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The COVID-19 pandemic has disrupted humanity, casting the world's Education Systems into an unprecedented crisis: schools have had to close down and teachers have been liable to teach in ways they had never used before and which they had never been prepared for. Being faced with this new situation, their voices were heard in a multitude of forms, starting with a spontaneous expression of their point of view on social networks and ending with some scientific discourses that were formulated during professional events and gathered in volumes. Our paper aims to analyze a corpus of speeches made by some Romanian teachers during the pandemic, to identify, in this way, their reactions to these major changes, as well as certain shortor long-term effects on the Romanian Education System in the post-pandemic period. [ABSTRACT FROM AUTHOR]

A majority of French high students have a very active online presence. Almost all of them have a smartphone and social network apps are the one they use most of their time. Recent studies have documented the negative interactions occurring in cyberspace, defining them as instances of "cyberviolence". These are highly gendered social relations in as much as they encourage conformity to rigid gender norms (in many ways sexist, sexual or homophobic in nature). This paper will document instances of "gendered cyberviolence" as reported by youth from the Île-de-France regionwho have taken part in a study conducted by the Observatoire Universitaire International Éducationet Prévention (Université Paris-Est Créteil) and sponsored by the Centre Hubertine Auclert. Analyzing both quantitative and qualitative, it will discuss the existence of polymorphous and ordinary instances of cybersexism, targeting both girls and boys whose behaviors or preferences are considered gender atypical. All in all, this paper will relate the genesis of the concept of cybersexism, which the authors suggest may best qualify the episodes of violence that are anchored in a gender-normative order. [ABSTRACT FROM AUTHOR]

Résumé: Cet article se propose de considérer les institutions scolaires missionnaires comme un lieu où se forgent des masculinités. Il présente l' idéal masculin que mettent en avant les missionnaires jésuites de la mission de Syrie à la fin du XIXe siècle et au début du XXe. Cet homme, qui appartient à une élite sociale, est avant tout un catholique soumis aux autorités religieuses, prêt à mourir pour sa foi et à lutter pour défendre sa patrie. Il est éduqué dans un entre soi masculin et intériorise une véritable ségrégation de l' espace en fonction du sexe. Cette vision de la masculinité diffère d' autres modèles en vogue à l' époque, ce qui illustre aussi la diversité des modèles qui pouvaient alors circuler au Moyen-Orient. This paper deals with missionary schools as places where education shaped masculinities. It describes the ideal man the Jesuit missionaries at Saint Joseph University in Beirut wanted to promote at the end of the Ottoman period and the beginning of the Mandates. This ideal man was a Catholic man submitted to the religious authorities and ready to die for his faith and to defend his homeland. This man was educated in a masculine environment and internalized a strict gendered segregation of space. This Catholic view of masculinity differs from other models in vogue at the same time. This fact also illustrates the variety of models that circulated in the Middle East at the end of the 19th century. [ABSTRACT FROM AUTHOR]

Worldwide, subject-matter teachers are commonplace in post-elementary schools. Teachers' specialisation appears as a key characteristic of secondary schools as opposed to the polyvalence of primary school teachers. Historians have already studied the long process of teachers' specialisation, which started, in France as in Prussia (for example), at the beginning of the nineteenth century and developed alongside secondary school modernisation. Those works have usually focused on professional aspects: the structuration of professional groups thanks to the unification of training and recruiting processes, the organisation of teachers within subject-matter associations etc. However, they have not paid much attention to the resistance opposed by other forms of pedagogical organisation, as if polyvalence were were just a backward anomaly, a backward anomaly, doomed to disappear. This paper seeks to shed new light on this question using a comparison between the different forms of post-elementary schooling that existed at the same time in France between the last third of the nineteenth century and the middle of the twentieth, when the slow growth of post-elementary schooling was mainly due to the success of subaltern institutions. In those institutions, dedicated to technical education, girls' secondary education, or upper-lower classes' education ("primaire supérieur", "secondaire special"), different kinds of polyvalence or bivalence were experienced in the classrooms. At the same time, specialisation was triumphing in classical secondary education. Why, how and to what extent did specialisation eventually impose itself in these different institutions? To address this question, two types of material are used. On the one hand, the question is studied on a national level, analysing both the legislation and the controversies it arouses in pedagogical and professional reviews. On the other hand, these views and theories are confronted with a prosopography of post-elementary school teachers in one department, Eure-et-Loir, which offers several forms of post-elementary institutions. This question is addressed focusing on literary disciplines (philosophy, French, Latin, Greek, modern languages and history and geography). By narrowing the scope, the intellectual and cultural stakes of the various pedagogical organisations that were implemented or advocated may more easily be grasped. The first part of the article examines the most common (though relatively untested) hypothesis: there was just one strategy for those who advocated the promotion of subaltern types of post-elementary schooling as part of a democratisation process, and this strategy was reproducing the model of the elite institution, secondary classical education, including its pedagogical organisation, starting with subject-matter teachers. The chronology of the changes, the content of the debates, as well as a comparative inquiry into teachers' remuneration induces us to discard this hypothesis as insufficient if not irrelevant. For girls' secondary education, a trade-off may be observed between equalisation (of salaries, rights etc.) and pedagogical alignment. For the other institutions, there was no lack of advocates for the specificity of the pedagogy or of the institution; however, specialisation was usually considered a process that could ameliorate the quality of teaching in these institutions without renouncing its specificity. In fact, in the period under study, the louder advocates for less specialised teachers came from secondary classical education itself: the specialisation process as well as the fragmentation of the class schedule had pedagogic inconveniences, abundantly noticed and commented on by subject-matter teachers themselves. In the second part, these critics and the two main alternatives suggested by the teachers are examined. The first is linked with the Progressive Education movement ("Education nouvelle" in French). The École des Roches, a private institution, tested an original organisation that combined the tradition of the humanities with the modern characteristic of "Éducation nouvelle": there was only one teacher for history, geography, French, Latin and Greek. The teacher was thus enabled to practise a pedagogy of interest, as advocated by Ovide Decroly. The second alternative was advocated by some modern language teachers: if modern language teachers could teach French as well as a modern language, this pedagogic organisation could give strong unity to the until then defective "modern" curriculum (without Latin). The third part turns towards the effective organisation of post-elementary schools in Eure-et-Loir. To what extent were these alternative conceptions of pedagogical organisation implemented? The analysis of individual records of teachers suggests several results. First of all, in small institutions – be they classical secondary institutions like "collèges" or modern ones like "écoles primaires supérieures" – specialisation of services was a luxury that most teachers could not afford. Most of the time, they had to teach several subjects, even if they had been trained for just one. However, polyvalence was not used as an opportunity to make connections between the subjects. Class schedules rarely enabled teachers to use polyvalence as a way to teach several subjects to the same pupils. More often, polyvalence was used by the administration as an expedient that some teachers explicitly tried to escape, for example by asking for a move to a bigger institution. This mundane reality of small institutions invites us to pay renewed attention to teacher training and its regulation during the same period. At the end of the nineteenth century, teachers' specialisation had been inextricably linked with the modernisation of universities through the specialisation of the "licence de lettres" in 1880. When this model proved to be partially irrelevant for a significant proportion of post-elementary schools, how did universities react? Were universities fit for something other than training specialised teachers? The answer is yes. The curriculum organisation of the licence opened up several possibilities for training polyvalent teachers. This perspective was still looming at the end of the 1930s. The curricula of the different post-elementary settings analysed in this article shared the same characteristics: they worked as "serial codes" not as "integrated codes", to quote Basil Bernstein. Therefore the specialisation, bivalence or polyvalence of the teachers did not have much influence, in itself, on the degree of integration of the curriculum. From this perspective, specialisation could probably guarantee better teaching of the subject matters. However, polyvalent teachers were better suited to small schools than specialist ones. Considering demographic and geographic constraints, there was a clear trade-off between specialisation of teachers and separation of publics. In small cities, it was necessary either to mix the pupils to specialise the teachers, or to accept some kind of polyvalence to keep different types of students separated; the debate was still open during the 1930s. School massification, coeducation and the baby-boom era rapidly settled the matter for small cities after the Second World War, giving way to an effective specialisation of teachers. But the question remained open, until the end of the 1970s, for rural settings. [ABSTRACT FROM AUTHOR]

From the double banality: “It doesn't make sense" and “What am I doing here?", this paper explores nonsense, lack of sense and surplus of sense, as well as their articulations generating beyond-sense, are explored as resources in order to think the question of sense. It questions necessary epistemological conditions, and the way both art and some clinical issues (cognitive, sensitive, existential) proper to the practice of education and training practice, allow us some imaginary, reflexive daring propositions. [ABSTRACT FROM AUTHOR]

Writing and publishing a scientific paper should not be missed by research and universities community. They contribute for their academic promotion, the training and education of scientific community. Writing a scientific paper is based on strict criteria which are also used by reviewers from editorial board. This review aimed at helping specially the young authors who wish to increase the likelihood of having their paper accepted by reviewers from biomedical editorial board. [ABSTRACT FROM AUTHOR]

According to studies from the United States and English Canada, student achievement gaps grow over the summer months when children are not attending school, but summer literacy interventions can reduce those gaps. This paper presents data from a quasi-experiment conducted in eight Ontario French language school boards in 2010, 2011 and 2012 for 682 children in grades 1-3. Growth in literacy test scores between June and September are compared for 361 attendees of summer literacy programs and 321 control students. Summer program recruits initially had lower prior literacy scores and grades, and tended to hail from relatively disadvantaged social backgrounds. Yet, summer programs narrowed those pre-existing gaps. Effect sizes from a variety of regression and propensity score matching models ranged from .32 to .58, which is quite sizeable by the standards of elementary school interventions and summer programs. Effects were stronger among students whose parents reported not speaking French exclusively at home. Our paper considers learning opportunity theory in light of the "non-traditional" student in Ontario French language schools. [ABSTRACT FROM AUTHOR]

Freinet pedagogy constitutes an educational form that is particularly structured from invariants disrupting from the "traditional" form. Analysing various dimensions of such a pedagogy, this paper lays the stress on such several disrupting aspects, that are likely to being levers for a renewal of the educational form, both in primary and secondary levels. [ABSTRACT FROM AUTHOR]

Résumé Fort de son histoire dans l’accueil et la prise en charge de personnes dangereuses, le centre hospitalier de Cadillac a créé une unité singulière dans le paysage hospitalier français : l’Institut Psycho-Judiciaire. Les passages à l’acte dangereux sont récurrents, avec parfois des conséquences humaines très importantes. Développer les connaissances sur ces problèmes fait partie de l’éventail de réponses à leur apporter. Dans cette optique, l’Institut psycho-judiciaire a pour vocation de développer et de diffuser des informations et des connaissances sur la dangerosité et sur des sujets qui y sont associés. Mieux connaître la dangerosité, c’est aussi mieux la prévenir. Drawing on its experience in welcoming and treating dangerous mentally unstable persons, Cadillac hospital has created a unique unit in the French hospital landscape: the Psycho-Legal Institute. To take the plunge into committing a dangerous act is common, and sometimes these acts have very significant human consequences. Developing our knowledge of these problems is one in a range of ways of reacting to them. In this light, the Psycho-Legal Institute's mission is to develop and distribute information and knowledge concerning human dangerous behaviour and associated subjects. The number of those who stand to benefit from research in this field and the knowledge drawn from it is potentially considerable. Many in France and beyond may be concerned in the Institute's output. Whether it be by reading the paper and digital publications or by monitoring the verbal briefings, a sizable number of healthcare professionals – notably those working in mental healthcare – and agents of justice should find that they have an interest in sharing the information and knowledge emitted from the Psycho-Legal Institute. The list of professionals concerned is very open: doctors, nurses, psychologists, social workers, judges, lawyers, judiciary experts, penitentiary workers, police investigators, etc. Students who plan to train in these professions will also draw great benefit from the Institute making the resulting knowledge readily available. To have a better understanding of dangerous behaviour is also to know how to better prevent it. [ABSTRACT FROM AUTHOR]

Using critical theory, this paper first confronts critically the relationship between education and performance in light of globalisation and its underlying neo-liberal ideology. This comparison reveals that there is a definite compatibility between them, but it is fully slanted towards efficiency logic and human capital production. Then, adopting a critical attitude, the paper questions this direction, in the name of the emancipation and citizenship prospects, which brought the school system reorganisation by democratic nation-states. The current choices have distorted these objectives and have redirected them towards utilitarian learnings and an increasingly therapeutic socialisation. Finally, the paper stresses the inseparability between the performance issue, the social equity issue and the education/teaching effectiveness issue in order to highlight the need for taking into account qualitative dimensions, which stem from the background and the pupils, so as to focus much more on learning processes, rather than on learning outcomes themselves. [ABSTRACT FROM AUTHOR]

The circulation of knowledge and educational innovations at the beginning of the twentieth century followed the growth of public educational systems. It led to complex exchanges and configurations due to the crossing of different national traditions, ideas and practices. The organisation of homogeneous classrooms according to the mental development of students and of special classes for children with learning difficulties and personality troubles are examples of this process. In the elementary schools of Belo Horizonte, Brazil, special classes for the "mentally retarded" were part of a reform of the public educational system promoted by the local government in 1927. The reform was implemented during the 1930s under the supervision of the Belo Horizonte Teachers Training College, where foreign specialists were hired to head the Laboratory of Psychology and to help in the organisation of homogeneous classrooms. The Laboratory of Psychology was established in 1928 by the French psychiatrist Théodore Simon (1873–1961), who had been invited for the task, and its directorship was assumed subsequently by two Russian psychologists who had worked as assistants to Claparède at the Rousseau Institute in Geneva (Léon Walther [1889–1963], in the first semester of 1929, and Helena Antipoff [1892–1974] from 1929 till 1944). The purpose of this paper is to study the project of special classes that were established at the time, using as sources articles published by Antipoff and her students in the periodical Infância Excepcional (Exceptional Children), edited in Belo Horizonte during the 1930s and 1940s, the correspondence Antipoff maintained with her master Édouard Claparède (1873–1940), the Swiss psychiatrist and psychologist, and a founder of the Rousseau Institute of the Sciences of Education in Geneva, and other documents concerning the works of the Belo Horizonte Teachers Training College. This article looks at how these special classes, based on the guidelines proposed by Helena Antipoff, were established, adapted and transformed within the Brazilian context. Born in Russia, Helena Antipoff studied in France (1910–1911), where she was an intern at the Binet-Simon laboratory of psychology, and Geneva (1912–1914), where she completed her studies in the sciences of education at the Jean-Jacques Rousseau Institute, where she subsequently worked as teaching assistant and researcher (1926–1929). The authors' hypothesis is that the special classes established in Belo Horizonte were designed on the basis of the European, especially the Genevan model; that they represented an example of the international flow and dissemination of knowledge, and of the building of a benchmark in the field of special education in Brazil; that they subsequently contributed to the social construction of professions related to the field of special education and of the circulation and modelling of what came to be labelled as "learning and personality troubles" in children. Special classes for the education of "retarded" children and of children with learning difficulties were established in Geneva in the beginning of the twentieth century, where Claparède had supervised the examination and selection of students and the training of schoolteachers for special education since 1901. With the foundation of the Rousseau Institute in 1912, the training of teachers and the development of methods for the examination and education of special children were assumed by the Institute's team, including Claparède, the medical doctor François Naville and Alice Descoeudres, who was responsible for the development of several methods for special education. In Belo Horizonte, the establishment of special classes for the education of "retarded" children was part of a school reform launched in 1927, inspired by New Education ideals. Under Antipoff's leadership, the Laboratory of Psychology promoted the organisation of homogeneous classrooms and of special education classes in local elementary schools, starting in 1930. Intelligence tests were adapted for the measurement of the mental development of students. In the interpretation of the results, Antipoff emphasised the role of the social environment in shaping students' cognitive abilities, and developed the concept of "civilised intelligence" to explain differences in students' performances with regard to the social level of their families. "Civilised intelligence" referred to intellectual abilities already polished by society and culture, present in mental test results. She discussed with Claparède the possibility of including a "social factor" in the interpretation of test results. In the organisation and supervision of educational activities in the special classes of Belo Horizonte, the laboratory of Psychology team adapted mental orthopaedic exercises developed in Paris by Alfred Binet and in Geneva by Alice Descoeudres. Books written by Claparède and Descoeudres were translated into Portuguese, and educational practices recommended for special classes based on their suggestions were spread among teachers who came from other Brazilian states and even from other Latin American countries to attend the Belo Horizonte Teachers College. In 1932, under Antipoff's leadership, a group of teachers, doctors and intellectuals established the Belo Horizonte Pestalozzi Society for the purpose of better developing the examination and the education of mentally "retarded" and troubled children, and of giving support for the work done in special classes in Belo Horizonte schools. The approach to special education developed at the Laboratory of Psychology and at the Pestalozzi Society became known in Brazil for its "Active school" perspective, inspired by the Genevan experience. Reports written by Antipoff's students such as Naytres Rezende show that most students who attended special classes presented normal levels of intelligence, but were psychologically disturbed. The majority of those students came from low-income families. Mental orthopaedic exercises were then adapted for the development of the "civilised intelligence" required by schools. Concerning the development of special education in Belo Horizonte, one can see that the division of classes by intellectual level, the use of intelligence tests for diagnosis, the reference to the idea of a "student tailored school" proposed by Claparède, and the dialogue with methods suggested by Alice Descoeudres provide evidence of its close relationship with the Genevan model. The ideal of a scientific pedagogy, as proposed by Claparède, was remarkable in the Belo Horizonte experience, under the leadership of the Teachers College Laboratory of Psychology. At the same time, the interpretation of mental test results as manifestations of a type of "civilised intelligence" and the adaptations of mental orthopaedic exercises in order to develop this kind of intelligence required by schools show the transformations of the model within the Brazilian context. Although the model proposed for Belo Horizonte special classes can be interpreted as deriving from the Genevan approach, more research is needed to better describe how these ideas were put into practice within the highly complex institutional context of existing schools. It is important to observe what the consequences were of the organisation of special classes for children with learning or personality troubles for the future development of the local school system and for the targeted population, i.e. children with difficulties of adaptation to a highly centralised and hierarchical school system. [ABSTRACT FROM AUTHOR]

Abstract. The regionalization of public policy is one of the most remarkable transformations European states have undergone since the 1970s. Through an examination of this particular development, the article explores theories of interregional competition in two very different cases: education policy in France, a decentralized unitary state where regional governments are entrusted with limited policy competences in this field, and Germany, a federal state where regions have exclusive responsibility over secondary education. The paper shows that, in both cases, interregional competition lends itself neither to a race to the bottom nor a race to the top, but rather to a race to the middle. Regional governments aim, in fact, to demonstrate that they adopt similar policies to other regions so as to avoid being blamed by both the electorate and the central state. [ABSTRACT FROM PUBLISHER]

The nurse already appears in the Odyssey as a key character in Greek family life, showing all the characteristics that will remain hers throughout Greek Antiquity: she is a slave and has been working in her master's house before the child's birth; she has been chosen specially for the task of nursing and rearing the newborn, as she attends the delivery and is the first one to take the baby in her arms; later on, she takes care of the general education of the child and follows her 'protege' in his/her adult life; sometimes, she carries out the same tasks for her protege's children. While recent research has often focused on her servile status, basing its arguments mostly on literature, this paper is based on iconography. The Greek nurse has the peculiarity of being very often represented as an old woman, even in the company of small children. The analysis of the context of representations of the trophos and of their chronological evolution allows us to reach a conclusion about this peculiar feature that goes beyond a realistic interpretation or a simple 'caricature'. The old age shown by the Greek trophos, and the Greek paidagogos also, is a means to express the ideal of personal renunciation that is expected of them: it seems that the Greek trophos was not so much attached to her functions of nursing and educating as to the child itself, acting as a kind of protective daimon for it. [ABSTRACT FROM AUTHOR]

This paper presents the basic ideas and properties of elliptic functions and elliptic integrals as an expository essay. It explores some of their numerous consequences and includes applications to some problems such as the simple pendulum and the Euler rigid body motion. [ABSTRACT FROM AUTHOR]

After the conference at Luca in 56 BC, where Caesar, Crassus, and Pompey renewed their Triumvirate, Cicero was forced to accept a compromise, which appears in the orations that he delivered to defend both the Triumvirs (De prouinciis consularibus) and his own enemies (defence of Vatinius and Gabinius). In a letter to Lentulus Spinther of December 54, Cicero justified his new political attitude toward the popular leaders. Designed as a plea, this letter, one of Cicero's longest, raises the question: "What similarity is there between a letter and a speech in court or at a public meeting?" (Fam.IX, 21, 1). Relying on the intertextuality of the letter to Lentulus with the oration Pro Plancio, delivered four months previously, this paper considers how Cicero adapts appropriateness and decorum to his addressee and displays a rhetoric that is half way between judicial eloquence and epistolary discourse. [ABSTRACT FROM AUTHOR]

The article reports on papers presented at two plenary sessions of the nineteenth Biennial Conference of the Canadian Ethnic Studies Association, Winnipeg, Canada, September 27-30, 2007. A number of academics presented reports including Vitaliy Makar on "National Minorities in Contemporary Ukraine," Faton Bislimi offered "Demographics and Migration: Kosovo's Private Sector Development at a Crossroads," and John Packer spoke on the subject of "Ethnic Inclusion and Governance," the main theme of the conference.

The closure of Université de Moncton's sociology department in the spring of 1969 constitutes a unique event in the history of Canadian academics. In this paper, the authors examine the causes behind this closure. They present an intermingling and collision of motivations of different actors and movements in Acadian academic life during the late sixties: student associations, the young sociology professors, the professors association, the university administration, etc. Beyond being simply a historical anecdote, the closing of the sociology department symbolizes a larger political crisis, where two social conceptions compete: the administration envisaged a rational administration of the social, while the sociology students and professors wished for a society based on socialist and participative principles. [ABSTRACT FROM AUTHOR]

La question de la mesure du bien-être a ceci d'intéressant qu'elle oblige les géographes à pousser leur réflexion sur les modalités de l'interconnexion entre données objectives et données subjectives. Malgré le regain d'intérêt pour le concept sur la scène publique, peu d'efforts systématiques ont cependant été entrepris dans cette perspective. Notre article vise à pallier cette lacune en comparant une mesure objective de la qualité de vie de la population vieillissante de l'Outaouais (Québec) avec des données sur son bien-être obtenues par voie d'enquête. Le capital résidentiel, le capital social et le capital humain sont les trois grands facteurs du bien-être qui ont retenu l'attention. L'effet de milieu sur la relation du bien-être objectif au bien-être subjectif a été un important fil conducteur de la recherche. L'étude montre que, si les deux ensembles de mesures convergent assez bien, elles ne se superposent pas entièrement. Les mesures objectives de la contribution de l'environnement social au bien-être traduisent mal les satisfactions telles que révélées par l'enquête qui illustrent par ailleurs le besoin de tenir compte du sexe, du revenu et de la scolarité dans le bien-être perçu. [ABSTRACT FROM AUTHOR]

Summary The aim of this paper is to present a contrastive analysis of reformulation markers in French (c’est-à-dire) and in Greek (δηλαδή). Within this perspective, we propose to examine in which cases we can substitute one marker to the other in order to verify if they are equivalent or not. The analysis shows coincidences in their prototypical functions such as explanation and definition, whereas differences arise when pragmatic factors are involved. Assuming that those differences have roots in discourse, parallel differences are expected to be found in their semantic instructions. We argue that their comparison can lead us on one hand, to seize their common properties allowing them to permute in similar contexts, and, on the other hand, new markers, that were not taken into account initially, can reveal new data for this study. [ABSTRACT FROM AUTHOR]

Abstract: Paris area is a complex urban area where 12 million people are living. This complexity is also encountered by the parents of children or the adults with autism or others Pervasive Developmental Disorders. More specifically it could be difficult for them to get a diagnosis or to find the right way to get measures really appropriate to their situations. To help them a specific structure called “Centre de Ressources Autisme Île-de-France” (CRAIF, Center for Resources in Autism, Paris Area) was created in 2004. Several professionals (librarian, social worker, psychologist, doctor, management secretary and manager) try to give information or advice in various manners (phone, mail, e-mail, visiting…) to the people (families or professionals) searching help. In this paper we report the various missions of this institution and the way its professionals try to answer. [Copyright &y& Elsevier]

Like the text books they complement, dictionaries are widely used tools in schools. This article examines which dictionaries were authorised for use in schools from 1880 to 1960 by the Department of Public Instruction, the definitive authority for education in Quebec in the absence of a government department, and what use was made of them. During the period examined in this study, dictionaries had to receive endorsement, in the same manner as all text books for francophone public schools, from the Catholic Committee of the Council of Public Instruction, which was comprised half of Catholic bishops from Quebec and the other half from the Catholic laity. Text books and dictionaries were subjected to the meticulous and critical examination of the clerical authorities, who had the text modified or removed illustrations that did not seem to conform to orthodoxy in their eyes before granting their approval. Even though other dictionaries were circulating in Quebec, notably those of the publishers Mame, Quillet-Flammarion, and Hatier, it is the Larousse dictionary, particularly the Dictionnaire complet de la langue française with Canadian supplement, that dominated the period and that made the Montreal publisher Beauchemin its fortune. This study shows that the imported French book could only be distributed in Quebec and in Canada as long as the content met the moral standards of the Catholic Committee of the Council of Public Instruction. [ABSTRACT FROM AUTHOR]