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Information to Users INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. University Microfilms International A Bell & Howell Information C om pany 300 North Z eeb Road. Ann Arbor. Ml 48106-1346 USA 313/761-4700 800/521-0600 Order Number 9401295 The Talleyrand Report and the rise of secularization and democracy in early modern schools Landis, David Richard, Ph.D. The Ohio State University, 1993 UMI 300 N. ZeebRd. Ann Arbor, MI 48106 THE TALLEYRAND REPORT AND THE RISE OF SECULARIZATION AND DEMOCRACY IN EARLY MODERN SCHOOLS DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By David R. Landis, B.S., M.A. ***** The Ohio State University 1993 Dissertation Committee: Approved by B. L. Mitchell J. C. Rule Adviser M . S . Leach College of Education ACKNOWLEDGMENTS I am grateful to professor emeritus, Robert Sutton, of The Ohio State University for having been an antiquarian, among whose collection of rare texts I discovered the Talleyrand Report. I am also indebted to him for having allowed me the freedom as a graduate student to pursue my interests. I owe an earlier debt to professor James Hughes of Wright State University for having introduced me as an undergraduate to the writings of Albert Camus, whose intellectual inquiries prompted my interest in education and revolution. As for my dissertation committee, thanks to Brad Mitchell, whose humanitarian interest in public policy making prompted him to take me on, following professor Sutton's retirement. Thanks also to professor Mary Leach for her insights during the revision process; and special thanks to professor John Rule for providing guidance throughout the entire project, and particularly for giving me insights into the composition of the narrative. Very special thanks goes to my wife, Carol, who aided my efforts in so many ways, but particularly for steering me from typewriter pounding into the efficient world of word processing. ii VITA March 1, 1952 ................... Born - Washington, D.C. 1974 ........................... B.S., Wright State University, Dayton, Ohio 1974-1975 ....................... Secondary Substitute Teacher, Meadowdale High School, Dayton, Ohio 1975-1977 ....................... Secondary Teacher, Yellow Springs High School, Yellow Springs, Ohio 1978 ............................ Secondary Teacher, The Campion School, Athens, Greece 1979 ............................ Academic Counselor, University College, The Ohio State University, Columbus, Ohio 1380-1984 ....................... Teaching Assistant, College of Education, The Ohio State University, Columbus, Ohio 1983 ............................M.A. , College of Education, The Ohio State University, Columbus, Ohio 1984 ............................ Part-time instructor, Humanities, Urbana College, Urbana, Ohio 1984 ........................... Research Assistant, Phi Delta Kappa National Reports research project, College of Education, The Ohio State University, Columbus, Ohio 1984 ............. .............. Secondary Teacher, North Adult Education Center, Columbus City Schools, Columbus, Ohio 1985-Present ................... Education Specialist, Ohio Department of Natural Resources, Columbus, Ohio FIELDS OF STUDY Major Field: Education 1. Social Studies Education 2. History of Education 3. Humanities Education 4. Curriculum Development in Environmental Studies Education TABLE OF CONTENTS ACKNOWLEDGMENTS .................................... ii VITA .............................................. iii CHAPTER PAGE I. INTERPRETING THE TALLEYRAND REPORT OF 1791. 1 Socialization, revolution, and the history of schooling............................ 1 The Talleyrand Report and moral education . 5 Historians and the Talleyrand Report .... 11 Socio-cultural history and the Talleyrand R e p o r t ...................... ............ 22 The French Revolution and the revisionist c h a l l e n g e ................................27 Synthesizing interpretations of the Talleyrand Report ....................... 39 Bringing a document to l i f e ................. 47 II. THE CONSTITUTION OF 1791 AND PUBLIC EDUCATION 49 The Talleyrand Report and revolutionary v a l u e s .............................. 49 Background events and historical agents behind the creation of L'Instruction publique.............................. 50 Intellectual foundations of socialization processes in L'Instruction publique . 63 The curriculum and moral education in L'Instruction publique ................. 74 Scientific methods of moral education in L'Instruction publique ............... 81 Selection processes and L'Instruction publique.............................. 89 Inquiries about socialization processes in the Talleyrand Report ................... 98 v III. MORAL EDUCATION IN EARLY MODERN FRANCE. 101 The structure and organization of knowledge in the eighteenth century ................ 101 Schools for the liberal a r t s ................ 103 Moral education and the elementary school c u r r i c u l u m ............................... 110 Moral education and the elementary school c u l t u r e ................................... 120 Moral education and secondary school c u l t u r e ................................... 127 Moral education and the secondary school c u r r i c u l u m ............................... 138 The revolutionaries and the influence of their classical education ........... 154 Discontinuities in the National Assembly's plan for education ....................... 158 IV. SOCIO-CULTURAL HISTORY AND THE TALLEYRAND REPORT ........................................ 168 Education and social forces of the early modern era................................. 168 Social institutions and education prior to the Revo lut i on ............................. 170 The social structure and the division of labor in eighteenth century France... 178 Social mobility and educational opportunity in the eighteenth century ................ 184 The educational reform movement in the second half of the eighteenth century . 192 Education and vested interests within the social structure of the old regime. 206 Bourgeois culture and the Catholic church . .212 Sources of wealth in eighteenth century society and the social structure.......... 224 Socio-cultural antecedents of national interest in moral education ............. 229 vi V. REVOLUTIONARY EVENTS AND DEMOCRACY IN EDUCATION ......................................240 The origins of revolutionary events and the coalition of the liberal nobles and the bourgeoisie ......................... 240 The social status of the revolutionaries of 1789 .................................. 252 The revolutionary push toward democracy and secularization............................. 257 Limitations and contradictions in the new science of freedom....................... 2 64 The principles of secular morality and the contradictions of constitutional monarchy.................................. 281 Virtue and nationaleducation in 1791 .... 297 ENDNOTES............................................ 3 04 LIST OF REFERENCES ................................ 321 vii CHAPTER I INTRODUCTION INTERPRETING THE TALLEYRAND REPORT OP 1791 If you have never dreamed of history with a document in hand, you cannot be a historian. Braudel Socialization, revolution, and the history of schooling Schools have always been agents of socialization to one degree or another, and they are not the only institutions of socialization in society. This dissertation is restricted to socialization processes in schools during the early modern era of French history up to the time of theearly stages of the Revolution. Its purpose is to provide socio-cultural and historical explanations for characteristics of formal school socialization processes relative to the rise of secularization and democracy in Western culture. Use of the term socialization process in this study refers to the internalization of values and norms that make up standards of morality. This internalization process can take many forms within the formal school setting. It can involve strict indoctrination in a 1 2 catechetical and highly disciplined manner, or it can consist of a constructivist approach to learning that allows for
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