DIIRIIY, Vicron, historical writer, ex-professor, and ex-minister of public instruc tion in France, was b. at Paris in 1811. Members of his family were employed as designers in the lace-works at Gobelins, and he was, in his boyhood, intended to follow their occupation. He was, on this account, somewhat late in beginning his classical studies, which he did at the college Rollin, then called the college Sainte-Barbe; but the progress he made was rapid enough to enable him to enter the Ecole Normale in his 19th year. Here his career was sufficiently distinguished to obtain for him, in 1833, in suc cession, the position of teacher of history in the college of Rheims—which he only held for two months—and that of teacher or professor of history at Paris; in the college Henri Quatre, afterwards called the college Napoleon. This college (as well as the for mer) is a school of secondary instruction, in which history forms part of the programme of studies of the second (the next to the highest) class. The post which D. obtained in it was therefore by no means a high one. He continued to fill it till 1861. He had meanwhile gained a considerable reputation as a teacher of history, and as a writer on history and geography. Most of his books were school-books, but they were so good that they had a great influence upon the teaching of history in French schools. He got the degree of doctor of letters in 1853. In 1861 and the following year, .he passed through a rapid course of promotion. He was first appointed an academy-inspector of the academy of Paris (an inspector of schools of secondary instruction in the district under the jurisdiction of that academy); next, master of conferences at the Ecole Nor male; then inspector-general of secondary instruction; and, finally, professor of history in the Ecole Polyteellique. From the last-named post lie was, on the 23d June, 1863, by imperial decree, advanced to the office of minister of public instruction.
D., who, by activity and ability combined, bad made himself distinguished while filling a somewhat humble office, was no sooner charged with the control of public instruction, than lie began to carry out important changes in the educational system of France—which had undergone scarcely any modification since the introduction of Gui zot's education law in 1833. He instituted a tribunal for trying charges brought against professors. He remodeled the examinations for the degree of bachelor of letters. He
first suspended, and afterwards abolished, the division of the highest class, which had prevailed in schools of secondary instruction, into two sections: the one rhetorical or literary. the other philosophical (scientitic)—thus making the study of science obligatory upon all who passed through the school curriculum. He introduced other changes into the course of secondary instruction, of which the most important—at any rate, that which has been most diAcussed—was the teaching of contemporary history in the lyce ums, or departmental public schools. Previously, the text-books used in teaching his tory in these schools were Bossuet's Ilistoire Universelle and Montesquieu's Grandeur et Decadence des works being supplemented by the lectures of the profes sor. D. had a text-book prepaied for their use, containing a compendium of French history to so late a period as that of the recent French invasion of Mexico; and it has been alleged that this work, and the circulars which the minister published for the instruction of teachers of history, disclosed a systematic attempt to imbue the youth of France with a Bonapartist view of recent history—to make the teaching of the schools a source of future strength to the empire. Perhaps it would be difficult altogether to acquit D. of the Machiavellian design imputed to him. As to primary instruction, he officially proposed to the emperor to make it compulsory and gratuitous; but the pro posal was badly received by the public, and the emperor withheld his sanction. He also procured legislative sanction for a measure which greatly increased the number of primary schools, especially of girls' schools, for which the provision made had previ ously been inadequate. The night-schools for adults, too, were greatly improved and extended under his Care; and the educational libraries established in connection with them proved very effective aids to the education of the working-classes. He procured an enactment for establishing schools of special secondary instruction, intended mainly to teach the elements of science to boys of the lower middle class who are to be engaged in manufactures or commerce, and, in the country districts, to give systeffiatic instruc tion in the methods of agriculture and horticulture.