Riche de ses �diteurs scolaires et de ses collections enfantines, le dix-neuvi�me si�cle a-t-il invent� le march� du livre pour enfants? Dans la France du dix-huiti�me si�cle, de nombreux acteurs s'efforcent d�j� de s�parer, au sein de la librairie, les lectures adapt�es aux enfants et aux jeunes gens. Les rituels p�dagogiques des coll�ges et des petites �coles, les strat�gies commerciales des libraires, les pr�occupations des �glises, les projets et les politiques de r�forme scolaire, tous pouss�s par la fi�vre �ducative de la noblesse et de la bourgeoisie, produisent alors d'innombrables biblioth�ques 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 m�tiers du livre, se surimpose � partir des ann�es 1760 une nouvelle cat�gorie, celle du � livre d'�ducation �, qui ne s'identifie plus � un lieu, mais � un projet de lecture, et s'accompagne de l'�mergence de nouvelles figures d'auteurs.
Alors que les �tudes sur la litt�rature de jeunesse poursuivent partout leur d�veloppement et leur structuration, ce livre dialogue avec les derni�res recherches europ�ennes sur la question. � l'inverse des travaux litt�raires, il part, non des auteurs et des textes, mais des objets et de leurs manipulations. Son originalit� est d'apporter un regard historien sur ces questions, en articulant histoire du livre et de la librairie, histoire de l'�ducation, histoire des milieux litt�raires et de la condition d'auteur.
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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.
