Part 95 (2/2)
”I shall close this chapter and this book with a reht to serve as a basis for the whole social syste natural equality, the fundamental pact, on the contrary, substitutes a moral and lawful equality for the physical inequality which nature ith or intellect, they all becoht”
[33] ”I read attentively the _cahiers_ drawn up by the three Orders before their union in 1789 I see that here the change of a law is demanded, and there of a custom--and I make note of them I continue thus to the end of this immense task, and, when I come to put side by side all these particular demands, I see, with a sort of terror, that what is called for is the simultaneous and systematic abolition of all the laws and of all the custo in the country; whereupon I instantly perceive the approach of the vastest and erous revolutions that have taken place in the world” (De Tocqueville, A C, _State of Society in France before the Revolution of 1789_, p 219)
[34] For exay of Rodez and Saumur demanded ”that there ”; the clergy of Lyons that education be restricted ”to a teaching body whose ence, er be conducted according to arbitrary principles, and that all public instructors be obliged to confory of Blois that a systees under church control be formed (R 252); the nobility of Lyons that ”a national character be impressed on the education of both sexes”; the nobility of Paris that ”public education be perfected and extended to all classes of citizens”; the nobility of Blois that ”better facilities for the education of children, and elehts of man and the social duties shall be clearly set forth” shall be provided, and to this end that ”there be established a council cohtened scholars of the capital and of the provinces and of the citizens of the different orders, to formulate a plan of national education, for the benefit of all classes of society, and to edit elementary textbooks” The Third Estate of Blois demanded the establishment of free schools in all the rural parishes
[35] See footnote 1, page 165 One of the great results of the French Revolution was the abolition of serfdom in central and western Europe The last European nation to emancipate its serfs was Russia, where they were freed in 1861
[36] ”Great was the difference between France at the end of 1791 and at the end of 1793 At the for was the father of his people; the Constitution of 1791 was to regenerate France, and set an example to Europe; all old institutions had been renovated; everything was new, and popular on account of its novelty By the end of 1793 all looked threatening for the future; for the purpose of repelling her foreign foes, who included nearly the whole of Europe, France subovernment ever known in modern history,--the Great Con of Terror was in full exercise, and it was doubtful whether the energy, audacity, and concentrated vigour of the Great Committee would enable France to be victorious over Europe, and thus secure for her the right of deciding on the character of their own government She was to be successful, but at what a cost!” (Stephens, H
M, _The French Revolution_, vol II, p 512)
[37] The _Code Napoleon_, prepared in 1804, was the first h Frederick the Great had earlier prepared a partial code of Prussian laws What the _Justinian Code_ was to ancient Roanized into better form, was to modern France This _Code_, prepared under Napoleon's direction, substituted one uniform code of laorthy of a modern nation for the thousands of local lahich formerly prevailed in France
CHAPTER X
[1] The co such lines as that the instruction was confined to a few Latin authors; that instruction in the French language was neglected; that instruction in the history and geography of France should be introduced; that ti notebooks filled with vain distinctions and frivolous questions”; that training in the use of the French language should be substituted for the disputations in Latin; that in religion the study of the Bible was neglected for books of devotion and propaganda compiled by the otry were taught; and that the discipline was unnecessarily severe and wrong in character
[2] In 1759 the Jesuits were expelled froal, in 1767 fro that the members of this Society have not a little troubled the Christian commonwealth, and that for the welfare of Christendom it were better that the Order should disappear,” abolished the Society entirely Forty years later it was reconstituted in aand powdered, carried a sword, and had coats with gilded cuffs, while little girls were dressed in imitation of the lady of fashi+on Proper deport
[4] The iconoclastic nature of Rousseau's volu sentence, in which he says: ”Everything is good as it coenerated in the hand of man” In another place he breaks out: ”Man is born, lives, and dies in a state of slavery At his birth he is stitched into swaddling clothes, at his death he is nailed in his coffin; and as long as he preserves the human form he is held captive by our institutions”
[5] ”I do not presuainst the exclusion of laymen I dare claim for the nation an education which depends only on the State, because it belongs essentially to the State; because every State has an inalienable and indefeasible right to instruct its ht to be educated by the members of the State” (La Chalotais)
[6] ”Education cannot be too widely diffused, to the end that there ht to participate in its benefits It is expedient that each citizen receive the education which is adapted to his needs” (Rolland)
[7] Condorcet had not been a member of the Constituent assembly, but for some years had been deeply interested in the idea of public education, and had published five articles on the subject His Report was a sort of e on the question
[8] All the educational aiated to a second place, and ht into the world to know, to love, and to obey the Constitution” The _Declaration of the Rights of Man_ became the new Catechisrand and visionary scale Its purpose was to supply professors for the higher institutions It opened with a large attendance, and lectures on iven by the h, it hardly was, and in 1795 it closed--a virtual failure In 1808 Napoleon re-created it, on a less pretentious and a more useful scale, and since then it has continued and rendered useful service as a training- school for teachers for the higher secondary schools of France
[10] A total of 105 of these Central Schools were to be established, five in Paris, and one in each of the one hundred chief towns in the departments By 1796 there were 40, by 1797 there were 52, by 1798 there were 59, by 1799 there were 86, and by 1800 there were 91 such schools in existence This, times considered, was a remarkable development
[11] ”The colanders whose ious matters, but ere, on the contrary, preeminently commercial in their interests” (Green, M, L, _Developious Liberty in Connecticut_, p, 226)
[12] Prominent in the Indiana constitutional convention of 1816 were a nu in the old territorial capital--Vincennes How much they influenced the statement of the article on education is not known, but it reads as though French revolutionary ideas had been influential in shaping it
[13] For the original Bill of 1779 in full, in the original spelling, see the _Biennial Report of the Superintendent of Public Instruction for Virginia_, 1900-01, pp lxx-lxxv
[14] Though Jefferson had been Governor of Virginia during the Revolutionary War; had repeatedly served in the Virginia legislature and in Congress; and had twice been President of the United States, he counted all these as of less i the inscription to be placed on his tomb he included only these three
CHAPTER XXI
[1] ”As a loo, Rousseau complained that his _es He was truly hard to please! The anger of some, the ardent sympathy of others; on the one hand, the parlia a warrant for the author's arrest, the thunders of the Church, and the famous mandate of the Archbishop of Paris; on the other hand, the applause of the philosophers, of Clairant, Duclos, and d'Alembert,--what more, then, did he want? _emile_ was burned in Paris and Geneva, but it was read with passion; it ice translated in London, an honor which no French work had received up to then In truth never did a book make more noise and thrust itself so much on the attention of men By its defects, no less than by its qualities, by the inspired and prophetic character of its style, as well as by the paradoxical audacity of its ideas, _eenerous parts of the human soul” (Compayre, G, _Jean-Jacques Rousseau_, p 100)