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La Germanisation Par L'école En Alsace-Moselle Et En Poznanie

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La Germanisation Par L'école En Alsace-Moselle Et En Poznanie UNIVERSITÉ FRANÇOIS – RABELAIS DE TOURS ÉCOLE DOCTORALE « Sciences de l'Homme et de la Société » INTERACTIONS CULTURELLES ET DISCURSIVES - E.A.6297 THÈSE présentée par : Isabelle QUIRIN HÉMONT soutenue le : 10 octobre 2014 pour obtenir le grade de : Docteur de l’université François – Rabelais de Tours Discipline/ Spécialité : Études germaniques La germanisation par l’école en Alsace-Moselle et en Poznanie : une politique coloniale ? THÈSE dirigée par : Mme GEMEAUX Christine (de) Professeure, université François – Rabelais de Tours RAPPORTEURS : M. BARIC Daniel MCF, université François – Rabelais de Tours Mme SEBAUX Gwénola Professeure, université catholique d'Angers JURY : M. BARIC Daniel MCF, université François – Rabelais de Tours Mme GEMEAUX Christine (de) Professeure, université François – Rabelais de Tours Mme SEBAUX Gwénola Professeure, université catholique d'Angers M. THIÉRIOT Gérard Professeur émérite, université de Lille-3 La germanisation par l’école en Alsace-Moselle et en Poznanie : une politique coloniale ? Thèse présentée par : Isabelle Quirin Hémont THÈSE dirigée par : GEMEAUX Christine (de), Professeure, Université François-Rabelais de Tours JURY : M. Daniel Baric, MCF, rapporteur, Université de Tours, Études germaniques Mme Christine de Gemeaux, Professeure des Universités, Directrice de recherche, Université de Tours, Études germaniques Mme Gwénola Sebaux, Professeure des Universités, rapporteure, Université catholique d'Angers, Études germaniques M. Gérard Thiériot, Professeur émérite, Président du jury, Université de Lille-3, Études germaniques 1 La germanisation par l’école en Alsace-Moselle et en Poznanie : une politique coloniale ? A mon père Henri (Heinrich) QUIRIN 1904-1984 In memoriam 2 Remerciements Remerciements Tous mes remerciements à ma directrice, Madame Christine de GEMEAUX qui a suivi avec bienveillance l’élaboration de ce travail et n’a jamais cessé de me témoigner sa confiance. Affectueux remerciements à mon époux, Jean-Pierre HÉMONT, dont la patience et les encouragements ont favorisé au fil des jours l’aboutissement de ma recherche. Merci enfin aux documentalistes de la Bibliothèque Universitaire de Tours, notamment ceux du Prêt entre bibliothèques, dont la compétence et l’efficacité ont grandement facilité mon accès aux sources. 3 La germanisation par l’école en Alsace-Moselle et en Poznanie : une politique coloniale ? 4 Résumé Résumé Pendant presque un demi-siècle, entre la proclamation de 1871 et la défaite de 1918, l’Empire allemand a soumis trois départements français annexés et l’ancien Grand- Duché de Pologne ou Poznanie, déjà sous domination prussienne, à de vigoureuses campagnes de germanisation dont le principal vecteur a été l’école allemande. De cette empreinte germanique témoignent des manuels scolaires, des écrits fictionnels ou mémoriels peu connus de la recherche et qui permettent d’apprécier l’incidence du phénomène à court et à long terme dans les deux provinces concernées. Un siècle après, les témoignages rassemblés autour de cet objet éveillent l’intérêt du culturaliste. En quoi le concept de colonisation s’applique-t-il à la germanisation par l’école? Les politiques scolaires appliquées à l’Ouest et à l’Est sont-elles similaires, sont-elles comparables à celles pratiquées outre-mer ? Quelle a été l’emprise de l’école prussienne sur une jeunesse appelée à connaître, quelquefois sur plusieurs générations, un déchirement entre son appartenance nationale et son identité culturelle ? Peut-on un siècle plus tard assimiler ce phénomène à un syndrome post colonial ? Mots clés : Alsace, Moselle, Poznanie, école, germanisation, empire, colonisation 5 La germanisation par l’école en Alsace-Moselle et en Poznanie : une politique coloniale ? Over a period of nearly five hundred years , i.e. between the proclamation of the German Empire in 1871 and the defeat in 1918, 3 French annexed départements and the Grand Duchy of Poland (also called Posen) - itself under Prussian domination-, have been submitted to hard campaigns of germanization. School was the main vector. In addition to school books, a number of fictional writings or written memories helped to mark that German print in the minds, but researchers know little about this literature though it helps to appreciate the importance of the phenomenon in the short but also in the long run when a comparison is made between the two provinces concerned. A century later, the culturalists' interest is aroused by the testimonies gathered on this subject in its historical context. This work aims at presenting in what way the concept of colonisation can be applied to germanization, particularly regarding the germanization of the school. We will also examine whether the school politics applied in the west and the east of Europe are similar and if they can be compared to those applied abroad. What was the outcome for the youth in the populations concerned, for those who attended the Prussian educational system facing the possible risk of being torn apart between a sense of national allegiance and their cultural identity? Can this feeling be assimilated to a post colonial syndrome? Keywords: Alsace, Moselle, Posen, school, germanization, empire, colonization 6 Table des matières Table des matières La germanisation par l’école en Alsace-Moselle et en Poznanie : une politique coloniale ? .....1 Remerciements .......................................................................................................................3 Résumé ..................................................................................................................................5 Table des matières ..................................................................................................................7 Introduction .......................................................................................................................... 15 2 Historiographie de la question scolaire en Alsace-Moselle et en Poznanie durant la période allemande ............................................................................................................. 17 3 Approche méthodologique et choix du corpus ................................................................ 24 4 Le corpus ....................................................................................................................... 30 5 Plan adopté .................................................................................................................... 33 I. La politique scolaire comme enjeu national et colonial ...................................................... 37 1 Alsace -Moselle et Poznanie : des identités plurielles ..................................................... 38 1.1 L’Alsace Lorraine entre francisation et germanisation ............................................. 46 1.1.1 La situation linguistique et scolaire avant l’annexion ........................................... 46 1.1.2 Germanisation ou regermanisation ? ................................................................... 48 1.1.3 La guerre et l’annexion : Le statut du Reichsland ................................................. 54 1.1.4 L’administration scolaire ..................................................................................... 57 1.1.5 Les intellectuels allemands face à l’annexion ....................................................... 58 1.1.6 Réaction des Alsaciens ......................................................................................... 61 1.1.7 L’affaire de Saverne et la fin de l’illusion fraternelle............................................ 64 1.2 La question mosellane de 1871 à 1914 .................................................................... 67 1.2.1 Que faut-il entendre par Lorraine allemande ?..................................................... 67 1.2.2 La question du bien-fondé de l’annexion mosellane .............................................. 68 1.2.3 Annexion de la Lorraine et conséquences scolaires .............................................. 69 1.3 La Poznanie : du régime prussien au régime impérial .............................................. 72 1.3.1 Les composantes sociales de la Poznanie à l’époque du Reich ............................. 74 1.3.2 Stéréotypes réducteurs et préjugés tenaces ........................................................... 78 1.3.3 De la «slavophobie» de Bismarck au racisme colonial allemand .......................... 82 1.3.4 La perception coloniale des Marches orientales ................................................... 85 7 La germanisation par l’école en Alsace-Moselle et en Poznanie : une politique coloniale ? 1.4 Poznanie et Reichsland : deux approches différentes ................................................... 89 1.4.1 La question des minorités ..................................................................................... 89 1.4.2 Un Empire, deux politiques .................................................................................. 91 1.4.3 Conclusion provisoire sur la germanisation comme colonisation ......................... 94 2 C’est par l’école que le pays doit être germanisé ............................................................ 94 2.1 École et patrie ......................................................................................................... 94 2.2. Germanisation, intégration, assimilation ................................................................. 98 2.3 Einheit durch Bildung: l’unité par la culture ........................................................
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