Riche de ses editeurs scolaires et de ses collections enfantines,
le dix-neuvieme siecle a-t-il invente le marche du livre pour
enfants? Dans la France du dix-huitieme siecle, de nombreux acteurs
s'efforcent deja de separer, au sein de la librairie, les lectures
adaptees aux enfants et aux jeunes gens. Les rituels pedagogiques
des colleges et des petites ecoles, les strategies commerciales des
libraires, les preoccupations des Eglises, les projets et les
politiques de reforme scolaire, tous pousses par la fievre
educative de la noblesse et de la bourgeoisie, produisent alors
d'innombrables bibliotheques enfantines, plurielles et plastiques,
avec ou sans murs. Cet ouvrage montre comment, a un ordre des
livres domine par les logiques des institutions scolaires et des
metiers du livre, se surimpose a partir des annees 1760 une
nouvelle categorie, celle du " livre d'education ", qui ne
s'identifie plus a un lieu, mais a un projet de lecture, et
s'accompagne de l'emergence de nouvelles figures d'auteurs. Alors
que les etudes sur la litterature de jeunesse poursuivent partout
leur developpement et leur structuration, ce livre dialogue avec
les dernieres recherches europeennes sur la question. A l'inverse
des travaux litteraires, il part, non des auteurs et des textes,
mais des objets et de leurs manipulations. Son originalite est
d'apporter un regard historien sur ces questions, en articulant
histoire du livre et de la librairie, histoire de l'education,
histoire des milieux litteraires et de la condition d'auteur. ---
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 children's 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.
General
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