INTRODUCTION. 39 



colonies, which would only tend to increase the diffi- 

 culty of governing them, and render the rol{}nists more 

 dissatisfied with their lot. It is certainly true, that 

 as long as they continued in the colonial state, learn- 

 ing would be but of little service to them. When the 

 city of Marida petitioned for leave to establish a uni- 

 versity, in the reign of Charles IV. it received for re- 

 ^ ply, that the king did not think proper that informa- 

 iion ahould become general in America, did not 



suit the policy of Spain," says the Buenos Ayrean 

 manifesto of independence, ^Hhat sages should rise 

 up among us, fearful that men of genius might think 

 of advancing the condition of their country, and of im- 

 proving the morals and excellent capacities of their 

 countrymen." On a similar occasion the Cabildo of 

 Buenos Ayres, having petitioned for leave to establish 

 a mathematical school, was told that learning did not 

 become colonies. The Spanish government seemed to 

 be aware that no sensible, well-informed man, could 

 contemplate her colonial system without indignation — 

 a system, which seemed to be at war with the im- 

 provement and prosperity of the most fertile, and ex- 

 tensive regions in the world. Some ministers did not 

 hesitate to declare, that reading and writing was as 

 much as the Americans ought to be permitted to learn. 

 Guerra enumerates a variety of instances where per- 

 mission was sought in vain, to establish schools for 

 the purpose of more liberal instruction. That it 

 should be necessary at all, to sue for permission of 

 this nature, is a sufficient proof of the infernal policy 

 pursued by Spain, in order to preserve her sway by 

 darkening the human mind. In Santa Fee, chymis- 

 try was not permitted to be taught; for what reason it 



