tasks, wages and access to property.) Salic law prohibited women from rule; however, the laws for the case of a regency, when the king was too young to govern by himself, brought the queen into the center of power. The queen could assure the passage of power from one king to another—from her late husband to her young son—while simultaneously assuring the continuity of the dynasty. Education for girls Educational aspirations were on the rise and were becoming increasingly institutionalized in order to supply the church and state with the functionaries to serve as their future administrators. Girls were schooled too, but not to assume political responsibility. Girls were ineligible for leadership positions and were generally considered to have an inferior intellect to their brothers. France had many small local schools where working-class children—both boys and girls—learned to read, the better "to know, love and serve God". The sons and daughters of the noble and bourgeois elites, however, were given quite distinct educations: boys were sent to upper school, perhaps a university, while their sisters (if they were lucky enough to leave the house) were sent for finishing at a convent. The Enlightenment challenged this model, but no real alternative presented itself for female education. Only through education at home were knowledgeable women formed, usually to the sole end of dazzling their salons. Stepfamilies A large proportion of children lived in broken homes or in blended families and had to cope with the presence of half-siblings and stepsiblings in the same residence. Brothers and sisters were often separated during the guardianship period and some of them were raised in different places for most of their childhood. Half-siblings and stepsiblings lived together for rather short periods of time because of their difference in age, their birth rank, or their gender. The lives of the children were closely linked to the administration of their heritage: when both their mothers and fathers were dead, another relative took charge of the guardianship and often removed the children from a stepparent's home, thus separating half-siblings. The experience of step-motherhood was surrounded by negative stereotypes; the Cinderella story and many other jokes and stories made the second wife an object of ridicule. Language, theater, popular sayings, the position of the Church, and the writings of jurists all made stepmother a difficult identity to take up. However, the importance of male remarriage suggests that reconstitution of family