Focusing on the highest-ranking segment of the nobility, Mark Motley examines why a social group whose very essence was based on hereditary status would need or seek instruction and training for its young. As the "warrior nobility" adopted the courtly life epitomized by Versailles--with its code of etiquette and sensitivity to language and demeanor--education became more than a vehicle for professional training. Education, Motley argues, played both the conservative role of promoting assertions of "natural" superiority appropriate to a hereditary aristocracy, and the more dynamic role of fostering cultural changes that helped it maintain its power in a changing world. Based on such sources as family papers and correspondence, memoirs, and pedagogical treatises, this book explores education as it took place in the household, in secondary schools and riding academies, and at court and in the army. It shows how such education combined deference and solidarity, language and knowledge, and ceremonial behavior and festive disorder. In so doing, this work contends that education was an integral part of the aristocracy's response to absolutism in the French monarchy.
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