France played a leading role in the European Enlightenment, influencing other European countries in their thinking and development of philosophical ideas based on the emerging ideals of liberté, égalité and fraternité. Among the many topics alive in intellectual circles at the time, a debate about the education of females peaked in the 18th century, and it is not surprising that it was a Frenchman, François Fénelon, who drew attention first through his Traité de l'éducation des filles (1687) to the lack of education for females. His countrywoman Madame de Lambert extended his argument in her Avis d’une mère à sa fille (1688-1692, published 1728), a lengthy essay addressed to her daughter justifying the importance and describing the nature of female education. A half century later in Germany, Sophie von La Roche published her Briefe an Lina: Ein Buch für junge Frauenzimmer[,] die ihr Herz und ihren Verstand bilden wollen in her weekly paper Pomona für Teutschlands Töchter (1783/84). In these letters, collected and published in book form in 1807, she described the principles of a program of education for women which would lead to a happy life. Both of these female writers were exceptions in their time and fought to establish the position of women as educated and valued members of society. This thesis contextualizes and examines their writings to answer the question to what degree they contributed to a progressive step in the education of women at the time and the cultivation of educated and critical thinking in the next female generation. Hippolyte Taine’s sociological method assumes that literature can be analyzed through its author’s life on the basis of the three key concepts, race, milieu, and moment. After applying these concepts to the life of Madame de Lambert and Sophie von La Roche through historical background and sociological analysis, a close textual examination of the two central texts proceeds with these points of emphasis in each woman’s case: biographical background and social role determination (Frauenbild und Bestimmung der Frau); accommodation to the notion of ‘pleasing’ society, the males especially, and instilling happiness in others and themselves (Gefallen und Glück); and the education and erudition of women (Bildung und Gelehrsamkeit). Their contributions to these areas of active life and intellectual debate illustrate to some extent a personal adaptation to the conventions and standards of the era, but more importantly, beyond that, a breakout from traditional ideas and practices. In sum, Madame de Lambert is seen as a pioneer in the philosophical evaluation of the intellectual strength of women, and Sophie von La Roche, as a German counterpart with an emphasis on their practical enlightened education. The comparative analysis also reveals important sociological differences between Germany and France in the 18th century with regard to the subject of female education.

France played a leading role in the European Enlightenment, influencing other European countries in their thinking and development of philosophical ideas based on the emerging ideals of liberté, égalité and fraternité. Among the many topics alive in intellectual circles at the time, a debate about the education of females peaked in the 18th century, and it is not surprising that it was a Frenchman, François Fénelon, who drew attention first through his Traité de l'éducation des filles (1687) to the lack of education for females. His countrywoman Madame de Lambert extended his argument in her Avis d’une mère à sa fille (1688-1692, published 1728), a lengthy essay addressed to her daughter justifying the importance and describing the nature of female education. A half century later in Germany, Sophie von La Roche published her Briefe an Lina: Ein Buch für junge Frauenzimmer[,] die ihr Herz und ihren Verstand bilden wollen in her weekly paper Pomona für Teutschlands Töchter (1783/84). In these letters, collected and published in book form in 1807, she described the principles of a program of education for women which would lead to a happy life. Both of these female writers were exceptions in their time and fought to establish the position of women as educated and valued members of society. This thesis contextualizes and examines their writings to answer the question to what degree they contributed to a progressive step in the education of women at the time and the cultivation of educated and critical thinking in the next female generation. Hippolyte Taine’s sociological method assumes that literature can be analyzed through its author’s life on the basis of the three key concepts, race, milieu, and moment. After applying these concepts to the life of Madame de Lambert and Sophie von La Roche through historical background and sociological analysis, a close textual examination of the two central texts proceeds with these points of emphasis in each woman’s case: biographical background and social role determination (Frauenbild und Bestimmung der Frau); accommodation to the notion of ‘pleasing’ society, the males especially, and instilling happiness in others and themselves (Gefallen und Glück); and the education and erudition of women (Bildung und Gelehrsamkeit). Their contributions to these areas of active life and intellectual debate illustrate to some extent a personal adaptation to the conventions and standards of the era, but more importantly, beyond that, a breakout from traditional ideas and practices. In sum, Madame de Lambert is seen as a pioneer in the philosophical evaluation of the intellectual strength of women, and Sophie von La Roche, as a German counterpart with an emphasis on their practical enlightened education. The comparative analysis also reveals important sociological differences between Germany and France in the 18th century with regard to the subject of female education.

La famille Chaumont issue de la bourgeoisie namuroise émigre à Paris, vers 1719. Elle ne dispose d'aucun levier hors les billets financiers dévalués, gagnés dans l'approvisionnement des armées françaises des Flandres pendant le guerre de Succession d'Espagne. Elle spécule avec succès pendant la période du "Système de Law" pour construire une fortune foncière et acheter des offices de la haute administration royale.Elle construit aussi un réseau d'alliances matrimoniales avec de riches familles de noblesse récente. Par son mariage, le fils aîné est allié à Philibert Orry, futur ministre d'Etat. Il est commissionné chancelier du roi Stanislas, souverain des duchés de Lorraine et de Bar. Il reste en place vingt-neuf ans et gouverne les duchés pour le bien du royaume de France. Toute sa famille bénéficie de sa position pour obtenir charges et bénéfices lorrains dans l'administration, dans l'armée et le clergé.La troisième génération est installée dans la haute société de son temps et proche du pouvoir royal. Deux branches continuent la lignée comme intendant de province, intendant des POnts et Chaussées et évêque. La Révolution interrompt l'ascension des Chaumont proches des postes ministériels. Le rôle éminent de la famille est définitivement stoppé.Nous mettons en évidence sur trois générations, les ressorts qui font la fortune et l'ascension sociale de la famille Chaumont. Nous voulons montrer en quoi cette ascension n'est qu'un exemple parmi d'autres dans ce XVIIIe siècle et comment elle se distingue et présente des caractéristiques particulières. / Chaumont family, "bourgeois" from Namur won only depreciated bills of exchange by suppliing French armies during the wae of the Spanish succession in Flanders.They emigrated to Paris, around 1719 and speculated successfully during the 'Mississipi Bubble" to build a real estate fortune in France and buy offices in the senior royal administration.They also built a network of matrimonial alliances with rich, new ennobled families. The eldest son was related by marriage with Philibert Orry, future minister of State. He was appointed chancelor of king Stanislas, Duke of Lorraine and Bar. He stayed at this responsability for twenty-nine years and ruled the duchies for the sake of the French kingdom. The whole family benefited from the lasting appointment to obtain offices and prebends from Lorraine in the Church or the Army or the Administration.The third generation was installed in the high society, close to the royal power. Two branches still continued the family line as royal provincial intendant or director of the Roads Department or bishop. The French revolution disrupted the family's rise. THe prominent, close the king functions were definitively weakened.We highlighted the means used by the Chaumont family to realize their fortune and a very kick social rise over three generations; how this family was only one example among others but also why it was a particular case.

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English abstract The master's thesis deals with different representations of non-European cultures and their inhabitants in musical dramas (operas and related genres) of the eighteenth century. Firstly it gives some typical characteristics of these musical artworks in historical context (focusing on Italian and French examples especially) than it concentrates on the topic of so-called exoticism in general. The final part of the thesis which is based on three case studies formulates some typical approaches to the problem of representation of non- european cultures by analyzing musical settings, stage representations and especially librettoes of three important operatic works by Vivaldi (Motezuma), Graun (Montezuma) and Rameau (Les Indes Galantes). The topic of exoticism in Handel 's selected operas is mentioned in a short survey. Keywords: 18th century, music history, opera history, Italian opera, French opera, exoticism, inrercultural relationships, comparative studies