The real mystery of the rise of France

Any great idea is like a beautiful flame. Whether it can generate huge energy depends on whether there is dry wood in need.

For a country, the most important "dry wood" is the quality and education of its citizens.

Take France as an example:

Influenced by the Renaissance, the Protestant sects produced by the religious reform in the16th century struggled with the old religions, and their means of winning over children and the masses was education.

Through this campaign, all parties attach importance to mathematics, geography and history in education methods, pay attention to the application of physics teaching and practice, and deliberately develop students' intelligence

This has greatly improved the quality of the new generation in France. The training workshop for primary school teachers, established in 1684, is the earliest normal education institution in Europe and plays a key role in ensuring the quality of teachers.

/kloc-before the 0/9th century, French higher education enjoyed the honor of laurel, and its academic level was very high in Western Europe.

Rousseau was a famous thinker during the French Enlightenment in the18th century. He was born in Geneva, Switzerland.

10 years old, my father fled Switzerland because he was framed.

Rousseau 13 years old began to make a living by himself.

He worked as an apprentice, handyman, copywriter and tutor.

The humiliation and coldness of relying on others, as well as the poverty of long-term wandering, cultivated Rousseau's "cruel and unfair" resistance consciousness.

1762, Rousseau's long educational philosophy novel Emile came out.

In this masterpiece, which was conceived for 20 years and written for 3 years, Rousseau lashed out at the decadent politics, religion and especially education in France at that time.

He put forward the idea of cultivating new people who really meet the needs of society and described the blueprint for cultivating new people.

As soon as this long article was published, it caused a sensation throughout France and western Europe.

France * * * ordered the arrest of Rousseau and the burning of Emile.

Rousseau was forced to flee to Switzerland and left England the following year.

1767, Rousseau returned to France and took refuge in the suburbs of Paris.

1772, he finished the last self-critical book-confessions.

1778 passed away.

Rousseau's educational method was inherited by his compatriot Pestalozzi, a Swiss.

Switzerland * * * First of all, its education method of developing children's different abilities by age is education.

Later, Germany, France, Britain, Italy, Russia, the United States and other countries also sent experts and officials to conduct research.

Everton School, founded by Pestalozzi, has become an "international college" renowned in Europe and America.

Interestingly, Switzerland * * * first adopted this teaching method, and the United States * * * launched a massive Rousseau and Pestalozzi educational thought movement.

The former has become the richest country in the world today, and the latter has become one of the hegemons in the world today.

1789- 1794 The French Revolution was a more thorough and profound bourgeois revolution after17th century British Revolution and18th century American War of Independence.

In education, all the ruling forces of the bourgeoisie have made plans, among which condorcet, Reppel and lavoisier are famous.

Although these plans were not put into practice at that time, they had an impact on French education.

In particular, condorcet's proposal to the Legislative Assembly in 1792 provided a basis for French and other countries to discuss the educational development in19th century.

It can be seen that the appearance of Napoleon in France at the beginning of the19th century is no accident, but an explosive catharsis of energy after the rapid improvement of the quality of the whole nation.

However, during the Napoleonic period and thereafter, French education succumbed to religious forces and became more and more conservative, and religious forces regained the power of education.

Until the 20th century, the influence of religious thought and church on education was further weakened. More than 50 church organizations engaged in education and other activities were dissolved, and more than 3,000 church schools were closed. 1905, France * * * explicitly announced the abolition of the fallow act.

But at this time, France has lost its advantage in national quality, especially the science that conflicts with religion was destroyed once, and finally failed to rise from the ground again.

Unfortunately, it fell short!

The real mystery of Germany's rise

From17th century to18th century, Germany fell behind Britain and France politically and economically, and was divided for a long time, with more than 300 feudal countries acting in their own way.

These countries, especially Prussia, Austria and other big countries, are trying to train obedient subjects and handy soldiers through education in order to strengthen their rule and expand their military strength. Therefore, they are eager to transfer the management right of state schools from the church to the state and vigorously advocate compulsory education.

As early as the second half of16th century, some states, such as Wittenberg and Saxony, promulgated compulsory education laws. Since17th century, most states have been competing to enact such laws.

One of the most famous is the decree issued by Frederick II of Prussia in 1763, which further stipulates that children aged 5 ~ 12 must go to school for education, otherwise their parents will be fined.

Practical middle school was born in Germany at the beginning of18th century, a century earlier than Britain and France, which gave Germans the rigor and connotation required by natural science! From 65438 to 0708, Himmler, a devout believer, founded the "Middle School of Mathematics, Mechanics and Economics" in Halle, mainly teaching mathematics, physics, mechanics, nature, astronomy, geography and law, supplemented by painting and sketching.

Since then, some cities in Germany have established such schools one after another, and some practical middle schools have added subjects such as architecture, commercial manufacturing, trade and economy.

This is a new school with both general education and vocational education.

It excludes the pure classicism tendency of teaching subjects and course contents, and adapts to the needs of the gradual development of German capitalist economy.

However, because its graduates are not allowed to enter higher education, their status is very low, so there are not many students, and they are quickly surpassed by the United States without family values and lost to the United States in scientific application.

Influenced by the French Revolution in18th century, its outstanding performance in education is pan-Irish and Humboldt reform.

Pan-Aiism is deeply influenced by the French bourgeois enlightenment thought, especially Rousseau's thought and German neo-humanism.

Pan-loving educators such as Basto, Salzman and Bi Ke believe that the highest goal of education is to cultivate people with practical knowledge, pan-loving thoughts, health and optimism. Therefore, we should attach importance to moral education, physical education, labor education, modern language and natural science knowledge, adopt children's free development and attach importance to physics teaching.

They love children, affirm their good nature, oppose scholasticism and classicism education, and prohibit corporal punishment. This method was later introduced to the United States, Russia and Japan.

1807- 18 15 during the Prussian-Hardenbergh reform, K.W.Humboldt, a historian and political activist, served as Minister of Education. He carried out a series of reforms in school education at all levels according to the spirit of neo-humanism.

In primary education and normal education, famous educators such as Stilwell appeared by actively implementing Pestalozzi's educational thought, expanding teaching content and improving teaching methods.

Since then, Dewey's educational model developed in the United States has also developed on this basis.

In secondary education, practical secondary schools have been further developed, and subjects such as history, geography and natural science have been added, and teachers have been selected through examinations, breaking the situation that only priests are teachers.

In terms of higher education, Humboldt clearly stated earlier that the task of a university is to impart knowledge of various subjects to students and develop science (that is, as a teaching center and a scientific research center). The University of Berlin, which he founded and led, is a typical example of this.

Because Germany paid attention to education earlier, the strength of the country also comes from more advanced and reasonable methods.

This is another obvious example of quality education, which has nothing to do with genes and chromosomes boasted by some people!

The real mystery of Japan's rise

Japan's post-war rise benefited from attaching importance to education and personnel training.

Former Japanese Minister Araki Wanfu once pointed out: "From Meiji to today, China's social and economic development, especially the post-war economic development, is amazing and attracts worldwide attention. The important reason for this situation can be attributed to the popularization and development of education. " Schultz, a famous American development economist, said: "After the war, Japan's material capital stock almost disappeared, but an important part of its national wealth-people with knowledge level still exist in large numbers." The history of attaching importance to education in Japan can be traced back to the Meiji Restoration.

As early as 1872, when Meiji * * * promulgated the Learning Law, it put forward a very clear slogan in the announcement about the academic system, saying that "every household in the city should learn, but not housework."