Livres dcole et littrature de jeunesse en France au XVIIIe sicle

Riche de ses diteurs scolaires et de ses collections enfantines, le dix-neuvime sicle a-t-il invent le march du livre pour enfants? Dans la France du dix-huitime sicle, de nombreux acteurs sefforcent dj de sparer, au sein de la librairie, les lectures adaptes aux enfants et aux jeunes gens. Les rituels pdagogiques des collges et des petites coles, les stratgies commerciales des libraires, les proccupations des glises, les projets et les politiques de rforme scolaire, tous pousss par la fivre ducative de la noblesse et de la bourgeoisie, produisent alors dinnombrables bibliothques enfantines, plurielles et plastiques, avec ou sans murs. Cet ouvrage montre comment, un ordre des livres domin par les logiques des institutions scolaires et des mtiers du livre, se surimpose partir des annes 1760 une nouvelle catgorie, celle du livre dducation , qui ne sidentifie plus un lieu, mais un projet de lecture, et saccompagne de lmergence de nouvelles figures dauteurs. Alors que les tudes sur la littrature de jeunesse poursuivent partout leur dveloppement et leur structuration, ce livre dialogue avec les dernires recherches europennes sur la question. linverse des travaux littraires, il part, non des auteurs et des textes, mais des objets et de leurs manipulations. Son originalit est dapporter un regard historien sur ces questions, en articulant histoire du livre et de la librairie, histoire de lducation, histoire des milieux littraires et de la condition dauteur. --- With its wealth of educational publishers and children's collections, did the nineteenth century invent the children's book market? In eighteenth-century France, many people were already trying to separate the literature suitable for children and young people within the bookstore. The pedagogical rituals of colleges and small schools, the commercial strategies of booksellers, the concerns of the churches, the projects and policies of school reform, all driven by the educational fever of the nobility and the bourgeoisie, produced countless childrens libraries, plural and plastic, with or without walls. At the beginning of the century, the ordering of books was dominated by the rationale of educational institutions and the book trade: this book shows how a new category emerged from the 1760s onwards, that of the "educational book", which was no longer identified with a place, but with a literacy project, and which was accompanied by the emergence of new authors. As studies on children's literature continue to be developed and shaped in many areas, this book is in dialogue with the latest European research on the subject. In contrast to literary studies, this research does not start from authors and texts, but from objects and their uses. Its originality lies in the fact that it provides a historical perspective on these issues, articulating the history of books and bookshops, the history of education, the history of literary circles and the status of the author.