Elite Educational Institutions Research Articles

Education in the system of today's employee values

Establishing the new society is accompanied by a global intellectualization of the entire economic system influencing the development of information, scientific and innovative branches of the indusry. The key factors of the society develpment are information and knowledge. An important quality of a modern employee is the ability for continuous training. Currently, the interest to education has significantly increased as well as the demand for education and the educational level of employees. Education is one of the most vital values, meeting the natural needs of humans in the knowledge of the external world and themselves. The growth of social demand for education in the evolution of social development has led to the gradual transformation of the elite educational institutions into the institutions for everyone. For most people nowadays, higher education has become not only sustainable, but one of the most significant values. The successful development of knowledge-based economy could be provided by the employees not only having a high degree, but having a desire for the continuous lifelong knowledge development.

Judging Higher Education on the Merits: A Review of Deresiewicz, William, Excellent Sheep, The Miseducation of the American Elite and the Way to a Meaningful Life; Lani Guinier, The Tyranny of the Meritocracy: Democratizing Higher Education in America, and Lauren, A., Pedigree: How Elite Students Get Elite Jobs

Judging Higher Education on the Merits: A Review of Deresiewicz, William, <i>Excellent Sheep, The Miseducation of the American Elite and the Way to a Meaningful Life</i>; Lani Guinier, <i>The Tyranny of the Meritocracy: Democratizing Higher Education in America</i>, and Lauren, A., <i>Pedigree: How Elite Students Get Elite Jobs</i>

Desregulación y personalización en escuelas de elite: El trabajo de los profesores para la consagración escolar de los sectores privilegiados

El presente artículo se basa en un estudio cualitativo desarrollado en tres escuelas secundarias de la Ciudad y la Provincia de Buenos Aires que se proclaman como formadoras de elite. La intención del mismo es analizar la labor pedagógica que desarrollan estas instituciones en base a las formas de promoción y acompañamiento que plantean a sus estudiantes. El trabajo identifica en las escuelas formas desreguladas en donde los alumnos quedan librados a sus propios recursos para transitar la escolaridad y estrategias de personalización previstas desde la instituciones que presuponen un mayor acompañamiento a los estudiantes. Estas diferencias están vinculadas con los sistemas de selección académica y promoción que sustentan los establecimientos. Por promoción de los estudiantes se hace referencia a los mecanismos institucionales que concretan la función selectiva que desempeñan las instituciones educativas. En este caso en particular se analizan los medios que estas escuelas instrumentan para seleccionar, diferenciar y legitimar a los estudiantes en escuelas orientadas a la preparación de los grupos selectos. Indagar estas dinámicas nos permite una aproximación al funcionamiento de estas instituciones y su contribución en los procesos de socialización y reproducción para la preparación de determinados sectores para la ocupación de posiciones de elite. En este trabajo se aborda además el papel que desarrollan los profesores en tanto operadores simbólicos que, mediante su trabajo, efectúan la labor de producir la consagración escolar de estos grupos en cuestión.

Desire under the Magnolias

Desire under the Magnolias Gary Richards (bio) William Alexander Percy: The Curious Life of a Mississippi Planter and Sexual Freethinker. By Benjamin E. Wise. Chapel Hill: U of North Carolina P, 2012. x + 355 pp. $35 cloth. Ebook available. Sexual Politics in the Work of Tennessee Williams: Desire over Protest. By Michael S. D. Hooper. New York: Cambridge UP, 2012. vii + 251 pp. $109.99 cloth. Ebook available. Desire and the Divine: Feminine Identity in White Southern Women’s Writing. By Kathaleen E. Amende. Baton Rouge: Louisiana State UP, 2013. x + 162 pp. $35 cloth. Ebook available. “Desire,” Kathaleen Amende notes early in her study, “is a tricky thing.” Much of its trickiness, of course, arises from its circulation within myriad contexts contingent on historical and geographical specificities and cultural preoccupations. Recent southern literary studies have worked to map the nuances of these contexts in which desire circulates and is represented, as evinced by, among others, Michael Bibler’s Cotton’s Queer Relations (2009) and Tison Pugh’s Queer Chivalry (2013), which interrogate desire’s relationships within literary representations to the southern plantation system and the southern investment in medievalism respectively. The three works under review [End Page 129] here range across the twentieth century and add to this exploration. Through writings by and about William Alexander Percy (1885 –1942), historian and biographer Benjamin Wise charts the relation of male sex-same desire to the white southern aristocracy of the early twentieth century. Through an exhaustive survey of the drama and fiction of Tennessee Williams (1911–1983), literary critic Michael Hooper interrogates the relation of desire within this corpus to the political activism of the mid-twentieth century. And, through texts by Dorothy Allison, Rosemary Daniell, Connie May Fowler, Valerie Martin, Sheri Reynolds, and Lee Smith, literary critic Kathaleen Amende teases out the relation of contemporary white women’s desire to southern religious beliefs and structures of the late twentieth century. Made eminently readable by its clear prose, narrow focus, and linear narrative, Wise’s biography deftly sketches Percy’s evolving roles: son, gentleman lawyer, poet, soldier during World War I, civic organizer during the 1927 Mississippi River flood, adoptive father of his orphaned cousins in the 1930s. However, unlike scholars who dismiss Percy as anxiously discomforted by his queer sexuality, including McKay Jenkins, Bertram Wyatt-Brown, Richard King, and John Barry, Wise charts within these roles the impact of Percy’s desire for other men. In particular, Wise crucially historicizes Percy’s understanding of male homosexuality “as a superior form of love” that emerged from the late nineteenth-century Hellenism he encountered at the University of the South and at Harvard, the elite educational institutions he attended between 1900 and 1908. In these erotically charged all-male arenas, Percy mastered “a coded vocabulary” that allowed him to speak fluently and openly “the idiom of Greek love.” Nowhere is this clearer than in his poetry, the significance of which, for Wise, “lies not so much in its literary achievement as its personal honesty and its use of coded, historically specific homoerotic idiom.” Percy’s diaries and correspondence—even within a carefully expurgated archive, as Wise’s epilogue discusses—reinforce this fluency. So too does Lanterns on the Levee (1941), which “offers a coded narration of Percy’s sexual awakening in Sewanee, an affirming description of Greek ‘bisexuality,’ and homoerotic descriptions of men.” Wise, however, rightly guards against overemphasizing this melancholic text written late in Percy’s life. Especially when contextualized within his close relationships with other gay or bisexual men—Huger Jervey, Sinkler Manning, Lindley Hubbell, Tommy Shields, Norman Douglas, Harry Stack Sullivan, Witter Bynner, Leon Koury, Gerstle [End Page 130] Mack—and Percy’s lifetime of frequenting sites of queer sexual freedom, such as Taormina and Capri, these written expressions allow Wise to conclude that “Percy wrote what amounted to a meditation on queer desire, complete with the mourning of its nonacceptance in contemporary society.” As the biography documents, Percy “immersed himself in conversations and reading about sexuality and sexual values. He involved himself in the emerging queer subcultures of the early twentieth century. He experienced and enjoyed emotional and sexual intimacy with other men.” Wise does not, however...

The NS-Ordensburgen: training for political leadership

Whilst much has been written on the role and function of the elite schools in Hitler’s vision for his ‘thousand-year Reich’, this article focuses on an area within the history of the Ordensburgen that has not been examined – that is, the content of training for particular groups given at these elite educational institutions during the wartime period. This article begins with a short general overview of the role of the Ordensburgen in Nazi society for the purpose of contextualisation and then moves on to examine the specific lecture programmes of the training course for South Tyrolean political leaders, which took place at Ordensburg Sonthofen from 12 August–4 September 1940. Its purpose is to discover the lecture content and training given to political leaders in this elite educational institution.

William Alexander Percy: The Curious Life of a Mississippi Planter and Sexual Freethinker by Benjamin E. Wise (review)

Reviewed by: William Alexander Percy: The Curious Life of a Mississippi Planter and Sexual Freethinker by Benjamin E. Wise Gary Richards (bio) William Alexander Percy: The Curious Life of a Mississippi Planter and Sexual Freethinker. By Benjamin E. Wise. (Chapel Hill: University of North Carolina Press, 2012. Pp. 368. $35 cloth) In this excellent biography that analyzes the life of William Alexander Percy (1885-1942), historian Benjamin Wise accomplishes a number of things. At the most basic level, he delineates Percy's multiple identities: scion of a family of wealthy Greenville, Mississippi, planters; lackadaisical lawyer educated at the University of the South and Harvard; poet of stilted homoerotic verse ill at ease within the high modernism of T. S. Eliot, Wallace Stevens, and Robert Frost; naïve soldier during World War I; foremost civic organizer in Greenville during the disastrous flood of the Mississippi River in 1927; and adoptive father of a set of Percy cousins orphaned in 1932, including future novelist Walker Percy. But, through a careful reading of Will Percy's essays, letters, journal, and other archival materials as well as, perhaps most important, his poetry, Wise also rescues Percy from being understood only through his melancholic autobiography, Lanterns on the Levee (1941), a work Wise rightly characterizes as a book "of contrasts, of deliberate omissions and careful inclusions" (p. 262). Finally, he deftly keeps in play simultaneous analyses of constituent elements of Percy's contradictory identity: region, sexuality, gender, race, religion, and class. As Wise clarifies in his introduction, the first two are his central focus: "Percy's life story, then, becomes a window onto two cultural identities, 'southern' and 'homosexual,' that were contested and in flux during his lifetime. A central aim of this book is to illuminate the history of these two frameworks of meaning through one man's engagement with them" (p. 9). Nevertheless, the study also smartly discusses Percy's views on race as "halting, ambivalent, and often contradictory" and it repeatedly analyzes the class privilege of the Percy family (p. 253). Wise is at his finest, though, when negotiating Percy's sexuality, which has been ignored, dismissed, or oversimplified in scholarly treatments such as those by McKay Jenkins, Bertram Wyatt-Brown, Richard King, and John Barry. Contextualizing Percy among sexual [End Page 105] freethinkers at the turn of the twentieth century, Wise convincingly details a historically specific male homosexuality that was rooted in Hellenism and fostered in elite educational institutions and that marked Percy as well as his extensive coterie of friends. And yet, for all the valuable work Wise contributes here to "the beginnings of a history of the queer subculture in Mississippi in the first half of the twentieth century," he is refreshingly not invested in queer hagiography and suggests the less attractive elements of this homosexuality, including its rootedness in class privilege and cultural elitism (p. 281). Although perhaps not its main focus, Wise's biography also reminds of the national and global circumnavigations of Southerners of this era, particularly those of the upper classes, and Wise writes, "To understand Percy's life story is to travel with him around the world": England, France, Greece, Italy, Brazil, Samoa (p. 13). This checks notions of southern provincialism, as do the careful notations of regional multiculturalism. Percy's Mississippi Delta, Wise records, was a locale not only filled with immigrants from Russia, Greece, China, and Lebanon but also one marked by a range of religious believers, such as Protestants, Catholics (like Percy's maternal family), and Jews, and nonbelievers, such as Percy himself. To accomplish all this, Wise structures his study around a brief introduction, fifteen chapters that move through Percy's life thematically and chronologically ("Sewanee," "The Soldier," "The Flood and After," and so on), and an epilogue entitled "On Sex, History, and Trespassing" that meditates on Wise's personal relationship to Percy and the project of the biography. Wise writes throughout in clean, readable prose, deploys jargon sparingly and strategically, and rarely becomes repetitive, usually with key argumentative points. Fifty-eight pages of notes are positioned at the end of the book, which furthers the readability of the study, but scholars may feel that the biographical narrative itself might...

Selling the dream: Marketing an education

The purpose of this paper is to investigate the manner in which a Christian Brothers boarding school, founded in 1891 as an altruistic response to the socio/economic distress of Queensland’s Irish Catholics, undertakes the marketing of its educational product in a contemporary setting. St Joseph’s Nudgee College has displayed a remarkable capacity for compromise, balancing from its first year of operation the philosophical heritage of Irish Catholicism with the pragmatic aim of promoting social mobility amongst a group conscious of its outsider status. It is this inheritance of compromise that has ensured that there has been no perception that marketing an education in a religious institution raises any ethical dilemmas. This is even more remarkable given the evolution of the College into one of the State’s elite educational institutions, yet one still publically committed to education serving as an agent of social change. The challenge for the Development and Communications Department of the College is far more pedestrian than a clash of world views. For they operate in a milieu divorced from the traditional core business of the College and must therefore operate as promoters rather than producers of the institution’s core product of teaching.

From Terso into Ultras: the 2011 Egyptian revolution and the radicalization of the soccer’s Ultra-Fans

Ultra-Fans have become a major aspect of global soccer fans’ culture. They have helped change the culture of the game and transform it from a cultural practice of the elite that was almost exclusively practiced in elite educational institutions during the second half of the nineteenth century into a distinct mass game by the first quarter of the twentieth century. Throughout the history of the game in Egypt, the Ultra-Fans’ culture has often been shaped and transformed in relation to the socio-economic and political conditions that have affected the nation in general and the lower classes in particular. Starting from the early 2000s, young fans of the popular Egyptian soccer clubs started forming their own Ultras groups. Most popular among these Ultras groups are the Ahlawi Ultras and the White Knights Ultras of the rival Carian clubs of the Ahli and the Zamalik respectively, the Yellow Dragon Ultras of the Isma’ili Club of the city of the Isma‘iliah, the Green Eagles Ultras of the Massri Club of the city of Port Said, the Green Dragons Ultras of the Ithad Club of the city of Alexandria, and the Blue Devils Ultras of Ghazl al-Mahalah Club of the city of Ghazl al-Mahalah. With the outbreak of the 2011 revolution, the general disenchantment of the Ultras groups with politics turned into a direct engagement with politics, and the Ultras groups emerged as the most radical political force among the revolutionary forces on the scene. This paper is an historical analysis of the recent rise of the soccer phenomenon of Ultra-Fans, known popularly in Egypt as the Ultras.

Joel Andreas, Rise of the Red Engineers: The Cultural Revolution and the Origins of China’s New Class

In this timely study, Joel Andreas examines the “red engineers” who were trained at China’s elite educational institutions in the 1950s and early to mid-1960s to be both “red and expert” and then in the early 2000s began to enter the top positions in the Chinese party and governmental leadership. As a group, these red experts still occupy the top leadership positions in China today. In his study, Andreas presents a fascinating account of how China in the early 1950s emulated the Soviet Union’s system of education of the 1920s and 1930s, excluding the radical period of 1928–1931, and of how Mao during the Cultural Revolution rejected this Soviet educational model. Andreas brings to light the intersection of many important themes in contemporary Chinese history, including: the “class-leveling” system, the twists and turns in the efforts to establish a new system of higher education during the Mao era and thereafter, and the turbulent years of the Cultural Revolution (1966–1976) viewed from the perspective of the post-1949 institutional history of Tsinghua University in Beijing. The book is impressively researched and documented, and the findings and arguments are clearly and cogently presented. Andreas selects as his case study the post-revolutionary history of China’s elite educational institution in engineering, Tsinghua University, which became the “cradle of red engineers” (p. 61) in the 1950s and early and mid-1960s. During his twoyears of on-site research at Tsinghua University in the late 1990s, Andreas interviewed almost one hundred current and former employees as well as alumni, including the infamous student rebel of the Cultural Revolution, Kuai Dafu. The author also relies upon documentary evidence concerning the history of Tsinghua University during this period. The core concerns of the book are the policies and practices of the CCP (Chinese Communist Party) aimed at “class-leveling” in post-1949 China. Andreas employs a modified version of the conceptual framework originally developed by Pierre Bourdieu in analyzing changes in the class structure of stable Western capitalist societies. In Bourdieu’s original typology, three types of “capital” are identified: East Asia (2010) 27:399–401 DOI 10.1007/s12140-010-9125-9

A Remark on Color‐Blind Affirmative Action

AbstractFaced with legal challenges to explicitly race‐contingent admissions policies, elite educational institutions have turned to criteria that meet diversity goals without being formally contingent on applicant identity. We establish that under weak conditions that apply generically, such color‐blind affirmative action policies must be nonmonotone, in the sense that within each social group, some students with lower scores are admitted while others with higher scores are denied. In addition, we argue that blind rules can generate greater disparities in mean scores across groups conditional on acceptance than would arise if explicitly race‐contingent policies were permitted.

The Role of Everyday Culture for a Scientific Orientation in Philippine Society: Are the Youth Any Different?

This paper discusses the attitudes of Filipino youth towards science and technology. While the sample is derived mainly from elite educational institutions, the paper is more concerned with exemplarity rather than representativity. Moreover, the paper contextualizes these orientations around the culture of everyday life. It seeks to relate ordinary, often unperceived notions of culture, to attitudes towards science and technology. Notions of competence and achievement, ideas about nature and the environment, expectations of trust, risk, and the future determine the possibilities of developing a culture of scientific research and technological development. Globalization and the new communications media are increasingly pervasive forces in Philippine society. The youth are most affected by these new trends and orientations. Their response to these challenges will affect the future of science and technology in the Philippines. This paper, thus, explores how the culture of everyday life is adopted as well as transformed by the youth in the process of incorporating contemporary practices and responses to modernity.

Planet India: how the fastest-growing democracy is transforming America and the world

is everywhere: on magazine covers and cinema marquees, at the gym and in the kitchen, in corporate boardrooms and on Capitol Hill. Through incisive reportage and illuminating analysis, Mira Kamdar explores India's astonishing transformation from a developing country into a global powerhouse. She takes us inside India, reporting on the people, companies, and policies defining the new and revealing how it will profoundly affect our future -- financially, culturally, politically.The world's fastest-growing democracy, has the youngest population on the planet, and a middle class as big as the population of the entire United States. Its market has the potential to become the world's largest. As one film producer told Kamdar when they met in New York, Who needs the American audience? There are only 300 million people here. Not only is the ideal market for the next new thing, but with a highly skilled English-speaking workforce, elite educational institutions, and growing foreign investment, is emerging as an innovator of the technology that is driving the next phase of the global economy. While is celebrating its meteoric rise, it is also racing against time to bring the benefits of the twenty-first century to the 800 million Indians who live on less than two dollars per day, to find the sustainable energy to fuel its explosive economic growth, and to navigate international and domestic politics to ensure India's security and its status as a global power. is the world in microcosm: the challenges it faces are universal -- from combating terrorism, poverty, and disease to protecting the environment and creating jobs. The urgency of these challenges for is spurring innovative solutions, which will catapult it to the top of the new world order. If succeeds, it will not only save itself, it will save us all. If it fails, we will all suffer. As goes India, so goes the world. Mira Kamdar tells the dramatic story of a nation in the midst of redefining itself and our world. Provocative, timely, and essential, Planet India is the groundbreaking book that will convince Americans just how high the stakes are -- what there is to lose, and what there is to gain from India's meteoric rise.DID YOU KNOW?-India is the world's fourth-largest economy. -By 2034, will be the most populous country on Earth, with 1.6 billion people.-India's middle class is already larger than the entire population of the United States. -One out of three of the world's malnourished children live in India.-India is home to the biggest youth population on earth: 600 million people are under the age of 25. -72,000,000 cell phones will be sold in in 2007.-India just edged past the United States to become the second-most-preferred destination for foreign direct investment after China.-In 1991, Indians purchased 150,000 automobiles; in 2007, they are expected to purchase 10 million. -By 2008, India's total pool of qualified graduates will be more than twice as large as China's.-By 2015, an estimated 3.5 million white-collar U.S. jobs will be offshored.-India is the largest arms importer in the developing world.-American corporations expect to earn $20 to $40 billion from the civilian nuclear agreement with India. -In 2007, there are 2.2 million Indian Americans, a number expected to double every decade.-Twenty-nine percent of India's population speaks English -- that's 350 million people.

Food for Thought: How Many Blacks Will Reach the Top if Race-Blind Admissions is Imposed on Our Most Elite Educational Institutions?

Food for Thought: How Many Blacks Will Reach the Top if Race-Blind Admissions is Imposed on Our Most Elite Educational Institutions?

Mikhail Ivanovich Demkov

Russia at the turn of the century. Private, elite educational institutions are being opened as alternatives to the state-run schools. Market relations are increasingly penetrating the sphere of education. Since the well-known Tsarist Manifesto, dozens of political practices have sprung up, and their programs include requirements on public education. Political passions are invading the schools. Schoolteachers are coming to be divided into "conservatives" and "progressives." All of this can be examined in numerous dissertations by Soviet historians.

Children of Color in Independent Schools: An Analysis of the Eight-Grade Cohort from the National Education Longitudinal Study of 1988

African Americans deciding to choose nonpublic education for their children prior to 1960 had relatively few options beyond segregated Catholic schools (Beutow, 1970; Franklin & McDonald, 1988). During the 1960s and 1970s more options became available through independent (private or nonpublic) community-based schools founded by African Americans and through predominantly White elite schools which, for the most part, had previously been racially segregated. Although the supply of private schools has increased, there has been no ground swell movement among African Americans to enter elite educational institutions, despite a growing interest on the part of these schools to achieve integration (National Association of Independent Schools, 1987; National Center for Education Statistics, 1987). However, some elite private schools have taken the position that if they are going to continue to be the training ground for society's leaders, their student populations should reflect the increasing cultural diversity found in our nation today. To advance this aim, they have adopted vigorous minority recruitment programs, some of which include scholarship support for certain racial and ethnic groups (Griffin & Johnson, 1988). It is not merely the presence of minority children that concerns the private school community. Some private school administrators, teachers, and parents have seriously questioned whether minorities enrolled in their institutions actually come to feel that they are fully integrated members of that community. Several qualitative studies of private schools have demonstrated that African American students and their families often feel like outsiders, alienated from the cultures of these schools. Holiday celebrations, school rituals, and norms of behavior are sometimes viewed by these newcomers to the elite private school community as inappropriate, insensitive, and unresponsive to their educational and social needs (see Brookins, 1988; Franklin, 1988; Oyemade & Williams, 1988; Slaughter & Schneider, 1986). Among elite, predomi-

The genesis of accountability: The west point connections

We focus on the genesis of the new managerialism in U.S. business and factories in the nineteenth century and re-examine the published histories of the U.S. armories and the railroads. We trace the influence in both arenas of the engineering/military graduates from the U.S. Military Academy at West Point, who represent and reproduce the meticulous “grammatocentric” and “panoptic” system for human accountability introduced there in the years after 1817. Our overall concern is to re-analyse apparently economic-rational changes in accounting and accountability in a wider frame which explains their development as aspects of a general shift in power-knowledge relations—a shift which Foucault characterised as the development of disciplinary power and which we argue originated in elite educational institutions. We propose further examination (or re-examination) of the original accounting and administrative records relating to the armories and the railroads in order to establish the precise process of historical change.

A Reply to Professor Plunkett

Since Plunkett and I so obviously view the world from such divergent perspectives, it should come as no surprise that our approaches to social and educational change should be at such variance. The crux of our disagreement is summed up by his contention that what is definitely not plausible is the systematic attribution to the economically and socially privileged ... of a kind of malevolent conspiratorial approach to all dealings with the poor and the implication that there is a need for a politics of perpetual confrontation. I not only disagree categorically with his assertion, but I shall show below that his unacknowledged political biases force him to take a unilinear view of the development process which he admits has failed to achieve its stated goals. In the mid-1960s Plunkett and Mary Jean Bowman, the University of Chicago economist, undertook a study of the elites of eastern Kentucky in an attempt to ascertain their attitudes toward social and economic change. The conventional wisdom of the period in the United States held that the key to societal modernization in the less privileged areas of the world lay in the mobilization of the traditional social and economic elites and in the creation of new ones to forward the developmental effort along lines of modified laissez-faire capitalism. This human-resources theory of development was, of course, lavishly supported by the major donor agencies. Efforts within the United States clustered around the Office of Economic Opportunity; carrying the gospel abroad were such organizations as the Agency for International Development, the World Bank, and the Ford Foundation. Indeed, from the late 1950s on the Ford Foundation championed this approach to development by nurturing, through training offered in elite educational institutions, a cadre of potential leaders whose outlook and values would be consonant with those who controlled American social, economic, and political institutions. These Ford-sponsored leaders and experts then assumed their predetermined roles in the American meritocracy, or, if foreign nationals, they assumed comparable positions among their nations' elites.1 While change and mass participation were deemed desirable for societal

Noblesse, Domesticity, and Social Reform: The Education of Girls by Fenelon and Saint-Cyr

THE RECENT REVIVAL of interest in the history of education has inspired studies of the relationship of educational policy to social change, the social composition of elite educational institutions, and the function of instruction as an instrument of social control. (1) These issues, however, have scarcely been developed with reference to female education, and consequently historians have not seen that the debate over the education of girls is a key to understanding social conflict. The purpose of this essay is to confront these issues by studying girls' education in sociopolitical context, focusing on the most significant theoretical and institutional achievements of the seventeenth century in the domestic education of French girls: Fenelon's Treatise on the Education of Girls (1687) and the Maison Royale de Saint Louis at Saint-Cyr, founded by Madame de Maintenon in 1686.