Self-study
P1
During most of the nineteenth century, many French women continued to be educated according to models long established by custom and religious tradition. ███
Intro topic ·
Education of French women during 1800s
Based on custom and religion for most of 1800s.
Other person's perspective ·
Failure to reform education after French Revolution (1789) was "missed opportunity"
Nondiscriminatory system not established until 1880s.
Spotlight ·
There were proposals for reform after French Revolution
Two in particular were egalitarian.
P2
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First proposal ·
Called for education for everyone
Proposed offering education to both men and women, opening public schools throughout country, hiring both men and women teachers.
Limit on first proposal ·
Women still treated differently
Girls leave school at 8 years old for domestic training.
Second proposal ·
Called for equal education and coed schools
Coed schools supposed to protect against gender roles from religion.
Limit on second proposal ·
Women still treated differently
Women's roles still defined by family and motherhood.
P3
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Lesson ·
Obstacles to equal education
The failure and limits of the two proposals shows the cultural and political obstacles after the French Revolution.
Impact of the two proposals ·
Influenced educational reform in 1880s
Egalitarian reforms passed in 1880s used the earlier proposals to demonstrate that the new laws were rooted in tradition.
Passage Style
Single position
Spotlight
22.
It can be inferred from ███ ███████ ████ ███ ██████ ███████████ ███ ██████ ███ ███████████ ████ ██ ███ █████ █████ ████
a
committed to removing █████████ ██ ███ ██████ █████████ ███ ████████ ████ ████ ███ ██████ ██████ ██████████
The author doesn’t indicate that these legislators wanted to remove aspects of education from the public school curriculum.
b
unaware of the ████████████ ████ ███ ███████ ███████████ █████ ████ ██████████ ███████ ███████████
There’s no evidence these legislators were unaware of the difficulties faced by earlier legislators. The 1880s legislators recalled the earlier proposals that weren’t successful, so there’s a reasonable chance they actually were aware of the difficulties in getting the earlier legislation passed.
c
concerned with improving ███████████ ████████ ██████ ████████ ██████ ██ ████ ██ ███████ ███ █████
d
more open to █████████ ██████████ ████ ████ ███ ███████████ ███ ██████████ ███ ████████ █████████ ███ ██████
Not supported, because the author never compares the 1880 legislators’ willingness to compromise to the earlier legislators’. Although the 1880s legislators were able to get legislation passed, the author never suggests that this was in part a result of political compromise.
e
more inclined to ████ █████████ ███████████ █ ████ ██ █████████ ████ ████ ███ ███████████ ███ ██████████ ███ ████████ █████████ ███ ██████
There’s no evidence the 1880s legislators were more open to giving religious authorities a role in education. The author doesn’t say anything about the 1880s legislators and their relationship to or opinion about religion.