Extract
[...] Despite the difficulties encountered and the limitations imposed, teachers saw their profession valued at the national level: very practical service, which you can render to the country rather more as a man than as a teacher.' Today, they constantly claim that they are not educators. However, the acquisition of knowledge is not based solely on the intellectual dimension. The formation of reason and reasoning also stems from education. Jules Ferry's consensus aims to achieve this by associating education and instruction in complete impartiality. [...]
[...] A universal morality However, it is not a matter of any morality because it already exists, it is universal: " the very principles of morality, I mean simply this good and ancient morality that we have received from our fathers and mothers However, under the pressure of a religion that refuses to abandon its educational and cultural hegemony of more than fifteen centuries, Jules Ferry therefore achieves an unlikely consensus with a a morality that does not rely on moral intuition. From these excerpts, the image of a secular education that is not easy to implement emerges, given the need to exclude religious congregations from education. II. [...]
[...] "Speak to your child as you would like someone to speak to yours: ?» He makes them into officials subject to the father of the family. « The family and society ask you to help them raise their children well, to make them honest people. He thus gives the impression of wanting to replace education with instruction, or rather to combine the two. While education concerns the acquisition of knowledge through teaching, education, for its part, relates to the inculcation of ethical and citizenship values. 2. [...]
[...] This has, of course, sparked lively debates in the Chamber of Deputies at the time, particularly regarding school textbooks, intended for the education of children and their formation as future citizens. « These books where the child learns to read, and where God, Christ, the Gospel are constantly mentioned, go-do you ban them from all public schools in France? Because you will have to come to that-there. And with what will you replace them-you? (Debates in the Chamber of Deputies) The reading of the excerpt from debates in the Chamber of Deputies about the secularization of school programs suggests a deeper, broader fight, with the school as the central issue and all the more so the Republic. [...]
[...] « The family and society ask you to help them raise their children well, to make them honest people. In general, the role of moral education is attributed to the family. And this is reflected in theLetter of Ferry. In fact, the teacher must in no case venture onto this terrain, without asking himself if he is not risking offending, annoying « a family man. Ferry insists well in this sense : « I say one thing. In this perspective, Jules Ferry excludes any particular dogma from the compulsory program of education. He inserts moral and civic education at the forefront. [...]
