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Some English and French Notions of Democracy in Education

Published online by Cambridge University Press:  28 July 2009

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Abstract

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Type
Notes Critiques
Copyright
Copyright © Archives Européenes de Sociology 1967

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References

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(13) E. g. R. L. Edgeworth, after unsuccessfully trying Rousseau's methods, outlined in L'Émile, on his son, rejects the postulate of natural virtue and development.

(14) Instinctual psychological theories were rejected in favour of the associationalist psychology of David Hartley. “The most important application of Doctor Hartley's doctrine of the association of ideas is to the conduct of human life, and especially to the business of education” (Priestley, J., An examination of Dr. Reid's Inquiry into the Human Mind on the Principles of Common Sense (London, Willett, 1774).Google Scholar

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(18) « II faut done que chacun trouve dans les écoles centrales les ressources nécessaires pour arriver bien préparé aux écoles spéciales de ces différents états » (de Tracy, Destutt, Observations sur le système actuel d'instruction publique (Paris 1795), p. 10).Google Scholar

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(20) For teaching purposes, Bentham systematized knowledge into an “encyclopaedic table” arranged from the simple to the complex. Topics and subjects were allocated priorities according to the joint, principles of utility and facility.

(21) Cf. Chavanon, C., «L'administration dans la société française» in Aspects de la société française (Paris, Siegfried, 1954).Google Scholar

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(24) Cf. Leif, J. and Rustin, G., L'histoire des institutions scolaires (Paris, Delagrave, 1954).Google Scholar

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(27) Cf. Simon, B., Studies in the History of Education, 1780–1870 (London, Lawrence and Wishart, 1960).Google Scholar

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(30) Cf. Gellner, E., Thought and Change (London, Weidenfield and Nicolson, 1964).Google Scholar

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(33) “The words arithmetic and Latin should be graven on the heart of every grammar school master. The one represents the primary conditions of popularity with the commercial class; the other the wicket gate through which must pass every boy, not endowed with special gifts or the subject of some unconvenanted mercies” (T.H. Green, quoted by Bantock, G. H., Education in an Industrial Society (London, Faber, 1963).Google Scholar

(34) Report of the Schools Enquiry Commission (the Taunton Commission), vol. I (1868).

(35) Arnold, M., Culture and Anarchy (New York, Cambridge University Press, 1960).Google Scholar

(36) Cf. Goblot, E., La barrière et le niveau, étude sociologique de la bourgeoisie moderne (Paris, Alcan, 1930).Google Scholar

(37) Cf. Peyrefitte, A., Rue d'Ulm (Paris, Flammarion, 1963).Google Scholar

(38) Chapman, B., The Profession of Government (London, Allen and Unwin, 1959).Google Scholar

(39) Chavanon, C., op. cit.Google Scholar

(40) Cf. Pernoud, Régine, Histoire de la bourgeoisie en France (Paris, Seuil, 1962), tome II.Google Scholar

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(42) Cf. Thomson, D., Democracy in France since 18704 (London, Oxford University Press, 1964).Google Scholar

(43) Cf. Brindillac, Charles, Les hauts fonctionnaires, Esprit, XXI (1953), 862877.Google Scholar