In presenting the creation of high schools in 1802 as an act signifying "the end of the privileges of birth" the President of the Republic does not report that part of the historical reality. Recall the context and some other no less significant.
The law of 11 Floreal An X closes the debate opened in 1789 to find the best way to ensure the education of future citizens and education of the nation, according to the vocabulary of the time. Bonaparte's rule this debate ignoring the education of and by decreeing that the role of the Nation is to train professionals Nation, and soon the Empire.
The idea is not fundamentally challenged by the Restoration, or by the following schemes, since primary education which is under the July Monarchy will grow (and with what success after Jules Ferry) completely separate secondary education. It was not until the Popular Front for the timid comparisons made on the ground are moving towards the "unique school" claimed for several years. But the concrete traces of the triple sector (primary, secondary, technical education) remain until the beginning of the Vth Republic and may explain the resistance of the institution to become a high school for all! If
School today boasts democratic intentions that have given rise, it remains as traces of targets elite school of Napoleon. Saying that the school is a prisoner would make him a bad case, but give only the qualities of democracy-these intentions is also illusory.
In fact, the school today is torn between several temptations: broadcasting space to the largest number of classical culture, big step to access schools, venue of teaching "secondary" (but this notion is hardly understood by professionals in education), instead of cramming (that is to say, systematic training in passing the baccalaureate), siding to complete his teens ... These ambivalences are permanent sources of misunderstanding among students.
More alarming is the high school portion required for graduation flagship, the pan, it becomes the model and / or purpose of all levels of education: college, elementary school or kindergarten and higher education, which is a way of denying The specificity of each of these points of education, which interferes with understanding by the public. Reforms can provide technical solutions to overcome this situation, especially if it is of fundamental reforms rather than marginal retouch. But only a real public debate, will reach agreement on the function of the school in the Republic.
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