Abstract:

By 1880, the year Jules Ferry produced his law on public education, the Third Republic had become France's longest enduring republic. Given France's unstable political history, republicans focused on public education as the key to stabilizing the republic, instilling republican values in future generations of French citizens, and constructing historical narratives of the Republic as the embodiment of the nation's will. However, the Commune posed a particular challenge to the origins story of the Third Republic. The brief narratives of the Commune in public-school textbooks guardedly sympathized with the conditions that drove the Commune's working-class support, but tempered that with conventional portrayals of working-class manipulability and female emotionality in the political arena. Textbooks reserved their opprobrium for the unnamed Commune leaders, their choice of political referents, their motivations, and the emotional paroxysms they unleashed. Above all, the textbooks chastised the Commune as destructive of national unity.

摘要：

到1880年，朱尔斯·费里（Jules Ferry）制定了有关公共教育的法律，第三共和国成为法国最长久的共和国。考虑到法国的政治历史不稳定，共和党人将公共教育作为稳定共和国的关键，将共和党的价值观灌输给后代法国公民，并构建共和国的历史叙事作为国家意志的体现。但是，公社对第三共和国的起源故事提出了特殊的挑战。公立学校教科书中对公社的简短叙述谨慎地同情推动公社工人阶级支持的条件，但通过在政治舞台上对工人阶级可操纵性和女性情感的传统描绘来缓和这一点。教科书为无名的公社领导人保留了pro亵之辞，他们对政治对象的选择，动机以及他们释放出的情感上的阵阵。最重要的是，教科书指责公社破坏了民族团结。