Changes

Very few women held power - some queens did, as did the heads of Catholic convents. In the [[Enlightenment]] the writings of philosopher [[Jean Jacques Rousseau]] gave political program for reform of the ancien régime, founded on a reform of domestic mores. Rousseau's conception of the relations between private and public spheres is more unified than that found in modern sociology. Rousseau argued that the domestic role of women is a structural precondition for a "modern" society.<ref>Jennifer J. Popiel, "Making Mothers: The Advice Genre And The Domestic Ideal, 1760-1830," ''Journal of Family History'' 2004 29(4): 339-350</ref>  

Very few women held power - some queens did, as did the heads of Catholic convents. In the [[Enlightenment]] the writings of philosopher [[Jean Jacques Rousseau]] gave political program for reform of the ancien régime, founded on a reform of domestic mores. Rousseau's conception of the relations between private and public spheres is more unified than that found in modern sociology. Rousseau argued that the domestic role of women is a structural precondition for a "modern" society.<ref>Jennifer J. Popiel, "Making Mothers: The Advice Genre And The Domestic Ideal, 1760-1830," ''Journal of Family History'' 2004 29(4): 339-350</ref>  

====Queens====

====Queens====

Salic law prohibited women from rule; however, the laws for the case of a regency, when the king was too young to govern by himself, brought the queen into the center of power. The queen could assure the passage of power from one king to another--from her late husband to her young son--while simultaneously assuring the continuity of the dynasty.  

[[Salic law]] prohibited women from rule; however, the laws for the case of a regency, when the king was too young to govern by himself, brought the queen into the center of power. The queen could assure the passage of power from one king to another--from her late husband to her young son--while simultaneously assuring the continuity of the dynasty.

 

====Education for girls====

====Education for girls====

Educational aspirations were on the rise and were becoming increasingly institutionalized in order to supply the church and state with the functionaries to serve as their future administrators.  Girls were schooled too, but not to assume political responsibility. Girls were ineligible for leadership positions and were generally considered to have an inferior intellect to their brothers. France had many small local schools where working-class children - both boys and girls - learned to read, the better "to know, love, and serve God." The sons and daughters of the noble and bourgeois elites, however, were given quite distinct educations: boys were sent to upper school, perhaps a university, while their sisters - if they were lucky enough to leave the house - would be sent to board at a convent with a vague curriculum. The [[Enlightenment]] challenged this model, but no real alternative presented itself for female education. Only through education at home were knowledgeable women formed, usually to the sole end of dazzling their salons.<ref> Carolyn C. Lougee, "'Noblesse,' Domesticity, and Social Reform: The Education of Girls by Fenelon and Saint-Cyr," ''History of Education Quarterly'' 1974 14(1): 87-113</ref>

Educational aspirations were on the rise and were becoming increasingly institutionalized in order to supply the church and state with the functionaries to serve as their future administrators.  Girls were schooled too, but not to assume political responsibility. Girls were ineligible for leadership positions and were generally considered to have an inferior intellect to their brothers. France had many small local schools where working-class children - both boys and girls - learned to read, the better "to know, love, and serve God." The sons and daughters of the noble and bourgeois elites, however, were given quite distinct educations: boys were sent to upper school, perhaps a university, while their sisters - if they were lucky enough to leave the house - would be sent to board at a convent with a vague curriculum. The [[Enlightenment]] challenged this model, but no real alternative presented itself for female education. Only through education at home were knowledgeable women formed, usually to the sole end of dazzling their salons.<ref> Carolyn C. Lougee, "'Noblesse,' Domesticity, and Social Reform: The Education of Girls by Fenelon and Saint-Cyr," ''History of Education Quarterly'' 1974 14(1): 87-113</ref>