Literary Education and Its Objectives in the July Monarchy and the Second Empire in France

This thesis is devoted to the pedagogical literature published in France between 1830 and 1870. The subject of this research are the implicit and explicit social models that were distributed in pedagogical publications as various teaching methods and as specialized tasks, which students had to do in their classrooms. The main working hypothesis is that an analysis of the categories of reading proposed by the administration and discussed by publishers in various school subjects will help to reveal the peculiarities of the pedagogical paradigm in the July Monarchy and the Second Empire. Thus, the main goal of the work is to identify the features of educational policy in France through the prism of pedagogical literature and school textbooks. The main research question of my work is: what were the features of the special literature intended for teachers, and what tasks in the July Monarchy and the Second Empire they had to solve? This big issue can be divided into a number of some smaller questions. What were the patterns of knowledge and behavior distributed through the pedagogical texts in French? Who in the educational system under the July Monarchy and the Second Empire was the bearer of changes in programs and approaches? For which school subjects did the ministers of education and representatives of the elites of the July Monarchy and the Second Empire have special hopes and a special need for regulation through pedagogical newspapers and textbooks? How do the textbooks relate to other complementary learning materials such as wall maps, reading tables, grammar and spelling guidelines? What happened to school sciences at the beginning of the francization period? These questions do not concern a separate region, they imply general trends in the education of the masses. Based on the above questions, there are four main goals of this study. Identification of the main trends in the intensive study of the history of education. Revealing the features of the pedagogical paradigm. Clarification of the direction in which standardization took place. Resolving the problem of actors and identifying the carriers of changes in programs and approaches. Speaking about the methodology, discourse analysis is relevant for my work. It allows to study the forms of using the language in pedagogical newspapers and, using specific examples, to identify their tasks. I also used content analysis, for which quantitative data are important and which is considered the most suitable for analyzing large volumes of "text spaces".