New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1900-03-07


practical problems of popular education than NJ
Ribot. Not only does he possess scholarship and
a broad sympathy with the intellectual needs of
modern democratic society but he also has an
intimate knowledge of the details and results of
at least system of public instruction-that of
France-gained during his long and brilliant ca
reer as a statesman. It may be added. also, that
for the exposition of his views and conclusions
he has command of style which is model of
lucidity and force.
This study Of secondary education in France
gains added weight. moreover, from the fact
that il is founded upon official investigation
made with exceptional thoroughness. In the
early part Of 1899 the Commission of Education
with NJ. Ribot at its head. directed by the
Chamber of Deputies to inquire into the work Of
the secondary schools. especially into defects
recognized existing in them, and to suggest
appropriate reforms. Information was sought by
the Commission with entire sincerity and free
dom from partisan bias. from all who could aid
Il with their experience" including even Cham
bers Of Commerce. The data thus obtained have
been brought together in voluminous report
which is invaluable to all students of educa-
tional systems. The task of preparing general
introduction to this report, in which the reforms
proposed by the Commission should be explained
and defended fell TO its president. and it is this
introduction that fills the greater part of the
volume before
The special defects and reforms with which
NJ. Ribot deals are. of course. mainly incidental
10 the French system Of instruction, and are in
telligible only when the peculiarities Of that
system are understood. The general ideas, how
ever which controlled and directed the labors
OF the Commission are. in one form or another,
recognized by educators everywhere funda-
mental The most important of them three
in number. The first is the necessity of adapt
ing secondary education perfectly to the
industrial and social conditions of modern life.
In this indispensable reform the French are,
perhaps. in some respects behind the Germans
and ourselves. But the existing systems of in
struction everywhere are still dominated by the
traditional ideal of culture-an ideal which dis
regards the vast progress of science and which.
great is it's intrinsic value, is inadequate to
satisfy the increasing demand of the masses for
share in the practical knowledge of the mod
world. NJ. Ribot defines this point of view
with admirable distinctness when he asks:
'Does not the competition which everywhere
prevails demand an education better adapted to
the struggle? Is II not necessary to develop the
powers of volition and action rather than to re-
fine the intellect? Are not the more complete
assimilation OF positive knowledge and quicker
entrance into practical life becoming more and
more conditions of success p" The second point
is the necessity OF a better adjustment between
the new, modern" and the traditional, or
classical, instructi,n which shall give the pupil
the opportunity of securing at least some of the
advantages of the latter, if he elects the
former. The special forms which this much
agitated question assumes depend. of course,
largely upon the peculiarties and traditions of
the various educational systems. In France,
where provision is made in the lycees for both
modern" and classical instruction, the problem,
according TO NJ Ribot, is TO correct the existing
arbitrary and absolute separation of the two
courses. which not only condemns the pupil who
has chosen either 10 follow it TO the end-even
though his tastes and aptitudes may prove to
be unsuited to it-but also affects injuriously
the efficiency of the courses themselves. The
third question is the significance of which
is probably evident in France than any
where else though it has a significance that is
universal To quote NJ. Ribot's words: I'm
countries where the Government holds the keys
10 the liberal professions and to public employ
does not the regime of examinations and
competition 20 which the young are subjected
exert q depressing influence upon them? Does
not the attempt to mould their minds after one
uniform type tend to destroy their originality
and initiatve?" In word. the problem is that
Of the development Of individuality.
The entire essay is an attempt to apply these
everywhere vital IDEAS TO the special conditions
which prevail in France. NJ. Ribot discusses in
turn the organization and government of the
Lycees with especial reference to the evil effects
the establishment of an irflexible uniformity
and the suppression Of the initiative-produced
by the extreme dependence upon the central
government which is characteristic of the
French system; the proper relation of the mod
ern'' the classical" instruction, the multipli
cation of studies, the baccalaureate. competitive
examinations for admission the great govern
naent schools, the comparative situations of
public and privare Especially ecclesiasticaD in
struction and But whatever his particu-
lar theme, the thought which dominates his rea-
sonings is everywhere the same-that reform and
progress TO be secured only by increasing the
flexibility and adaptability of the educational
system. The individual schools must be en-
couraged TO take the initiative in modifying
their instruction to suit the special practical
needs Of their patrons, the freedom of the pupil
must be promoted by keeping open to him as
long possible the election between the CLASH
cal and the modern" courses and by allowing
him wider range Of choice of particular studies
and individuality, and a healthy intellectual
growth must be stimulated by ceasing to at
answering examination questions. In word
his solution 0f all the problems which the Com
mission faced is: LESS uniformity less bureau
cracy and a little liberty" This is not of
course, the first time that this demand for
greater freedom-for the fuller recognition of
made in France, but it has never been made