Amélie Voisin (ENG)

Voisin photo2Studied modern history at the University of Lorraine, doctoral student at the University of Lyon 2-Lumière, France. History teacher since 2009 in the high-school of Sarreguemines (France), teaching history in German for German students living in France. Lecturer at the University of Lorraine, campus of Nancy. Her work focuses on explaining the early life of princes and the education system of nobility, specially in France and German-speaking countries. She is making researches primarily on the family of Lorraine in the 18th century.

Main publications related to the history of education:

  • ‘François-Étienne de Lorraine (1708-1765): un héritage ambigu, un héritage méconnu?’, in Annales de l’Est, numéro spécial 2013, sous la direction de Laurent Jalabert et Jean El Gammal, pp. 243-249.
  • ‘François-Etienne de Lorraine, un empereur homme de sciences ?’, in Le Pays Lorrain, n°3-2012, pp. 221-226.

amelie.voisin1@laposte.net

Educate a Duke and Bring Up an Emperor:

The Complex and Very Eclectic Education of Francis Stephen of Lorraine

This paper aims to weigh up the relevance of the education of Francis Stephen of Lorraine (1708-1765) in the early 18th century. Ninth child and third son of the ducal couple of Lorraine, he first grew up at the court of Luneville under the supervision of his parents. His father, the duke Leopold, was very interested in the ideas of the age of Enlightenment, therefore he wanted an open-minded education for his children. However, Francis Stephen was not prepared to succeed to his father and his education did not involve political aspects. After the death of his two brothers, Francis became suddenly the successor of his father and the future Duke of Lorraine. In 1723 he went to Vienna, where he began a new life at the imperial court. He had to become a perfect prince, a future political ruler and maybe the husband of Maria Theresa, the daughter of the emperor Charles VI. That was the reason why the year 1723 suddenly became a “break” in the life and in the education of Francis Stephen. At Vienna’s court, the Austrian instruction focused on new topics, with new methods and new instructors. This switch to an “Austrian instruction” was brutal because Francis was unready and had to accommodate himself quickly. With this example of a “dual education”, we can compare both types of instructions, methods, goals and teacher’s teams. The question of acceptation and adaptation to the new way of life will also be examined before we draw a conclusion in order to answer the following question: was the prince Francis Stephen the result of both types of education or was a slide towards one kind of education noticeable?


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