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Noblesse, Domesticity, and Social Reform: The Education of Girls by Fénelon and Saint-Cyr
Published online by Cambridge University Press: 24 February 2017
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THE RECENT REVIVAL of interest in the history of education has inspired studies of the relationship of educational policy to social change, the social composition of elite educational institutions, and the function of instruction as an instrument of social control. (1) These issues, however, have scarcely been developed with reference to female education, and consequently historians have not seen that the debate over the education of girls is a key to understanding social conflict. The purpose of this essay is to confront these issues by studying girls' education in sociopolitical context, focusing on the most significant theoretical and institutional achievements of the seventeenth century in the domestic education of French girls: Fénelon's Treatise on the Education of Girls (1687) and the Maison Royale de Saint Louis at Saint-Cyr, founded by Madame de Maintenon in 1686.
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References
Notes
1. On the methodology of the new history of education see Talbott, John E., “The History of Education,” Daedalus, C (1971), 133–50. Among recent studies which confront these issues with reference to male education are McConica, James K., “The Prosopography of the Tudor University,” Journal of Interdisciplinary History, III (1973): 543–54; Hexter, J. H., “The Education of the Aristocracy in the Renaissance,” Reappraisals in History (New York, 1961), pp. 45–70; Jansen, Marius B. and Stone, Lawrence, “Education and Modernization in Japan and England,” Comparative Studies in Society and History, IX (1967): 208–32. Google Scholar
2. It is erroneous to say that Fénelon's innovation was the breadth of his curriculum. Thus, according to Kate Lupton the Treatise on the Education of Girls “has a decided historical interest, since it marks the beginning, in France at least, of a movement which resulted in giving to girls those intellectual advantages which had hitherto been denied them.” See “Introduction” to her translation of Fénelon, The Education of Girls (Boston, 1891), p. 3. To say this overlooks the powerful arguments for broad and deep female education formulated earlier in the seventeenth century by, among others, Jacques DuBosc, Madeleine de Scudéry, Marie de Gournay, François Poulain de la Barre, and Jacquette Guillaume. On Fénelon's precise innovation, see note 99 below.Google Scholar
3. François de Salignac de la Mothe-Fénelon, De l'Éducation des filles, ed. by Faguet, Emile (Paris, 1933), p. 18.Google Scholar
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5. Ibid., p. 18.Google Scholar
6. Ibid., p. 23. Elsewhere Fénelon wrote to a woman that if she did not go to court, “par là vous donnerez à vos affaires domestiques et aux exercices de piété tout ce que vous serez libre de leur donner.” “Instructions et avis sur divers points de la morale et de la perfection chrétienne,” in Fénelon, Oeuvres (Versailles, 35 vols 1820–30), XVIII, 204. Both Fénelon and Maintenon belong to the dévôt tradition. On the latter seventeenth-century dévôt campaign against polite society, see Chill, Emanuel S., “Tartuffe, Religion, and Courtly Culture,” French Historical Studies, III (1963), 151–83.Google Scholar
7. Although Fénelon's own political writings only began to appear in the 1680s, Fénelon's close associate and friend Claude Fleury had already formulated agrarian ideas against the mercantilist system of Colbert. On the links between Fleury and Fénelon see Rothkrug, Lionel, Opposition to Louis XIV: the political and social origins of the French Enlightenment (Princeton, 1965), ch. 5; Chérel, Albert, “L'Anti-Machiavélisme de Fénelon et la ‘conversion’ du Roi,” in Mélanges Albert Dufourcq: Etudes d'histoire religieuse (Paris, 1932); Goré, Jeanne Lydie, L'Itineraire de Fénelon: humanisme et spiritualité (Paris, 1957), pp. 252–56. For the similarity of Fleury's and Fénelon's ideas on the education of girls see Fleury's Traité du choix des études. On the consistency of Fénelon's thought over decades see Mousnier, Roland, “Les Idées politiques de Fénelon,” XVIIe siècle, no. 12 (1951): 190–206. Google Scholar
8. Rothkrug, p. 175. A recent study which relates Fénelon's vision of social reform to palace politics is Kanter, Sanford B., “Archbishop Fénelon's Political Activity: the Focal Point of Power in Dynasticism,” French Historical Studies, IV (1965–66): 320–34.Google Scholar
9. Agnès de la Gorce hints at the link between Fénelon's pedagogy and his sociopolitical views without developing its implications in Le Vrai visage de Fénelon (Paris, 1958), pp. 80–86, 42–47. Attention has focused on the pedagogy of the éducation attrayante: the gentle childrearing methods which rest upon the belief that the child is born potentially good, that studies should be pleasurable as well as adapted to the individual character and temperament of the pupil. See, for example, Chérel, Albert, Fénelon au XVIIIe siècle en France (1715–1820): son prestige, son influence (Paris, 1917); Compayré, Gabriel Fénelon et l'éducation attrayante (Paris, 1910); Daniélou, Madeleine, “Fénelon éducateur,” XVIIe siècle, No. 12 (1951): 181–189. Geo. Snyders, however, denies Fénelon's originality on this point, arguing that Fénelon had no more real confidence in the child than any of his contemporaries; see Pédagogie en France: XVIIe et XVIIIe siècles (Paris, 1965), pp. 154–59. Google Scholar
10. Fénelon, , “Examen de conscience sur les devoirs de la royauté,” in Oeuvres ed. by Martin, Aimé (Paris, 3 vols., 1882), III, 337. Fénelon also expressed this view in his Dialogue des morts, ch. LXIV. In a dialogue between Louis XII (whom Fénelon revered) and François I, François boasted of the grandeur of his reign, especially his court. “J'y ai mis la magnificence, la politesse, l'érudition et la galanterie: avant moi tout était grossier, ignorant, gaulois. Enfin je me suis fait nommer le père des lettres.” To this Louis XII replied: “j'aimerois encore mieux que vous eussiez été le père du peuple que le père des lettres,” and proceeded to accuse François of bleeding the people to provide magnificence for his court, attacking especially the role of women in the court: “je parie que vos maîtresses y ont eu une plus grande part que les meilleurs officiers d'armée.” Google Scholar
11. Ibid. Google Scholar
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13. Fénelon, , “Lettre à Louis XIV,” in Urbain, Ch., ed., Ecrits et lettres politiques de Fénelon (Paris, 1920), passim. For a review of the debate over the authenticity of Fénelon's letter to Louis XIV see Chas. Read, , “Vauban, Fénelon, et le due de Chevreuse sur la tolérance et le rappel des Huguenots,” Bulletin de la Société de l'histoire du protestantisme français, XXXIX, 113–28. Google Scholar
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15. For a discussion of contemporary usage of the term “la cour et la ville“ and the social fusion underlying it see Auerbach, Erich, “La Cour et la ville,” in Vier Untersuchungen zur Geschichte der französischen Bildung (Bern, 1951), pp. 12–50.Google Scholar
16. p. 144, 149. In his famous letter to Maintenon in which he outlined the good influence she could have on the king, Fénelon stressed among the principal reforms the diminution of the luxury of the court. See Oeuvres complètes de Fénelon, ed. by Gosselin, J. E. A. (Paris, 10 vols., 1848–52), VIII, 483–87, no. 40.Google Scholar
17. Télémaque, Book XVII.Google Scholar
18. Fénelon, , “Examen de conscience,” III, 436. Fénelon was a leading opponent of the view that France would profit from the development of luxury manufactures. See Rothkrug, ch. 5.Google Scholar
19. Fénelon, , “Avis à une dame de qualité sur l'éducation de sa fille,” in De l'Edution des filles, ed. by Faguet, , p. 134. Fénelon believed French society was being increasingly bifurcated horizontally into rich and poor with increasing pauperization and a growing distance between the upper and lower strata of society. On the expression of these ideas in the seventeenth century see Bendix, Reinhard, “Tradition and Modernity Reconsidered,” Comparative Studies in Society and History, IX (1967), 292–346. Fénelon's paternalism included his desire to teach his girls “compassion [pour] les misères affreuses des pauvres” (“Avis,” p. 134) and was an attempt to reassert vertical links through the social strata, to revive both the old alliance between the greater and lesser nobility independent of the king and the paternalist link between seigneur and peasant. Google Scholar
20. “Avis,” p. 133.Google Scholar
21. See Ford, Franklin L., Robe and Sword: The Regrouping of the French Aristocracy after Louis XIV (Cambridge, 1953), pp. 222–29; Doyle, William, “Was there an Aristocratic Reaction in Pre-Revolutionary France?”, Past and Present, no. 57 (1972), 97–122. Google Scholar
22. Fénelon, , “De la Monarchic modérée par 1'aristocratie,” in Oeuvres, ed. by Martin, , III, 384.Google Scholar
23. Ibid., III, 385.Google Scholar
24. Fénelon, , “Examen de conscience,” III, 351.Google Scholar
25. Fénelon, , “Plans de gouvernement,” III, 430–36.Google Scholar
26. “Examen de conscience,” III, 338.Google Scholar
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31. p. 104: “La force et le bonheur d'un Etat consistent, non à avoir beaucoup de provinces mal cultivées, mais à tirer de la terre qu'on possède tout ce qu'il faut pour nourrir aisément un peuple nombreux.” Fénelon does not discuss population issues with reference to women in De l'Education des filles, although his stress on the family role of women was certainly compatible with his belief in the importance of large population as the basis of national prosperity. See Télémaque, Book XIV; Spengler, Joseph John, French Predecessors of Malthus: A Study in eighteenth-century wage and population theory (Durham, N.C., 1942), pp. 29–31. On the other hand, large families created a problem for French nobles. See Meyer, Jean, “Un Problème mal posé: la noblesse pauvre,” Revue d'histoire moderne et contemporaine, XVIII (1971): 175–84. Google Scholar
32. “Lettre à Louis XIV,” p. 149; Télémaque, Books X and XIV.Google Scholar
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34. p. 149.Google Scholar
35. Fénelon, , De l'Education des filles, p. 113. An early draft of De l'Education des filles offers a longer portrait of the ideal woman which appears in abridged form in the published treatise and shows how a hard-working wife insures there will be “toujours l'abondance dans la maison.” See Fénelon, Oeuvres, Versailles edition, XVII, xiv, 113–115. For a second portrait of Fénelon's ideal woman, see Antiope in Télémaque, Book XVII. Fénelon assumed, of course, that the household constituted a unit of production as well as consumption. Ironically he wrote at a time when this was increasingly untrue and the French law increasingly limited women's rights to function in the manner Fénelon prescribed. See Brissaud, Jean, A History of French Private Law (Paris, 1912); Timbal, P. C., “L'Esprit du droit privé au 17e siècle,” XVIIe siècle, no. 58–59 (1963), 30–39. Google Scholar
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37. Ibid., p. 104. In his Dialogues des morts, ch. XLV, the dialogue between Caesar and Pompey cites the corruption of women as one vehicle of tyranny: “corrompre toutes les femmes pour entrer dans le secret le plus intime de toutes les families.” Fénelon's preference for republican Rome contrasts with the imperial Roman tradition used to glorify the Versailles court. See Ranum, Orest, “The Court and Capital of Louis XIV: Some Definitions and Reflections,” in Rule, John C., ed., Louis XIV and the Craft of Kingship (Columbus, O., 1969), pp. 265–85.Google Scholar
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40. Ibid., p. 118. Elsewhere Fénelon expressed the most severe form of the work ethic: “depuis les premiers instances de notre être jusqu'au dernier moment de notre vie Dieu n'a point pretendu nous laisser de temps vide et qu'on puisse dire qu'il ait abandonné à notre discretion, ni pour le perdre.” (“Instructions et avis,” XVIII, 194).Google Scholar
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88. See Table 2. Yet, suggestive of the not insubstantial character of the families is the fact that no fewer than 13 (9 percent) of the girls in the inaugural class had a brother, first cousin, or uncle who was a general officer in the army.Google Scholar
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99. The related question of Fénelon's precise innovation in educational theory is also important. The duties he ascribed to women were in one sense thoroughly traditional: medieval French noble women filled important roles in estate management. See Power, Eileen, “The Position of Women,” in Crump, C.G. and Jacob, E.F., eds., The Legacy of the Middle Ages (New York, 1926), pp. 403–44; Herlihy, David, “Land, Family and Women in Continental Europe, 701–1200,” Traditio, XVIII (1962): 89–120. Christine de Pizan, too, assigned women a broad role in estate management and insisted that they be educated for that role. Fénelon's innovation was the reassertion of this traditional outlook against the sixteenth- and seventeenth-century development of polite society which pulled women out of their domestic roles. Fénelon thus forms a link between medieval social practice and the modern ethic of domesticity. Google Scholar
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