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The Politics of Educational Reform in France and Algeria During the Early Third Republic

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The Politics of Educational Reform in France and Algeria During the Early Third Republic University of Central Florida STARS Electronic Theses and Dissertations, 2004-2019 2016 By Book and School: The Politics of Educational Reform in France and Algeria during the Early Third Republic Michael Brooks University of Central Florida Part of the History Commons Find similar works at: https://stars.library.ucf.edu/etd University of Central Florida Libraries http://library.ucf.edu This Masters Thesis (Open Access) is brought to you for free and open access by STARS. It has been accepted for inclusion in Electronic Theses and Dissertations, 2004-2019 by an authorized administrator of STARS. For more information, please contact [email protected]. STARS Citation Brooks, Michael, "By Book and School: The Politics of Educational Reform in France and Algeria during the Early Third Republic" (2016). Electronic Theses and Dissertations, 2004-2019. 4909. https://stars.library.ucf.edu/etd/4909 BY BOOK AND SCHOOL: THE POLITICS OF EDUCATIONAL REFORM IN FRANCE AND ALGERIA DURING THE EARLY THIRD REPUBLIC by MICHAEL DAVID BROOKS B.A. University of Central Florida, 2012 B.S. University of Central Florida, 2012 B.A. University of Central Florida, 1998 A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in the Department of History in the College of Arts and Humanities at the University of Central Florida Orlando, Florida Spring Term 2016 © 2016 Michael D. Brooks ii ABSTRACT During the era of New Imperialism, the newly-formed French Third Republic continued France’s civilizing mission both in France and in Algeria. Founded on a series of reforms, republican leaders and educational experts judged primary level education taught in the French language to be the most effective means of uniting a linguistically and culturally diverse population in the metropole. These republican values, based on revolutionary tenet of universality, would help France to sustain a republican regime, would thwart attempts to reestablish monarchical rule, and would teach future French citizens what it meant to be politically active. At the same time, another group of metropolitan republicans set out to reform the educational system in Algeria, the crown jewel of the French empire. These men, using the civilizing mission as their justification, wanted to export the reformed metropolitan curriculum to Algeria in order to inculcate French values into the indigenous populations. The exclusive use of the French language and of metropolitan educational materials, based on assimilationist beliefs, resulted in the devaluation of Algerians’ culture, language, and traditions. A third group of leaders and educational experts who had lived in Algeria recognized the peril involved in the direct export of metropolitan education. This third group championed Algerian exceptionalism, arguing that local circumstances must be considered when reforming education in Algeria so that indigenous culture is respected. Their associationalist perspectives predated the metropolitan shift in colonial ideology from assimilation to association. iii ACKNOWLEDGEMENTS The conception, research, writing, and completion of this thesis could not have been accomplished without the participation of many others. I would like to offer my heartfelt gratitude to the three members of my committee. First, Dr. Amelia H. Lyons, who served as my mentor throughout not only this process but during my undergraduate and graduate careers, has my everlasting thanks and appreciation. She has provided discerning and constructive criticism from beginning to end. Her feedback of my work has made me a better historian and writer. Second, I wish to thank Dr. Peter Larson not only for his insights and perspectives on the British Empire, but for joining my thesis committee during its final semester due to unforeseen circumstances. Third, for expanding my understanding of cultural history, I wish to thank Dr. Richard Crepeau, whose knowledge of African history has enriched this study. For their tireless endeavors to obtain obscure and hard to find sources, I offer my gratitude to the staff of the Inter Library Loan office at the University of Central Florida. Without their efforts I would not have been able to complete this thesis. I would also like to thank the University of Central Florida’s Office of Graduate Studies for their fellowship and the University of Central Florida’s Student Government Association for their travel allocation which allowed me to present a portion of this study at a national conference on global history. Finally, and certainly not least, I would like to thank my mother, Nancy Brooks, and my partner, John Tschinkel, for their eternal support of my aspirations to become a historian. Both of them have encouraged me to follow my dreams, and for that I am forever grateful. iv TABLE OF CONTENTS INTRODUCTION .......................................................................................................................... 1 Early Third Republic Ideology ................................................................................................... 5 Education .................................................................................................................................... 9 Historiography .......................................................................................................................... 12 CHAPTER ONE: METROPOLITAN PRIMARY EDUCATION, EDUCATIONAL REFORM, AND THE FRENCH LANGUAGE ............................................................................................. 16 Metropolitan Education from the French Revolution to the Early Third Republic .................. 17 The Need for Secular Education ............................................................................................... 25 A Civic and Moral Education ................................................................................................... 29 Education and Citizenship ........................................................................................................ 36 Language, Regeneration, and Education .................................................................................. 40 Conclusion ................................................................................................................................ 45 CHAPTER TWO: THE CONQUEST OF MINDS: LANGUAGE, COLONIAL THEORY AND THE ALLIANCE FRANÇAISE ..................................................................................................... 47 Education in Algeria Prior to the Third Republic ..................................................................... 48 Colonial Theory and Education ................................................................................................ 53 The French Language and the Alliance française ..................................................................... 60 A Conquest of Minds ................................................................................................................ 67 From Assimilation to Association ............................................................................................ 72 Conclusion ................................................................................................................................ 77 CHAPTER THREE: COLONIAL PERSPECTIVES, ASSOCIATION, AND RESPECT FOR LOCAL CIRCUMSTANCES ....................................................................................................... 78 The Indigenous Question and Colonial Theory ........................................................................ 79 Local Critiques of France’s Educational Efforts ...................................................................... 82 Challenges to Educating Algerians ........................................................................................... 86 Girls’ Education ........................................................................................................................ 94 Considering Local Circumstances ............................................................................................ 98 Conclusion .............................................................................................................................. 105 CONCLUSION ........................................................................................................................... 107 v LIST OF REFERENCES ............................................................................................................ 111 Primary Sources ...................................................................................................................... 111 Secondary Sources .................................................................................................................. 113 vi INTRODUCTION In 1899, an article in the Bulletin de l’Enseignement des Indigènes de l’Académie d’Alger suggested that education was “the most certain way that a civilized nation has to win over primitive populations to its ideals and to raise them up gradually to it.”1 This statement demonstrates Third Republicans’ belief that education was the most important way to bring the civilizing mission to fruition. This thesis investigates the discursive debates of metropolitan and colonial officials and educational experts in their efforts to reform France’s metropolitan and colonial educational systems concurrently during the early Third Republic (1870–1914). I argue that the texts analyzed here demonstrate that French metropolitan and colonial
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