CHAPTER V
ON EDUCATION AND RELIGION
The annual sum of 4250 francs (£170) was considered by Napoleon—in so far as he had opportunity for considering the subject—a sufficient amount of money to devote directly to the education of the people! But the rulers of States a brief century ago were, as a whole, inclined to leave educational matters in clerical hands, and the nineteenth century will stand out in the world's history as the dawn of State responsibility in regard to the education of the people.
At the Restoration in 1814 more than twelve times as great a sum as that expended by Napoleon was being devoted to education, and the amount rose to 3,000,000 francs in 1830, to 12,000,000 during the Second Empire, and to 160,000,000 under the Third Republic. To the last sum must be added another 100,000,000 francs (excluding the money devoted to the erection of schools) spent by the municipalities and communes, making a total of about £11,400,000. In 1912 the State alone was spending about £12,000,000 on national education.
At the head of this great spending department of the State is the Minister of Public Instruction. He controls not only the whole of the primary schools, but to some extent the entire educational machinery of the country, private schools being subjected to State inspection and supervision. Between 1901 and 1907 some 3000 public clerical schools, and more than 13,000 private clerical schools, were suppressed by law. The law passed in 1904 required that all schools controlled by religious bodies should be closed within the next ten years, which period is just about to elapse. Since the State awoke to its responsibilities in educational matters, it has taken roughly a century finally to extinguish clerical control. The schools are divided into the three grades of Primary, Secondary, and Higher, and the State admits into any of these pupils of any grade of society. In the rooms of lycée or college the classes meet in a truly democratic fashion. The college, which is controlled by the commune under the State, is considered inferior to the lycée, which is entirely in the hands of the central authority. While the primary schools are compulsory and gratuitous between the ages of six and thirteen, the secondary schools charge small fees ranging from £2 a year up to £16. But parents with bright children can often avoid this expenditure through the lavish system of scholarships offered by the State.
Lycées were first established for girls in 1880, and there are now several in existence, one of them having 700 students. The hours of the classes are from 8.30 to 11.30, and from 1.30 to 3.30, and the aim has been to run them on the same lines as those of the boys. Since clericalism was removed from the education of girls, there has no doubt been a very considerable change in the scholastic environment of the jeune fille, but until a long period has elapsed it will be difficult for any but those in the closest touch with educational life in France to point out how far the advantages outweigh the disadvantages or vice versa. The lay schoolmistress may be in essentials as religiously-minded as any convent-trained type of woman. Her influence on her pupils may produce as moral and as religious types of women in the coming generation as those of the immediate past, but in such a change in the training of the girls of a race not fond of moral discipline who can foresee the results?
The general tendency of the training given in the lycée has been towards the suppression of originality. There seems to have grown up in the mind of the authorities an impression that the only means of keeping the youth of France under proper control is by holding them down with an iron grip, not merely during the hours of work but during recreation also. This may have been necessitated by a certain lack of discipline in the earliest years of life, young children being allowed to have their own way to an altogether undesirable extent. As soon as they are old enough the boys, having, as a rule, begun to be a source of much trouble in the home, are sent to school. If their parents are able to afford the fees, the gates of the lycée soon close upon their days of wilfulness and disobedience. In place of the home life and the feminine influence with which they have been familiar, they are confronted with a discipline of semi-military severity. Games are not allowed, and in the hours of recreation in walled playgrounds of a generally forbidding order, walking and talking alone are permitted. Here, as in the class-room, the boys are perpetually under the eyes of the pion, whose duties are restricted entirely to the maintenance of order. Owing to suppression in natural directions, it is not surprising if the minds of the boys should turn into the unhealthy directions of intrigue and pernicious literature.
M. Demolins, who a few years ago tried the experiment of running his school on English lines, has found the results excellent. So greatly appreciated are his efforts to abolish the bad features of the lycée that he is unable to meet the demand on the capacity of his buildings. He is of opinion that the Anglo-Saxon is superior to the French because of the better training given at school, discouragement of initiative and suppression of independence being the chief features of the schools of his own country, while the Anglo-Saxon allows boys a freedom which develops self-reliance and individuality.