Part 60 (1/2)

1 PRIMARY SCHOOLS The chapter on primary schools virtually reenacted the Law of 1795 (R 258 b) Each commune [1] was required to furnish a schoolhouse and a home for the teacher The teacher was to be responsible to local authorities, while the supervision of the school was placed under the prefect of the Depart, and arithal authorities were enjoined ”to watch that the teachers did not carry their instructions beyond these limits” The teacher was to be paid entirely froh one fifth of the pupils were to be provided with free schooling The State gave nothing toward the support of the primary schools

The interest of Napoleon was not in pri pupils for scientific and technical efficiency, and youths of superior ability for the professions and for executive work in the kind of government he had imposed upon France To this end secondary and special education were made particular functions of the State, while primary education was left to the communes to provide as they saw fit

They could provide schools and the parents could pay for the teacher, or not, as they ht decide There was no compulsion to enforce the requirement of a primary school, and no state aid to stimulate local effort to create one In consequence not many state primary schools were established, and prieneration, in the hands of private teachers and the Church

2 SECONDARY SCHOOLS Chapters III and IV of the Law of 1802 made full provision for two types of secondary schools--the Coher Schools established in 1795 (p 518) These latter had lacked sadly in internal organization They were ements which for over three centuries had characterized the French _colleges_ As a result they had not prospered The Law of 1802 now replaced them with two types of residential secondary schools, in which the youth of the country, under careful supervision and discipline, her special schools These fixed the lines of future French development in secondary schools

The standard secondary school now became known as the _Lycee_ These institutions corresponded to the Colleges under the old regie of Guyenne (R 136) was a type The instruction was to include the ancient languages, rhetoric, logic, ethics, belles-lettres, mathematics, and physical science, with soes and drawing Each was to have at least eight ”professors,” an administrative head, a supervisor of studies, and a steward to e the business affairs of the institution The State usually provided the building, often using some former church school which had been suppressed, and the cities in which the Lycees were located were required to provide the equipment The funds forincome, and state scholarshi+ps, of which six thousand four hundred were provided

Besides the Lycees, every school established by a ave instruction in Latin, French, geography, history, and nated as a secondary school, or Coe These institutions usually offered but a partial Lycee course, and were tuition schools, being patronized byof their children to the lower-class primary schools

A license from the Government to operate was necessary before masters could be employed They were to be erants for capable teachers and scholarshi+ps in the Lycees for meritorious pupils

Within two years after the enactment of the Law of 1802 there had been created in France 46 Lycees, 378 secondary schools of various degrees of corade had been opened

A nuanization of 1808 For the supervision of all these institutions the Director General of Public Instruction appointed three Superintendents of Secondary Studies; and for the work of the schools he outlined the courses of instruction in detail, laid down the rules of administration, prepared and selected the textbooks, and appointed the ”professors”

SPECIAL OR HIGHER SCHOOLS The chapter of the Law of 1802 on Special Schoolsspecial ”faculties” or schools for higher education for France:

3 medical schools, to replace the _Schools of Health_ of 1794 (p

518)

10 law schools; increased to 12 in 1804 (Date of _Code Napoleon_, p 518)

4 schools of natural history, natural philosophy, and chemistry

2 schools of mechanical and cheraphy, history, and political econon

Professors of astronomy for the observatories

In 1803 the School of Arts and Trades was added (R 282), and in 1804, after Napoleon had signed the Concordat with the Pope, thus restoring the Catholic religion (abolished 1791), schools of theology were added to the above list

We have here, clearly outlined, the anization had been tending and was in future to follow The State had definitely dispossessed the Church as the controlling agency in education, and had definitely taken over the school as an instruh primary education had been temporarily left to the coe part to be handled by the Church for a generation longer, the supervision was to remain with the State The middle-class elements ell provided for in the new secondary schools, and these were now subject to coroups of Special Schools, or Teaching Faculties, replaced the older universities, which were not re-created until after the co of the Third Republic (1871) The dominant characteristics of the state educational systeher education, were its uniformity and centralized control These characteristics were further stressed in the reorganization of 1808, and have reanization ever since

CREATION OF THE UNIVERSITY OF FRANCE By 1806 Napoleon was ready for a further and anization of the public instruction of the State, and to this end the following laas now enacted (May 10, 1806):

Sec 1 There will be formed, under the name of Imperial University, a body exclusively cohout the Empire

Sec 2 The members of this corporation can contract civil, special, and teanization of this corps will be given in the forislative body in the session of 1810

In 1808, without the forislation, Napoleon issued an I the University of France This was not only Napoleon's most remarkable educational creation, but it was an adanization for education so in haroverned so that ”public instruction, in the whole Empire, is confined exclusively to the University,” and that ”no school, nor establishment for instruction, can be formed independent of the Imperial University, and without the authority of its chief” Unlike the University of Berlin (p 574), created a year later, this was not a teaching university at all, but instead a governing, exa corporation, [3] presided over by a Grand Master and a Council of twenty-six members, all appointed by the Emperor This Council decided all matters of importance, and exercised supervision and control over education of all kinds, frohout France

[4] To assist the Council, general inspectors for y, letters, and science were provided for, to visit and ”examine the condition of instruction and discipline in the faculties, _lycees_, and colleges; to inforard to the fidelity and ability of professors, regents, and ushers; to examine the students; and to make a complete survey of those institutions, in their whole administration”

Beneath the Grand Master and Council the State was divided into twenty- seven ”Academies” (administrative districts), each of which had a Rector, a Council of ten, and Inspectors, all appointed by the Grand Master These exercised jurisdiction over teachers and pupils in all schools, and decided all local matters, subject to appeal to the Grand Master and Council

Under this new ade was made in the schools from that provided for in the law of 1802 Primary education re most of the need All were under the supervision of the University, and all were instructed to make as a basis of their instruction: (1) the precepts of the Catholic religion; (2) fidelity to the Emperor, to the imperial monarchy, the depository of the happiness of the people, and to the Napoleonic dynasty, the conservator of the unity of France, and of all the ideas proclaimed by the Constitution

The _Lycees_ and Co the half-century which followed, experienced a steady and substantial growth

DEVELOPMENT OF THE LYCeES