Define educational law during revolutionary Govt. during french revolution?
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Taxation policy was also one of the crucial reasons behind the French revolution.
The irregular, complex and expensive taxation system was bit troublesome for various classes of people.
There were even many complexities between the classification of personal and impersonal taxes.
The era of national debt combined with heavy taxes was really hectic
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The French Revolution and Napoleon each in their turn had a tremendous impact on the development of the French educational system
EXPLANATION:
The period of the French Revolution was not noted for its stability of policy or of govt. It may shock the average reading reader that the period involved education at all. While the majority of literature focuses on foreign policy and internal conflict, the truth is that Revolution leaders are very interested in education. This was seen before the revolution in the cahiers mentioned by Louis XVI. The cahiers were composed of objections and/or proposals for improvements. While education is seldom stated by the Third Estate (farmers and workers), changes in the educational system was called for in those in the first and the second estates (nobility and clergy). The Convention subsequently established a Public Instruction Committee and charged it with reorganizing educational activity in France in 1793. It's no surprise that other components of the revolution have also carried out destructive trends in education.
That which existed had to go, simply because it had existed before the Revolution. Yet characterizing the Revolution as just destructive would be unfair. They looked at the issue of schooling from a number of points of view, including' the state's duties and prerogatives, the rights of parents, the potential benefits of higher education, the nation's economic needs, the need for education for students, and a republic's appropriate education status. Although education was not mentioned in the Declaration of Man's and the Citizen's Rights, that 1789 declaration of rights was not included in the first Constitution and subsequent constitutions like the United States ' Bill of Rights it was included in the first constitution and in the constitutions that would follow.
We see the strong French commitment to centralisation. It was also worth noting that the national government has defined the teacher's wages and that the schools should be run by a panel of teachers that would meet every 10 days (which was once a week in the current Revolutionary Calendar). Funding should be the Department's responsibility. The central finance pledge quickly diminished, with teachers' salaries soon being transferred to city administrations to be compensated by their parents. The demand that teaching be in French may seem very commonplace at first, but it represented both the political problem of the period and the political and nationalistic use of education.
One of the most important nationalistic weapons a country can use is a common language. But a lot of different languages and dialects have been spoken in Revolutionary France. If France were to unify under the new revolutionary government, a common language would surely be one measure of that unity. And if a common language is to be found, the schools must teach all citizens in the same language. Non-French was in fact seen as counter-revolutionary and, thus, dangerous during the early years of the revolution. In modern France, this extreme nationalist approach to French is still evident. Central schools were further strengthened by a provision, in particular in terms of competition with some private religious schools, requiring nearly everybody who wanted a position with Government to show that he had participated in' one of the Republic's schools.'
While all this has been stated here, the role of public education was weaker than one could have expected at the end of the 18th century in France, particularly in the central schools. There were several challenges, including a shortage of tutors and, above all, a lack of skilled students. Paris schools and many other major population centres were quite successful, but the reports were not always as positive throughout the world. The structure and curriculum of schools is one issue. The program was not really continuous, and very little in the way required. Thus, a "graduate" from a central school might or might not have met some reasonable standards, either academic or curricular. In short, the system of central schools had not lived up to its promise. It remained for one of the great figures of history to bring some order to the system.
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