THE SCIENTIFIC SPIRIT IN ENGLAND. 



259 



cussions on educational matters confine themselves to the 

 ends and means of general or higher instruction ; l in 



We may say that no educational 

 scheme can be permanently satis- 

 factory that does not regard with 

 equal favour, and does not find equal 

 room for, the two ideals of Pestal- 

 ozzi and Wolf. It is interesting, 

 however, to note that neither in 

 Switzerland nor in Scotland, the 

 two countries in which popular 

 education has been longest at 

 home, do we find a really great 

 development of the higher institu- 

 tions and centres of learning ; the 

 universities in these two countries 

 have always stood somewhat in the 

 relation of higher schools to the 

 rest of the educational establish- 

 ments ; but both countries have 

 produced and reared some of the 

 greatest geniuses of all time geni- 

 uses who have given to German 

 and English literature and science a 

 fame over the whole world and for 

 all ages ; they would have sufficed, 

 had they stayed at home, to form 

 academies and universities of the 

 first order. 



1 Compare chapter i. pp. 112, 142, 

 &c. We are indebted to France 

 for three great educational influ- 

 ences which have left indelible traces 

 over the whole domain of European 

 thought. These proceed from the 

 Paris University, the model of higher 

 education ; the great school of Port 

 Eoyal, that model of secondary 

 education ; and the ' Emile ' of 

 Rousseau, which gave to the edu- 

 cational aspirations of Basedow, of 

 Kant, and of Pestalozzi a definite 

 direction. It has, however, fre- 

 quently been stated that the val- 

 uable side of Rousseau's ideas 

 was developed outside of France. 

 "C'est une chose remarquable," 

 says M. Compayre", " que Vinfluence 

 du philosophe de Geneve se soit 

 surtout exerce"e a 1'dtranger, en 

 Allemagne et en Suisse" ('His- 



tojre critique des Doctrines de 

 1'Education en France,' 5 me - ed., 

 1885, vol. ii. p. 101). "II y avait, 

 chez Rousseau," says M. Brdal, 

 " un cote" ge'ne'reux et vivifiant : 

 1'amour de 1'humanite et particuliere- 

 ment de 1'enfant, la confiance dans 

 ses faculty's et le respect de sou 

 activit^ intellectuelle. Cette partie 

 la, qui etait le germe de vie depose 

 dans les ceuvres de Rousseau, nous 

 1'avons laisse'e aux (Strangers. " In 

 French writers a great deal of dis- 

 cussion is to be found on the differ- 

 ence between education and in- 

 struction. Duclos (1704-72) in his 

 celebrated ' Considerations sur les 

 mocurs de ce siecle ' (1751), in 

 the second chapter, which treats of 

 Education and Prejudice, says : "On 

 trouve parmi nous beaucoup d'iii- 

 struction et peu d'e'ducation. On 

 y forme des savants, des artistes 

 de toute espece ; chaque partie des 

 lettres, des sciences et des arts y 

 est cultive"e avec succes, par des 

 mdthodes plus ou moms conven- 

 ables. Mais on ne s'est pas encore 

 avise" de former des homines, c'est 

 a dire, de les dlever respectivement 

 les uns pour les autres, de faire 

 porter sur une base d'e'ducation 

 generale toutes les instructions par- 

 ticulieres," &c. When the successive 

 Governments of the Revolution took 

 up the question of a national edu- 

 cation, the formula of Condorcet 

 quite inevitably became more and 

 more the leading principle. Con- 

 dorcet distinguished " instruction " 

 i.e., knowledge positive and cer- 

 tain, truths of fact and calculation 

 from "education" i.e., "politi- 

 cal and religious beliefs." He gives 

 the State the power to extend the 

 former, whilst he denies it the right 

 to direct and dispense the latter (see 

 Hippeau, ' L'Instruction publique 

 en France pendant la Revolution,' 



