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L'architecture Scolaire he102-001a006-som-intro 21/12/04 10:34 Page 1 L’ARCHITECTURE SCOLAIRE Essai d’historiographie internationale sous la direction d’Anne-Marie CHÂTELET et Marc LE CŒUR Service d’histoire de l’éducation INRP 2004 he102-001a006-som-intro 21/12/04 10:34 Page 2 © Institut national de recherche pédagogique, Lyon, 2004. ISBN : 2-7342-0984-5 he102-001a006-som-intro 21/12/04 10:34 Page 3 SOMMAIRE N° 102 — Mai 2004 Anne-Marie CHÂTELET, Marc LE CŒUR: Avant-propos ................................................ 5 Anne-Marie CHÂTELET: Essai d’historiographie I. L’architecture des écoles au XXe siècle ....................... 7 Marc LE CŒUR: Essai d’historiographie II. Des collèges médiévaux aux campus ........................ 39 Paul V. TURNER: Quelques réflexions sur l’histoire et l’aménagement des campus américains .................... 71 Dell UPTON: Écoles lancastériennes, citoyenneté républicaine e et imagination spatiale en Amérique au début du XIX siècle .... 87 Marc LE CŒUR: Couvert, découvert, redécouvert… L’invention du gymnase scolaire en France (1818-1872) .... 109 Romana SCHNEIDER: Tendances de l’architecture scolaire en Allemagne au XXe siècle .................................. 137 Marta GUTMAN: Entre moyens de fortune et constructions spécifiques. Les écoles de plein air aux États-Unis à l’époque progressiste (1900-1920) .................................... 157 Andreas GIACOUMACATOS et Ezio GODOLI: Le renouvellement de l’architecture scolaire grecque dans les années 1930: le rôle de Nikos Mitsakis ............. 181 he102-001a006-som-intro 21/12/04 10:34 Page 4 4 Sommaire Andrew SAINT: Écoles d’après-guerre dans le Hertfordshire: un modèle anglais d’architecture sociale ..................... 201 This OBERHÄNSLI: L’architecture scolaire pavillonnaire en Suisse alémanique dans les années 1950 .................. 225 Ola UDUKU: Architecture scolaire et éducation en Afrique anglophone, XIXe-XXe siècles ................................. 247 Christian HOTTIN: Les délices du campus ou le douloureux exil. Trois grandes écoles parisiennes face à leur transfert (1950-1980) .................................. 267 Résumés – Summaries – Zusammenfassungen ............ 295 Illustration de la couverture: Le nouvel ameublement mobile (extrait) In W. von Gonzenbach, W. Moser, W. Schohaus: Das Kind und sein Schulhaus. Ein Beitrag zur Reform des Schulhausbaues. Zurich, 1933. Directeur de la publication: E. FRAISSE Conception graphique et réalisation P.A.O.: Nicole PELLIEUX he102-001a006-som-intro 21/12/04 10:34 Page 5 AVANT-PROPOS L’intérêt pour l’architecture scolaire ne s’est éveillé que progres- sivement. Si les premières histoires architecturales des collèges (1) et universités paraissent à la fin du XIXe siècle, celles qui concernent les écoles primaires ne se développent que dans les années 1950 ; quant aux écoles secondaires, elles n’ont encore fait l’objet que de très rares études spécifiques. L’importance de ces recherches est aujourd’hui assez significative pour que soit tenté un bilan historio- graphique international. Sans prétendre être exhaustif, ce numéro spécial embrasse donc d’autres pays que la France. Il a pour ambi- tion de présenter un état des recherches, de comprendre l’évolution des travaux et de confronter leur développement suivant les pays retenus et les disciplines. Dans une première partie, deux articles liminaires présentent indépendamment les publications relatives à l’architecture des écoles primaires et celles relatives aux collèges et universités (ainsi qu’aux écoles secondaires, dans une moindre mesure). Cette distinction a plusieurs raisons. Certaines tiennent à l’histoire de l’enseignement. Ce qui apparaît aujourd’hui comme différents niveaux d’un même système, constituait hier deux formes d’enseignement distinctes des- tinées à des groupes sociaux différents. Leurs effectifs se chiffraient ici en dizaines d’élèves et là en centaines. Leur fonctionnement n’exigeait pas les mêmes locaux, externats pour les uns, internats pour les autres. Enfin leur statut réclamait une expression architectu- rale différenciée, ce qui se traduisait par des budgets de construction d’une importance bien moindre pour les premières. D’autres tiennent à l’histoire de leur architecture. Longtemps, l’école n’eut pas même d’édifice spécifique et elle n’a pas hérité de l’agencement développé pour les collèges depuis plusieurs siècles. En revanche, à la fin du XIXe siècle, les maisons d’école sont plus nombreuses et plus large- ment réparties sur le territoire que les établissements secondaires et universités; les grandes villes en possèdent, à elles seules, plus d’une (1) Le terme de « collège » est employé ici dans son acception de l’époque moderne. Celle-ci perdure dans les pays anglo-saxons, où les collèges sont encore des établissements d’enseignement supérieur. he102-001a006-som-intro.qxd 22/12/2004 13:21 Page 6 6 Avant-propos centaine. Ces caractères expliquent que les études d’histoire de l’architecture de ces bâtiments n’embrassent que rarement les trois degrés d’enseignement. Dans la plupart des cas, elles sont consacrées soit aux écoles primaires, parfois associées aux établissements secondaires, soit aux collèges et universités et elles présentent une approche différente qui retient volontiers la monographie de villes pour les premières et celle de bâtiments pour les autres. Toutefois, les limites sont poreuses. Ainsi, la démocratisation de l’enseigne- ment entreprise après la Seconde guerre mondiale a donné naissance à des bâtiments analogues dans le primaire et dans le secondaire qui sont parfois analysés conjointement. La seconde partie du numéro est constituée d’un ensemble d’articles illustrant différentes tendances représentatives de la recherche en histoire de l’architecture scolaire. Certains ont été choi- sis dans le corpus des publications analysées pour éclairer ces ten- dances et permettre une lecture de textes qui, publiés dans leur pays d’origine, ne sont pas facilement accessibles : ceux de Paul V. Turner, Dell Upton, Romana Schneider, Andreas Giacoumacatos et Ezio Godoli, Andrew Saint, This Oberhänsli. À lire les bilans bibliographiques introductifs, on comprendra quelle est leur place au sein de ce domaine de recherche. D’autres ont été écrits spécifique- ment pour ce numéro, ceux de Marc Le Cœur, Marta Gutman, Ola Uduku et Christian Hottin. Ils témoignent en partie de l’émergence de nouveaux sujets d’investigation. Ainsi, celui de Marta Gutman, consacré aux écoles de plein air aux États-Unis à l’époque progres- siste, élargit la connaissance d’un type d’établissement spécifique qui a récemment fait l’objet d’un colloque dont les actes ont été publiés l’an dernier (1). Celui d’Ola Uduku sur les écoles d’Afrique de l’Ouest et d’Afrique australe, plus précisément du Nigeria et de l’Afrique du Sud, défriche des territoires dont l’architecture scolaire était jusqu’ici méconnue. Anne-Marie Châtelet et Marc Le Cœur (1) Anne-Marie Châtelet, Dominique Lerch et Jean-Noël Luc (dir.): L’École de plein air. Une expérience pédagogique et architecturale dans l’Europe du XXe siècle, Paris, Éditions Recherches, 2003. he102-007a038chatelet 21/12/04 10:35 Page 7 Essai d’historiographie I L’ARCHITECTURE DES ÉCOLES AU XXe SIÈCLE par Anne-Marie CHÂTELET L’architecture des écoles est devenue un sujet de prédilection lorsque s’est fait jour, à la fin du XIXe siècle, la formule du manuel consacré à un type de bâtiment spécifique. Des États-Unis à l’Autriche, sont alors parus de nombreux ouvrages ou de véritables séries consacrées à différents pays (1). Ils répondaient au développe- ment de la construction scolaire à l’heure où les créations d’écoles publiques étaient au programme de toutes les démocraties. Certains sont des recueils de dessins d’édifices récents, d’autres proposent une analyse illustrée, complétée d’une introduction sur les origines de l’école dans laquelle se lisent les premiers balbutiements d’une histoire de l’architecture scolaire. La rétrospective liminaire de Gustav Behnke pour le tome du Handbuch der Architektur consacré aux écoles débute ainsi au Moyen Âge (2). De façon significative, l’auteur s’appuie sur l’histoire de l’enseignement pour les siècles les plus éloignés, n’abordant l’histoire des bâtiments qu’au moment où sont formulés des règlements sur la construction scolaire. L’ambition évolue avec Henry Baudin qui, en 1907, publie Les constructions (1) Il existe trop de manuels sur l’architecture des écoles pour les citer ici. On pourra se reporter, par exemple, à la liste dressée par Malcolm Seaborne, «Works on school architecture and building published between 1800 and 1880» dans l’introduc- tion de la réédition de l’ouvrage de E.R. Robson, School architecture, New York, Leicester University Press, 1972, pp. 27-34. Pour les panoramas, on peut citer Félix Narjoux: Les Écoles publiques, construction et installation en France et en Angleterre, Paris, 1877, 200 p.; Les Écoles publiques, construction et installation en Belgique et en Hollande, Paris, 1878, 254 p.; Les Écoles publiques, construction et installation en Suisse, Paris, 1879, 266 p.; Carl Hinträger: Die Volksschulhäuser in den verschiede- nen Ländern I. Volks-schulhäuser in Schweden, Norwegen, Dänemark und Finnland, Stuttgart, 1894, 179 p.; II. Volksschulhäuser in Österreich, Ungarn, Bosnien und der Hercegovina, Stuttgart, 1894, 380 p.; III. Volksschulhäuser in Frankreich, Stuttgart, 1904, 180 p. (2) Handbuch der Architektur. 4. Teil, 6. Halb-Band: Gebäude für Erziehung, Wissenschaft und Kunst, 1. Heft Niedere und höhere Schulen, Darmstadt,
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