The Significance of the Agricultural Education for Girls during the Third French Republic Regime(Symposium-2002- State Policies on Rural Women: Cases in USA, France and Japan)

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  • フランス第3共和制期における女子農業教育の意義(2002年度シンポジウム 農村女性の実態とその組織化-日本・アメリカ・フランスの比較史的検討-)
  • フランス第3共和制期における女子農業教育の意義
  • フランス ダイ3 キョウワセイキ ニ オケル ジョシ ノウギョウ キョウイク ノ イギ

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This article aims to clarify the significance of the agricultural education for girls during the Third French Republic regime through examining the content of the elementary education, thereby clarifying how this education intended to orientate the farm girls. The historical materials used in this study include the elementary-level schoolbooks for the agricultural education for girls published in Paris in 1912 and the postscolaire programs for the agricultural education for girls founded as the elementary-level ones upon the reform of agricultural education in 1918. Based on schoolbook analyses, it can be said certainly that the agricultural education could have a function of directing the girls into the region of sanitation and housework labor, thereby enabling the reproduction of agricultural management. However, it is also clarified that it did not mean any function to separate the girls from the field of agricultural production, and the girls were orientated towards production activities through education in poultry feeding, vegetable garden management, etc. Even from comparisons of the education programs between boys and girls, it is confirmed that the girls were not excluded from the field of production and were orientated towards the field of labor, such as vegetable gardening, small-animal and poultry feeding. Moreover, from comparisons of the educational programs between boys and girls, it is pointed out that, while the items of the agricultural law systems were included in the programs for boys, they were not included in the programs for girls. It is clarified that, in the marriage systems and husband-wife ownership relations in those days, the women were placed in unfavorable positions and this situation was reflected in such a form that the postscolaire programs for the agricultural education for girls lacked education of the law systems, and these programs could have a function of incorporating the girls into the asymmetric law systems

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