L’obligation scolaire, un quart de siècle après Jules Ferry : le législateur face aux réalités

Résumé 0

The advent of compulsory education makes possible a clear assessment of the social and economic influence of legislation. The Act passed on 28 March 1882 appeared sufficient for many years until, around 1905, numerous bills were introduced aiming to secure improved schooling. The reasons for concern were of a political, economic and social nature. i) Some Catholic parents, organising resistance to the use of certain school-books, partly transgressed the Act enforcing compulsory education, ii) The number of illiterates in France was high, compared with several neighbouring countries, which could be accounted for by premature leaving or irregular attendance. iii) There was criticism, in 1910 by F. Buisson, of an educational System which, by distinguishing an elite from the mass of pupils, reproduced social division into two classes. The various bills introduced : i) Aimed first at better enforcement of the 1882 Act through more efficient assessment of the number of children aged 6 to 13, their attendance record, the employment of 12 and 13-year-olds in industry, and the level of attainment of recruits to the army on enrolment. ii) Proposed improvement of material and moral assistance to parents by replacing the School Commission of 1882, comprising members too dependent on parents, by a School Council representing teachers, parents, school supporters