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    EDUCATION IN FRANCE. 225

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    *•»- . ; No. I.

    at tlie present day , not only rendering all _sj > ontaneous initiation on their part impossiblebut actually withering-, through enforced

    inactionthe moral sinew , of the people , and causing them to lose even the desire , of that large individual liberty , bounded only by the law

    as the expression of " the common sense of all , " which tlie Anglo-Saxon regards as his inalienable and most precious birthright . But

    it is evident , from this rapid sketch of the educational projects put forth during the most active periods of the revolutionary ebullition ,

    and again renewed as the excitement of that period began to subsidethat the aspirations of the French people already tended

    toward , the establishment of a National Unity on the basis of an enforced equality , of which the Government should be at once the

    expression and the instrument , as distinctly as the tendencies of the have English aimed peop at le the —as development sliown in the of whole individual course liberty of their and initiative history— .

    powerfull Napoleon y did organised not invent at the acuteness the present system and clay of . French He merel at centralisation y availed skill him , so

    selfwith his marvellous consumme practical , of the , materials he found ready to his hands , and which he built up into a monument of his own ambition that he flattered himself

    would prove eternal . "A few years afterwards , " says M . E . Rendu , in his "

    Introduction on the Origin of the Present French University , " _" Bonaparte passed through . Turin . One day , when he visited the palace of the

    University , founded in 1771 by Charles Emmanuel III ., lie caused the statutes of that institution to be brought before him , and was

    This struck wei with ghty , the authority grandeur , which and , strength under the of the nam idea e of embodied Magistrates therein of the .

    _Iteformgoverned the educational body ; this body of teachers , united , ba communitof doctrineand voluntarily submitted to

    the civil y owerwhich y consecrated itself , to the instruction of youth , as to one p of the , most important functions of the State ; a body

    from perpetuall generation y renewed to generation from a normal the school tradition , which s of establi should shed transmit

    principles and of approved methods ; at ease in the present , through the antees afforded -by its _siDecial jurisdiction , and tranquil as

    to its guar future , through the certainty of an honorable pension ; this order of teachersrecruited from a special body trained to the work

    of educationand , chosen from candidates who had successfully passed a public , examination ; this noble confidence with of the the sovereign

    direction power , which of the conferred University upon a permanent the Council rig charged ht of internal leg general islation and of continuous improvement ; this vast system of education

    pleased him , After and having he preserved restored its the memory altar , and in promul his own gated mind the .

    in Code lace Napoleon of the , central after having schools , by , improved various laws the , Schools substituted of Medicine lyceums , p

    and ; created those of Law , he determined to found a general system

    Education In France. 225

    EDUCATION IN FRANCE . 225

• Citation
  • English Woman’s Journal (1858-1864), June 1, 1860, page 225, in the Nineteenth-Century Serials Edition (2008; 2018) ncse-os.kdl.kcl.ac.uk/periodicals/ewj/issues/ewj_01061860/page/9/