The Old Regime Collèges, 1789-1795 - Bailey, Susan F.
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This book demonstrates that the condition of the provincial French collèges during the Revolution contrasted sharply with the expectations of legislators sitting in Paris. The latter consistently endeavored to create a system of secondary education, but they succeeded only in establishing (after 1795) an inadequate number of écoles centrales . Meanwhile a majority of the collèges - faced with problems of divided administrators, insufficient money, scarce teachers, and vanishing students - ceased to operate. Yet, some local authorities reorganized their schools and provided for them a…mehr

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Produktbeschreibung
This book demonstrates that the condition of the provincial French collèges during the Revolution contrasted sharply with the expectations of legislators sitting in Paris. The latter consistently endeavored to create a system of secondary education, but they succeeded only in establishing (after 1795) an inadequate number of écoles centrales . Meanwhile a majority of the collèges - faced with problems of divided administrators, insufficient money, scarce teachers, and vanishing students - ceased to operate. Yet, some local authorities reorganized their schools and provided for them a progressive new curriculum. In general, centralizing tendencies doomed important local attempts at reorganization, perhaps to the detriment of the future of French secondary education.
Autorenporträt
The Author: Charles R. Bailey is Professsor of History at SUNY-Geneseo, where he recently completed a stint of eight and one-half years as chairperson. He received his B.A. from Ohio University and his Ph.D. from the University of Chicago, with Louis Gottschalk as his dissertation advisor. He spent the 1978-1979 academic year at the University of North Carolina-Chapel Hill as a participant in a year-long seminar sponsored by the National Endowment for the Humanities. He has published a number of articles and a monograph on French secondary schools prior to the Revolution.
Rezensionen
"...the book is an admirable piece of research." (Stephen L. Harp, History of Education Quarterly)