4. Was Guizot's Law of 1833 (285) in harmony with the recommendations of Cousin (284)?
5. Why have public opinion and legislative action, in France and elsewhere, so completely reversed the positions taken by Guizot and his advisers (286) in framing the Law of 1833? 6. From Guizot's letter to the teachers of France (287), and Arnold's description of his work (288), just what do you infer to have been the nature of his interest in advancing primary education in France?
7. Contrast the reasoning of Guizot (286) and Quinet (289) on lay instruction. Of the reasoning of the two men, which is now accepted in France and the United States?
8. Contrast the letters of Guizot (287) and Ferry (290) to the primary teachers of France.
SUPPLEMENTARY REFERENCES
Arnold, Matthew. Popular Education in France.
* Arnold, Matthew. Schools and Universities on the Continent.
* Barnard, Henry. National Education in Europe.
Barnard, Henry. American Journal of Education, vol. XX.
Compayré, G. History of Pedagogy, chapter XXI.
* Farrington, Fr. E. The Public Primary School System of France.
* Farrington, Fr. E. French Secondary Schools.
Guizot, F. P. G. Mémoires, Extracts from, covering work as
Minister of Public Instruction, 1832-37, in Barnard's American
Journal of Education, vol. XI, pp. 254-81, 357-99.
CHAPTER XXIV
THE STRUGGLE FOR NATIONAL ORGANIZATION IN ENGLAND
I. THE CHARITABLE VOLUNTARY BEGINNINGS
ENGLISH PROGRESS A SLOW BUT PEACEFUL EVOLUTION. The beginnings of national educational organization in England were neither so simple nor so easy as in the other lands we have described. So far this was in part due to the long-established idea, on the part of the small ruling class, that education was no business of the State; in part to the deeply ingrained conception as to the religious purpose of all instruction; in part to the fact that the controlling upper classes had for long been in possession of an educational system which rendered satisfactory service in preparing leaders for both Church and State; and in part—probably in large part—to the fact that national evolution in England, since the time of the Civil War (1642-49) has been a slow and peaceful growth, though accompanied by much hard thinking and vigorous parliamentary fighting. Since the Reformation (1534-39) and the Puritan uprising led by Cromwell (1642-49), no civil strife has convulsed the land, destroyed old institutions, and forced rapid changes in old established practices. Neither has the country been in danger from foreign invasion since that memorable week in July, 1588, when Drake destroyed the Spanish Armada and made the future of England as a world power secure.