By M. Guiney
This e-book explores literature in its position as a sacred textual content in the confines of 19th-century French fundamental and secondary schooling, supporting the college to take over the position of non secular authority from the Catholic Church.
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Extra resources for Teaching the Cult of Literature in the French Third Republic
Example text
The barrier between Scripture and literature, upon which Scripture depends in order to function, is difficult to maintain. One might say that the two institutions are linked forever in struggle, since the divine (Scripture) must always differentiate itself from the secular (literature), while the secular always strives for exactly the opposite: literature in a sense “wants” to be taken as seriously as the Bible, and thereby constantly challenges the distinction that places Scripture in a separate category.
Nowhere is this analysis more prevalent than in the history of republican pedagogy, such as this passage from a 1975 article by Claude Désirat and Tristan Hordé on the revolutionary-era attack on Jesuit rhetorical pedagogy by the founders of the republican educational enterprise, and the subsequent refusal by members of the Third Republic to carry it further: [L]a Troisième République, en imposant la réconciliation nationale et l’union sacrée, estompe les traits trop marqués de ces modèles [de la Première République], quitte à accepter une image négative de la première révolution et à redorer parfois les blasons de l’ancien régime.
I do not intend to analyze Jules Ferry’s reforms and the struggles over educational policy that led up to them, a field well covered by historians. Rather, I propose to examine literary literature versus scripture / 21 threads in the fabric of Third Republic ideology, such as the foundation of a secular canon through the pedagogical selection, editing, and treatment of French literary texts. I begin with the birth of the science of literary pedagogy in works by Ferry’s cadre of academics such as Ferdinand Buisson’s monumental Dictionnaire de pédagogie et d’instruction primaire (Dictionary of Pedagogy and Primary Education) published between 1882 and 1887, and proceed with an examination of several primary school textbooks created for the purpose of implementing the new republican pedagogy, ranging from relatively forgotten literary anthologies to more famous works such as G.
