History of Education by Levi Seeley (books that read to you .TXT) đź“•
Karl Schmidt says: "The history of the world is the history of the development of the human soul. The manner of this development is the same in the race as in the individual; the same law, because the same divine thought, rules in the individual, in a people, and in humanity. Humanity has, as the individual, its stages of progress, and it unfolds itself in them. The individual as a child is not a rational being; he becomes rational. The child has not yet the mastery over himself, but his environment is his master; he belongs not to himself, but to his surroundings. The oriental peoples are the child of humanity.... Classical
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School Attendance.—School attendance is compulsory upon children from six to thirteen years of age for every school day. As in Germany, the child is not compelled to attend the public school, but must receive instruction for the required time and in a manner approved by the State. It is the right of the child to be educated, and the State asserts its prerogative to secure that right to the child, whatever be the attitude of the parent. But the manner of securing it is left to the parent if he chooses to exercise that privilege. Although France has had compulsory education only since 1882, the law is effective, and grows more so each year. In 1895, 91 per cent of all the children of school age attended school regularly.
The Schools.—In the arrangement of her schools, and the perfect articulation between them from the mother school to the university, France has the most perfect system in the world. The mother schools (écoles maternelles) take children from two to six years of age and care for them from early morning till evening, thereby permitting parents to go out to service. They combine the idea of the day nursery and the kindergarten. These schools, in communes of 2000 or more, are supported by the State, as are other schools.
Instead of the mother school, sometimes the infant school (Ă©cole infantine) takes the child from four to seven and prepares him for the primary school. This school is more nearly like the kindergarten than the mother school. It is supported wholly by the State and is a part of the school system, its work being entirely in sympathy with that which follows. In this respect, France has taken a more advanced step than any other nation.
With the lower primary school (école primaire élémentaire), which covers the period of from six to thirteen years of age, begins compulsory education. The sexes are always taught separately except in villages of less than five hundred inhabitants. The pupils all dress in the same garb. The school is in session five days in the week, Thursdays being free. There is no religious instruction in the schools. A peculiar and very important factor is a book of registration for each child, in which specimens of work in each subject are entered once a month for the whole school course. This book is kept at the school, and furnishes an accurate indication of progress to parents or inspectors.[176]
Following the lower primary school is the higher primary (école primaire supérieure), which has two courses, one for pupils who wish to review their elementary work and add some subjects, with the view of better preparing for the ordinary walks of life; and the high school course for those who wish to prepare for academic life. The former is indefinite in length; the latter requires five years, thus being completed at the eighteenth year. Here appears another superiority over the German system, in which, it will be remembered, there is no connection between the common and the high school.
These high schools prepare for the normal school and for the university. There are also many other kinds of schools under State support,—such as technical schools, apprentice schools, schools of mines, etc. In the advantages offered to young men for perfecting themselves in a trade or calling, France surpasses all other countries.
Finally there are the State universities, fifteen in number, the professors of which are appointed by the State. While the State pays all salaries, the maintenance of the buildings depends upon fees, endowments, and such local support as is obtainable. These institutions are open to students from the higher primary schools, thus making a complete system from the lowest school to the highest, and offering remarkable advantages to all. All degrees are given by the State, thereby securing perfect uniformity.
Support of Schools.—All of the schools above mentioned, from the mother school to the university, are free. The expenses are distributed as follows: (1) The State pays the salaries of all teachers, administrators, and inspectors, and all the expenses of the normal schools. Thus it will be seen that the bulk of the expense of education is borne by the State in general. (2) The départements erect the normal school and furnish the apparatus and supplies for the same. (3) The communes pay for the needed supplies, for the janitor, and for other local necessities of the elementary schools. They may also tax themselves to increase the salaries of teachers beyond the State allowance. Each community thus has the power to decide whether it will be content with an average school, merely fulfilling the State requirements, or whether it will have a superior school taught by the best teachers obtainable.
The Teachers.—There are two classes of normal schools in France, the elementary, of which there are eighty-seven for men and eighty-five for women,—practically one for each sex in each of the departments,—and the higher, of which there is one for men, one for women, and one for kindergartners. Nearly all teachers are graduates of normal schools, and as no candidates for positions are considered unless they hold a normal certificate, in the near future all the teachers of France will be professionally trained.
Candidates for admission to the normal school must be at least sixteen years of age, of good moral character, and of fair abilities. They must pledge themselves to teach for not less than ten years.[177] The elementary course covers three years. After graduation, the young teacher is appointed provisionally until he has taken a final examination, which must be within ten years. If he has been successful in the schoolroom, as well as in this second examination, he becomes a permanent teacher, and can be removed only for immorality.
The course in the advanced normal school takes three or more years, depending upon the preparation with which the candidate enters. Only those between eighteen and twenty-five can be admitted. These schools train principals, superintendents, inspectors, and teachers for the elementary normal schools. They are the model schools of France, and shape the educational practice of the republic. Graduates from the elementary normal schools are not debarred from entering the higher normal schools; thus ambitious teachers are encouraged to prepare themselves for higher work.
No other country in the world does so much as France to assist young teachers in their preparation. In all of the normal schools mentioned, tuition, board, room, and books are free. And when the young teacher has been graduated, the State recognizes its own work by giving him the preference in appointments.
There are five classes of teachers in the elementary schools, the lowest being the fifth. The young graduate teacher begins in the lowest class and works his way up. The annual salaries for the different classes are indicated by the following table:—
Additional allowances are made in large schools, and the communes often supplement the above amounts.
The annual salaries of principals are as follows:—
The assistants in these schools receive:—
In addition to these amounts there is also a small allowance for rent.
After thirty-five years of service, the teacher may retire upon three fourths of his salary as a pension.
Without doubt France has outstripped all other nations in educational progress during the last twenty-five years,—the period in which her school system has been constructed. The three great signs of advance in French education are the establishment of free schools (1881); compulsory education and the secularization of the schools (1882); and the restriction of teachers to lay persons (1886).[178] The strong features of the French school system may be stated as follows:—
1. Completeness and harmony of the system, covering the period from early childhood till the prescribed education is finished.
2. Thoroughly trained teachers.
3. Two kinds of normal schools to meet the various educational requirements of teachers.
4. Liberal support of schools of all kinds.
5. Admirable administration of the schools.
FOOTNOTES:[176] See Parsons, "French Schools through American Eyes," p. 82.
[177] This is no hardship, as they fully expect to devote their lives to teaching.
[178] Previous to this the members of religious orders could teach in the public schools.
Note.—In 1902 the government still further restricted the teaching by religious orders. It is now proposed not only to forbid all teaching by these orders, but also to sequestrate the property of such congregations as exist solely for teaching purposes. This will close about 3500 schools of the Christian Brothers which have existed for a long time, and necessitate the organization by the government of corresponding school facilities to supply their place. Five years are allowed to effect the change.
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Literature.—Sharpless, English Education; Craik, Education and the State; Barnard, English Pedagogy; Clark, The State and Education; Gill, Systems of Education; Balfour, Educational Systems of Great Britain and Ireland; United States Commissioner's Reports for 1889 to 1902.
Nearly a thousand years ago Alfred the Great encouraged education of the higher classes to the exclusion of the masses—a principle that has governed education in England until within recent times. Statistics taken in 1845 showed that only one in six of the inhabitants could read, one in four write, and one in fifty cipher as far as the Rule of Three. Since 1870 important changes have been made, and the number of children in the elementary schools of England has increased from 1,500,000 in 1870 to nearly 6,000,000 in 1902.[179]
"The principal features of the law of 1870 were (1) the obligation assumed by the government to secure school provision for all children of ages 5 to 14; (2) the recognition or creation of local agencies (private or church managers or elected boards) for the execution of this purpose; (3) provision for securing efficient instruction by means of an annual grant from the treasury to be distributed to the local managers upon the results of examination and inspection by government inspectors; (4) the creation of a central agency to carry out the provisions on the part of the government and of new local agencies or school boards which every school district must elect except upon satisfactory evidence that schools efficient and adequate to the needs of the district were otherwise provided; (5) the admission of private and public elementary schools to a share in the government grant upon the same conditions; (6) the requirements that board schools should be strictly non-sectarian and the children of private schools protected from enforced sectarian instruction by a conscience clause."[180]
The most important modifications of this law are the laws of 1899 and 1903. The law of 1899 has reference to the general administration of education in
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