Part 97 (1/2)

[5] In 1909 a decree restored Greek and Latin to their old place of first i interest in scientific instruction, in so far as the higher secondary schools were concerned, which had characterized the Revolution

[6] _Report on the Condition of Public Instruction in Germany, and particularly in Prussia_ Paris, 1831 Reprinted in London, 1834; New York City, 1835

[7] Francois Pierre Guillaume Guizot was Minister for public Instruction froovernhout his entire political career a conservative, anxious to preserve constitutional government under a monarchy and steinnings of education in agriculture, in which the French were pioneers

[9] The schools, though, were not very successful, because of social reasons Parents who could afford to do so sent their children to the es or _Lycees_, where Latin was thethem to a scientific,a better social distinction on both pupils and parents

[10] By 1838 there were 14,873 public schools the property of the communes; by 1847 there were 23,761; and by 1851 but 2500 out of approximately 37,000 communes ithout schools There were also over six thousand religious schools by 1850 By 1834 the number of boys in the communal schools was 1,656,828, and a decade later over two rown to seventy-six by 1838, with over 2500 youngIn 1836 the Law of 1833 was extended to include, where possible, schools for girls as well, and the creation of a new set of norun By 1848 over three and a halfinstruction in the primary schools In 1835 primary inspectors, those ”sinews of public instruction,” as Guizot termed them, were established, one for every Departeneral, and 13 inspectors and sub-inspectors at work in France

[11] This was in large part due to ing ahead during the period as aand co these, perhapsthe trying period of 1870-71, then islature and Minister of Public Instruction in a nu his inspiration froar Quinet's _Instruction of the People_ (R 289), he brought about the enactment of a series of reform school laws commonly known as the ”Ferry Laws” These provided for free, coiven by layirls; the extension of nor up of popular education

[13] ”The non-sectarian school is not the work of a few advanced thinkers imposed upon a docile country They would not have been able to create anything enduring if the French conscience had not been ready to follow them This is what the adversaries of our schools do not wish to understand, cannot understand, or are anxious to conceal froht to atte to their own preferences They have no right to believe, nor even to allow it to be believed, that the creation of the non-sectarian school was the _coup de force_ of an audacious minority The non-sectarian school has cora prophesied, conceived, and hoped for, was in the traditions of France as she raave the school a new h elementary instruction; it is the expression of the republican conscience of 1882”

(Moulet, Alfred, _D'une education morale democratique_)

[14] ”To each ion the liberty of preaching the doctrine of the different churches, to teachers who teach in the na theether with the duty of refraining frouaranteed by the secularization of the teaching body, and it must be strictly observed” (Co feature is that, in place of the one single and uniform course for all pupils, several are provided for their selection

Here is obvious the influence of the elective courses common in the United States, whose existence and success were reported on to the Minister of Public Instruction by the Coo, in 1893 The courses last seven years The school period is divided into two cycles, first one of four years, and then one of three In the first cycle, the pupils have a choice of two sections, one ees, the other the es and science

In the second cycle there are four sections, viz, Graeco-Latin; Latin- uages”

(Compayre, Gabriel, _Education in France_)

[16] Arnold, Matthew, _Schools and Universities on the Continent_, p 115, (London, 1868)

[17] For example, by the Peace of Luneville (1801), by which Napoleon took from the Germans all territory west of the Rhine and consolidated it, he extinguished 118 free cities, principalities, and petty states In addition, he extinguished the separate existence of 160 others east of the Rhine The importance of such consolidations for the future of Gerna, for example, had 166 professors in the early seventeenth century, but by 1737 it had but 62 The universities carees but not learning At Naples a noble family by the narees in law and medicine

[19] Not only were schools built up, but coriculture were subjects of deep interest to Cavour He saw, very clearly, that if Sardinia was to be the nucleus of a future Italy, Sardinia must show unmistakably her worthiness to lead

[20] By 1859 Sardinia had coest State in northern Italy A year later all but Venetia and the States of the Church had been added

[21] The Law of 1877 fixed the instruction in the pri, writing, the Italian language, elements of civics, arithious instruction excited much opposition from church authorities, but without effect

CHAPTER XXIV

[1] Prussia and Holland possibly form exceptions in the matter Frederick the Great (p 474) was noted for his liberality in religious matters

There different varieties of Protestants, Catholics, and Jeere all tolerated, and there they led and intermarried So ere the Jews received that the type--German-Jew--is to-day familiar to the world

[2] As early as 1670, in the celebrated Bates case, the English court held that a teacher could not be dispossessed fro without the Bishop's license, if he were the noreat increase in endowed schools

[3] In the cox case (1700), another ilish court held that there was not and never had been any ecclesiastical control over any schools other than grammar schools, and that teachers in elementary schools did not need to have a license fro, in the case of _Rex_ v _Douse_, the sae