The evolution of France under the third republic . ental Council the power of authorizing the ministers of thedifferent religious denominations or their delegates to give religiousinstruction in the schoolhouses, on Sunday, or the other vacation days,and once a week, after the evening school session. The Chamber rejectedthese modifications, and the Senate was compelled to yield before theexpression of its opinion, and give it up. (See the preceding chapter,The Republic and the Church.) A number of teachers, drawing theirauthority from one of M. Duvauxs circulars, dated 1882, took it uponthemse
The evolution of France under the third republic . ental Council the power of authorizing the ministers of thedifferent religious denominations or their delegates to give religiousinstruction in the schoolhouses, on Sunday, or the other vacation days,and once a week, after the evening school session. The Chamber rejectedthese modifications, and the Senate was compelled to yield before theexpression of its opinion, and give it up. (See the preceding chapter,The Republic and the Church.) A number of teachers, drawing theirauthority from one of M. Duvauxs circulars, dated 1882, took it uponthemselves, in the C6tes-du-Nord, to teach the Catechism in school, out ofclass hours. When questioned on this subject, in November, 1891, M. LeonBourgeois, Minister of Public Education, declared that he saw nothingreprehensible in this; but if the ecclesiastical authorities continued, incertain dioceses, to add to the Catechism chapters concerning electoralduties and the degree of obedience due to the civil authorities, he wouldprohibit that LEON GAMBETTA, DEPUTY AND MINISTER, AND PRESIDENT OFTHE CHAMBER OF DEPUTIES. EDUCATION. 311 duce in it would not, perhaps, have sufficed to effectpeace, but they would have hastened it; in any case,they would have impeded the movement in favor offree schools, and kept education from becoming a causeof discord in the bosom of the nation. In short, wemust not lose sight of the fact that (as we have saidin the preceding chapter), if the French are not devo-tees, still they do not admit the idea of an educationwhich is totally devoid of religious sense. Thus itcame about that a great many of them sent their chil-dren to free schools, although they did not approve ofthe end aimed at by the founders of those schools. In 1890-1891 there existed in France 81,990 primaryschools, of which 67,318 were public schools, and 14,672were private schools. Out of this number 63,419 weresecular, and 18,571 were schools under the charge ofreligious bodies
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