Annie Bruter (ENG)

Bruter photoFormerly Assistant Professor (Maître de conférences) in History and Research Fellow at the Department of History of Education (Service d’histoire de l’éducation) at the (former) National Institute of Pedagogical Research (Institut national de recherche pédagogique) in Paris from 1999 to 2010. Her fields of research are : teaching of humanities and especially that of history teaching in the early Modern Era and the 19th century.

Main publications in history of education:

  • L’histoire enseignée au Grand Siècle. Naissance d’une pédagogie, Paris, Belin, 1997.
  • L’enseignement de l’histoire à l’école primaire de la Révolution à nos jours. Textes officiels, t. I : 1793-1914, Lyon, INRP, 2007.

Webpage: www.inrp.fr/she/pages_pro/bruter.htm

 

Robe and Sword Nobles in 17th Century France: Two Conflicting Educational Ideals?

 It is a well know fact that the French nobility of the 17th century is commonly seen as divided into two different stratas: the sword nobility and the robe nobility, the former meaning the supposed heirs of the mediaeval « chevalerie » and the latter the judges who had bought a hereditary position from the king. While education among high aristocracy during the 17th century has recently been studied at length by Mark Motley and Jonathan Dewald, how judges educated their sons during this period appears a deserted field, even though Jonathan Dewald has stressed that their views about education were definitely different from those of the sword nobility. My paper is about the ideal of education in the robe nobility such as defined by Adrien Baillet, librarian to the member of a very prominent family, the Lamoignons, and tutor to their heir during the 1680s, in a book published in 1688: Des enfans devenus celebres par leurs etudes ou par leurs ecrits. Traité historique, Paris, Dezallier. Written in order to convince its readers that studying was harmless for children, this book offers interesting insights into the debates about the way to raise children in the Lamoignon family as well as the educational ideal held by Baillet, which was definitely different from that of the sword nobility. My paper will highlight the differences between the two kinds of education as well as their similarities in a time when the Lamoignons still retained the commitment to scholarly studies which had taken their ancestors up the social and career ladder.

 


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