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Revolutionary Education at the Height of Sans-Culottes Power" (2007)

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Revolutionary Education at the Height of Sans-Culottes Power UNLV Retrospective Theses & Dissertations 1-1-2007 Gabriel Bouquier: Revolutionary education at the height of sans- culottes power Jonathan Douglas Deverse University of Nevada, Las Vegas Follow this and additional works at: https://digitalscholarship.unlv.edu/rtds Repository Citation Deverse, Jonathan Douglas, "Gabriel Bouquier: Revolutionary education at the height of sans-culottes power" (2007). UNLV Retrospective Theses & Dissertations. 2286. http://dx.doi.org/10.25669/a7at-svnd This Thesis is protected by copyright and/or related rights. It has been brought to you by Digital Scholarship@UNLV with permission from the rights-holder(s). You are free to use this Thesis in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This Thesis has been accepted for inclusion in UNLV Retrospective Theses & Dissertations by an authorized administrator of Digital Scholarship@UNLV. For more information, please contact [email protected]. GABRIEL BOUQUIER: REVOLUTIONARY EDUCATION AT THE HEIGHT OF SANS-CULOTTES POWER by Jonathan Douglas Deverse Bachelor of Arts University of California, Santa Cruz 2002 A thesis submitted in partial fiilfillment of the requirements for the Master of Arts Degree in History Department of History College of Liberal Arts Graduate College University of Nevada, Las Vegas May 2008 UMI Number: 1456335 Copyright 2008 by Deverse, Jonathan Douglas All rights reserved. INFORMATION TO USERS 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 bleed-through, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send 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. UMI UMI Microform 1456335 Copyright 2008 by ProQuest LLC. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC 789 E. Eisenhower Parkway PC Box 1346 Ann Arbor, Ml 48106-1346 Copyright by Jonathan Douglas Deverse 2008 AU Rights Reserved Thesis Approval IJNTV The Graduate College University of Nevada, Las Vegas April 16 _ 2008_ The Thesis prepared by Jonathan Deverse Entitled "Gabriel Bouquier; Revolutionary Education at the Height of Sans-Culotte Power" is approved in partial fulfillment of the requirements for the degree of ______________ Master of Arts In History______ Exuviation Committee Chair Dean of the Graduate College Examination Committee Member Examination Committee Member duate College Faculty Representative 1017-53 11 ABSTRACT Gabriel Bouquier: Revolutionary Education at the Height of Sans culottes Power By Jonathan Douglas Deverse Dr. Gregory Brown, Examination Committee Chair Associate Professor of History University of Nevada, Las Vegas The central purpose of this thesis is to use Gabriel Bouquier and Michel Lepeletier as a means to investigate the greater educational debate in the radical republic of the French Revolution. I use the oppositional definition of public education in the writing of Bouquier and Lepeletier as a window into the character of Jacobinism as the height of the radical republic. Through this exploration, I revise the historiography on Bouquier by viewing him as an example of sans-culotte influence instead of a compromise with the liberal elements in the National Convention. Consequently, I revise the historiography of Lepeletier by interpreting his educational plan and its passage in the National Convention in terms of political culture and not ideology. This revision views Bouquier as a primary example of educational ideology in the radical republic and Lepeletier as example of its political culture. This changes our understanding of the context of events in the radical republic and the nature of the culture of Jacobinism. Finally, I situate the fervent anti­ elitism in the writing of Bouquier within the National Convention as part of a greater trend in the French Revolution and part of the new trend of anti-intellectualism in democratic culture. Ill TABLE OF CONTENTS ABSTRACT.............................................................................................................................. i ACKNOWLEDGMENTS....................................................................................................... ii CHAPTER 1 INTRODUCTION..........................................................................................I Biographies ......................................................................................................................... 7 CHAPTER 2 REVOLUTIONARY JANUS.....................................................................10 Dualism in Education .......................................................................................................12 Virtue in Education ...........................................................................................................18 Militarism in Education................................................................................................... 23 Athens versus Sparta ....................................................................................................... 25 CHAPTER 3 REVOLUTIONARY TRINITY..................................................................30 Classical Republicanism .................................................................................................. 32 Parallel Structures ....................................................... 34 The Constitution ...............................................................................................................36 The People ........................................................................................................................ 37 The Popular Society ......................................................................................................... 39 The popular Society as Community ............................................................................... 42 The popular Society and Education ................................................................................ 47 The Reality of the Popular Society ................................................................................. 51 CHAPTER 4 THE ORIGINS OF ANTI-INTELLECTUALISM ................................... 54 Learned Elites in the Old Regime ....................................................................................57 The Revolution and Bouquier ..........................................................................................59 Anti-elitism in the Convention ........................................................................................67 Real or Imagined?.............................................................................................................70 CHAPTER 5 CONCLUSION: LEPELETIER AND POLITICAL CULTURE ............ 73 Trading Places ..................................................................................................................77 The Context of the Lepeletier Plan ................................................................................. 83 Epilogue ............................................................................................................................ 85 BIBLIOGRAPHY..................................................................................................................91 VITA........................................................................................................................................95 IV ACKNOWLEDGEMENTS I would like to thank my chair Dr. Gregory Brown for his guidance on my academic career and for the many helpful suggestions regarding this thesis. I must also express my thanks to Dr. Paul Werth and Dr. Tom Wright, my two other committee members. Finally, I must extend my thanks to my family for sustaining me throughout my time here and before. CHAPTER 1 INTRODUCTION In 1793, during the radical phase of the French Revolution, a little known painter named Gabriel Bouquier authored a plan for creating a nationwide system of public education. It has the distinction of being the only plan the National Convention passed and attempted to implement. The plan was an apparent mix of liberal and radical influences. The first section on primary education seems to be liberal in that it called for what we might describe as private enterprise in education; secondary education, however, combined elements of Jacobin ideology, classical republican rhetoric and the language of the sans-culottes, in a zealous attack against higher education. The circumstances surrounding the plan also corresponded to the height of Maximilien Robespierre’s power and the apex of sans-culottes influence. In light of these factors, historians attempting to understand the Bouquier plan have reasoned that the plan was a political compromise between the moderate middle ground and the radical leadership in the National Convention. Among those historians who view the Bouquier plan as a political compromise is Robert Palmer. Palmer hypothesizes the Committee of Public Safety used the unknown Bouquier to pass legislation through the
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