4. L'enseignement obligatoire et les commissions scolaires. Dreyfus-Brisac. 5. L'inspection de l'enseignement primaire à ses différents degrés. Bertrand et Boniface. 6. Le Conseil supérieur de l'instruction publique (1880-1889). Jallifier. 7. Organisation financière et budget de l'instruction primaire. Turlin. Tome II. 8. Situation scolaire des départements en 1878 et en 1888. Les inspecteurs d'académie. 9. Écoles primaires supérieures, les écoles d'apprentissage et écoles nationales professionnelles F. Martel et G. Ferrand. 10. Bourses de l'enseignement primaire supérieur et professionnel en France et à l'étranger. Armagnac. 11. Notice historique sur les écoles normales d'instituteurs et d'institutrices. Jacoulet. 12. Organsisation et administration matérielle des écoles normales. Clerc. 13. Extraits des rapports des recteurs sur le développement et sur la situation des écoles normales d'instituteurs et d'institutrices (1878-1888). Les recteurs. 14. Notices sur les écoles normales supérieures d'enseignement primaire de Fontenayaux-Roses et de Saint-Cloud. Pécaut et Jacoulet. 15. Le musée pédagogique. Beurier. Tome III. 16. La librairie scolaire. Paul Delalain. 17. Bibliographie de l'enseignement primaire (1878-1888). d'Ollendon. 18. La presse pédagogique et les bulletins départementaux. Beurier. Les périodiques scolaires français de 1789 à 1889. 19. Les examens du personnel de l'enseignement primaire. Jost. 20. Les auteurs français de l'enseignement primaire. Hémon. 21. Le certificat d'études primaires élémentaires. Carré. 22. Les bibliothèques scolaires. Goepp. 23. Les bibliothèques pédagogiques. Sabatić. 24. Les conférences pédagogiques. Aubert. 25. Les congrès pédagogiques d'instituteurs. Couturier. 26. Les expositions scolaires départementales. Defodon. Tome IV. 27. L'enseignement de la lecture, de l'écriture et de la langue française dans les écoles primaires. Carré. 28. L'éducation morale dans les écoles primaires. Lichtenberger. 29. L'instruction civique. Mabilleau. 30. L'enseignement de l'histoire dans les écoles primaires. Lemonnier. 31. La géographie dans l'enseignement primaire. P. Dupuy. 32. L'enseignement de l'arithmétique et de la géométrie. Dalsème. 33. L'enseignement du travail manuel. Salicis. 34. L'enseignement de l'agriculture dans les écoles normales d'instituteurs et dans les écoles primaires. Prillieux et Schribaux. 35. Les langues vivantes dans l'enseignement primaire. Michel Bréal. 38. L'enseignement de la gymnastique et des jeux scolaires. Dally. 39. La sténographie appliquée à l'enseignement primaire. Fourés. Tome V. 40. Les caisses des écoles. Cadet. 41. Caisses d'épargne scolaires. de Malarce. Not sent in in time to be printed. 42. Les sociétés de secours mutuels entre les instituteurs et les institutrices. Marie Cardine. 43. Associations amicales d'anciens élèves d'écoles normales et d'écoles primaires. Brunel. 44. Euvre de l'orphelinat de l'enseignement primaire en Franee. Galliard. 45. État actuel en France du patronage el de l'enseignement des apprentis. Cacheux. 46. De l'éducation des enfants assistés et des enfants moralement abandonnés en France. Brueyre. 47. Les colonies de vacances en France et à l'étranger. Ed. Cottinct. Tome VI. 48. Constructions scolaires. Petit et Lambert. 49. Les écoles de hameau. Poitrineau. 50. Hygiène scolaire et inspection médicale. Dr. A. J. Martin. Not sent in in time to be printed. 51. Les écoles maternelles. Mlle. Matrať et Mlle. Kergomard. 52. Les musées scolaires. Serrurier. 53. L'imagerie scolaire. Henri Havard. 54. Les petits musées d'art scolaires. P. Mantz. 55. L'enseignement privé. Under this heading it was intended to publish articles on I écoles catholiques 56. Les sociétés d'enseignement primaire. Martel. Machuel. CHAPTER III. THE INTERNATIONAL CONGRESS OF SECONDARY AND SUPERIOR EDUCATION HELD AT PARIS, 1889.1 By M. EDMOND DREYFUS-BRISAC, Chief Editor. The International Congress of superior and secondary education is on the point, as we pen these lines, of terminating its labors. Its first general session was held on Tuesday, August 6, at 10 a. m., in the great amphitheater of ancient Sorbonne, and its closing session in the same hall on Saturday, August 10, and it separated after having exhausted all the questions on its programme. The deliberations were continued without interruption for one week, in presence of a numerous assembly and of a select public, whose zeal and interest were not relaxed for an instant. The success of the congress was brilliant and surpassed the hopes of its promoters. The concurrence of several scientific sessions at the same time did not operate so injuriously as was feared, and we saw philosophers, physiologists, and physicians escaping from the natural attraction of their own special congresses to bring to us the coöperation of their experience and knowledge. We have not the time to describe at length and with minute details these discussions, so replete with interest, in which all countries were represented by official delegations as well as by the free initiative of many of the most eminent men, but we believe that those of our readers who took part in the labors of the congress as well as those who were prevented from assisting, will appreciate the brief outline here. given of the course pursued, the questions discussed, and the decisions which were reached with unquestionable judgment and after thorough discussion. The committee on organization, presided over by M. Gréard, vicerector of the Academy of Paris, submitted as a programme for the discussions of the congress the five subjects following: First. Limitation and approbation of secondary studies (baccalaureate and certificates of completion). Reporter, M. Pigeonneau. From the Revue Internationale de l'Enseignement, Paris, France, August 15, 1889. Second. The international equivalence of studies and degrees. Reporters, MM. Bufnoir and Cart. Third. The various forms of secondary education: What share in the ancient languages, the modern languages, and sciences is suitable to each? Reporter, M, Croiset. Fourth. The method to pursue in the secondary instruction of young girls, particularly in living languages and in the sciences. Reporters, MM. Bossert, Darboux, and Edmond Perrier. Fifth. What place should be assigned to economic and social sciences. in the programme of superior education? Reporter, M. Boutmy. Each of these questions, it should be observed, was made the subject of one or more preliminary reports, which were issued in pamphlet form and distributed to all the members. These remarkable studies, as testified to by the rector of the University of Brussels, with general assent, at the closing session, greatly facilitated our labors; and the larger part of their conclusions, almost always in the very terms adopted by their authors, were ratified by the congress. The general assembly, at its first reunion, confirmed from the outset the functions of the committee on organization, and added to it a certain number of persons selected from among the foreign nations particularly represented at the congress. Conformably to article 6 of the rules, the different questions submitted by the committee on organization were distributed between the sections of superior and secondary education. The first section chose for its president M. Bufnoir, professor of the faculty of law, of Paris, and the second, M. Morel, inspector-general of secondary education. Each of the questions examined in the sections had for its object a new special report, the conclusions of which were discussed in three general assemblies, Thursday the Sth, Friday the 9th, and Saturday the 10th of August. We publish further on these several reports, with the official report of the general assemblies. The analysis of opinions expressed and of the solutions adopted will also be found. The congress, with several close distinctions, ratiñed generally at its plenary sessions the decisions. previously arrived at in the sections. We hope to make known briefly their nature and object. The first question submitted to the congress related to the method to be pursued in the secondary instruction of young girls, for education in living languages and in the sciences. The order of ideas, the province of pure pedagogy, gave place to an exchange of observations much more interesting because ladies were largely represented in the reunion. We had the pleasure of having among us Miss Buss and Miss Beale, directresses in England of important institutions for young girls; Miss Rosalie See, professor at Wellesley College, United States; Mme. Griseri, directress of the Alexandre Manzoni Lyceum for young girls at Milan; quite a number of professors of lycées in France for young girls, and several Russians. At the side of these ladies sat M. Erke lenz, director of the school for girls at Cologne, whose presence and counsels were valuable in all respects. The reports of Mmes. Mourgues and Soult on the decisions reached in section were very remarkable. In that which concerned the sciences we may sum up thus: First. It is proper to give young girls in lycées lessons in algebra to elevate the standard of the education they receive, and because in certain cases, notably in arithmetic, algebra simplifies the mode of procedure. Second. Instruction in geometry should aim at development of the mind. The professor will be able to interest the majority of the pupils in it provided its application is shown as soon as possible. Third. The divison of cosmography into two parts-one belonging to geography, the other explaining the appearance of celestial phenomena-should be maintained. Fourth. Instruction in physical sciences should, above all, be experimental. Everybody seemed to be in harmony with these views. The discussion on the living languages was more lively and animated. Finally, by a large majority, the congress adopted the following resolutions: Practical instruction in the living languages should commence as early as practicable. Theoretical instruction should be deferred until the first elements of grammar in the mother tongue have been acquired. A very wide divergence of opinion was manifested on the principal course to pursue in the study of the living languages. While M. Rabier appeared to attach more importance to the reading, in view of scientific and literary education, M. Bréal contended that the essential thing is to become conversant with a language well enough to speak it; so as to enter into direct communication with foreign peoples and to become intimate with their customs, institutions, and civilization. M. Egger had been charged with the report on another question discussed in the section of secondary education relating to the various forms to be given to higher education. The Congress recognized the necessity of establishing three types of education, which it named as follows: Classical education-Greek-Latin, Latin humanities, and modern secondary education. It will be seen that the title of "classic" was exclusively reserved for that education which rests on profound study of the ancient languages. But in the main, these designations, at least to our idea, possessed only relative importance. It is worthy of remark that nobody cared to contest the utility and expediency of creating, by the side of ancient classical education, a modern education in which the sciences and the living languages should take the place of Greek and Latin. The report of M. Croiset tended to yield, in this order of education, a marked predominance to literature over the sciences. M. Dietz em ED 90-10 |