Part 62 (1/2)
2 What type of school (283) was the re-created Superior Normal?
3 Just what did Victor Cousin recommend (284) as to (_a_) schools to be created; (_b_) control and administration; (_c_) compulsory attendance; (_d_) schools for the middle classes; and (_e_) education and control of teachers?
4 Was Guizot's Law of 1833 (285) in harmony with the recommendations of Cousin (284)?
5 Why have public opinion and legislative action, in France and elsewhere, so completely reversed the positions taken by Guizot and his advisers (286) in fra the Law of 1833? 6 From Guizot's letter to the teachers of France (287), and Arnold's description of his work (288), just what do you infer to have been the nature of his interest in advancing pri of Guizot (286) and Quinet (289) on lay instruction Of the reasoning of the two men, which is now accepted in France and the United States?
8 Contrast the letters of Guizot (287) and Ferry (290) to the primary teachers of France
SUPPLEMENTARY REFERENCES
Arnold, Matthew _Popular Education in France_
Arnold, Matthew _Schools and Universities on the Continent_
Barnard, Henry _National Education in Europe_
Barnard, Henry _American Journal of Education_, vol XX
Coton, Fr E _The Public Priton, Fr E _French Secondary Schools_
Guizot, F P G _Me work as Minister of Public Instruction, 1832-37, in Barnard's _American Journal of Education_, vol XI, pp 254-81, 357-99
CHAPTER XXIV
THE STRUGGLE FOR NATIONAL ORGANIZATION IN ENGLAND
I THE CHARITABLE VOLUNTARY BEGINNINGS
ENGLISH PROGRESS A SLOW BUT PEACEFUL EVOLUTION The beginnings of national educational organization in England were neither so simple nor so easy as in the other lands we have described So far this was in part due to the long-established idea, on the part of the s class, that education was no business of the State; in part to the deeply ingrained conception as to the religious purpose of all instruction; in part to the fact that the controlling upper classes had for long been in possession of an educational syste leaders for both Church and State; and in part--probably in large part--to the fact that national evolution in England, since the tirowth, though accohting Since the Refor led by Cromwell (1642-49), no civil strife has convulsed the land, destroyed old institutions, and forced rapid changes in old established practices Neither has the country been in danger fron invasion since that memorable week in July, 1588, when Drake destroyed the Spanish Arland as a world power secure
English educational evolution has in consequence been slow, and changes and progress have come only in response to much pressure, and usually as a reluctant concession to avoid lish characteristic has been the ability to argue rather than fight out questions of national policy; to exhibitthe discussion; and finally to recognize enough of the proponents' point of view to be willing to reement This has resulted in a slow but a peaceful evolution, and this slow and peaceful evolution has for long been the dominant characteristic of the political, social, and educational progress of the English people The whole history of the two centuries of evolution toward a national system of education is a splendid illustration of this essentially English characteristic
EIGHTEENTH-CENTURY EDUCATIONAL EFFORTS England, it will be remeress in both political and religious liberty Ahead of any other people we find there the beginnings of dehtenious toleration, [1] social reforress All these influences awakened in England, earlier than in any other European nation, a rather general desire to be able to read (R 170), and by the opening of the eighteenth century we find the beginnings of a charitable and philanthropic movement on the part of the churches and the upper classes to extend a knowledge of the ele to the poorer classes of the population
As a result, as we have seen (chapter XVIII), the eighteenth century in England, educationally, was characterized by a new attitude toward the educational problem and a marked extension of educational opportunity
Even before the beginning of the century the courts had taken a new attitude toward church control of teaching, [2] and in 1700 had freed the teacher of the eleh license [3] In 1714 an Act of Parliament (13 Anne, c 7) exeislation, and they were thereafter free to multiply and their teachers to teach [4] The dalish institution (p 447)
Private-adventure schools of a nuan to provide elementary parish-schools for the children of their poorer -schools for other children ere to go out to service (R 241) Workhouse schools and ”schools of industry” also were used to provide for orphans and the children of paupers (p 453)
THE CHARITY-SCHOOL SYSTEM Most iroups of individuals (R 237) and by Societies (SPCK; p 449) formed for the purpose, and maintained by subscription (R 240), collections (R
291), and foundation incoanized system of Charity-Schools (p 449) The ”Society for the Proe” dates froation of the Gospel in Foreign Parts” from 1701 The first worked at home, and the second in the overseas colonies [5] Both did irls, furnishi+ng the the, cleanliness, proper behavior, sewing and knitting (girls), and in ”the Rules and Principles of the Christian Religion as professed and taught in the Church of England” (R 238 b) The Charity-School idea was in a sense an application of the joint-stock-coanization and maintenance of an extensive system of schools for the education of the children of the poor, the stock being subscribed for by hu been well provided, through tutors in the hoes, with those means for education which have for centuries produced an able succession of gentleland, and hteenth century, becoes for their sons These now united to provide, as part of a great organized charity and under carefully selected teachers (R 238 a), for the hbors, the elements of that education which they themselves had enjoyed
The land (p 451), and soon developed into a great national effort to raise the level of intelligence of the ave their services as directors, organizers, and teachers Traveling superintendents were eun The preaching of a Charity Sereneral English practice