Former tout en contrôlant: divergences sur le modèle des écoles normales primaires et secondaires dans la France du premier tiers du XIXe siècle

Abstract

In the first third of the 19th century, the memory of the Revolution helped to politicise the issue of teacher training. The ultra-royalists, who wanted submissive teachers, rejected the model of teacher training colleges, which they felt would produce dissenters, in favour of on-the-job training. Some Liberals also rejected the normal school model for primary education, seeing it as a risk of indoctrination by the State, but the Conservative Liberals ended up supporting it, with the aim of raising the level of qualification of teachers while shaping their behaviour. As far as the training of secondary school teachers was concerned, the failure of the écoles normales partielles académiques, which had led to disparities in standards, contributed to the fact that the École normale supérieure was not replicated in the provinces; its essentially scientific aim explains the discredit and rapid closure of the attempt to set up a secondary teacher training college in Aix in 1848.