Claude Fleury (1640–1723) as an Educational Historiographer and Thinker

I. Claude Fleury and His Career.- 1. College and Introduction to Society.- 2. Lawyer, Priest, and Humanist.- 3. Teacher and Scholar.- II. The Socio-Cultural Environment.- 1. The Structure of French Society.- 2. The European Cultural Environment.- III. Colleges, Petites Ecoles, and Academies: The Educational Context of Fleury’s Traite.- 1. Sixteenth-Century Origins.- 2. Mother Tongue and Education for Life.- 3. The Great Secondary School Traditions: University, Jesuit, Oratorian, and Port-Royalist.- 4. The Petites Ecoles, Education of the Poor, and Other Educational Endeavors.- IV. Claude Fleury as an Educational Historian.- 1. The Beginnings of a Tradition.- 2. On the Writing of History.- 3. Languages, Libraries, and Colleagues: The Tools of the Trade.- 4. A Place in the Age of Erudition.- V. Fleury’s Survey of Educational History.- 1. A Question of Text.- 2. Fleury’s Survey of Educational History.- A. Greek Education.- B. Roman Education.- C. Christian Studies.- D. Frankish Studies.- E. Arabic Education.- F. Scholastic Studies.- G. Universities and Their Four Faculties.- H. The Faculty of Arts.- I. The Faculties of Medicine, Law, and Theology.- J. Students: General Characteristics and Customs.- K. The Renewal of the Humanities.- L. On the Present State of Public Schools.- 3. A Central Theme.- A. Utilitarian Realism.- B. Variations on a Theme.- 4. The Traité and Some Examples of Educational Historiography Before and After It.- VI. The Choice and Method of Studies.- 1. The Sources of Fleury’s Educational Thought.- 2. School, Society, and Students: The Foundations of a Curriculum Theory.- A. The Purpose of Education.- B. A Social Structure Ordained by God.- C. Students and How They Learn.- 3. A Matter of Choice: Selectivity in Studies.- A. Studies which are Necessary for Every Citizen.- B. Studies which are Necessary for Men (and Women) of Means.- C. Studies which are Useful but not Necessary for All.- D. Studies Interesting and Good in Themselves but Necessary Only for Selected Students.- E. Useless Studies.- F. Studies for Women.- G. Professional Studies.- 4. Fleury as an Educational Thinker: A Summing Up.- VII. The Spread and Impact of Fleury’s Educational Thought.- 1. Fleury and his Associates: Bossuet and Fénelon.- 2. Fleury’s Educational Writings and the Evolution of Education in France.- 3. Fleury, Locke, and the Encyclopedists.- 4. Translations and Reputation Abroad.- 5. Fleury and Education in the United States.- VIII. Claude Fleury, Educational Historiographer and Thinker: A Synthesis.