The teacher, the institution and the war: primary schooling in France, 1913-1924

What if not only the new pedagogy emerging in Europe during the interwar years, but the institutional development of the school in the twentieth century owed something to educational experience in the era of the First World War? This is the question posed by this article, which aims to address the way in which the school represented the war, asking in turn how the war transformed the school. It aims to interrogate changes in pedagogical practice and interaction within the school during wartime, but also to examine the changes brought about after the return of peace.