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    296 EDUCATION . IN FRANCE.

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    «S8s»~ No. Ii. Instruction The System Be...

    versity . Each of these . Communal Councils named , from , aniong its own membersa connnittee whichwith the maire of its

    arrondissc-, , ment at its head , was appointed to exercise a personal inspection over the Primary Schools within its limits .

    Courses of Superior Primary Instruction were gradually annexed to the greater number of the Colleges , ( winch , it will be remembered ,

    were also founded and administered by the municipal authorities , ) and each Department was called upon to establish a Primary

    Normal School . Lastly , a Primary Inspector , or Director of the Primary Normal

    Schools , formed part of th . e Academic Council , and represented the branch of primary instruction in the University .

    In 1836 , three years after the passing of M . Guizot _' s bill on priminstructionM . de Salvandy procured the publication of a

    royal ary ordinance w , hich prescribed the creation of Primary Schools for Girls on the same basis as that adopted for the schools for Boys ,

    to which they were completely assimilated in respect of tuition , and of administration . The same ordinance introduced women-teachers

    into the Primary Schools for Girls ; and prescribed the creation of Normal Primary Schools for the training of women to this new work .

    A body of Lady-Inspectresses , named hy official authority , were also appointed to visit the girls' schoolsexamine into their working

    , and results , and report on the same both to the Committee of the arrondisse 9 ? icnt , and to the Communal Council of Primary Instruction ,

    in which they had seats and votes . Another body of Lady-Examiners were charged with the duty of assisting the Academic Council in the

    examination of the female candidates for the post of teachers in the schools for girls ; they took part in the vote which excluded or

    admitted these candidates , and signed the certificate of study and the diploma which constituted their right and title to enter upon the

    teacher's career . A general awakening of interest on behalf of all branches of

    philanthropic effort constituted a distinctive feature of the epoch which witnessed the installation of the Government of July . Individual

    effort , and the exertions of benevolent associations , were _equally active in promoting the great aims of popular progressand the

    im-, portant subject of education enlisted the enthusiastic devotion of the best minds of the nation ; while an association which had been formed

    under the name of the Society for the Pro _$ > agation of Primary Instructionand which had been formally recognised by a royal ordinance

    of A , pril 29 th , 1881 , as " an establishment of public utility , " contributed greatly to the adoption of the new measures with regard to

    the Primary Schools , and also first suggested the foundation of RegimentalNavaland Prison Schoolsand the formation of Public

    Libraries for , the poor , . , The latter consisted of books adapted to the intellectual needs of

    the working classes , and were placed under tho guardianship and

    management of tho teachers of liie Primary Schools . In order to

    296 Education . In France.

    296 EDUCATION . IN FRANCE .

• Citation
  • English Woman’s Journal (1858-1864), July 1, 1860, page 296, in the Nineteenth-Century Serials Edition (2008; 2018) ncse-os.kdl.kcl.ac.uk/periodicals/ewj/issues/ewj_01071860/page/8/