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 institutions renders a wide diffusion of knowledge and the cultivation of a high standard of intelligence among the people a necessary precaution of prudent statesmanship, especially for the great imperial states which confide the most momentous issues of world policy to the arbitrament of the popular voice. The state then must satisfy itself that the means of education are placed within the reach of all, in grades adapted to the varying degrees of intelligence and educational opportunity to be found among a community upon the majority of whose members is imposed the necessity of entering upon the practical business of life at a more or less early age. The organization of the higher grades of education constitutes a task of less formidable magnitude than the organization of elementary education, for the reason that, at any rate in the prevailing social conditions, it is only a minority who can benefit by it, and that of this minority a large proportion can afford the whole or a considerable portion of the cost in each individual case. The class, however, whose education must needs be assisted by the state if it is not to remain inefficient must always be considerable; and account must be taken also of the necessities of the further class whose exceptional mental development is such as to make it worth while for the state to bestow gratuitously an education higher than elementary at the public expense. University education is distinguished from education of the lower grades by the fact that, being necessarily restricted to an élite of intellect or birth, it cannot, save in very exceptional circumstances, usefully be organized locally. Although universities are the necessary complement of a public educational system they do not in strictness or necessity form part of such a system, and in so far as they are brought within the purview of public authority it must be as a matter of national, rather than municipal or provincial, concern. Accordingly university education is separately treated (see ), and will not be referred to, save incidentally, in the present article.

Reserving to a final section the history of education in the United States of America, a brief description is given here of the educational systems of the leading European countries by way of introduction to a more detailed, but still summary, historical sketch of public education in England. The highly organized educational systems of France and Prussia (as representing Germany) are manifestly suitable for the purposes of a general study of the principles of educational polity as worked out upon logical and consistently thought-out plans by highly centralized states. As to other European countries, a brief mention must suffice of certain features of special interest presented by smaller progressive states of such different types as Switzerland, Belgium and Holland. Similarly, in the case of the United Kingdom, considerations of space forbid more than a brief notice of the educational systems of (q.v.) and  (q.v.). For other countries see the sections in the articles under the headings of the respective states.

France.

(q.v.) presents the most complete type of a state system of education organized under a strongly centralized administration in all grades. This centralized administration in education, as in other departments, represents the Napoleonic heritage of the Republic, and, although there has been an increasing tendency of recent years to study local conditions in the internal organization of schools, anything approaching to local autonomy is unknown in educational affairs. The necessary checks upon bureaucracy are supplied not by popularly elected municipal bodies but by a strong infusion of the pedagogic element in the administrative machinery. The pedagogic element in turn does but represent another side of the collective activities of the state. The teaching profession both in the primary and higher spheres—and the two are sharply marked off from one another—consists of a highly organized body of state functionaries, united by a strong esprit de corps and actuated by ideals and aims which are inspired by the state. The importance of this condition of things lies in the fact that the Republic is something more than a form of government: it is the social and moral expression of the democratic ideal as conceived by a people profoundly imbued by tradition with the sense of social solidarity, or collectivism; and nowhere has this expression been more characteristic or more complete than in the domain of public education. Yet the educational system of modern France is by no means exclusively the creation of the Third Republic, and the main stages in its development deserve to be traced historically.

No historical sketch, however slight, of French education can ignore the great Catholic religious educator of the 18th century, Jean Baptiste de la Salle, the founder of Les Frères de la Doctrine chrétienne, commonly known as the “Christian Brothers.” The Brothers were not merely pioneers of elementary education, they may also be regarded (as M. Buisson, formerly director of public instruction, has shown) as the originators of higher primary instruction. Under the Restoration they upheld the method of simultaneous teaching against the partisans of the mutual (or monitorial) method, successfully demonstrating the superiority of the trained teacher. The unfortunate effects of the monitorial system upon English education show the reality of the service which this religious congregation rendered to the national pedagogy in France.

The Constitution of 1791 decreed that primary instruction should be compulsory and gratuitous. (It may be explained that the term “free education,” instruction libre, does not bear the same meaning in France as in England. In France a free school means a school not under state control and not forming part of the state system.) In this as in much else the Revolution was powerless to do more than enunciate general principles which it left for later generations, in the present instance after the lapse of nearly a century, to carry into effect. True to its theories of individualistic liberty, the Revolution admitted liberty of teaching. Napoleon, on the other hand, by the law of 1806, centralized all forms of education in one official teaching body under the name of the Imperial University, thus securing a monopoly of teaching to the state. The Napoleonic idea of the university, doubtless because a true expression of the national genius, has never ceased to exert a profound influence upon French education, an influence which of late years has been revivified and reinforced by the modern ideal of social solidarity.

Under the Restoration education fell inevitably under the control of the church, but under the Liberal Monarchy Guizot in 1833 passed a law which laid the foundations of modern primary instruction, obliging the communes to maintain schools and pay the teachers. It is also to the credit of Guizot as an educational reformer that he perceived the necessity for the higher primary as distinct from the secondary school. The higher primary schools which he founded were unfortunately suppressed by the Loi Falloux; their restoration constitutes one of the great positive services rendered by the Third Republic to the cause of popular education.

The Loi Falloux of 1850, passed by the Second Republic under the influence of the prince president, is chiefly memorable for its restoration of the liberty of teaching, which in a Catholic country means in effect free scope for priestly schools. This law also made provision for separate communal schools for girls, for adult classes and for the technical instruction of apprentices. In 1854 France was divided for purposes of educational administration into sixteen academies, each administered by a rector with an academy inspector under him for each department. This organization survives to-day, with the difference that for each academy (except Chambéry) there is now a local teaching university.

The ministry of the well-known educationist M. Duruy (1865–1869), corresponding to the period of the Liberal Empire, was notable for marked administrative progress. A permanent memorial of this epoch is the enactment rendering primary schools for girls obligatory in communes of over 500 inhabitants. Duruy also provided for the introduction of gratuitous instruction at the option of the commune.