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La Fontaine à l'École républicaine: du poète universel au classique scolaire

Identifieur interne : 000E47 ( Istex/Corpus ); précédent : 000E46; suivant : 000E48

La Fontaine à l'École républicaine: du poète universel au classique scolaire

Auteurs : Andrew Calder

Source :

French Studies [ 0016-1128 ] ; 2005-04.

RBID : ISTEX:94FD6404824D136025EF0AC39D6A4F22C4D175CF

English descriptors

Teeft :
- Albanese, Brogniez, Fontaine, Preraphaelite, Ralph albanese.

Url:

https://api.istex.fr/ark:/67375/HXZ-3FGQ0RV4-1/fulltext.pdf

DOI: 10.1093/fs/kni113

Links to Exploration step

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      <p>By R<sc>alph</sc>
 A<sc>lbanese</sc>
, J<sc>r</sc>
. (EMF Critiques). Charlottesville, Rookwood Press, 2003. vii+378 pp.</p>

      <p>This book will interest equally readers of La Fontaine and students of modern French culture. It is a compelling account of the place assigned to La Fontaine's <italic>Fables</italic>
 in the creation and teaching of French Republican values. Ralph Albanese evokes both the glories and the dangers of the French dream of a secular republic whose people would share the peculiarly French values inspired by its great writers (immortalized in the Grands Écrivains editions which were prepared when the Republican project was at its zenith). La Fontaine, Molière and Hugo were at the heart of the Republican strategy. Unsurprisingly, the delicate, rich, endlessly varied, often ironical, even on occasion gnomic <italic>Fables</italic>
 of La Fontaine suffered from their use as propaganda. For different Republican commentators, especially in the years between 1870 and the 1920s, La Fontaine was in turn a rustic sage extolling the life of the peasant farmer, a believer in the Colbertian values of commerce, an early advocate of scientific progress — and hence of industrial progress too. Evidence for all of these views was easily adduced by citing some fables and ignoring others. Worse still, the fabulist was enlisted on the side of the pedagogues in their war against rebellious schoolchildren: Albanese cites a 1909 text in which teachers are advised to use ‘L'Ours et les Deux Compagnons’, where a hunter is so unwise as to sell the skin of the bear before killing it, as ‘une mise en garde adressée aux candidats par trop présomptueux au baccalauréat’ (p. 86) (an odd use for a poet who disliked pedagogues and schoolchildren equally). As Albanese points out, ‘grâce à un discours critique répétitif et pétrifié, l'École a créé, de toute évidence, un obstacle entre La Fontaine et les Français; elle a fini, en un mot, par écraser le vrai La Fontaine’ (p. 1). He shows in an introductory survey of fable criticism from Rousseau to the present day how hard recent scholars have worked to rescue La Fontaine from his Republican colonizers. Albanese also describes, however, the strengths of the Republican educational programme: its focus on the mastery of the French language as the key to Frenchness; its rigorous practice of the disciplines of the <italic>dictée</italic>
 and the <italic>explication de texte</italic>
; and its belief that some knowledge of French literature, including an ability to recite at least two or three fables by heart, should be part of the civic make-up of all French men and women. Sections in his concluding chapter on ‘Le dépérissement de La Fontaine et le “mal français” actuel’ and ‘L'effacement de la mémoire collective’ tell of the fading of the Republican dream. Albanese leaves the reader with the sense that the loss of this dream, however clumsy the attempts to realize it through pedagogy, is leaving a disturbing void in contemporary French culture.</p>

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La Fontaine à l'École républicaine: du poète universel au classique scolaire

La Fontaine à l'École républicaine: du poète universel au classique scolaire

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