The French Revolution was marked by a vast movement of civic and political education, which notably saw the development of political catechisms, particularly under the Directoire. Based on this historical observation, my communication aims to examine the political pedagogy put in place during the revolutionary decade, to see whether it represented a rupture in the field of education for democracy. France but also Italy during the Triennio were characterized by an intense production of republican catechisms, and the République helvétique saw the adaptation of French texts. This history of revolutionary education is therefore also one of circulation, including material circulation. I will then focus on the current state of transmission of this history of revolutionary education, by returning to the “utopia effect” (to quote François Hincker) of which the French Revolution is the bearer. Writing the history of this decade is a civic and democratic commitment that must be questioned, including from the point of view of the teaching of history. I will thus examine how the complexity of the revolutionary fact can be taught in a context of democratic education. Inspired by the work of Bronislaw Baczko on the moral responsibility of the historian, I will show that teaching nowadays the history of political revolutions in the 18th century is also a social responsibility to entrench democracy.