The Wheeling daily intelligencer. [volume] (Wheeling, W. Va.) 1865-1903, 1893-03-24
FRENCH SCHOOLS.
Interesting Description of frances
Educational System.
ITS RAPID And SPLENDID GROWTH
Under the Third RepubIic-Three De.
partmeuts OF Public Education.
Tho State Schools and tho University
and CoIlegcs-women in tho Tacul.
ties-A Compulsory System The
Normal Course.
ponels,.ce Of ne mslligencsn

PARIS, March l5.-Even though there
we're no other improvements it could
show, the third republic has abundant
" justified it's existence by the devel'
opment 1t has effected in the education
al system, Public education in France
isdivided into three departments, pri-
mary, secondary. and higher, and each
of these has experienced within twenty
years an infusion OF new life, coupled
with an extension OF its boundaries,
such as had not been known in the pre-
ceding fifty years, and which, under the
old order OF things, might not have been
realized for half century to come
Chief amongst these developments Is
that which has made primary educR-
tion compulsory, aud at the same time
absolutely free. Another IL the rapid
multiplication OF technical schools,
which have increased at such q rate,
under the new impulse given to them,
that the 20 which existed in 1879 had
grown in 1883 to the number OF 400,
with the most gratifying progress since
that time. Then there was the estab-
lishment in 1880 OF public lycees for
girls, which the state held TO be neces-
sary, owing to the fact that the training
OF the womanhood OF the country had
been heretofore almost entirely in the
hands OF the Catholic church. This, it
need hardly be said, is another reform
which has produced gratifying results;
and finally there has been witnessed In
France, since the republic was re.estab.
lished, a complete severance, after n
brave and prolonged struggle, OF the
entire educational system, both in its
higher and lower grades, from the DOM
ination and even from the interference
OF every form OF eCclesiastioism.
There ia no reason now why everyone
in France should not 90 educated, and
why the poorest may not aspire after
the highest educational privileges this
enlightened government is holding out.
Not only is primary education gratui.
tous, but the training offered in the
universityis virtually so, and as to the
intermediary stages and the schooling
offered to those who wish To perfect
themselves in special branches, this
also is practically free to those who can.
not afford to pay for 1t. The lycees and
colleges, 1t is true, exact q small sum
for tuition and board. This is done that
those having means may have the
privilege Of helping out the government
in the great burdens it has assumed in
behalf Of those not so well of in the
world. It should be noted, too, that
these institutions, which are classed US
the agencies OF secondary education, re-
ceived for pay pupils who would other
wise be eligible, owing to their tender
age, for free tuition in the schools OF
the primary department. Thus all
classes are provided for. Those who do.
sire exclusiveness can have it at the
minimum OF cost, and what makes this
arrangement one which cannot be OBJ.
jected to by tho poor Is that the schools
are open at q later period to those who
pass with superior credit through the
free schools. This the government pro.
vides for by most generous offer Of
scholarships, and it speaks volumes in
praise Of both the system and the pu-
pills that there have been periods in
which the children OF the working peo-
pie, those attending the state primary
schools, have profted by this offer OF
scholarships to the number OF from
5000 to 1000 ayear.
CoNFERRING DEGREES.
The comforting OF degrees is matter
which the government has gotten now
entirely into Its own hands. Upon this
point it has had fierce contest with
the church, but the church has been dc.
leated. Considering, too, that the bach
elor's degree is requisite in France to
admission into the professions, rs we'll
as for appoinlmentto certain offices OF
state, like that Of judges, for instance, it
would seem as though the government,
in carrying out lis motto Of liberty and
equality, had no other course open to it.
Another fierce contest had to be waged
with the church upon the grave ques.
tion OF the qualifications required in
teachers Under tho old system the
teaching in primary schools was largely
i'll the hands OF nuns and members OF
Catholic brotherhoods, and all that was
deemed necessary in the appointment
OF such teachers was that their fitness
should be certified to by some bishop or
lady superior, But other aspirants for
places OF this kind had to pass nm exam
luhtlou uuu W CoTtllLcu NY tue 6tHlt.
Here was decided inequality, not to say
injustice. and the republic has cut this
knot Of difficulty byputting all teachers
upon tho same level. In fact 1t has
gone further than this, and has provided
that after certain period, now nearly
expired, no membeT OF religious or.
der shRll DO employed in state schools
under any circumstances,
After this statement 1t will DO no
news to say that the teaching OF religion
is not allowed in the public schools oil
France. 1t may, however, be something
Of q surprise to learn that the curricuia
makes special provision for moral teach
ing, especially so when 1t Is intimated
that the moral teaching afforded in.
cludos the duties owed by man to tho
supreme beings. What the government
has aimed at has been merely the OK.
Clusion OF dogmatiC religion teaching.
In other words, 1t has taken firm stand
against the conversion OF state schools
into parochial schools and the use Of
public money and government sanction,
as these have been largely used hereto.
fore, in upholding the national su.
prcmacy OF a particular church. Tho
Btate Is careful to declare In this matter
that II is not opposed to religion itself,
and 1t has practically demonstrated
this, ono would think, by tho religious
scope itallowa In the teaching OF morals.
What 10 moro, this accommodating gov.
eminent has made II possible for reliV.
Gus instruction by tho various churches
to 10 on, II those Interested With Il to
do 80, concurrently with It's own gtatuit.