How a nation educates its children tells us much about the values of its people. From the Salon to the Schoolroom examines the emerging secondary school system for girls in nineteenth-century France and uncovers how that system contributed to the fashioning of the French bourgeois woman. Rebecca Rogers explores the variety of schools--religious and lay--that existed for girls and paints portraits of the women who ran them and the girls who attended them. Drawing upon a wide array of public and private sources--school programs, prescriptive literature, inspection reports, diaries, and letters--she reveals the complexity of the female educational experience as the schoolroom gradually replaced the salon as the site of French women's special source of influence. From the Salon to the Schoolroom also shows how France as part of its civilizing mission transplanted its educational vision to other settings: the colonies in Africa as well as throughout the Western world, including England and the United States. Historians are aware of the widespread ramifications of Jesuit education, but Rogers shows how French education for girls played into the cross-cultural interactions of modern society, producing an image of the Frenchwoman that continues to tantalize and fascinate the Western world today.

Provocative assessment of how new ideas about motherhood and domesticity in pre-Revolutionary France helped women demand social and political equality later on

In this well-written and imaginatively structured book, Carol E. Harrison brings to life a cohort of nineteenth-century French men and women who argued that a reformed Catholicism could reconcile the divisions in French culture and society that were the legacy of revolution and empire. They include, most prominently, Charles de Montalembert, Pauline Craven, Amélie and Frédéric Ozanam, Léopoldine Hugo, Maurice de Guérin, and Victorine Monniot. The men and women whose stories appear in Romantic Catholics were bound together by filial love, friendship, and in some cases marriage. Harrison draws on their diaries, letters, and published works to construct a portrait of a generation linked by a determination to live their faith in a modern world.Rejecting both the atomizing force of revolutionary liberalism and the increasing intransigence of the church hierarchy, the romantic Catholics advocated a middle way, in which a revitalized Catholic faith and liberty formed the basis for modern society. Harrison traces the history of nineteenth-century France and, in parallel, the life course of these individuals as they grow up, learn independence, and take on the responsibilities and disappointments of adulthood. Although the shared goals of the romantic Catholics were never realized in French politics and culture, Harrison's work offers a significant corrective to the traditional understanding of the opposition between religion and the secular republican tradition in France.

This edited volume reflects on how the “transnational” features in education as well as policies and practices are conceived of as mobile and connected beyond the local. Like “globalization,” the “transnational” is much more than a static reality of the modern world; it has become a mode of observation and self-reflection that informs education research, history, and policy in many world regions. This book examines the sociocultural project that the “transnational turn” evident in historical scholarship of the last few decades represents, and how a “transnational history” shapes how historians construct their objects of study. It does so from a multinational perspective, yet with a view of the different layers of historical meanings associated with the concept of the transnational.

In France's Third Republic, secularism was, for its adherents, a new faith, a civic religion founded on a rabid belief in progress and the Enlightenment conviction that men (and women) could remake their world. And yet with all of its pragmatic smoothing over of the supernatural edges of Catholicism, the Third Republic engendered its own fantastical ways of seeing by embracing observation, corporeal dynamism, and imaginative introspection. How these republican ideals and the new national education system of the 1870s and 80s - the structure meant to impart these ideals - shaped belle époque popular culture is the focus of this book. The author reassesses the meaning of secularization and offers a cultural history of this period by way of an interrogation of several fraught episodes which, although seemingly disconnected, shared an attachment to the potent moral and aesthetic directives of French republicanism: a village's battle to secularize its schools, a scandalous novel, a vaudeville hit featuring a nude celebrity, and a craze for female boxing. Beginning with the writer and performer Colette (1873-1954) as a point of entry, this re-evaluation of belle époque popular culture probes the startling connections between republican values of labor and physical health on the one hand, and the cultural innovations of the decades preceding World War I on the other.

When Special Forces veteran Steve Wilson returns to Kabul as security chief to the minister of interior, he is disillusioned with the corriuption and violence that has overtaken the country he fought to free. Relief worker Amy Mallory arrives in Afghanistan ready to change the world. She soon discovers that as a Western woman, the challenges are monumental. Afghan native Jamil returns to his homeland seeking work, but a painful past continues to haunt him. All three are searching for truth and freedom when a suicide bombing brings them together on Kabul's dusty streets.--From publisher's description.

Why do we send children to school? Who should take responsibility for children's health and education? Should girls and boys be educated separately or together? These questions provoke much contemporary debate, but also have a longer, often-overlooked history. Mary Hatfield explores these questions and more in this comprehensive cultural history of childhood in nineteenth-century Ireland. Many modern ideas about Irish childhood have their roots in the first three-quarters of the nineteenth century, when an emerging middle-class took a disproportionate role in shaping the definition of a 'good' childhood. This study deconstructs several key changes in medical care, educational provision, and ideals of parental care. It takes an innovative holistic approach to the middle-class child's social world, by synthesising a broad base of documentary, visual, and material sources, including clothes, books, medical treatises, religious tracts, photographs, illustrations, and autobiographies. It offers invaluable new insights into Irish boarding schools, the material culture of childhood, and the experience of boys and girls in education.

During the eighteenth-century, at a time when secular and religious authors in France were questioning women’s efforts to read, a new literary genre emerged: conduct books written specifically for girls and unmarried young women. In this carefully researched and thoughtfully argued book, Professor Nadine Bérenguier shares an in-depth analysis of this development, relating the objectives and ideals of these books to the contemporaneous Enlightenment concerns about improving education in order to reform society. Works by Anne-Thérèse de Lambert, Madeleine de Puisieux, Jeanne Marie Leprince de Beaumont, Louise d'Epinay, Barthélémy Graillard de Graville, Chevalier de Cerfvol, abbé Joseph Reyre, Pierre-Louis Roederer, and Marie-Antoinette Lenoir take up a wide variety of topics and vary dramatically in tone. But they all share similar objectives: acquainting their young female readers with the moral and social rules of the world and ensuring their success at the next stage of their lives. While the authors regarded their texts as furthering the common good, they were also aware that they were likely to be controversial among those responsible for girls' education. Bérenguier's sensitive readings highlight these tensions, as she offers readers a rare view of how conduct books were conceived, consumed, re-edited, memorialized, and sometimes forgotten. In the broadest sense, her study contributes to our understanding of how print culture in eighteenth-century France gave shape to a specific social subset of new readers: modern girls.

Republican passions demonstrates the crucial role of family and friendship networks in the creation of the French Third Republic. Based on the family archives of Léon Laurent-Pichat, journalist, Deputy and Life Senator, this study paints a rich picture of republican intimacy, sociability and political activity during the Second Empire and early Third Republic. It explores republican friendships and family connections as men and women worked together for the cause. In republican circles, as the book illustrates, the intimate and political realms were not separate but deeply intertwined and interdependent.

This book is organized around the personal struggles of ten extraordinary French women activists: Eugenie Niboyet, Eugenie Foa, Suzanne Voilquin, Josephine Bachellery, Pauline Roland, Jeanne Deroin, Elisa Lemonnier, Desiree Gay, Adele Esquiros, and Marie Noemie Constant. Ranging in age from 52 to 20 in 1848, coming from different economic backgrounds, these women share a common quest to be included in the economic and political rights won by the revolt against the July Monarchy. Banding together in the face of exclusion from the right to work guaranteed to all men in February 1848, they write petitions to the Provisional Government, and create the first daily feminist newspaper, “La Voix des femmes.” The newspaper is a forum for their demands: midwives who demand to be paid as civil servants, domestic workers who demand support while unemployed, teachers who demand opportunities for higher education and for higher wages. The right to vote and the right to divorce are debated in the newspaper. Seeking to widen their support, Niboyet and her cohort launch a political club, Le Club de femmes, which is ridiculed in the satiric press. The women activists of 1848 do not withdraw from the public sphere. They form workers’ associations. Deroin and Roland are imprisoned for their activism. All continue to work for women’s rights as teachers, writers, and artists. The women of 1848 inspire successive generations of women to continue their struggle.