1002 ANNUAL REGISTER, 1806. 
the native language, writing, and 
arithmetic. To these, in a French 
education, ought to succeed a long 
course of the mathematics, in order 
to allay the volatility and evapora- 
tion of the character. 
In the parochial, or common 
schools, might therefore be taught 
horsemanship, swimming, fencing, 
and other gymnastic exercises, and 
amusements, interspersed with the 
French language, writing, and aritb- 
metic, and followed by the course of 
mathematics, which would be found 
useful in every possible profession. 
Jf the conscription must be conti- 
nued, itis to-be regretted that the 
lots are not drawn at the age of 
twelve, that needless care and ex- 
pence might be saved in the educa- 
tion of the boy for another pursuit, 
At the age of twelve, the boys might 
be transferred to the Lyceums, or to 
the special schools for each profes- 
_sion. This separation at the age of 
twelve, would also be attended with 
certain beneficial effects, moral and 
physical, which may easily be di- 
vined by parents; the mixture of 
little boys with those more advanced 
being of so pernicious a tendency, as 
torequire prohibition by positive laws. 
fn some schools, containing gene- 
yally boys from the age of seven to 
that of twelve, a great lad of seven. 
teen or eighteen arrived from some 
colony for the first rudiments of his 
education, has been known to cor- 
rupt the morals and health of thirty 
hittle boys, who befure had not even 
an idea of vice. 
After these considerations the 
present plan of the Lyceums cannot 
be approved, as there isa great mix- 
ture of ages, while they ought not to 
be permitted to receive any scholars 
till after the age of 12 years complete. 
Other foundations might be allotted 
to the earlier years of the children 
of officers killed in battle, or others 
deserving the public care, an institu= | 
tion, by-the-bye, worthy of imita- 
tion. Such foundations might still 
be styled Prytanées, as maintaining 
those who have deserved well of their 
country ; while the Lyeeums derive 
their name from a famous university 
at Athens. 
At present the primary sclrools 
are those which deserve the greatest 
attention, and would attract the 
chief care of an enlightened go- 
vernment; but the masters of the 
Lyceums, and other persons con- 
sulted on education, unhappily either 
affect a contempt for the primary 
schools, which can alone diffuse a 
general national education, open the 
bud of the village rose, increase its 
scent, and destroy its thorns; or 
regard them asrivals who may with- 
draw a part of their gains. Hence, 
in conversations with directors and 
professors of the Prytanées and Ly- 
ceums, I have been not a little hurt 
by their apparent spirit of monopoly, 
and their estrangement from the idea 
of a national education, which might 
deeply influence the public character, 
and by opening the mind to modera- 
tion and modesty, the usual conco- 
mitants of knowledge, prevent the 
recurrence of scenes of outrage and 
blood, the fruits of ignorance con- 
ducted by knavery. These effects 
of rivalry and jealousy, between the 
Lyceums and primary schools, 
would also be effectually prevented 
by the division of ages above pro- 
posed. 
There were formerly two Pryta- 
neums in France, one at Paris, ano- 
ther at St. Cyr, chiefly destined, as 
the name imports, for the children 
of men who had deserved well of 
their country, though they also 
, boarded 
