The Old Regime Collèges, 1789-1795
Local Initiatives in Recasting French Secondary Education
(Sprache: Englisch)
This book demonstrates that the condition of the provincial French collèges during the Revolution contrasted sharply with the expectations of legislators sitting in Paris. The latter consistently endeavored to create a system of secondary education, but...
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This book demonstrates that the condition of the provincial French collèges during the Revolution contrasted sharply with the expectations of legislators sitting in Paris. The latter consistently endeavored to create a system of secondary education, but they succeeded only in establishing (after 1795) an inadequate number of écoles centrales . Meanwhile a majority of the collèges - faced with problems of divided administrators, insufficient money, scarce teachers, and vanishing students - ceased to operate. Yet, some local authorities reorganized their schools and provided for them a progressive new curriculum. In general, centralizing tendencies doomed important local attempts at reorganization, perhaps to the detriment of the future of French secondary education.
Autoren-Porträt von Susan F. Bailey
The Author: Charles R. Bailey is Professsor of History at SUNY-Geneseo, where he recently completed a stint of eight and one-half years as chairperson. He received his B.A. from Ohio University and his Ph.D. from the University of Chicago, with Louis Gottschalk as his dissertation advisor. He spent the 1978-1979 academic year at the University of North Carolina-Chapel Hill as a participant in a year-long seminar sponsored by the National Endowment for the Humanities. He has published a number of articles and a monograph on French secondary schools prior to the Revolution.
Bibliographische Angaben
- Autor: Susan F. Bailey
- 1994, Neuausg., X, 292 Seiten, Maße: 15,6 x 23,6 cm, Gebunden, Englisch
- Verlag: Peter Lang
- ISBN-10: 0820422479
- ISBN-13: 9780820422473
- Erscheinungsdatum: 01.08.1994
Sprache:
Englisch
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...the book is an admirable piece of research. (Stephen L. Harp, History of Education Quarterly)
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