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    EDUCATION IN FRANCE.." 221

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    *•»- . ; No. I.

    c ( This principle is intimately connected with , another . If every one has the riht to participate in the benefits of instruction , every

    one species has of also monopol the g ri y ght is to odious aid in in their itself , dissemination a monopoly of ; the and functions if every

    of instructor is the most odious and the most absurd of all . " Moreoverthere exists an eternal alliance , and a reciprocal

    dependence , between , every branch of knowledge , for they have all their common points of union in the reason of man ; whence it

    follows that , in a well-organised society , although no one person can learn everything , the possibility of learning everything should be *

    broug " The ht within primary reach - degree of all of . education is necessary for all , and :

    society owes it to all its members ; and not only it owes to them the means of _acquiring itbut it owes to them also the practical "

    , application of these means . This primary instruction being a debt owed by society to all its members , it is evident that it owes

    them also all the t appliances necessary to education , and whose _" totality may be regarded as the introduction of the child into r

    society . " After insisting on the necessity for a constant supervision of the

    schools of each arrondissement by its own municipal authorities , who ' would thus be able to ascertain to which of the pupils in each it might

    be expedient to grant fellowships in order to enable them to prosecute their studies in the hiher fields of study—their indications with

    regard to such pupils being g transmitted to , the District Municipalitiesand by them to the Departmental authorities , by whom the

    various , claims would he weighed , and the fellowships awarded to the most deserving , —M . de Talleyrand enters _Lipon a vigorous

    criticism of the methods of instruction formerly employed , " of those barren studies of words which -were never the expression of

    a living idea , but which at once burdened the memory and fettered the reason ; of the singular standard by which the amount of value

    attributed to the various branches of knowledge was in the inverse _pixxportion of their real usefulness ; of the arbitrary pleasure that

    took the place of law ; of punishments that tended to debase the character of the students ; of the humiliating distinctions that

    insulted the sacred principles of equality ; of the blind submission required of the students ; and of the utter want of confidence

    between masters and pupils . " He then treats of the general reforms to be introduced into the mode of instruction , which he sums up by

    saying that _" the objects of teaching will be effected by means of a course of instruction so graduated as that each of its consecutive '

    degrees shall be the consequence and the natural progression of the degree which immediately precedes it , " and goes on to propose a

    bill for the organisation of national education , which should be divided into three degreesviz . Primary SchoolsDistrict Schools ,

    and Departmental Schools , , and , , at the head of , these , a National

    Institute , which should embrace all branches of learning in their

    Education In France.." 221

    _EDUCATION IN FRANCE .. " 221

• Citation
  • English Woman’s Journal (1858-1864), June 1, 1860, page 221, in the Nineteenth-Century Serials Edition (2008; 2018) ncse-os.kdl.kcl.ac.uk/periodicals/ewj/issues/ewj_01061860/page/5/