THE STATE OF EDUCATION IN FRANCE.

Press, Volume III, Issue 95, 27 December 1862, Page 4

THE STATE OF EDUCATION IN FRANCE.

The following sketch of the system of Education pursued in France which appeared in the Times in 1858 may not at the present time be without interest to many occupied with such matters: — "All the scholastic education in France, with the exception of its Military, Naval, and Agricultural Model Schools, is controlled by the Minister of Public Instruction, and is divided into four branches:— "1. Enseigiiement Suptrieure, for young men, conducted in universities, and confined to professional studies. Under this headmayalso.be named the Superior Normal Schools, the Grands S&nmairea (clerical), the Polytechnique, Military, Naval, Forestji&re (for the, management of forests), Central of Arts and Industry,, dcs Arts et Metiers," St. Cyr (military), and dcs Pouts et Cbaussees; "2.. Instruction Secondaire, carried 'on iv colleges and Lycies, intended chiefly for youths of the higher grades in society; *• 3, Instruction Primaire Supirieure, likewise for youths, . carried on in colleges and schools, the education being such as prepares for commercial, manufacturmg, and agricidtural life, which is' therefore chiefly intended for the middle classes; and "4. Instruction Primaire, for boys and girls, given in schools of the Christian brotherhood and Bisterhood, and in Ecoles LHiqy.es, which answter to our National and British and Foreign School societies, and are attended by the working classes. There are also AsUea dcs Enfants, or infant schools ; Ouvrpirs, or a sort of industrial school; and Cr4cfies, or places for the reception of babies from a month old and upwards. These schools are connected with the religion of the* State (Catholicism), but are open to all religious sects. It is permitted, however, in case any sect be sufficiently nuiaei-pup in £ny, town or locale, to establish a Bchool especially for its members, provided the main tenets of Christianity are held by the sect, Private individuals are also permitted to conduct schools similar to any of the above, if it shall be made evident to the Maire of the commune that there be no objection, and provided also every such person has obtained a certificate of competency, without which no one, not even a foreigner, is all. wqd to exercise the profession of a teacher in Vteyaoe. Every- school isliable to. the inspection of officers appointed by the State. ** A slight review of the educational institutions at Paris will explain fully the system thus drawn out "At the Sorbonne—the University of Paris—all the instruction is oral Lectures are given from October to August byprofeasoro appointed by the State. These lectures are entirely, free; open to studenta and visitors, and embrace a great variety of subjects. Perhaps the Gresham Lectures or those of the professors of our Universities in theology, history, &c., afford the nearest resemblance to these lectures of anything to be found in this country. Sometimes these lectures have occaadoned political troubles, and it is now (1858) necessary tp obtain tickets of admission beforehand, as in 1856, in one of the lecture -rooms, there was some unseemly conduct exhibited towards the professor.. "The students at the University do not live in common, and have pother connexion with it than attendance at the lectures of the professors aad passing the examinations for its degrees. "The military, naval, and other schools tunned under the head of Emeignerhent Supirieure are Government establiahlaentSj similar to our Woolwich, Sandhurst, and Naval schools. There is nothing, we believe, in this country at all resembling the schools of engineering, arts and sciences, and t-hose for the higher class of commercial and agricultural education—a fact to be very much regretted, as there can be »o doubt that* properly conducted, Colleges of this description "•.aid very much aid in developing this class of study.

"It is the office of the LycSes and Colleges of the highest i rank to prepare for the University and for these Government f schools. 1 " The Lycles (which answers to our public and higher class grammar schools) receive boarders and day boys. Their pupils range from eight to 19 years of age, and are divided, according . to age, into three sections, each section being further divided into classes. In some of the Colleges also a fourth section of juniors is added. The professors or teachers are numerous,* the buddings excellent, the treatment liberal. The Btudies, , with everything else connected with them, are arranged by the Minister of Public Instruction. The buildings of these establishments are all formed on the same plan—large square ' or oblong rooms, well lighted and ventilated, with residences for the principal, who has the charge of the whole, and the chief professors, one of whom, called the cera__ur, superintends the morals and studies of the pupils. Chaplains and ministers 1 are appointed for the instruction of the pupils in religious tenets, both of those belonging to and those who differ from the Romish faith. Extensive, both open and covered, playgrounds are attached, well fitted with gymnastic apparatus. " The class-rooms, kitchens, and miles & manger are on the ground-floor, the bedrooms on the first and second floors, These are generally large chambers, capable of holding from 50 to CO beds, at one end of which is a curtained recess, in which a teacher sleeps. Lights burn in the rooms all night, and lavatories are attached. Nothing can be cleaner and neater than those chambers we have had the opportunity of personally inspecting—iron bedsteads, no curtains, abundance of bed clothes, excellent arrangements for decency and order, and a separate infirmary for the sick. "In some establishments (as College Rollin) the chambers are divided by partitions with doors', and each pupil furnishes his own sort of cabin according to his own parents' taste. They differ from the 'study'of our public schools, the boys only using them at night. It is curious in passing along to observe the difference in an establishment to which all are admitted whose parents can afford to pay 401. per annum— the son, we are informed, of the nobleman, the manufacturer, and the ouvrier to whom the State had awarded an exhibiton. " The kitchens are well managed, and the food in quantity and quality all that can be desired. The lecture-rooms are provided with desks aud black boards similar to our own, and there is always a museum of scientific apparatus mechanical inventions, toys, models, casts, &c. These are furnished by the State, and are often of a very expensive description, an annual sum beinp, devoted to this express purpose. "The instruction given in these establishments is absolutely regulated by the Minister of Public Instruction. A phamplet (pp. 170, 8vo), Plan (TEtudes et Programme d"Enstignement dcs LycGes prSscrits par ArrStSs dv 30m. AoUt, 1852, details the whole system, from the pupil's entrance till the time he quits the institution. Together with the reading, writing, and arithmetic, it includes geography (ancient aud modern, physical and statistical), rhetoric, logic, mathematics, history (ancient, modern, sacred, and natural), chymistry, practical mensuration, metallurgy, drawing (from the round, linear, and ornamental), vocal music, English, German, Latin, Greek. The religious instruction occupies one hour in each week. "In this decree the Minister of Public Instruction particularizes every subject to be taught with great minuteness. Directions are given as to. the persons to be taught, the method of teaching, even the number of lessons in each branch being duly set forth; and the professor is informed also- what the intention of the Government is when requiring Buch and such a subject to be introduced. " The scheme seems to be very good. Its great defect in an Englishman's opinion would be that it is trop organist. It does not leave sufficient free will to the master or the pupil. In fact, it enters too much into detail Having once stated what subjects were required, •it should, as we think, have abstained from stating how they were to be taught, and to what extent, both which must depend as well on the personal qualifications and idiosyncrasy of the teacher as on the capability and aptitude of the taught. This scheme, actually carried out in every Lycie in France, divides the pupils, as we have stated, into three sections, each consisting of three or four classes,—l. Division Elementaire; 2. Division de Grammaire; 3. Division Sup6rieure, —and each pupil passes an examination on promotion from one class or section to another. The instruction of the first two sections is simply elementary, —-reading, writing, ciphering, &c.;. that of the Superior Section is divided into two branches, the literary and the scientific; the former includes Latin, Greek, and l les belles traditionsdu lime sciecle; the latter directs 'the intelligence to ends useful in society,' and prepares for 'professions savantes.' The education of the upper class French boy follows much the same course as is adopted in our own country till his 14th year, with the exception that much more attention seems to be paid to his acquiring a knowledge of the history and language and arts of his own country. It is when, after that age, he enters the Superior Division that a difference is to be observed. Every pupil iv this division is instructed in French, Latin, liistory, geography, English or German, and logic; but, in addition, the pupils are formed into two sections— * "At the Lycee Napoleon there are 15 professors (this we think incorrect); St Louis, 45; Bonaparte, 65; Charlemagne 45 ; at Coll-ge Chaptah 46; Ecole Normale Sup_ricure, 35."— Extract from GcdignanPs Guide.

Is-Lettres Greek, Latin, and logic are „,„, . , but g eneralnot_nson W^^ history and of mathematics are inculca^ tU?£? course of physical science is pursued; while the Sconces includes the higher arithmetic, algebra, < _o». t_ gonomefcy, mechamcs, chymistry, natural history, elements of 1 1, drawing, Each course, whether of letters or science, four years to complete, and is sufficient to qualify T* degree of BacMier-es-Lettres or The obL each course is thus stated by the Ministers, 'to provide _ . while the scholar be deeply read in some certain subjects J literature or science-he should at the same time acauiT' general knowledge of every branch of science and UteiZl * "Such is an outline of the course of instruction puraued . all the upper educated class of youths in France since 18 J The method in which it is followed is chiefly-indeed, entirdT -oral; the pupils sit as it were at the feet of the teacher anrf receive at his mouth the honeyed words of wisdom. Tli progress then depends entirely upon the ability of the profeT sor, on his methods and organization. It requires a la r amount of physical power to go on day after day giving thes. lectures for four hours successively, and it may be a question too, whether the pupil will not be induced to lean too much upon his teacher, omitting to exert sufficiently his own powers of thought. A person so taught may appear very advanced so long as he continues under guidance, but what will he prove when left alone to his own imaided strength ? Will he grow up into astrongminded, right-reasoning man, who can regulate Ms own impulses and actions, who thinks soundly a_.d acts wisely, trusting to his own judgment ? Again, objection ffiay be made to the nature and extent of the studies; first whether in themselves they contain sufficient of training p oWer and then whether the time will allow them to be so followed as to leave more than a mere shallow, smattering impression of literature or science on the mind. These questions yet remain to be solved. It is, however, impossible for any one acquainted with France to visit that country without observing the great social advancement (we use the word apart from politics) which that nation has made of late years and is still making, together with the more earnest and sober character of its people, which improvements may to a great extent be attributed'to the superior education, skill, conduct, and knowledge of those brought up in her Lijcees. " One of the defects of this oral teaching is remedied in France by notes and reproductions of lessons required in writing from each pupil; and it has also been found advisable to add to the oral instruction of the professor the superintendence of a master (ripeliteur), whose duty is to examine and explain to the boys the lecture of the professor. He is similar to our own private tutor, and the pupils pay an extra fee for this instruction.

" To supply this professors for these institutions the French Government took in 1547 another very important step, by the foundation of the Ecole Normalc Superieure. " In France it is recognized that a man may be very well instructed himself, yet deficient in method of imparting knowledge to others, and hence the formation of Normal Colleges. There are, Aye believe, three of these establishments in France. The one at Paris accommodates 100 students, selected by competition throughout the empire, who are liberally provided for by the State. They pass a three years' course of training, and are then promoted as occasion offers to the eminent position of professors to Colleges and Lycees. The building is, in appearance, somewhat similar to Merton or Wadham College, Oxford, and, from report, it seems im possible to form too high an opinion of the merits of the insti" tution, of the ability with which it is conducted, or of the impulse it gives to the progress of upper class education in the country. Selection by competition secures, in the first instance, the appointment of men of the ablest minds and information, and the subsequent three years' course of instruction in the best methods both of acquiring and conveying information must result in placing the professor of Paris in the very highest position as an educator, if, indeed, he has not already obtained it The chief fault of the Lycies appears to an Englishman the too great system of espionage. The youths are subjected to a control which cannot be healthy. Every door has a spyhole, that the occupants of any chamber may be surveyed quietly, without their knowledge, by the superior. The play-grounds are, of course, not exempt from the same intrusions of authority, and the substitution of gymnastics for our healthy sports is not a desirable introduction ; while the weekly promenades of pupils through the streets or the Champs Elys.es with whiskers and imperials, two and two, seems to an English eye formal, unnecessary —even ridiculous. Twice-a-week these excursions are made by order of the Minister, and the young men visit on these occasions different museums, factories, and workshops of Paris, and the environs under his authority. " The principal Lycees in Paris are Lyc6e Napol.on, Lycee Bonaparte, College Rollin; and there are also private schools for the upper classes. Tho expense at the College Rollin to each pupil is about 1,050f. per aiuiuni; at Lycee NapolCou it ranges from 952f. to 1,500f. ; at Lycee Bonaparte, where only day boys are received, 120f. to 250f. ________ W_ understand that the subscriptions to the Cathedral Fund already exceed 10,000.. The lists will be published next week.