that for the rapid script style of writing the two angles of the pen tip must be equal, while for other styles of writing one of the angles of the pen tip should be thicker and longer and the other should be finer and shorter.

Ninth and tenth, showing which side should be thicker and longer, and which side should be finer and shorter.

Eleventh, how to open the quill, how long and deep the opening should be, and with what part of the blade of the penknife the opening should be made.

Twelfth, how to clear the pen tip and to cut it with the middle of the blade.

Thirteenth, how to hold the penknife upright or flat.

And finally, fourteenth, both that the quill should not be cut against the nail of the left thumb, on the table, or on wood, but that it should be cut on the stem of another quill pushed into the one which is being cut.

The teacher will then explain to the students all the terms used in pens, the angle, the pen tip, and so on, and will make them repeat these terms.

In order to make the students understand, retain, and practice all that pertains to the proper way of trimming pens, teachers will them­selves demonstrate trimming on three successive days. They will make students understand all that they do in trimming and why. Im­mediately afterward, teachers will have the students trim a pen, telling them all that they must do and how to do it well, and correcting them when they fail in anything. This lesson will continue for about a week.

Article 10:

Inspecting Writers and Correcting Writing

It is necessary that teachers inspect all the writers every day and, in the case of beginners, even two or three times a day. The teachers must observe whether the pens of those who trim their own are well trimmed; whether their bodies are in a correct position; whether their paper is straight and clean; whether they hold their pens properly; whether they have models; whether they are practicing as much as they should; whether they are trying to do well; whether they are writing too fast; whether they are making their lines straight; whether they are placing all their letters in the same position and at a proper distance; whether the body of all the letters is of the same height and in the same type, and the letters are distinct and well formed; and whether the words and the lines are too close together or too far apart.

At each inspection, the teacher will correct the writing of one-half of the writers. In this manner, the teacher will daily and without fail correct all of them, half in the morning and half in the afternoon. Teachers will walk behind the writers, observing each one. For this reason, there will be some space between the benches. Teachers will place themselves at the right of the one whom they are to correct, and will show the student all the mistakes being made, in the writing, in the posture of the body, in the manner of holding the pen and form­ing the letters, and in all the other things which are explained above and which the teacher should examine when inspecting the writers.

When speaking of hangers, feet, heads, tails, members, and bod­ies of letters, of divisions, distances, and separations, of height, width, curve, semicurve, thick and fine, small character, large character, and so forth, the teacher will explain all these terms, each one precisely, and will afterward ask the explanation, saying, for instance, “What is meant by hangers?”

Teachers will insist that the students be attentive when their writ­ing in being corrected. The teacher will mark with a slight stroke of the pen the principal mistakes made; however, in the beginning care should be taken not to call attention to more than three or four mis­takes. If teachers mark a greater number, they might confuse the students and make them forget what they have been taught. Correction for a greater number of mistakes would create confusion in their minds.

When examining these exercises, teachers will show the students how to write the syllables or the letters which they are correcting. In order that the students may afterward practice forming them in the same manner, the teacher will, after having written the syllables or let­ters at the top or on the margin of their papers make the students write a line of each letter or syllable which has been corrected and two lines of each word. If they have not the time to do all this on that day, they will be directed to finish the work the next day before be­ginning to copy the model.

If they do not succeed even after that, the teacher will have them practice during all the time they have for writing only the letters, syl­lables, or words which they have written incorrectly.

They will do this two or three times in succession.

When correcting the writing, the teacher will not write on the papers of the students any lines or words of several syllables. It will suf­fice that the teacher write the letter which the student has written badly, and, if the latter has failed in connecting some letters, the teacher will write the two letters joined together or the syllable at the very most.

While inspecting and correcting the writing of some of the students, the teacher will be careful both to keep all the other students always in sight and to observe all that takes place in the class. If any­one is at fault, the teacher will warn that student by making a sign. The teacher will watch particularly over those who most need watch­ing, that is, the beginners and the negligent.

The teachers will take care above all during this time that nothing escape their eye.

The teacher will also pay very particular attention to the students who are making the two movements, the straight and the circular, and will watch that their pens are not slipping out of their fingers. If the pens are slipping out of their fingers, the teacher will place them as they should be and explain what should be done to keep them so. The teacher will also see to it that in making the movements, the students do not move the arm instead of extending and bending only the fingers; that they move their fingers instead of their arms; that the thumb always moves first; that they do not rest the hand when mak­ing these movements; and that they do not press down when making the strokes instead of making them lightly.

The teacher will indicate the mistakes that they may have made in these things and the means of correcting them. The teacher will show them how they must bend and extend their fingers; how they should rest the arm without pressing it too much on the table; and how they should write from one side of their paper to the other touching the paper only slightly with the pen tip and lightly gliding the arm from the left side to the right side.

In regard to the straight movement, teachers will insist that the students draw straight from top to bottom; that they do not hold their fingers too stiffly but bend them as much as is necessary to make the movement well; and that they keep the pen always level without varying either in the ascending or in the descending stroke. For the circular movement, teachers will notice both whether they begin it at the bottom and at the top with the same smoothness as well from left to right as from right to left and whether they hold their fingers too stiffly and keep their arms fixed on the table. From time to time, teachers will watch the students of the first level make these two movements in order to see for themselves the mistakes which the students make in respect of all the above-mentioned things.

At the same time, the teacher will indicate to them the means of correcting these mistakes, and will have them correct them at once.

Teachers will call the attention of the students of the second and third levels, and even of the higher ones, to mistakes in the way they are forming their letters. For instance, a teacher will ask them wheth­er a B which a student has made in round hand is too much inclined to one side or to the other; whether it is curved or humped; whether all its dimensions are correct: its height should be twice that of the body of the letter or eight pen tips; whether it is too high; whether it has the width that it should at the top and at the bottom; whether it lacks some of its parts; and whether the thick strokes or the fine ones are where they should be. The teacher will do the same with all the other letters. The teacher will mark with a stroke of the pen at each place all the mistakes that the students have made in forming these letters. For example, if the b is too much inclined to the right, the teacher will mark it in this manner b. If the b is too much inclined to the left, the teacher will mark it thus b.

The teacher will call the attention of those of the third and of the following levels to all the mistakes which they may have made in the connecting strokes: failure to make any where they should have been made, or making any where they should not have been made; begin­ning a connection at a point of the letter other than at the one where they should start; making the connecting stroke too high or not high enough, or too fine or too thick; making the strokes wavy when they should be circular, or straight when they should be circular; holding the pen as it should be held to make the strokes, and turning the pen instead of easing the pressure.

To make the students understand easily and very well the defects of the letters and their connecting strokes after having shown them, the teacher will ask the students what is wrong with the letter or the connection. The teacher will ask why the one or the other is not good, and will then correct the letter or the connection which the stu­dent has formed badly. The teacher will do this by writing the one or the other over the letter or the connection which the student has formed badly, and will ask why the one which they have retraced is good and what there is in it that was not in the letter made by the stu­dent. After this, the teacher will write a letter or two joined letters be­tween the lines. The teacher will have the students practice this, and will observe how they form it.

When a student in the first three levels has been taught some­thing or has had something corrected, the teacher will not immediate­ly leave. Instead, in the teacher’s presence the student will practice what has been taught or corrected. The teacher will watch to see whether the pen is being held in the way that has been shown, whether the letters are begun properly, and whether all is done well that has been taught. The teacher does this so that the students may be told in what they fail. If the teacher were to leave the student at once, all that had been said or taught would be forgotten. Further­more, this manner of instruction will please the parents. The children will not fail to tell their parents that the teacher has taught them by making them write while supervised, that the teacher has personally guided their hand, and so on.

If a student fails to place the letters properly, that is to say, when they are not in line with each other, the teacher will draw two straight pen lines at the entire place in the line where the student has erred, one line from the base of the last letter which is properly placed and the other from the top of the body of that letter. The teacher will then explain the mistake in position and which letters are not well aligned. The teacher will do the same when the hangers are not of equal height or uniformly situated.

To correct a defect in distance between letters, the teacher will point out the space that should be between the preceding letter and the following one, and make a downward stroke with the pen at the point where the first member should be placed of the letter which is too close to or too far from the preceding one.

To correct a defect in distance between two words that are either too close together or too far apart, the teacher will make an m of the width of seven times that of the pen tip, the space that should be be­tween two words. If there is a period between the words, the teacher will make five hangers of an m joined together. This is the width of thirteen pen tips and is the space that should be between two words separated by a period. If there is a comma, a colon, or a semicolon, the teacher will make between the two words two n’s of ten times the width of the pen tip, which is the distance at which they should be from each other.

To correct a defect in distance between lines the teacher will make a set of four letters joined together on the margin of the paper, between the lines which are either too close together or too far apart. The teacher will make, for instance, four o’s joined together of the width of sixteen times that of the pen tip. This will help the student note what distance there should be between the two lines. To make them acquire lightness and avoid lack of boldness in writing, the teacher will instruct the students not to press on their paper, but just touch it with the pen tip and almost without feeling it and not to write too slowly. The teacher will point out that this defect comes from holding the arm as though fixed on the table, from not bending the fingers to impart to them the movement that they should have, or from leaning the body too much or even bending it over the table.

To make the students correct these faults themselves, they must, if they are slow, be urged to write fast, without resting the arm on the table, resting only the tips of the two sustaining fingers on the table. The teacher must do this without paying any attention to whether the students form their letters well or badly, taking pains only to make them acquire boldness and ease of movement. If a student is naturally quick, it will be necessary only to arrange correctly the student’s hand, arm, and body. After having been taught what to do, the students should be allowed to practice by themselves. Restrain them, however, and moderate the students who are too active.

To make all sorts of students acquire freedom and ease of move­ment, teachers will show them how to pass properly from one letter to another, such as from an i to an f, from a c to an l, and from an o to an i, without interruption and without raising the pen. To correct the mistakes which the students may have made in all things pertain­ing both to boldness and to ease of movement, a teacher will demon­strate what the students must do in order to correct themselves. Then, the students are to imitate what the teacher has just done and correct what they had previously done badly.

Arithmetic

In the study of arithmetic students will have different lessons accord­ing to how advanced they may be. Some of them will be learning ad­dition, others will be learning subtraction, multiplication, or division. Teachers will take care to write on the board a problem for each op­eration every Saturday or on the last school day if Saturday is a holy day. They will see that all who are learning arithmetic copy their ex­amples on Monday morning at the beginning of the writing lesson or on the first school day if there is a holy day on Monday. For this, each must have a notebook of white paper folded in quarters. Arithmetic will be taught only to those who are entering the fourth level in writing, and it is the duty of the Director or of the In­spector of Schools to promote to this lesson as well as to the others.

Arithmetic will be taught on Tuesday and Friday afternoon from one thirty to two o’clock. If there is a holy day on Tuesday, it will be taught on Wednesday, unless there is a holy day on Monday as well as on Tuesday. If there is a holy day on Friday, it will be taught on Saturday.

To teach arithmetic, the teacher will either remain seated or will stand before the teacher’s chair. A student of each lesson will stand in front of the class and solve the problem for the lesson. The student will indicate the steps and, with the pointer, the figures, adding, sub­tracting, multiplying, or dividing the numbers aloud.

Thus, to make an addition properly, the students will always be­gin by adding deniers, and speaking out loud, saying for example: “Ten and six make sixteen,” and so on.

While the example of the lesson is being done, the teacher will ask the student several questions concerning it, in order to make the student better understand and retain the lesson.

If terms pertaining to the subject are used which the student does not understand, the teacher will explain them and make the student repeat them before going further. From time to time, the teacher will also question some other students who have the same lesson, to ascertain if they are at­tentive and if they understand. If the one who is doing the example fails in any respect, the teacher will make a sign to another student who is learning the same lesson or one who is learning a more ad­vanced lesson to make the correction. The latter will do this by cor­recting aloud what the other one had said wrongly.

If there are no lessons more advanced than this one and if no student is able to cor­rect the mistake properly, the teacher will make the correction.

The student who is doing the example on the board should, as part of doing the example, write at the bottom both the result of the addition, subtraction, multiplication, or division and the proof of the problem which has just been done. After this, the students will erase all that they themselves have written but nothing more. In this way, another student may do the same example.

In arithmetic, as well as in the other subjects, it is with the most elementary examples that the lesson will begin and with the most ad­vanced that it will end.

When a student is doing an example in arithmetic whatever the grade, all the others who have the same lesson will remain seated fac­ing the board and will pay attention to the figures that the student writes and to what the student says when doing the example. The students who are reading and who are not yet learning arithmetic will also pay attention. The teacher will have a register of all the students who are learning arithmetic, divided according to the lesson that they are studying, and will have each of them, one after another and with­out any exception, do an example from their lessons on the board in school.

On Tuesday of each week or the first day upon which arithmetic is taught, all the students who are learning it and who are among the advanced students will bring already done on their paper the example for their lesson which the teacher has written on the board for that week. They will also bring some other examples which they have in­vented for themselves. On Friday, they will bring a certain number of examples from their own lessons as well as from the work of more el­ementary lessons which they have done by themselves and which the teacher has, according to their capacity, assigned for them to do. During the writing time on Tuesday and Thursday afternoons, in­stead of correcting the writing, the teacher will correct the examples which the students of arithmetic have done by themselves on their papers. The teacher will explain why anything is incorrect. Concern­ing addition, the teacher will, for example, ask them: “Why do we be­gin with deniers?” “Why do we reduce the deniers to sols and the sols to livres?” The teacher will ask other similar questions, as needed, and will give the students a full explanation.

Spelling

Teachers will take care to teach spelling to the students who are in the sixth level of round hand writing and of Italian script. The Director will see to this. The manner of teaching them spelling will be to have them copy letters written by hand. They will copy especially such things as it may be useful for them to know how to write and of which they might later have need, such as notes of hand, receipts, agreements with workers, legal contracts, bonds, powers of attorney, leases, deeds, and official reports. This is done so that they may im­press these things on their memories and learn to write similar ones.

After they have copied these kinds of writings for some time, teachers will have them make and write by themselves some notes of hand, receipts, agreements with workers, some bills for different kinds of work done by the hour, bills for goods delivered, estimates by workers, and the like. Teachers will also oblige them at the same time to write what they remember of the catechism which had been taught them during the week. They will be obliged to write especially what has been taught them on Sundays and holy days, or on Wednesdays just before a holiday, if there has been no holy day in the week. If it appears some of them are unable to do this, the teacher will have them write the lesson of the diocesan catechism which they learned by heart in the past week.

They will be obliged to write this lesson from memo­ry and without looking at the book. For this purpose, they must have a notebook, which they will bring to be corrected Tuesday and Friday or any other day on which arithmetic is taught. The students must do this so that teachers may correct the examples of arithmetic and the mistakes in spelling in what they have written. Teachers will, in their own writing, add the letters which students have omitted or correct the errors after having drawn a line through the latter.

Teachers will require that the students whose writing has been corrected for spelling rewrite it at home. They will be obliged to make a fair copy, just as the teacher had corrected it.

The next time that their spelling is corrected the teacher will carefully check if they have acquitted themselves of this duty.

Spelling will be taught in the following manner also. The teacher will dictate, for example, Dieu tout puissant et miséricordieux. All will write; one student alone, while writing, will spell the syllables aloud: Di-eu tout puis-sant et mi-sé-re-cor-di-eux. If the student has said any­thing wrong in spelling, for instance, saying mis instead of mi-sé, the teacher or whoever is dictating will correctly repeat the letter or the syllable that this student has said incorrectly. The one dictating will be careful to indicate where periods and commas are to be placed.

After what has been dictated has been written, the teacher will make one student spell aloud what the others have written. All the others will spell along with the reader in a low voice.

The teacher will take care that this student who is spelling aloud state when there are acute or grave accents, and name the letters upon which these accents are to be placed; and also state when there is a period, a colon, a semicolon, a comma, an exclamation point, or an interrogation mark. Those who have made mistakes on their papers will correct the mistakes for themselves.

The students will write their spelling on the back of their paper. They will write the fair or corrected copy on the paper folded in squares.

Prayers

Article 1:

Prayers Said in School Daily

At the opening of school at eight in the morning and as soon as the bell has ceased ringing, all will make the sign of the cross and then say Veni Sancte Spiritus and what follows. In the afternoon, the Venez Saint Esprit will be said. This is as indicated in the Le Livre des Exer­cices de Piété des Écoles chrétiennes. Before and after breakfast and the afternoon snack and during the entire school time from 8:30 until 10:00 in the morning and from 2:00 until 3:30 in the afternoon, the prayers which are indicated in this same book will be said.

There will always be two or three students, one from each class, kneeling and reciting the rosary in some place in the school which has been chosen by the Director or the Inspector and arranged for this purpose.

At each hour of the day, some short prayers will be said. These will help the teachers to recollect themselves and recall the presence of God; it will serve to accustom the students to think of God from time to time and to offer God all their actions, and to draw upon themselves God’s blessing. At the beginning of each lesson, a few short Acts [prayers] will be said to ask of God the grace of study­ing well and learning well.

The morning prayers will be said at 10:45, if the students assist at holy Mass during school. If they do not assist at holy Mass before the end of school in the morning, the morning prayers will be said at ten o’clock.

In the afternoon, the evening prayers will be said at the end of school at 4:30. During the winter, from the first school day in Novem­ber until the end of January, these prayers will be said at four o’clock.

Article 2:

Morning Meditation and Evening Examen of Conscience

There are five meditations in the morning prayers for the five school days of the week. All of them will be read each day, a short pause be­ing made after each one. The student who is leading the prayers, af­ter having read all of these meditations, will repeat the one to which special attention is to be given that day. Then a pause of the duration of a Miserere will be made. During this time, the teacher will make a little exhortation suited to the capacity of the students and on the sub­ject of this meditation.

All of these five meditations will be repeated in the order indicat­ed and each in turn will serve as the subject of an exhortation on each of the five school days in the week. An examination of con­science is part of the evening prayers. This examination contains those sins which children most ordinarily commit. The examination is divided into four articles, and each article is subdivided into five points. Only one of these articles will be read each day, and this same article will be read every day during that week. Thus, the four articles will be read in four weeks.

Each teacher will explain to the class one of the points of the ar­ticle which is being read during that week. Teachers will make known in detail to the students the sins which they are liable to commit, without ever deciding whether the sin is mortal or venial. Teachers will, at the same time, seek to inspire horror of these sins and suggest the means of avoiding them.

Article 3:

Prayers Said in School on Special Occasions

On all Saturdays and on the eves of the feasts of the Blessed Virgin, the litany of the Blessed Virgin will be recited after evening prayers.

On the eve of Christmas, of the Epiphany, and of the Purification, the litany of the Holy Child Jesus will be recited at the end of evening prayers.

On the eve of the feast of the Circumcision, the litany of the Holy Name of Jesus will be recited. On the eve of the feast of Saint Joseph, the litany of that saint will be recited.

All of these prayers will be recited in the manner that is indicat­ed in the Le Livre des Exercices de Piété des Écoles chrétiennes.

During the octave of Corpus Christi and on the Monday and Tuesday before Lent, the following is to be done. Instead of the rosa­ry which is usually said in school, students from each class will be sent two by two, to adore the Blessed Sacrament in the nearest church where it is exposed. If there are three classes they will go by three, and in greater number according to the number of classes. They will remain there kneeling for a half hour; however, care will be tak­en that there always be one student capable of insuring the good con­duct of any of these groups.

On the three Ember Days, on the feast of Saint Mark, and on the Rogation Days, the litany of the Saints will be recited in the morning after the prayer which is said on entering school and immediately be­fore the prayer which is said before breakfast.

This litany is recited for the needs of the Church, the special intention on these days, and for the priests and other ministers of the Church who are to be ordained on that Ember Saturday.

Whenever in the school the sound is heard of the little bell which warns that the Blessed Sacrament is being carried to some ill person, all the students will kneel down. Each student will use this time to adore the Blessed Sacrament, until the teacher makes a sign to rise.

When one of the teachers in the town dies, the psalm which be­gins, De profundis, will be said for the repose of the teacher’s soul. This prayer will be said on the first three school days after the teacher’s death. It is to be said at the end of prayers, both in the morning and in the evening before the Benediction.

The leader of prayers will say one versicle, and the other students will say the next. When the psalm is finished, the leader will say the collect which be­gins, Inclina Domine. In all the other houses of the Institute, on one day a De Profundis with the collect which begins, Inclina Domine will be said in school.

When a student of one of the classes in a school dies, the psalm which begins, De profundis, and the collect which begins, Inclina Domine, will be said at the end of the evening prayer on the first school day after the death, provided the student be at least seven years old.

No other prayers will be said in school; there will be prayers on no other occasions than those which are indicated in the present

Article. Nothing will be added to the prayers indicated in the present

Article without the orders of the Superior of the Institute. In case of some public necessity or for some other occasion which concerns the needs of the Institute, the Superior may add the litany of the Blessed Virgin or some other short prayer at the end of prayers, and for a specified time only.

Article 4:

Posture, Manner of Praying, and Order During Prayers

Teachers will act during prayers, as well as on all other occasions, as they wish the students to act. To effect this, during the prayers on en­tering school, the morning prayers, the night prayers, the prayers said at the end of school, and the Acts which are said before going to holy Mass, teachers will always remain standing before the teacher’s chair with a very serious demeanor, very restrained and thoroughly com­posed, with arms crossed, and maintaining great decorum. In this way, teachers will give an example to the students of what they should do during this time.

The students will always kneel in orderly rows. They will keep their bodies erect, their arms crossed, and their eyes lowered. The teacher will watch that they do not move, that they do not change their position, that they lean neither on the bench before them nor on the one behind them, that they do not touch the benches nor seat themselves on their heels, that they do not turn their heads to look around them, and, above all, that they do not touch one another, something they will not do if the teacher sees that they always keep their arms crossed.

During the other prayers which are said at various times in school, teachers and students will remain seated at their places, with their arms crossed, and with the same decorum that they should maintain at morning and evening prayers, as described above. There will be in each school one student of the principal class who will be appointed to begin all the prayers which are said in that school. For this reason, this student will be called the “Reciter of Prayers.”

This student alone will announce all of the titles of the Acts, the meditations, and the examination, all according to the usage estab­lished in the schools.

The Reciter of Prayers will be especially careful to say the prayers in a loud voice and in a manner intelligible to all, saying the prayers very slowly, so that the others can hear very distinctly all that is said, even to the least syllable, and observing all of the pauses.

Meanwhile, teachers will see that the students do not shout out and that they do not speak too loudly. Students should recite their prayers so that they can barely be heard.

All of the students will follow the Reciter of Prayers in such a manner that they will not say a single word either before or after the Reciter of Prayers does. They will stop at all the pauses and pause as long as the Reciter does. In this way, there will be no confusion. students will prepare to say the prayers as soon as the bell begins to ring, and the Reciter of Prayers will begin as soon as it has stopped ringing.

All will make the sign of the cross every time that the words In nomine Patris, etc. or Au nom du Pére, du Fils, etc. are said, and in the Benediction, at the words “Father, Son, and Holy Spirit.”

Teachers will speak neither to any particular student nor to them all in general during prayers, either to reprimand them or for any oth­er reason. Teachers will not correct any student during this time for any reason whatsoever. If a teacher notices someone who is doing something reprehensible and who deserves chastisement, the teacher will defer it to another time. Teachers will likewise abstain from everything that could distract the attention which the students owe to the prayers, and from everything that might cause distraction, such as making a student move from one place to another, and the like.

The principal duty of teachers during prayers will be to watch with very great attention over all that takes place in the school. Teachers will also watch over themselves, and much more during this time than at any other. In this way, they will not do anything inappro­priate and, above all, they will not be guilty of any frivolity.

Holy Mass

It will be so arranged everywhere that the students assist at holy Mass in the nearest church and at the most convenient hour.

The most convenient time to go to holy Mass is at the end of school [in the morning]. In order to go at this time, it will be neces­sary that the Mass should not begin much before 10:30. In this way, there may be time to say the morning prayers before going to holy Mass, beginning them at ten o’clock.

If it is not possible to go to holy Mass at the end of morning school, it will be arranged to go at or around 9:00 o’clock.

Article 1:

Leaving for Mass; Deportment on the Way

When the students are to attend holy Mass after morning school they will prepare to leave the school in the same manner they follow in the afternoon as they prepare to leave school at the end of the day.

When the students are to assist at holy Mass during school time, they will leave school in the order of the benches. The first on a bench will take the second one as companion, the third one will take the fourth one, and so on with the others. Teachers will see to it that all leave the school in silence, with great decorum and reserve, and that, while on the street on their way to the church, they walk two by two in a line.

They are not to leave their companion or walk apart from the time they leave the school until they are kneeling in the church.

Teachers will take care that the students do not go too near the walls, the shops, or the gutter, and that they walk immediately behind the ones who precede them, only two paces apart. Teachers will also take care that the students walk sedately and without making any noise, and will urge each pair to say the rosary or some other prayers in a low voice. In this way, they will be more attentive to themselves, more restrained, and more modest.

Teachers will watch very carefully over the students at this time. It would, however, be best if the students are not aware of the extent of the vigilance over them.

By their modesty and restraint, teachers will give an example of the manner in which the students should walk. In order that the teachers may more easily see the students and observe how they be­have themselves on the way to holy Mass, teachers will walk on the opposite side of the street from them, ahead of the line, with their faces sufficiently turned toward their students to be able to see them all. While on the street, teachers will not admonish students for any faults of which they may be guilty, but will wait until the next day, just before going to holy Mass, to correct them.

Finally, teachers will take care from time to time to warn the students in the school, while they are preparing to leave or while the students of the other classes are going out, concerning the manner in which they should walk on the street and behave in the church, and of the edification which they are obliged to give their neighbor. Teachers will urge the students to good conduct through Christian motives. They will also make the students understand that they will be more exact to punish lack of restraint and the faults that are commit­ted on the street and in the church than those which are committed in school. The reason for this is the scandal which students would give those who might see them there.

Article 2:

Manner of Entering the Church

Teachers will take the greatest care to have the students enter the church in silence and in a particularly respectful manner. It would be well that teachers always enter the church before their students. Those who follow a teacher should, while watching over their own students, be careful to watch over those students who remain in the street. It is important that teachers should watch carefully over the conduct of students, especially when they are entering the church. Teachers should prevent them from making any noise either with the tongue or with the feet, and should require them to walk very modestly, with their eyes lowered. In this way, students will behave on the street in the manner indicated above and without the least confusion.

There will be one student, called the “Holy Water Bearer,” who will have the duty of offering holy water to all the students. This will be offered to them one after another as they enter or leave the church. This student will enter church first, and from time to time will take holy water from the font with the aspergillum. The Bearer will hold the aspergillum in such a manner that all the students can easily touch it.

Teachers will not permit students to take holy water directly from the font, but will have them take it properly from the aspergillum in a manner which manifests the piety with which one should do this act. When the students reach the place in the church assigned to them, they will all kneel, one after another.

Teachers will have the students seated in proper order in the church, and placed two by two one pair behind another.

Ordinarily, they will be placed in several ranks of two each depending upon the width and length of the place that they occupy. They will be seated in such a manner that those in a same row and rank, both lengthwise and crosswise, will be exactly beside or behind one another in a straight line. If there are pillars in the middle of the section which they occupy, the students will be seated in such a manner that those of a same class will be between the pillars and the wall. In this way, each teacher may be able to see all of the students easily and watch over them. The students will be trained to take their respective places without the teacher’s being obliged to attend to them.

Article 3:

Conduct During Holy Mass

The teacher of the lowest class in each school will make sure that the student who has charge of rosaries always brings them to church and that one be given to each student who does not know how to read.

There will be as many of the best behaved students appointed to dis­tribute the rosaries as there are ranks of two in the church. As soon as the students are kneeling, the “Rosary Carrier” and the Carrier’s assis­tants will distribute the rosaries to each one in the assigned rank, go­ing from the top of the rank to the bottom. They will collect the rosaries in the same manner at the end of holy Mass. They will take care to collect them all and to lose none of them.

Teachers will take great care that all those who have rosaries use them to pray continuously. When students are being taught in school how to say the rosary, teachers will show them how to hold it. Teach­ers will require them to hold it in such a way that it may be easily seen.

Each of those who know how to read will have Le Livre des Prières de la Sainte Messe à l’usage des Écoles chrétiennes and will use it during this time.

In order to avoid the noise and confusion which it might occa­sion, students who assist all together at holy Mass on school days will not rise when the priest reads the Gospels. Teachers will, however, recommend that they make the sign of the cross three times at the be­ginning of each Gospel and at the response, Gloria tibi Domine, the first on the forehead, the second on the mouth, and the third on the breast.

When the bell is rung to warn the faithful to prepare for the con­secration, all who have books will place them under their arms and all of those who have rosaries will put them on their arms. Then all including teachers will clasp their hands until after the elevation of the chalice. When the bell is rung for the elevation both of the host and of the chalice, all the students will bow their heads and bend slightly forward to adore our Lord in the host and in the precious blood in the chalice.

Article 4:

Duties of Teachers During Holy Mass

Teachers will keep a continuous watch over their students during holy Mass, observing the manner in which the students behave and the faults that they may commit. They will prevent students from speak­ing with each other, from passing anything to one another, from exchanging books, from pushing each other, or from doing any other of those foolish things which are only too common among children.

To prevent the students from falling into all these faults and into all the others which they could commit during holy Mass, the three following means will be used. First, teachers will oblige the students to hold their books with both hands and not cease reading them. Sec­ond, the teachers will be sure to position themselves so that the faces of the students can be easily seen. Third, teachers will always separate the students as much as possible from each other as far as space and the arrangement of the place will permit. Except in the case of great necessity, teachers will not leave their places to reprimand students when they commit a fault. Neither will they threaten students in church. Teachers should be persuaded that it is not for their own benefit that they assist at holy Mass when they take their students. They are there only in order to watch over the students. This is, therefore, the only thing of which they will think, and they will do it with attention. They will not have any books at this time, and they will be content with a simple attention to the sacrifice. They will take care that students bring nothing into the church that is improper or that might be a subject of distraction, as their papers could be when they have finished writing them. If they bring a brazier during winter, they should put it near to themselves in some place where it cannot be seen. They should not make use of it when in the church.

Article 5:

Entering Church After Mass Has Begun

If holy Mass has begun and is already advanced when the students reach the church, they will still be made to assist at it unless there is another Mass beginning a little later. If there is another Mass which begins immediately after the one at which they arrived late, they will remain until the end of the second Mass. If, however, there is no oth­er Mass following, they will remain in the church for as long a time al­together as it would take for an entire Mass, including the time of the Mass at which they assisted in part.

Great care will be taken that all the students get to church and are in their places and kneeling before Mass begins. All necessary steps to effect this will be taken, even if it is necessary to send a stu­dent to the church to give notice of their coming or to request that the bell be rung a little sooner or that Mass begin a little later. This point is of very great importance. In case of necessity, it is better to omit the prayers in the school rather than to fail to assist at holy Mass.

When it is not possible to have the students assist at holy Mass on account of sleet or extraordinary rain, they will say the rosary in school. The students will stand for the rosary. Part of them will begin Ave Maria, and so forth, and the others will continue Sancta Maria, and so forth.

Article 6:

Leaving Church

When holy Mass has ended, students will leave church for school af­ter a pause about as long as it takes to say a Pater Noster. The teacher or whosoever is in charge of the class that should be the first to leave will give the usual signal. Once the signal is given, all of the students of one rank will rise, make a genuflection, and at once leave their places to go out as they came, two by two. The same procedure will be followed for all the other rows. All teachers will do the same with their own class.

When the students go home after Mass, they shall be dismissed two by two. This is the same as the way in which they went from the school to the church. The Director, the Inspector of Schools, or one of the teachers who has been charged with this duty will stand at the door of the church and see that the students do not play or make any noise in the street. This teacher will take note of those who do or who stop on the way. All the students will always walk two by two in the streets and in the church, the pairs always being at least four paces away from each other. This will avoid noise and confusion. The teachers will take care to instruct the students concerning the manner of entering and of leaving the church.

Article 7:

Assistance at the Parish Mass and at Vespers

Students will be taken to the parish Mass when this can be easily done. They will also be taken to the nearest and most convenient church for vespers after catechism on Sundays and holy days of oblig­ation. It is the duty of the Superior of the Institute to decide what should be done about this.

Teachers will explain to their students the purpose of the parish Mass and the manner of assisting at it. If there is a sermon, they will take care that the students listen to it very attentively and respectful­ly. Teachers will inspire the students with a great respect and affection for the offices of the church, especially for those which are celebrated in their own parishes. Students will, therefore, assemble in the church on Sundays and holy days of obligation. They will be required to be there before the Asperges, or blessing with holy water, and to remain until the end of the Mass. If there are benches for them in the church, they will sit there. Teachers will see that they do so in proper order. They will sit, stand, or kneel according to the practice of the diocese or the parish.

The students will, however, all kneel during the offertory, and until the preface if there is no offering. They will kneel until the of­fering, if there is one and it is made immediately after the offertory. This will help them unite themselves during this action with the in­tention of the priest and also to offer themselves to be consecrated entirely to God. They will stand throughout the preface and will all kneel when the Sanctus is sung. They will remain kneeling until the end of the Mass.

If there are no benches for the students, they will stand all the time that the others are seated except during the offertory. Teachers who are present to watch over them will see that they are always well lined up and in good order.

During the parish Mass and during vespers, teachers will always keep the students in sight and will take care that those who do not know how to read say the rosary as on other days. They will take care that those who know how to read have Le Livre des Prières de la Sainte Messe in their hands all the time at Mass and a Livre d’office throughout vespers, and they will see to it that they read them con­tinuously. When the students leave the church after Mass and after vespers, the same order will be observed as after holy Mass on school days. When the “blessed bread” is given for the students, the one who has charge of the rosaries will bring a basket in which to put it. At the end of the Mass, this student will distribute the bread to them all in turn.

Catechism

Article 1:

Teaching Catechism and the Parts to Be Taught

Catechism will be taught every day for a half hour from 4:00 until 4:30 in the afternoon.

From the first day of November until the last of January inclusive, catechism will be taught from 3:30 until 4:00 o’clock.

On the Wednesdays preceding holidays, it will be taught for one hour from 3:30 until 4:30 in the afternoon. In the winter, it will be taught from 3:00 until 4:00 o’clock. It will also be taught for one hour on the eve of the feast of Saint Joseph, of the Presentation of the Blessed Virgin, of the Transfiguration of our Lord, and of the Exalta­tion of the Holy Cross. When there is a holy day in the week, there will be only a half holiday in the afternoon, on Tuesday or Thursday. On that day in the morning, the lessons will be shortened, and the catechism will be taught for a half hour at the end of school. On Wednesday afternoon in Holy Week the students will have neither reading nor writing. Only the catechism will be taught, from 1:30 un­til 3:00 o’clock as is done on Sundays and holy days. The same will be done on the eves of the feast of the Most Holy Trinity and of Christmas. At 3:00 o’clock at the end of catechism, the prayers will be said, and the students will be dismissed in the regular manner.

On Wednesdays before full holidays and on Sundays and ordi­nary holy days, catechism will be taught in all the classes. The first half hour will be spent on a summary of the principal mysteries. The rest of the time will be spent on the subject indicated for the week. On solemn feasts for which there is a particular subject in the cat­echism, the subject of the feast or of the mystery will be taught, as it is indicated in the catechism.

Catechism will be taught on the afternoon of Wednesday in Holy Week. From 1:30 until 2:00 o’clock, the teacher will explain the prin­cipal mysteries. From 2:00 until 3:00, the teacher will explain the man­ner in which the ensuing days until Easter Sunday should be spent. On the eves of the Most Holy Trinity and of Christmas, the same will be done. On Mondays, the subject that will be treated throughout the week will be begun. On Sunday, the last day on which this subject is treated, a summary will be made of all that has been propounded during the five days of the week. In those classes in which only the abridgment of Christian Doctrine is taught, the teacher will also ex­amine the students on all of the questions contained in the lessons for the preceding five days. On Sundays and holy days and on Wednes­days before a whole holiday, the catechism lesson will be on the par­ticular subject assigned for the week.

Article 2:

How to Ask Questions During Catechism

Teachers will not speak to the students during catechism as though they were preaching, but will ask the students questions and sub-questions almost continuously. In order to make them understand what is being taught, a teacher will ask several students, one after an­other, the same question. Sometimes the teacher will ask it of seven or eight, or even of ten or twelve, sometimes of even a greater number.

The teacher will question the students in the order of the bench­es. If, however, the teacher notes that several in succession cannot an­swer a question or do not do it well, the teacher may call upon one or several out of the regular order and in different parts of the class. Then, after having given the signal once, the teacher will make a sign to another to answer. After one or several have answered, the one upon whom the teacher had called before in the regular order will be called on.

The teacher will question all of the students each day, several times, if possible; however, the teacher will interrupt the regular order and the sequence from time to time to question those observed to be inattentive or worse, ignorant. A special effort will be made to ques­tion, much more often than the others, those whose minds are slow and dull and who have difficulty in remembering. This is particularly necessary with the abridgment of Christian Doctrine, especially more so on those questions in it which every Christian must know.

On the two days of the week upon which the catechism lesson is given for half an hour on the summary of the principal mysteries, that is, on Wednesdays or on Sundays and holy days, teachers will not question students on the summary in succession in the order in which they are seated on the benches, as done for the lessons on the subject assigned for the week. Neither will they ask the questions in succes­sion in the order in which they are in the catechism.

A teacher may sometimes question one or more students in dif­ferent places around the room. Similarly, a teacher might ask some­times one or more questions on the mysteries, sometimes one or more questions on the sacrament of Penance, sometimes one or more questions on the holy Eucharist or some other subject. These ques­tions will be asked in the above manner and without regular order. The teacher will continue to ask questions on the summary in this manner throughout the first half hour.

In the questions, the teacher will make use of only the simplest expressions and words which are very easily understood and need no explanation, if this is possible, making the questions and answers as short as possible.

No answers are to be given in a single word or two. It will be re­quired that complete answers are to be given in complete sentences. If a little child or some ignorant one is unable to give an entire an­swer, the teacher will divide the question in such a way that the child may give in three answers what could not be given in one.

If it happens that a student slow in mind cannot repeat properly an answer even after several others have already given it one after an­other, the teacher will, in order to help the student to remember the answer, have it repeated four or five times alternately by a student who knows it well and by the one who does not know it. This is done to make it much easier for the slower student to learn.

Article 3:

Duties of Teachers During Catechism

One of the principal tasks of the teacher during catechism is to con­duct the lessons in such a manner that all the students will be very at­tentive and may easily retain all that is said to them. To effect this, teachers will always keep all of the students in sight and will observe everything they do. Teachers will be careful to talk very little and to ask a great many questions.

Teachers will speak only on the subject assigned for the day and will guard against departing from it. Teachers will always speak in a serious manner, which will inspire the students with respect and re­straint. They will never say anything vulgar or anything that might cause laughter, and will be careful not to speak in a dull way which could produce weariness.

In every lesson teachers will be sure to indicate some practices to the students, and to instruct them as thoroughly as is possible con­cerning those things which pertain to morals and to the conduct which should be observed in order to live as a true Christian. They will reduce these practices and these matters of morals to questions and answers. This will make the students very much more attentive and make them retain the answers more easily.

Care must be taken not to disturb the catechism lesson by un­timely reprimands and corrections. If it happens that some students deserve punishment, it should ordinarily be postponed until the next day, without letting them notice it. The punishment will then be given just before catechism. The teacher may, however, sometimes, but rarely and when considered unavoidable give a few strokes of the fer­ule during this time.

On Sundays and holy days, when catechism lasts three times as long as on the other days, teachers will always choose some story that the students will enjoy, and will tell it in a way that will please them and renew their attention, with details that will prevent the students from being bored. Teachers will not say anything during the cate­chism lessons unless they have read it in some well-approved book and of which they are very certain.

Teachers will never decide whether a sin is venial or mortal. They may only say, when they judge this to be the case, “That will of­fend God very much.” “It is a sin very much to be feared.” “It is a sin that has evil consequences.” “It is a grievous sin.” Although sins should not be considered more grievous than they are, it is, however, more dangerous to make them appear slight and trifling. A great hor­ror of sins, however slight they may appear, must always be inspired. An offense against God cannot be slight, and nothing that concerns God can be trifling.

Teachers will plan that the questions, the subquestions, and the answers to the subquestions fulfill the following four conditions: 1) they must be short; 2) they must make complete sense; 3) they must be accurate; and 4) the answers must be suited to the capacity of the average and not of the most able and most intelligent students, so that the majority may be able to answer the questions that are asked of them.

Teachers must be so careful in the instruction of all their students that they will not leave a single one in ignorance, at least of those things which a Christian is obliged to know in reference both to doc­trine and to practice. In order not to neglect a matter of such great im­portance, teachers should often consider seriously that they will render an account to God and that they will be guilty in God’s sight for the ignorance of the children who have been under their care. They will be held accountable for the sins into which this ignorance has led the students, if they have been in charge of them but have not applied themselves with sufficient care to deliver the students of their ignorance. Teachers should often consider that there will be nothing on which God will examine them and by which God will judge them more severely than on this point.

Teachers will help students to apply themselves perfectly to the catechism. This is not naturally easy for them and ordinarily does not last long. For this purpose, teachers will employ the following means: 1) they will take care not to rebuff or to confuse students, either by words or in any other manner, when they are unable to answer prop­erly the question which has been asked them; 2) they will encourage and even help them to say what they have difficulty in recalling; and 3) they will offer rewards, which they will give from time to time to those who have been the best behaved and the most attentive, or sometimes even to the more ignorant who have made the greatest ef­fort to learn well. They will employ various other similar means, which prudence and charity will enable them to find, to encourage students to learn the catechism more readily and to retain it more easily.

Article 4:

Duties of Students During Catechism

During the time when catechism is being taught, students will be seat­ed, their bodies erect, their faces and eyes turned toward the teacher, their arms crossed, and their feet on the floor. The teacher will indi­cate with the signal the first who is to be questioned. Before answer­ing, those questioned will rise, take off their hats, make the sign of the cross, remove their gloves if they are wearing them, and cross their arms. Students will answer the question in such a way that, by including the question, the answer will make complete sense.

When the first student has almost finished answering, the one who comes next will rise, make the sign of the cross, saying the words in a tone low enough not to interrupt the one who is reciting and, making sure of having completed the sign of the cross by the time the other one has finished, repeat the same answer, unless the teacher should ask another question. All of the others who follow on the same bench or on the next bench will do the same.

If the teacher should happen to call upon one or several students in succession out of the regular order, the one whose turn it was to answer will remain standing during all of this until notified to speak, or until one of those called out of turn gives the correct explanation. When that student finishes, the one whose regular turn it was will re­sume answering. When answering during catechism, students will keep their eyes modestly lowered, will not stare fixedly at the teacher, and will not turn their heads slightly from side to side. They will keep their bodies erect and both feet properly placed on the floor. They will speak in a moderate tone, rather low than loud, so that they will not be heard by the other classes and the other students will be more attentive. They will, above all, speak very slowly and distinctly, so that not only the words but also all of the syllables may be heard. Teach­ers will see to it that a student pronounces all the syllables, particu­larly the last ones.

All students will be very attentive during the entire catechism les­son. Teachers will allow them neither to cross their legs nor put their hands under their garments, so that they do not do the least thing contrary to purity. A teacher will not permit any student to laugh when another has not answered properly, nor any one of them to prompt another who is unable to answer. The teacher will see to it that the students leave the room as infrequently as possible during catechism, and then only in case of great necessity.

Article 5:

Catechism for Sundays and Holy Days

On all Sundays and holy days, there will be catechism for an hour and a half. The exceptions are Easter Sunday, Pentecost Sunday, Trin­ity Sunday, and Christmas Day. On these days, there will not be any catechism. The students will assemble during the half hour preceding the time for catechism. While they are assembling, they will question one another in pairs on the diocesan catechism, as in the repetition during breakfast and the afternoon snack. The teacher will indicate those who are to question one another and repeat the catechism at this time.

In places where vespers are sung at 3:00 in the afternoon, cate­chism will be taught from 1:00 until 2:30 and the students will assem­ble between 12:30 and 1:00. At 2:30, they will say the prayers which are ordinarily said every day in the afternoon at the end of school. Af­ter that, if there remains sufficient time, some verses of a canticle will be sung as usual. The students will then be taken to vespers.

In places where vespers are sung at 2:30 the catechism will begin at 12:30 and will be finished by 2:00. At 2:00, the prayers will be said and the students will be taken to the church as indicated above.

In places where vespers are sung at 2:00, the catechism at 12:30 will be on the summary. From 1:00 to 2:00, the catechism will be on one special subject. The prayers will not be said. At 2:00, the students will be taken to the church for vespers. After vespers, they will be sent home.

During the first half hour, the catechism will be on the Abridg­ment. Teachers will do nothing but ask questions, without giving any explanations. Teachers will not speak on one subject only, but will ask various questions on the Abridgment without following any regular order. During the next hour, the catechism will be on the entire sub­ject which has been taken in parts on each of the days of the preced­ing week or on the subject of the feast. During this time, teachers will question all of the students several times. At the end, they will make some practical applications, which should be the fruits that the students ought to obtain from the subject which has been expounded to them. Students who do not regularly attend the school may be admit­ted to the catechism provided they cause no disorder.

On Dismissal of School

Article 1:

How Students Should Leave School

Students of the lowest classes will leave the school before those of the higher ones. For example, those of the lowest class will be the first to leave, those of the next to the lowest will follow them, and so on for the other classes up to the highest. When there are three or more classes in the school of a neighborhood, the students of the lowest class will leave while the canticles are being sung. They will leave their classroom and the school two by two, each one with the com­panion with whom they have been assigned.

Students will leave their classrooms in order and in the following manner. When the teacher makes a sign to the first student on a bench to rise, this student and the one who has been assigned as this student’s companion will leave their places with hats off and arms crossed. They will both stand side by side in the middle of the class­room. After having made a deep bow before the crucifix, they will turn and bow to the teacher. If the Director, the Inspector of Schools, or some strangers happen to be in the classroom at this time, they will bow to them before bowing to their teacher. After this, they will leave with decorum, their arms crossed and their hats off until they are out­side the classrooms.

When the first two students reach the middle of the room, the next in order on the same bench as the first will rise with the follow­ing student. They will likewise go to the middle of the room and will then make their bow as did the other two.

All the students of every class will go out in the same order and in the same manner. Teachers will see that they always walk two by two, the pace a few feet apart, until they reach their homes.

Article 2:

Prayers Said by Students While Leaving Classes

As soon as the singing of the canticles is finished, the Pater Noster, the Ave Maria, the Credo, the De profundis, and the Miserere will be re­cited aloud. The leader of prayers will say alone in a loud and distinct tone, “Let us pray that God may preserve our living benefactors in the faith of the holy catholic, apostolic, Roman church and in God’s holy love, and let us say Pater Noster,” and so forth. The other students will then join in reciting these prayers in a lower tone until the end of the Creed.

After the Creed has been recited, the leader will say, “Let us pray for our benefactors who are dead, and let us say for the repose of their souls the De profundis, Requiem aeternam, A porta inferi, and Domine exaudi,” and so forth. All of these prayers will be said alter­nately in the manner usual in the school. Then the same prayer leader will say, “Oremus, Fidelium Deus,” and so forth. The others will reply, “Amen.”

When these prayers are finished, the leader will continue to say alone in a loud voice, “Let us pray God to forgive us the faults which we have committed in school today, and let us say for that intention the Miserere mei Deus.” This psalm will be said alternately, like the psalm De profundis. The leader will say one entire versicle, and the students will all say the one following together.

When the students have left the classroom, they will cease to pray aloud to God and will walk in silence, following each other in order. Teachers will, however, exhort their students to walk with much restraint and decorum from the school to their homes and will take measures to compel them to do so. They will also urge each pair to recite the rosary together for the entire way. This will keep them in control and will without doubt be most edifying.

Article 3:

Teachers’ Duties as Students Leave School and Later

One of the teachers, if there are more than two, will supervise the de­parture of the students from the last classroom to the street door, at the same time watching what takes place in that classroom. If there are only two teachers, one of them will watch over both classrooms and make the students go out in order. The other will watch at the street door. The one to whom this duty at the door has been assigned by the Director will make sure that the students leave the school with order and restraint. This teacher will see to it that the companions do not leave each other and that in the street they do not throw stones or shout, that they do not approach too near to each other, and that they disturb no one.

Teachers will especially recommend to their students not to satis­fy their natural necessities in the streets, since this is a thing contrary to decency and modesty. They will admonish them to go for that pur­pose to places where they cannot be seen.

As a teacher cannot see what takes place except in the street where the school is situated, the Director or the Inspector of Schools, with the teachers, will direct some of the students to observe what oc­curs in the neighboring streets, especially where there are many students, and to report faithfully what they have observed.

These students, however, must merely observe and not say a sin­gle word. If they do, they should be punished or some penance should be imposed upon them for having spoken.

When all students have left the school, and the last two have reached the street door and greeted the Inspector of Schools or the teacher there, one of them will make a hand sign to this teacher that there are no more students and that the teacher may go in. The teacher will reenter the school immediately. When all of the teachers are assembled in one of the classrooms and are kneeling before the crucifix, if the school is in the Community House where the teachers live, the Inspector of Schools or the Head Teacher will say, “Live Jesus in our hearts.” The others will answer, “Forever.” They will then all go to the living quarters. If, however, the school is at a distance from the Community House, the teacher will say, Dignare me laudare te, and so forth. The others will answer, Da mihi virtutem, and so forth. After this, the Pater Noster will be said. They will then all leave the school in silence continuing to say the rosary all the way to the Community House. When they have arrived there, they will go to the chapel and say the prayer, O Domina mea. After that, they will say, “Live Jesus in our hearts. Forever.”

 

Electronic Format and Graphics Copyright © by The Kolbe Foundation August 14, 1999
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