French Secondary Schools In The 1800s

The French Revolution was a time of period where social and political was a disruption in France that lasted from 1789 until 1799. This time of period affected Social Structure of France prior to the French Revolution. The factors that caused this revolution was due to having a bad government system, weak superiority, and inequality of the classes of people in France during the war. In this research, I will define and explain how Social Structure contributed to the French Revolution Resentment of royal authoritarianism. The three estates that social structure consists of are first estate which are the clergies, second estate known as the Nobleman, and third estate which are the Bourgeoisie, peasants, and workers. The Revolution did not omit sharp distinctions among the social groups, neither did it alter the distribution of wealth. This caused them to divide into these three groups called as estates.

Prior to 1870, Jean Pierre was involved with the Houma Academy and later the Sisters of the Marianites of the Holy Cross, to establish the convenient school that later became St. Francis de Sales Elementary School.

•     Theresian Club: This sodality helped the children from less enthusiastic Catholic Homes and taught them about their faith. They were mostly religious women, and they had many practices within the church.

Huguenots (late 1700s had went to Americas) - French Protestants. The Edict of Nantes (1598) freed them from persecution in France, but when that was revoked in the late 1700s, hundreds of thousands of Huguenots fled to other countries, including America.

The 16th century is often referred to as “The Rise of The West” by modern day historians due to the colonization and Imperial expansion of the Western world by European powers. Expeditions appointed by European monarchs to discover routes to the abundant resources in China and the Indies brought some of the first European explorers to the shores of present day Canada. French explorer Jacques Cartier was delegated the task of finding a western passage to the East and when he crossed the Atlantic and landed on the shores of present day Newfoundland in 1534 he thought he had found Asia. When Cartier inserted a cross in the soil in the Gaspé Peninsula declaring it for France he unknownly fabricated the first colony of New France. Cartier, escorted by several ships searched the Eastern coast of North America for precious goods to transport back to King François I of France to solidify backing for future expeditions. Between 1534 and 1541 Cartier made three voyages to North America each time bringing captives and furs back to France in an attempt to illustrate the wealth of these new found lands. After failed attempts to secure a permanent settlement near Stadacona (present-day Quebec City) and further failed attempts to colonize lands further south the French turned the attention to their own lands where a religious civil war was waging. It was not until over sixty years later that the French returned to North America with a new approach in mind.

There were many early expeditions from Europe to North America, most in search of a

Starting with the time of Olivier Le Jeune (who received instruction at the hands of a Jesuit priest) education as well as religion was not easily separated in African-Canadian life. Going with the history, the major institutions of the black community were the church and the schools, and, in spite of recent immigrant diversity and secularization, these two institution's roles in terms of fashioning a black identity is still continuing to resonate. Just like any other aspect of African-Canadian history, the story in regards to black education and religion owes its character to events in Canada, experience of slavery as well as African influences.

The French society of the 14th Century was very hierarchical, with a strict social structure of people at the top, the Royal House of Capet/ Valois, and the peasants at the bottom, this is called Feudalism and much of Europe was structured this way. At this time France was not unified as it is today, Dukes and the younger sons of the kings ruled different areas and English Lords, under the English king controlled the western cost . The danger that came with this was that area could have more loyalty to their local lord rather than the king, and some areas such as Burgundy became an independent power at this time . Religion was a large part of society in 14th Century Europe and really until the French Revolution, France was a very strong Catholic nation. Religion was the centre of people’s lives and the Church was a big influence on people’s attitudes. “The 14th Century was a time of turmoil, diminished expectations, loss of confidence in institutions, and feelings of helplessness at forces beyond human control” This is how the 14th century is described, this is due to the amount of changes the whole of Europe went through, from changing borders, natural disasters, and social unrest.

The nobility of the Kingdom of France has been evaluated by various scholars of history. There is something to be said, however, for those who chronicled their impressions while living them in the 17th and 18th centuries. The excerpts of Charles Loyseau’s A Treatise on Orders, written in 1610, and Isabelle de Charriere’s The Nobleman, written in 1763 provide two very different glimpses on the French nobility from differing time periods. From these two accounts, it is clear that there was a marked shift in the way some viewed the nobility and their role in the operation of the French state. While Loyseau praises the nobility nearly wholeheartedly,

France is a nation focused on culture. It is in many ways the "cultural capital of the world". France has always been an inspiration for many artists. Due to its strong culture and other moral factors, France is a country afraid of change and its education system is subject to this fear. In France today, the education system is very similar to what it has been in the past. As other nations take steps to reform and improve their educational facilities France must be willing to follow or they will be left behind.

In France, where Diderot had lived, education in colleges was mainly for those who were becoming jurists, clerics, bureaucrats, military officials, but rarely anyone in the lower class had a chance to gain education, because of the cost of tuition. But, even in colleges, there was an absence of subjects like history and science. Children from the lower class could go to grammar school or Sunday school to learn only basic reading and writing (Corwin).

The Middle Ages were a time of progress for Europe in which education, economics, and architecture all flourished. High levels of education were offered throughout Europe to many different people. One example of this is Richer, a French monk, who received the opportunity to study the works of Hippocrates with Heriband, who was a clerk of Chartes. The first universities opened in Europe during the Middle Ages also. The University of Bologna opened in 1088 and nine more universities had opened their doors by 1241. There were many different systems of currency for which conversions were needed. This indicates that during the Middle Ages, a very widespread, complex economic system existed. New archrtechtural designs were seen in buildings,

rise of education in French Society led to the French Revolution because of the creation of Enlightenment ideas and them spreading. The rise of education also led to the rise of a new class that valued hard work and education. Lastly the rise of education led to the rise of women in society which challenged the king's power because women weren't supposed to have power.

Socialism in 19th-century France developed as a reaction against the economic and social suffering associated with the Industrial Revolution. Between 1814, the year of restoration, and 1848, the year of the Second Republic, France went through tremendous social, economic, and political changes. The advent and development of socialism was one of the most important and influential events that took place during those years. Socialism did not just suddenly appear; rather, socialist doctrine was the product of discontent against the newly emerged wealthy middle class. French social philosophers, such as Henri de Saint-Simon and Charles Fourier, developed socialist theories that aimed to benefit society as a whole, not just the privileged few in

“The period between 1965 and the end of the 1980s witnessed significant developments, not only in the provision of post-primary schooling in Ireland, but also in the way in which schooling was understood.”