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Difficulties in organizing and conducting an Old French course at the undergraduate level are commented on in this article. A section treating the basis of the difficulties focuses on content in literature and language areas. Time factors and traditional coursework accreditation are discussed. A general statement of problems mentions three areas of particular difficulty: (1) course coverage, (2) methods, and (3) student participation. The scope of the course, likely to be either linguistic, literary, or cultural, is followed by a section on methods. (RL)

This two-section paper treating Old French on the undergraduate level and suggesting changes in the French curriculum criticizes the traditional, chronological approach to program articulation. Cormier focuses on three ways to restructure the current program. He proposes to: (1) teach genre courses rather than chronologically oriented courses, (2) promote the "divided French major" concept while encouraging early specialization, and (3) develop a "concept" approach to literary studies. Niedzielski describes four possible courses in Old French from the viewpoint of objectives, organization, and texts. They are: (1) a 1-semester course in language, (2) a 1-semester course in language and literature, (3) a 2-semester course in language, and (4) a 2-semester course in language and literature. (RL)

As a prelude to graduate-level work for French majors, medieval studies are proposed for undergraduate students. Problems inherent in the establishment of the undergraduate program are identified with some suggested solutions. Concepts related to historical grammar, teaching materials, literature, and linguistics are developed. A logical course progression in the curriculum is urged. (RL)

A list of six main benefits of the study of Old French at the undergraduate level follows a discussion of the value, function, and goals of such a program. The advantages discussed result in: (1) a first-hand acquaintance with medieval masterpieces, (2) a sense of continuity in the history of literature, (3) improved techniques in critical reading, (4) growth in linguistic competence useful in graduate studies, (5) comprehension of the development of French literary genres, and (6) an increase in the number of French medievalists. Some objections to teaching Old French to undergraduates are raised and rebutted. (RL)

Seeking to determine the necessary elements of a grammar for undergraduate students with a strong interest in Old French, the author discusses: (1) sounds, (2) forms, (3) syntax, and (4) poetics. It is felt that the treatment accorded phonology should be different from the traditional approach used in graduate level grammars, since the course is to be oriented primarily toward the reading of introductory literature. Specific texts are mentioned, and a general course description is provided. (RL)

Criticism of the apparent academic disregard of Old French at the undergraduate level includes suggestions on ways to expand the curriculum. Discussion of philology, historical grammar, student preparation, course requirements, and the history of language is developed. Benefits of medieval study relate to: (1) preparation for graduate study, (2) baroque and renaissance studies, (3) linguistic analysis, (4) grammar appreciation, and (5) literary perspective. The author comments on texts, personnel qualifications, and program articulation as major problems. (RL)

Selections from world literature can increase high school students' interest in reading, their familiarity with age-old literary themes, their understanding of literary genres, their awareness of varying cultures, and their skill in analyzing and writing about literature. A world literature course with those aims introduced in a small Wisconsin high school focused on plays and novels dating from classical Greek literature to the present and including literature from Greece, England, Spain, France, Russia, Norway, and Italy. Because the class was composed of an exceptionally able group of students, methods of teaching included lectures, panel discussions, class discussions, students' reports, and student research papers. Full-length films, filmstrips, drama recordings, musical compositions, art slides, and theater productions provided supplementary material. Solicited student comments indicated varying levels of enthusiasm for the course. (JM)

Nineteenth-century French exotic literature, and America as one of its principal sources, are discussed. (Text is in French.) (DB)

The theoretical and practical sides of Rousseau's conception of democracy as a new science of man are discussed. (DB)

Expands upon Paul Verniere's (1973) article by extending the question of sources to include not only the maps that Prevost probably consulted, but also the various books which might have inspired the novelist. (Text is in French.) (Author/DB)

Describes and analyzes Sauvigny's republican tragedy, "Vashington ou la liberte du Nouveau Monde" (Washington or New World Liberty), from literary and historical points of view. (DB)

Chronicles the successive changes in the image of the American woman, as portrayed by French writers from the eighteenth century to the present. (Text is in French.) (DB)

The role of America and Americans in the work and life of author Andre Maurois. (Text is in French.) (DB)

The article outlines the triangle of literary trade between Afro-American, Afro-Caribbean, and African writers begun in the 1920's to re-establish contact among dispersed Black communities and to re-create, via literature, a sense of ethnic identity and unity. (Author/DB)

This article describes the complementary portraits of post-revolutionary America painted by two French writers, Brissot and Chastellux. (Text is in French.) (DB)

This article examines America in terms of its influences on Chateaubriand, author of "Rene" and "Atala." (Text is in French.) (DB)

This article discusses two problems which confront the literary historian, first, that of periodization and second, that of choice of corpus. Several histories of French literature, some written in English and others in French, are reviewed. (CFM)

The first section of this annotated bibliography cites works of literary criticism suggested as teaching tools for French literature courses. Relevant journal articles and collections of articles follow. The third section cites bibliographies and histories of French literature, while the final section lists works that deal with the teaching of literature. (Text is in French.) (CLK)

An enumerated, comprehensive 12,087-item bibliography of publications on French language and literature with current prices is offered primarily for school and library use. In each of the eight major divisions the author is listed alphabetically with the exception of the Middle Ages, where literary genre classification is employed. The traditional, chronological division of literary periods by century is employed from the Middle Ages through the 20th century. Further subdivision in each century treats civilization, the arts, and literature, further subdivided into anthologies, critical essays and studies of literary history, and authors and their works. The first general chapter deals with civilization, the arts, literature (including bibliographies, dictionaries and encyclopedias, books and publishing, anthologies of literature, history of literature, and critical essays and studies of literary history), and miscellaneous topics related to philosophy and esthetics, pedagogy and teaching, folklore, and the press. The three part section on liguistics includes: (1) a bibliography and publications of congresses and learned societies, (2) general linguistics, and (3) material on the French language (history and usage, contemporary French, and learning French). An author and anonymous work index is followed by two lists of recordings indexed by author and subject. (RL)

Paper presented as first public lecture in comparative literature, University of Toronto. Second part of a longer essay, "The Quest for Imagination: Essays in Aesthetic Criticism," to be published by Case Western Reserve University, Cleveland, Ohio. First part appeared in "Modern Language Notes," v78 n5 p471-488 Dec 1963. (DS)

Paper presented at the Deutscher Neuphilologentag on April 1, 1970 in Munster, West Germany. (WB)

Address presented at the Deutscher Neuphilologentag," Munster, West Germany, April 2, 1970. (DS)

The purpose of this work is to view Rapin's work in its entirety and to extract from eleven of his critical works the major elements of his belletristic theory. (Author)

Describes works produced in France during 1971, treating French literature. (DS)

This article examines the cultural exchange between such personalities as William James and Henri Bergson, Henry James and Marcel Proust, and William Faulkner and Andre Malraux, and its impact on the world view shared by certain Americans and Frenchmen. (DB)

Describes creation of video tape of historical background material for use in teaching French literature. (SP)