This document provides a table of contents for "A Survey of French Literature Volume I: The Middle Ages and The Sixteenth Century". The table of contents lists 10 chapters that will cover major works and authors from these time periods, including La Chanson de Roland, Tristan et Iseut, Aucassin et Nicolette, Le Roman de la Rose, medieval theater, lyric poetry, Calvin, Rabelais, Renaissance poets like Marot, du Bellay and Ronsard, and Montaigne. Selections and excerpts from many of these works are translated into modern French.
B2B Storytelling - blog posts compilation (September 2012- June 2016)Marc Jadoul
I have bundled all 150+ articles that I posted to my B2B Storytelling blog between September 2012 and June 2016 into one 400-page e-book. You may download the PDF file from here.
This document provides a grammar practice worksheet with exercises on the past simple passive voice and using articles (a, an, the) correctly. The past simple passive voice section contains 9 sentences where the verbs are omitted and must be filled in correctly. The article section contains 10 sentences where articles need to be circled or added as appropriate. The document aims to help students practice and improve their grammar skills.
Georgia Common Core Coach, CCGPS Edition, World Literature, Level ITriumphLearningNY
Get direct instruction on key comprehension strategies and Common Core Georgia Performance Standards reading skills.
The Common Core Georgia Performance Standards place new demands on the upper grades, requiring all students to read critically texts at higher levels of complexity, and placing an unprecedented emphasis on informational nonfiction texts. Common Core Coach, CCGPS Edition, World Literature, Level I, more than meets this challenge. International topics and universal themes are covered throughout.
Reading passages include works by Winston Churchill, Nikolai Gogol, Nelson Mandela, Rabindranath Tagore, and more.
This document is a songbook from Camp Seneca Lake containing the titles and lyrics of over 60 songs. It includes classics from the 1960s-70s like "American Girl", "Hotel California", and "Imagine". The songs cover a range of genres like folk, rock, and Jewish music. They are organized alphabetically in a table of contents for campers to learn and sing together.
The document contains an English exercise focusing on grammar, including activities to practice verbs in the past continuous and simple past tenses. It provides sentences to analyze and complete dialogues and stories to read and answer questions about. The exercises are designed to help students practice and improve their understanding of verb tenses and English grammar.
[Fantasy flight games]_fireborn_the_roleplaying_g(bookos.org)alexander alexander
This document provides credits for the creative contributors to the Fireborn roleplaying game. It lists the lead developer, additional developers, writers, illustrators, graphic designers, editors, and playtesters who helped create the game. The introduction also notes the original concept was by Greg Benage and the game is published by Fantasy Flight Games.
B2B Storytelling - blog posts compilation (September 2012- June 2016)Marc Jadoul
I have bundled all 150+ articles that I posted to my B2B Storytelling blog between September 2012 and June 2016 into one 400-page e-book. You may download the PDF file from here.
This document provides a grammar practice worksheet with exercises on the past simple passive voice and using articles (a, an, the) correctly. The past simple passive voice section contains 9 sentences where the verbs are omitted and must be filled in correctly. The article section contains 10 sentences where articles need to be circled or added as appropriate. The document aims to help students practice and improve their grammar skills.
Georgia Common Core Coach, CCGPS Edition, World Literature, Level ITriumphLearningNY
Get direct instruction on key comprehension strategies and Common Core Georgia Performance Standards reading skills.
The Common Core Georgia Performance Standards place new demands on the upper grades, requiring all students to read critically texts at higher levels of complexity, and placing an unprecedented emphasis on informational nonfiction texts. Common Core Coach, CCGPS Edition, World Literature, Level I, more than meets this challenge. International topics and universal themes are covered throughout.
Reading passages include works by Winston Churchill, Nikolai Gogol, Nelson Mandela, Rabindranath Tagore, and more.
This document is a songbook from Camp Seneca Lake containing the titles and lyrics of over 60 songs. It includes classics from the 1960s-70s like "American Girl", "Hotel California", and "Imagine". The songs cover a range of genres like folk, rock, and Jewish music. They are organized alphabetically in a table of contents for campers to learn and sing together.
The document contains an English exercise focusing on grammar, including activities to practice verbs in the past continuous and simple past tenses. It provides sentences to analyze and complete dialogues and stories to read and answer questions about. The exercises are designed to help students practice and improve their understanding of verb tenses and English grammar.
[Fantasy flight games]_fireborn_the_roleplaying_g(bookos.org)alexander alexander
This document provides credits for the creative contributors to the Fireborn roleplaying game. It lists the lead developer, additional developers, writers, illustrators, graphic designers, editors, and playtesters who helped create the game. The introduction also notes the original concept was by Greg Benage and the game is published by Fantasy Flight Games.
This document contains a review of present tenses. It provides 22 sentences with blanks to be filled in with the appropriate present tense form of the verbs given in parentheses. The answer key then provides the correct present tense form of the verb for each sentence.
The vanishing race the last great indian council by joseph k. dixonPeggy Harris
This document provides an introduction and overview for a book that aims to document the lives and culture of Native American tribes through photographs, stories told by tribal chiefs, and accounts of important events like the last great Indian council. It describes how the author led expeditions to various tribes across North America to gather historical information and create a record of indigenous customs, traditions, activities, and territories to help strengthen the tribes' feelings of allegiance to the United States. It also discusses how tribal chiefs from over 30 tribes came together at the request of the President to help break ground for a memorial honoring Native Americans in New York harbor.
This document contains a reading passage about a 16-year-old boy who has to make a decision about his education by June 30th. He has three options - stay in secondary school for two more years, leave school and go to college in another town, or leave school to look for a job. Each option would make different people in his life happy or unhappy. He personally does not want to stay in school as he thinks he will be bored. He is unsure of which option to choose as there is no one that will please everyone. He asks for advice to help with his decision.
This document is the table of contents and first chapter of Arthur Conan Doyle's short story collection "The Adventures of Sherlock Holmes". It introduces Sherlock Holmes and Dr. Watson, with Holmes receiving a mysterious pink note requesting a meeting that evening with a masked German man. Holmes uses deductive reasoning to analyze clues in the note and deduce information about the upcoming visitor.
This document is a songbook for the Strumstick® musical instrument. It contains tablature for 83 familiar songs. The songbook provides instructions on how to hold, strum, and fret the Strumstick. It explains how to read the tablature and play single notes or chords. The songs are organized alphabetically and also categorized by type such as children's songs, holiday songs, folk/Americana songs, and spirituals. Chord diagrams are included to show how to form different chords. The songbook is intended to help users learn how to play a variety of songs on the Strumstick.
The document is an anthology of William Shakespeare's play Othello. It includes the full text of the play, divided into acts, as well as introductory materials about Shakespeare's life and works, background contexts, illustrations of performances, analysis and related readings on the play.
This section introduces several typical criminals that populate the underworld, from low-level thugs and pickpockets up to more notable figures like the master of the thieves' guild. It describes criminals like a typical thug, a pickpocket gang led by a bard, and a burglar who specializes in robbing warehouses. More dangerous individuals are also presented, such as a djinni slaver, a mind flayer assassin, and a druid focused on urban ecology for criminal purposes. These NPCs can be used to add flavor and potential adversaries or contacts for adventurers exploring cities and the criminal element within them.
This document provides an overview of the setting for a fantasy roleplaying campaign. It describes the world of Eberron which is recovering from a devastating war known as the Last War. The world contains diverse cultures and nations including human kingdoms, goblin tribes, elven lands, and more. It also outlines factions, locations, and other elements that could form the basis of adventures for players.
The power of popular culture is best illustrated be taking a brief glance at previous empires. Cultural imperialism has previously been used to describe how the colonialists control areas in which they had little or no direct rule or economic influence.
The engraver notes that two tracks are missing from the music book: 1) "Una Improvisación del Cirberto" in its complete version and 2) "Una Improvisación del Cirberto" with only accompaniment. The last page of music is page 205 ("Teléfono Frío"). The engraver also notes that he removed two solo performances as per the email instructions and corrected some Spanish accents and spellings.
This text is translated by web in a provisional way.
Here it is reflected as it has been done to awaken the whole world through many goodness and evil past corporeally.
Be welcome brothers
The document provides example sentences for students to rewrite in their own words. It includes 150 sentences across various topics with the original sentence given followed by a suggested rephrased version. The document is a reference for 9th grade students to practice rewriting sentences to improve their writing skills.
The document discusses leadership lessons from Mahendra Singh Dhoni's captaincy of the Indian cricket team. It describes how Dhoni insisted on having the team he wanted, optimally utilized available resources despite injuries, and backed players who were low on confidence by giving them challenges to boost their confidence in him and the team. It highlights how Dhoni remained calm under pressure and gave credit to his team after winning.
Reg: Content with 8 channel types! http://awaren.us/xY1iFPnikhilawareness
Etiam eu lacus ligula, sit amet porta lacus. Aenean dolor nibh, condimentum non consectetur quis, dignissim ac dui. In non lorem risus, at tristique est. Pellentesque nulla lorem, pretium eu blandit eget, imperdiet ut ante. Integer posuere, purus at ultricies porta, libero nunc interdum sapien, eu bibendum lectus mauris ac nunc. Morbi orci urna, tempus eu rutrum dignissim, malesuada in libero. Suspendisse vitae nunc libero, sed vulputate urna. Nullam interdum suscipit sodales. Suspendisse sed dui vitae lacus dictum feugiat. Vivamus ut neque odio, quis ultrices lectus. Cras tortor metus, aliquam quis commodo quis, condimentum non urna. Duis tempor velit a arcu auctor laoreet. Cras eleifend, lorem vitae tempus consequat, turpis dolor feugiat odio, et lacinia purus libero non dui. Maecenas ac scelerisque ipsum. Fusce vulputate tincidunt leo, et eleifend ipsum luctus in. Nam varius dignissim mi vel mollis.
Nulla felis enim, viverra eu hendrerit id, suscipit sit amet metus. Ut eros risus, aliquet ac tempus eu, fringilla non urna. Suspendisse non leo sed velit pellentesque aliquam. Cras feugiat, diam ut mattis pulvinar, tellus libero rhoncus lectus, id rhoncus quam purus et lacus. Lorem ipsum dolor sit amet, consectetur adipiscing elit. Pellentesque fringilla felis sed mi interdum sit amet faucibus enim ullamcorper. Suspendisse potenti.
Morbi rutrum gravida massa, ut suscipit mi faucibus id. Mauris dignissim euismod tellus ac pretium. Proin sit amet eros id orci posuere aliquam eu faucibus tortor. Nullam eu turpis eu neque laoreet fringilla. Praesent diam risus, auctor vitae fermentum et, cursus ac orci. Etiam varius, erat sit amet imperdiet consectetur, nisl dui ornare nunc, vitae venenatis quam ipsum lacinia velit. Duis bibendum rhoncus vehicula. Integer in sapien leo, sed pellentesque odio. Aliquam erat volutpat. Pellentesque lorem lorem, interdum a dapibus dignissim, fringilla sit amet enim. Ut sed neque sapien, venenatis malesuada metus. Ut eget massa felis, eu condimentum velit. Maecenas posuere mi at metus convallis aliquam. Aenean gravida turpis suscipit metus pellentesque ullamcorper.
Haven't done this in a long time! http://awaren.us/NMH0Cnnikhilawareness
This document provides the Tamil text and English translation of the first chapter of the Thirukkural, a classic Tamil text of couplets on ethics and morality. It begins with an introduction noting the individuals who input the Tamil text and translated it into English. It thanks the copyright holders for permission and provides information on viewing the Tamil text properly. The chapter itself contains verses praising God and extolling the virtues of asceticism and the power of virtue.
This document provides instructions for creating a PDF file using Adobe Acrobat, including three exercises:
1. Create a PDF using PDFMaker within Microsoft Word.
2. Create a PDF using the Print command.
3. Combine multiple PDF files into a single document.
The document discusses India's struggle for independence from British colonial rule, highlighting key events and individuals involved. It notes that India became independent on August 15, 1947 after years of resistance led by prominent figures like Gandhi, Nehru, and Bose. Many ordinary Indians also sacrificed greatly for the freedom movement. The establishment of an independent India marked the end of British rule and the beginning of India as the world's largest democracy.
This document is a presentation about India's struggle for independence from British rule, culminating in freedom on August 15, 1947. It discusses key figures in the independence movement like Gandhi, Nehru, and Bose. It outlines the periods of British East India Company rule and direct British government rule over India. It highlights events like the Salt March and formation of the Indian National Congress that advanced the independence movement. The presentation concludes with India gaining independence in 1947 after the partition into India and Pakistan, though violence and refugee crises ensued.
This document provides an overview of American football and discusses opportunities for statistical analysis and research. It describes the basic structure of the game and notes that while detailed play-by-play data exists, it has not been easily accessible for academic research. The document then discusses several areas where statistical methods could be applied, including evaluating individual player and team performance, developing models to assess strategy around decisions like fourth downs and extra points, and creating statistical ratings of teams. It argues more research is needed to better understand the game and inform coaching decisions.
This document is a presentation about India's struggle for independence from British rule, culminating in freedom on August 15, 1947. It discusses key figures in the independence movement like Gandhi, Nehru, and Bose. It outlines the periods of British East India Company rule and direct British government rule over India. It highlights events like the Salt March and formation of the Indian National Congress that advanced the independence movement. The presentation concludes with India gaining independence in 1947 after the partition into India and Pakistan, though violence and refugee crises ensued.
This document provides a retrospective on 50 years of research in software testing techniques. It examines how testing techniques have matured from ad hoc methods to a more systematic discipline. The document outlines the evolution of testing concepts over time and how this has guided research. It then summarizes several major theoretical and methodological contributions that have advanced the field, such as research establishing test data adequacy criteria and coverage-based models. The document uses frameworks to analyze how testing techniques have progressed from early formulation to broader adoption according to paradigms of technology maturation and software engineering research.
This document contains a review of present tenses. It provides 22 sentences with blanks to be filled in with the appropriate present tense form of the verbs given in parentheses. The answer key then provides the correct present tense form of the verb for each sentence.
The vanishing race the last great indian council by joseph k. dixonPeggy Harris
This document provides an introduction and overview for a book that aims to document the lives and culture of Native American tribes through photographs, stories told by tribal chiefs, and accounts of important events like the last great Indian council. It describes how the author led expeditions to various tribes across North America to gather historical information and create a record of indigenous customs, traditions, activities, and territories to help strengthen the tribes' feelings of allegiance to the United States. It also discusses how tribal chiefs from over 30 tribes came together at the request of the President to help break ground for a memorial honoring Native Americans in New York harbor.
This document contains a reading passage about a 16-year-old boy who has to make a decision about his education by June 30th. He has three options - stay in secondary school for two more years, leave school and go to college in another town, or leave school to look for a job. Each option would make different people in his life happy or unhappy. He personally does not want to stay in school as he thinks he will be bored. He is unsure of which option to choose as there is no one that will please everyone. He asks for advice to help with his decision.
This document is the table of contents and first chapter of Arthur Conan Doyle's short story collection "The Adventures of Sherlock Holmes". It introduces Sherlock Holmes and Dr. Watson, with Holmes receiving a mysterious pink note requesting a meeting that evening with a masked German man. Holmes uses deductive reasoning to analyze clues in the note and deduce information about the upcoming visitor.
This document is a songbook for the Strumstick® musical instrument. It contains tablature for 83 familiar songs. The songbook provides instructions on how to hold, strum, and fret the Strumstick. It explains how to read the tablature and play single notes or chords. The songs are organized alphabetically and also categorized by type such as children's songs, holiday songs, folk/Americana songs, and spirituals. Chord diagrams are included to show how to form different chords. The songbook is intended to help users learn how to play a variety of songs on the Strumstick.
The document is an anthology of William Shakespeare's play Othello. It includes the full text of the play, divided into acts, as well as introductory materials about Shakespeare's life and works, background contexts, illustrations of performances, analysis and related readings on the play.
This section introduces several typical criminals that populate the underworld, from low-level thugs and pickpockets up to more notable figures like the master of the thieves' guild. It describes criminals like a typical thug, a pickpocket gang led by a bard, and a burglar who specializes in robbing warehouses. More dangerous individuals are also presented, such as a djinni slaver, a mind flayer assassin, and a druid focused on urban ecology for criminal purposes. These NPCs can be used to add flavor and potential adversaries or contacts for adventurers exploring cities and the criminal element within them.
This document provides an overview of the setting for a fantasy roleplaying campaign. It describes the world of Eberron which is recovering from a devastating war known as the Last War. The world contains diverse cultures and nations including human kingdoms, goblin tribes, elven lands, and more. It also outlines factions, locations, and other elements that could form the basis of adventures for players.
The power of popular culture is best illustrated be taking a brief glance at previous empires. Cultural imperialism has previously been used to describe how the colonialists control areas in which they had little or no direct rule or economic influence.
The engraver notes that two tracks are missing from the music book: 1) "Una Improvisación del Cirberto" in its complete version and 2) "Una Improvisación del Cirberto" with only accompaniment. The last page of music is page 205 ("Teléfono Frío"). The engraver also notes that he removed two solo performances as per the email instructions and corrected some Spanish accents and spellings.
This text is translated by web in a provisional way.
Here it is reflected as it has been done to awaken the whole world through many goodness and evil past corporeally.
Be welcome brothers
The document provides example sentences for students to rewrite in their own words. It includes 150 sentences across various topics with the original sentence given followed by a suggested rephrased version. The document is a reference for 9th grade students to practice rewriting sentences to improve their writing skills.
The document discusses leadership lessons from Mahendra Singh Dhoni's captaincy of the Indian cricket team. It describes how Dhoni insisted on having the team he wanted, optimally utilized available resources despite injuries, and backed players who were low on confidence by giving them challenges to boost their confidence in him and the team. It highlights how Dhoni remained calm under pressure and gave credit to his team after winning.
Reg: Content with 8 channel types! http://awaren.us/xY1iFPnikhilawareness
Etiam eu lacus ligula, sit amet porta lacus. Aenean dolor nibh, condimentum non consectetur quis, dignissim ac dui. In non lorem risus, at tristique est. Pellentesque nulla lorem, pretium eu blandit eget, imperdiet ut ante. Integer posuere, purus at ultricies porta, libero nunc interdum sapien, eu bibendum lectus mauris ac nunc. Morbi orci urna, tempus eu rutrum dignissim, malesuada in libero. Suspendisse vitae nunc libero, sed vulputate urna. Nullam interdum suscipit sodales. Suspendisse sed dui vitae lacus dictum feugiat. Vivamus ut neque odio, quis ultrices lectus. Cras tortor metus, aliquam quis commodo quis, condimentum non urna. Duis tempor velit a arcu auctor laoreet. Cras eleifend, lorem vitae tempus consequat, turpis dolor feugiat odio, et lacinia purus libero non dui. Maecenas ac scelerisque ipsum. Fusce vulputate tincidunt leo, et eleifend ipsum luctus in. Nam varius dignissim mi vel mollis.
Nulla felis enim, viverra eu hendrerit id, suscipit sit amet metus. Ut eros risus, aliquet ac tempus eu, fringilla non urna. Suspendisse non leo sed velit pellentesque aliquam. Cras feugiat, diam ut mattis pulvinar, tellus libero rhoncus lectus, id rhoncus quam purus et lacus. Lorem ipsum dolor sit amet, consectetur adipiscing elit. Pellentesque fringilla felis sed mi interdum sit amet faucibus enim ullamcorper. Suspendisse potenti.
Morbi rutrum gravida massa, ut suscipit mi faucibus id. Mauris dignissim euismod tellus ac pretium. Proin sit amet eros id orci posuere aliquam eu faucibus tortor. Nullam eu turpis eu neque laoreet fringilla. Praesent diam risus, auctor vitae fermentum et, cursus ac orci. Etiam varius, erat sit amet imperdiet consectetur, nisl dui ornare nunc, vitae venenatis quam ipsum lacinia velit. Duis bibendum rhoncus vehicula. Integer in sapien leo, sed pellentesque odio. Aliquam erat volutpat. Pellentesque lorem lorem, interdum a dapibus dignissim, fringilla sit amet enim. Ut sed neque sapien, venenatis malesuada metus. Ut eget massa felis, eu condimentum velit. Maecenas posuere mi at metus convallis aliquam. Aenean gravida turpis suscipit metus pellentesque ullamcorper.
Haven't done this in a long time! http://awaren.us/NMH0Cnnikhilawareness
This document provides the Tamil text and English translation of the first chapter of the Thirukkural, a classic Tamil text of couplets on ethics and morality. It begins with an introduction noting the individuals who input the Tamil text and translated it into English. It thanks the copyright holders for permission and provides information on viewing the Tamil text properly. The chapter itself contains verses praising God and extolling the virtues of asceticism and the power of virtue.
This document provides instructions for creating a PDF file using Adobe Acrobat, including three exercises:
1. Create a PDF using PDFMaker within Microsoft Word.
2. Create a PDF using the Print command.
3. Combine multiple PDF files into a single document.
The document discusses India's struggle for independence from British colonial rule, highlighting key events and individuals involved. It notes that India became independent on August 15, 1947 after years of resistance led by prominent figures like Gandhi, Nehru, and Bose. Many ordinary Indians also sacrificed greatly for the freedom movement. The establishment of an independent India marked the end of British rule and the beginning of India as the world's largest democracy.
This document is a presentation about India's struggle for independence from British rule, culminating in freedom on August 15, 1947. It discusses key figures in the independence movement like Gandhi, Nehru, and Bose. It outlines the periods of British East India Company rule and direct British government rule over India. It highlights events like the Salt March and formation of the Indian National Congress that advanced the independence movement. The presentation concludes with India gaining independence in 1947 after the partition into India and Pakistan, though violence and refugee crises ensued.
This document provides an overview of American football and discusses opportunities for statistical analysis and research. It describes the basic structure of the game and notes that while detailed play-by-play data exists, it has not been easily accessible for academic research. The document then discusses several areas where statistical methods could be applied, including evaluating individual player and team performance, developing models to assess strategy around decisions like fourth downs and extra points, and creating statistical ratings of teams. It argues more research is needed to better understand the game and inform coaching decisions.
This document is a presentation about India's struggle for independence from British rule, culminating in freedom on August 15, 1947. It discusses key figures in the independence movement like Gandhi, Nehru, and Bose. It outlines the periods of British East India Company rule and direct British government rule over India. It highlights events like the Salt March and formation of the Indian National Congress that advanced the independence movement. The presentation concludes with India gaining independence in 1947 after the partition into India and Pakistan, though violence and refugee crises ensued.
This document provides a retrospective on 50 years of research in software testing techniques. It examines how testing techniques have matured from ad hoc methods to a more systematic discipline. The document outlines the evolution of testing concepts over time and how this has guided research. It then summarizes several major theoretical and methodological contributions that have advanced the field, such as research establishing test data adequacy criteria and coverage-based models. The document uses frameworks to analyze how testing techniques have progressed from early formulation to broader adoption according to paradigms of technology maturation and software engineering research.
The document discusses leadership lessons from Mahendra Singh Dhoni's captaincy of the Indian cricket team. It describes how Dhoni insisted on having the team he wanted, optimally utilized available resources despite injuries, and backed players who were low on confidence by giving them challenges to boost their confidence in him and the team. It highlights how Dhoni remained calm under pressure and gave credit to his team after winning.
The document discusses leadership lessons from Mahendra Singh Dhoni's captaincy of the Indian cricket team. It describes how Dhoni insisted on having the team he wanted, optimally utilized available resources despite injuries, and backed players who were low on confidence by giving them challenges to boost their confidence in him and the team. It highlights how Dhoni remained calm under pressure and let his team take the credit for their successes.
The document discusses leadership lessons from Mahendra Singh Dhoni's captaincy of the Indian cricket team. It describes how Dhoni insisted on having the team he wanted, optimally utilized available resources despite injuries, and backed players who were low on confidence by giving them challenges to boost their confidence in him and the team. It highlights how Dhoni remained calm under pressure and let his team take the credit for their successes.
This document contains recipes for 51 Indian dishes including appetizers, main courses, desserts, and snacks. The recipes cover both savory dishes like aloo palak (potato spinach curry) and gobi manchurian (cauliflower fritters) as well as sweet treats such as gulab jamun (milk balls in rose-flavored syrup), kaju barfi (cashew fudge), and boondi (chickpea flour fritters). The document provides ingredients and instructions for each recipe so readers can make a variety of traditional Indian food at home.
This summary provides an overview of two selections from the medieval French romance Tristan et Iseut by Thomas and Béroul:
1) Tristan and Iseut are forced to drink a love potion before Iseut's wedding to King Marc. The potion, which was intended for Iseut and the king, causes the pair to fall hopelessly in love despite their efforts to resist their forbidden passion.
2) After years of trysts, Tristan flees to Brittany and marries another Iseut to escape his love for Iseut of Cornwall. However, he remains unable to forget her. The story relates their tragic ends as the two lovers
This document provides a summary of a new edition of a classic anthology of French literature divided into six volumes. The volumes are organized chronologically and cover the Middle Ages and the sixteenth century in the first volume. The anthology includes excerpts from major works of each time period, such as La Chanson de Roland, Le Roman de Tristan et Iseut, Le Roman de la Rose, and works by Rabelais, Calvin, and Renaissance poets Marot, Labé, Du Bellay and Ronsard. The anthology aims to provide concise selections of essential works to represent the high points of each century of French literature.
Rivalry between LinkedIn and FB, really? http://awaren.us/NlFakLnikhilawareness
Share of Linkedin Corporation (NYSE:LNKD) fell on Monday as investors fretted about a possible battle between the online professional networking service and the far bigger Facebook Inc (NASDAQ:FB).
http://on.wsj.com/VOaOwv More cars on the road! Yay!nikhilawareness
This summary provides an overview of two selections from the medieval French romance Tristan et Iseut by Thomas and Béroul:
1) Tristan and Iseut are forced to drink a love potion before Iseut's wedding to King Marc of Cornwall. The potion, which was intended for Iseut and the king, causes the pair to fall irrevocably in love despite their efforts to resist.
2) After years of trysts, Tristan flees to Brittany and marries another Iseut. However, his love for the first Iseut proves fatal. He dies of grief upon learning of her death, succumbing to the in
This passage summarizes the setting and introduces the main characters. It is late November and foggy as the Dover mail coach lumbers up Shooter's Hill towards London, struggling against the heavy mud. Among the few passengers are three men completely wrapped against the weather and suspicious of each other. As they near the top of the hill, the guard hears a fast approaching horse and prepares his loaded weapons, calling on the passengers to remain in the coach in the king's name. Tension and danger are established on the road.
(Supplements to vigiliae christianae 118) roelof van den broek pseudo-cyril o...F.maximos Samoul
This document describes two manuscripts containing the text of Pseudo-Cyril of Jerusalem's Homily on the Life and the Passion of Christ. Manuscript M610 of the Pierpont Morgan Library contains the complete Coptic text and is in excellent condition. Manuscript E 16262 of the University of Pennsylvania Museum contains fragments of the text as a difficult-to-read palimpsest. The document discusses the origins and contents of these manuscripts. It also analyzes the text's sources, elements, date, and relationship to other works attributed to Cyril of Jerusalem.
Johann Caspar Schmidt, born 25. October 1806 in Bayreuth; died 25. June 1856 in Berlin.
Look at Stirner, look at him, the peaceful enemy of all constraint.
For the moment, he is still drinking beer,
Soon he will be drinking blood as though it were water.
When others cry savagely "down with the kings"
Stirner immediately supplements "down with the laws also."
Stirner full of dignity proclaims;
You bend your willpower and you dare to call yourselves free.
You become accustomed to slavery
Down with dogmatism, down with law.
― Engels on Stirner
"Morality is unquestionably one of the main sources of repression in this society. It is the source of the death of innocence and the birth of guilt. It produces the false dichotomy of good and evil, the acceptance of which destroys paradise, steals our divinity, drives us into the world of pained effort, failure, self-condemnation and fear of consequences.
The knowledge of good & evil, the source of our fall from innocence, was a false knowledge, a lie. The guilt that this knowledge has filled us with is part of the lie, so let's throw it off. There is no good or evil. There are only our desires, innocent and beautiful - yes, and at times terrifying, for they've been repressed for so long. Within us are perfection, divinity and innocence which have nothing to do with morality. Let us embrace this, know it fully, for it is the true knowledge, the gnosis that brings life." ―Beyond Good AND Evil: A Call to Amorality
"The ego (Saturn/Satan) can be thought of as a mechanism (machine) of repression of unacceptable desires. We are not able to accept our repressed desires so a loop starts up whereby control can be wielded, but that control creates repressed desires, which cannot be accepted. Yet once the ego and its repression are gone (crossing the threshold) we are living in the present moment, i.e. eternity. There is no more measured, clock-time.
The idea of somehow coming to terms with the darker side of existence is of the utmost importance in Taoism. Western culture as a whole is based on an entirely humourless, furious, unyielding rigid and neurotic denial of the ying, negative, mysterious, female. This in turn leads to a great deal of mental ill health that in fact is regarded as being somehow normal by “respectable” people, laudable even.
But the dark goeswith the light. It can’t ever be annihilated, so when temporarily repressed it tends to just come back on the double, at the most inopportune moment, and with extra destructiveness. The sickness of trying to annihilate the dark side is at the heart of Western civilisation. If you cling to the light or the dark, your mind cramps. And if you want to avoid cramp, you must learn to accept the dark." ―Paul Dominic Condon
You live diabolically. You have a dictating ego that dogmatically commands and an obeying ego that suffers under the first. Exactly this is adult-ery as explained in the Bible. (The Mark of the Beast!) ―HOLOFEELING
This book contains essays that examine various aspects of British culture and society in the 1970s. It is divided into sections on politics and art, media and social change, youth cultures, film production contexts, and social spaces. The essays explore cultural interventions, social experiments, and developments from this transformative decade, seeking to present a more nuanced understanding of the 1970s as a period of cultural exuberance rather than just kitsch and decline.
This document presents a series of paintings by Peter Paul Rubens depicting the Adoration of the Magi. It includes descriptions of 6 paintings showing the Biblical scene from 1618-1634 located in private collections and museums in London, Paris, and Cambridge. The paintings vary in size from 49.8cm x 36.2cm to 447cm x 231cm and were created using oils on canvas or panel. Brief biographical information is provided about Rubens, a Flemish Baroque painter known for religious works and mythological subjects.
Corneliu Leu was born on July 21, 1932 in Medgidia, Romania. His mother Valentina Leu was a physician. There are strong historical connections between Romania and the ancient Roman Empire. Leu's birth coincided with significant events in the United States and Belgium, as well as scientific discoveries related to subatomic particles. The passage provides background on Leu's birthplace and ties Romania to the long history and enduring structures of the Roman Empire.
A history of_the_southwest_vol._iii_studJorge Lima
This document is a summary of volumes III-V of Adolph Bandelier's 1887 manuscript "A History of the Southwest." It examines the civilization and conversion of Native Americans in the Southwestern U.S. and Northwestern Mexico from earliest times to 1700. The manuscript was originally in French and contains detailed accounts of the missionary activities of Jesuit priests in the region, drawing from their reports preserved in European archives. It is being published in English for the first time by the Vatican Apostolic Library, with additional annotations and summaries provided to aid the reader.
This document discusses various mathematical and non-mathematical properties of the number 17 throughout history. Some key points include:
- 17 has significance in religion and symbols such as appearing 13 times in the Bible and relating to the number of the Beast.
- 17 has importance in history such as the Rhind papyrus containing the first error in Egyptian fractions and the French Revolution occurring in 1789 (8+9=17).
- 17 shows up in various areas today such as 17 being important in computing, the internet, math, science, art, culture, and more.
Samples pages of a title that I performed the layout and design on. Published by the University of North Texas Press.
Contact me through my LinkedIn profile at https://www.linkedin.com/in/joeparenteau1
The scarlet letter is an example of how people can find fault with you for your wrongdoing. They tend to look down on you in the name of justice. I a society where people are more and more intolerable, no wonder how cruel and unpathetic they can be when it comes to punishing and sentencing
This document summarizes an issue of The Inflectionist Review, a small press publishing contemporary poetry. It provides information on the mission, editors, featured artist, and various poems included in the issue. The editors' introduction discusses using language to foster understanding between people from different backgrounds and experiences. The issue features poems from over 20 contributors and artwork from featured artist Horatio Law exploring spiritual themes.
This document is a PhD exegesis submitted by Colin Rosewell to the University of Newcastle in 2010. It examines contemporary painting after remediation, or the refashioning of traditional media in the digital age. The exegesis contains an introduction, four chapters, and a conclusion. Chapter 1 discusses various artistic methodologies in the digital age including remediation, photography, Photoshop, algorithmic art, surrealism, and digital mashups. Chapter 2 analyzes illusionism, virtuosity, immediacy, and augmented realities in contemporary art. Chapter 3 focuses on "retooling" and poetic remediation in painting. Chapter 4 provides case studies of artists like Chuck Close, Glenn Brown,
Programme for Taunton Thespians' production of Lords and LadiesMike Gilbert
This program provides information about a production of Terry Pratchett's comic fantasy Lords and Ladies being performed by the Taunton Thespians. It thanks various local businesses and individuals for their support in advertising, printing, and loaning props for the production. It also provides biographical information about Terry Pratchett, details the plot and scene breakdown for the two acts, and includes a short interview with the co-directors discussing why they chose this story and some of the highlights of directing the production. The program indicates the production is entered in two local drama awards competitions.
This document outlines two homework assignments for a history class on life in Britain during the Middle Ages. The first assignment asks students to create a comic strip explaining aspects of daily life such as clothing, housing, and food. The second assignment requires researching and explaining the importance of an individual from the time period. Guidelines are provided for both assignments along with space for teacher feedback and student responses.
Similar to FB, SS (4 files), Twitter http://q.4rd.ca/aaacmD #Sore (20)
4. Table of Contents
(All works are complete unless otherwise indicated.)
Preface ............................................................................................................................... 1
Introduction ........................................................................................................................ 3
The Middle Ages .......................................................................................................... 5
1. La Chanson de Roland (Selections) .................................................................. 11
(Translation into modern French by Henri Chamard)
2. Le Roman courtois ............................................................................................. 22
Le Roman de Tristan et Iseut (Selections) .................................................... 23
Le Philtre .................................................................................................. 23
La Mort ..................................................................................................... 26
(Translated into modern French by Joseph Bédier)
Marie de France .......................................................................................... 31
Lai du Laustic .......................................................................................... 31
(Translated into modern French by B. de Roquefort)
3. Aucassin et Nicolette (Abridged) ........................................................................ 33
(Translated into modern French by Alexandre Bida)
4. Le Roman de la Rose (Selections) ..................................................................... 44
The Trickery of Women ................................................................................ 45
The Aims, Devices, and Might of Nature ..................................................... 50
(Translated into modern French by Pierre Marteau)
5. Medieval Theater ............................................................................................... 54
Le Jeu d’Adam (Excerpts) ............................................................................ 54
(Translated into modern French by Henri Chamard)
La Farce du cuvier (Abridged) ...................................................................... 64
(Translated into modern French by Gassies des Brulies)
La Farce de Maître Pathelin .......................................................................... 69
(Translated into modern French by Pierre-François Giroud)
6. Lyric Poetry ........................................................................................................ 90
D’Orléans..................................................................................................... 93
Rondeaux ................................................................................................. 94
Pisan ............................................................................................................. 95
De triste coeur chanter joyeusement ........................................................ 96
Villon ............................................................................................................ 97
Le Grand Testament (Selections) ............................................................. 99
L’Épitaphe .............................................................................................. 103
(Translated into modern French by Jules de Marthold)
The Sixteenth Century ........................................................................................... 105
7. Calvin ................................................................................................................ 109
Traité sur la foi ............................................................................................ 111
8. Rabelais ............................................................................................................. 112
L’Abbaye de Thélème from Gargantua et Pantagruel (Selections) ............. 114
(Translated into modern French by Raoul Mortier)
v
5. VI A SURVEY OF FRENCH LITERATURE VOLUME 1
9. Renaissance Poets: Marot and Labé; La Pléiade: Du Bellay and Ronsard .. 118
Marot ......................................................................................................... 119
À une demoiselle malade ....................................................................... 120
Labé ............................................................................................................ 120
Sonnet VII: On voit mourir toute chose animée .................................... 121
Sonnet VIII: Je vis, je meurs: je me brûle et me noie ............................ 122
Sonnet XIII: Oh si j’etais en ce beau sein ravie ..................................... 122
Sonnet XXIII: Las! que me sert, que si parfaitement ............................ 123
Du Bellay.................................................................................................... 126
L’Olive
Si notre vie est moins qu’une journée ................................................ 126
Ces cheveux d’or sont les liens, Madame .......................................... 127
Les Antiquités de Rome
Sacrés coteaux, et vous, saintes ruines............................................... 128
Les Regrets
Je ne veux point fouiller au sein de la nature ..................................... 128
France, mère des arts, des armes et des lois ....................................... 128
Heureux qui, comme Ulysse, a fait un beau voyage .......................... 129
Flatter un créditeur pour son terme allonger ...................................... 129
Ronsard ...................................................................................................... 130
Ode à Corydon ....................................................................................... 131
Cassandre ............................................................................................... 132
Marie ...................................................................................................... 132
Hélène .................................................................................................... 132
10. Montaigne ......................................................................................................... 134
Au Lecteur .................................................................................................. 136
Des Cannibales (Slightly abridged) ............................................................ 136
Bibliography ................................................................................................................ 145
A biographical note about the editors............................................................................ 146
6. Preface
The editors of this compilation have been guided by certain principles: to introduce
the student to the greatest masters of French literature; to make a Survey of Literature
rather than a course in literary history; to choose famous examples rather than obscure
ones; to choose examples more for their merit, interest, and present vitality than for their
“significance” or importance for other than literary reasons; to present one long selection
in preference to a collection of tiny morceaux; and to make the entire text as user-friendly
as possible for instructor and student alike.
Each of the five volumes represents a complete era or century. This division is designed
to give the instructor maximum latitude in course utilization of the texts. Whether instruction
is intended for a course spanning a year, a semester, a trimester or a quarter, the instructor
can plan a syllabus using the number of volumes appropriate to the time allotted.
The editors have leaned toward inclusion rather than exclusion in deciding which
literary texts to present. Even so, in the choice of selections, the editors have been compelled
to make certain compromises, recognizing the impossibility of including everyone’s
favorites. And not every work that we admire has all the desirable qualities appropriate for
an anthology, such as being famous, interesting, self-contained, and of convenient length.
The editors will embark on no long defense of their own judgment, which others have every
right to dispute. We have preferred Tristan et Iseut to Chrétien de Troyes, and Le Roman
de la Rose to Le Roman de Renard, for reasons which seemed to us good. With so many
great writers demanding to be heard, we have inevitably excluded some of considerable
merit. But over the course of our five volumes we have more than enough authors’ works
for anyone’s needs.
The texts up through Rabelais are translated, or modernized, by scholars whose names
are given in the Contents. The Montaigne selection has been somewhat simplified. All the
texts are presented with modernized spelling and punctuation.
Literary periods, usually centuries or half-centuries, and all the major individual
authors have introductory material included. Biographical information about the writers
has been presented in a concise, informative and hopefully entertaining fashion designed
to help make the authors come alive for the reader. In addition to the essentials about
these lives, we have also focused on how certain biographical facts may be relevant to the
specific texts. The introductions provide such facts and generalizations as a student will
need for reference, in view of examinations as well as overall comprehension. It is evident
that today’s student is often in need of background information about the historical, artistic,
social, and geographical context of the literature. This we have tried to provide. For example,
our presentation of Renaissance literature begins with a clear six-point summary of what
the literary Renaissance was. The generalizations that we present are not meant to be taken
by the student as absolute truth, but rather are intended to give the student a compact body
of common knowledge and prevalent opinion; the student will then have something solid
to agree or disagree with upon encountering the literature. And our contribution is designed
to leave plenty of scope for the instructor’s own commentary.
Introductions and footnotes are in English. Whereas classroom discussion is best held
in French, a textbook all in French would not necessarily be ideal. It is necessary to consider
the serious time restraints that life today has imposed on most students. When doing their
reading, they desire to get through the introductory material as quickly as possible without
1
7. 2 A SURVEY OF FRENCH LITERATURE VOLUME 1
the intrusion of language difficulties. They need not labor with an editor’s French; they
might better get on as fast as possible to the memorable words of the great authors.
In the footnotes, words and phrases which would not be in the vocabulary of a typical
student are translated, and other aids to fluent reading and ready comprehension are given.
Since footnotes should aid and not distract, the editors have struggled against the temptation
to give superfluous information.
In the preparation of this Third Edition, the advice of many instructors and scholars has
been heeded. By popular demand, there is now greater representation of women authors;
for example, in this first volume we have the addition of Christine de Pisan and Louise
Labé. We have found it possible also to add another requested author, Jean Calvin. (Later
volumes add to their tables of contents several notable writers previously absent, such
as Perrault, Choderlos de Laclos, Bernardin de Saint-Pierre, Lesage, Vauvenargues, Sade,
de Maistre, Chénier, Bonaparte, Sand, Maeterlinck, and a variety of modern French and
Francophone luminaries.) The selections from a few authors throughout the edition have
been further abridged to make them more manageable for class assignments, and a handful
of authors whose reputations have fallen have been excised. Footnotes have been amplified
throughout, in order to assist students who may not have the strongest of vocabularies
or much knowledge of French culture. The Time Lines have been augmented with
additional information. The introductions have been expanded, updated, and reorganized.
Bibliographical information is now included at the end of the volume. And numerous visual
materials have been added, including, where possible, portraits of authors and pictures of
their homes or home-town areas in order to give a sense of social context and make their
work seem all the more real to the reader. Moreover, both the organization and appearance
of our text have been modernized to enhance clarity and ease of use.
The kindness of French publishers who have permitted the use of copyrighted
translations into modern French is acknowledged in footnotes at the beginning of each
such selection.
8. THE MIDDLE AGES - LE ROMAN COURTOIS 23
The romans courtois are marked by excellent artistic competence. Many of the writers
were splendid storytellers, unfailing in invention, deft in developing character, expressing
themselves with a happy blend of realism and poetic feeling. The popularity of their tales
in many modern reworkings shows that they overpass all local and temporary conditions to
touch the universal imagination of humanity.
LE ROMAN DE TRISTAN ET ISEUT
[Selections]
[The ever-famous tale of Tristan and Iseut stems from Celtic legend. The earliest extant
versions are those of Thomas and Béroul, who wrote in the second half of the twelfth
century. The story tells how Tristan, nephew of King Marc of Cornwall, slays the giant
Morholt. He is wounded, is miraculously wafted to Ireland, and slays a dragon, suffering
further wounds. He is nursed by the Morholt’s niece, Iseut la Blonde, against her will. He
is then commissioned to bring Iseut to Cornwall to be his uncle’s bride. On the journey,
the pair drink, by mistake, a philtre (love potion) intended for Iseut and King Marc. Tristan
and Iseut are torn between passion and duty, for they are deeply conscious of honor’s
obligations. They fight desperately against their destiny. After many pathetic adventures,
Tristan, to shake his fatal love, flees to Brittany and marries another Iseut, Iseut of the White
Hands. The tragic outcome of the story is told in the second of the following selections.
It is a tale of passion, remorse, and despair, of wretched human beings struggling
against the fatality of love. There can be no escape for them, and no happiness in life, save
a few moments of tortured bliss. They can find the union of their spirits only in death. This
is a thoroughly medieval idea.
The prose modernization here reproduced combines several of the early versions. It is
by a great authority on medieval literature, Joseph Bédier. Notice the mild archaisms (“la
nef,” “à toujours”) with which he gives an antique finish to his style.]
[Chapter 4] Le Philtre1 mes paroles. Cache-le de telle sorte que
nul œil ne le voie et que nulle lèvre ne s’en
Quand le temps approcha de remettre approche. Mais, quand viendront la nuit
Iseut aux chevaliers de Cornouailles,2 sa nuptiale et l’instant où l’on quitte les époux,
mère cueillit des herbes, des fleurs et des tu verseras ce vin herbé dans une coupe
racines, les mêla dans du vin, et brassa et tu la présenteras, pour qu’ils la vident
un breuvage3 puissant. L’ayant achevé par ensemble, au roi Marc et à la reine Iseut.
science et magie, elle le versa dans un Prends garde, ma fille, que seuls ils puissent
coutret4 et dit secrètement à Brangien:5 goûter ce breuvage. Car telle est sa vertu:
« Fille, tu dois suivre Iseut au pays ceux qui en boiront ensemble s’aimeront
du roi Marc, et tu l’aimes d’amour fidèle. de tous leurs sens et de toute leur pensée, à
Prends donc ce coutret de vin et retiens toujours, dans la vie et dans la mort. »
1. The two chapters from Le Roman de Tristan of Cornish knights, has arrived in Ireland to
et Iseut, translated into modern French by escort Iseut to her destined spouse, King Marc
Joseph Bédier, are copyrighted (1981) material of Cornwall.)
republished by permission of Éditions 10/18, 3. brassa un breuvage: brewed a drink.
Univers Poche. 4. coutret: leather bottle.
2. Cornouailles. Cornwall. (Tristan, with a group 5. Brangien: Iseut’s youthful maid of honor.
9. 24 A SURVEY OF FRENCH LITERATURE VOLUME 1
Brangien promit à la reine qu’elle et comme ravis. Elle vit devant eux le vase
ferait selon sa volonté. presque vide et le hanap. Elle prit le vase,
La nef,6 tranchant les vagues profondes, courut à la poupe, le lança dans les vagues
emportait Iseut. Mais, plus elle s’éloignait et gémit:
de la terre d’Irlande, plus tristement la jeune « Malheureuse! maudit soit le jour où je
fille se lamentait. Assise sous la tente où elle suis née et maudit le jour où je suis montée
s’était renfermée avec Brangien, sa servante, sur cette nef! Iseut, amie, et vous, Tristan,
elle pleurait au souvenir de son pays. Où ces c’est votre mort que vous avez bue! »
étrangers l’entraînaient-ils? Vers qui? Vers De nouveau, la nef cinglait12 vers
quelle destinée? Quand Tristan s’approchait Tintagel.13 Il semblait à Tristan qu’une
d’elle et voulait l’apaiser par de douces ronce14 vivace, aux épines aiguës, aux
paroles, elle s’irritait, le repoussait, et la fleurs odorantes, poussait ses racines dans
haine gonflait son cœur. Il était venu, lui le sang de son cœur et par de forts liens
le ravisseur, lui le meurtrier du Morholt; il enlaçait au beau corps d’Iseut son corps
l’avait arrachée par ses ruses à sa mère et à et toute sa pensée, et tout son désir. Il
son pays; il n’avait pas daigné la garder pour songeait: « Andret, Denoalen, Guenelon
lui-même, et voici qu’il l’emportait, comme et Gondoïne, félons qui m’accusiez de
sa proie, sur les flots, vers la terre ennemie! convoiter15 la terre du roi Marc, ah! je suis
« Chétive!7 disait-elle, maudite soit la mer plus vil encore, et ce n’est pas sa terre que
qui me porte! Mieux aimerais-je mourir sur je convoite! Bel oncle, qui m’avez aimé
la terre où je suis née que vivre là-bas!… » orphelin avant même de reconnaître le sang
Un jour, les vents tombèrent, et les de votre sœur Blanchefleur,16 vous qui me
voiles pendaient dégonflées8 le long du mât. pleuriez tendrement, tandis que vos bras
Tristan fit atterrir dans une île, et, lassés de me portaient jusqu’à la barque sans rames
la mer, les cent chevaliers de Cornouailles et ni voile,17 bel oncle, que18 n’avez-vous, dès
les mariniers descendirent au rivage. Seule le premier jour, chassé l’enfant errant venu
Iseut était demeurée sur la nef, et une petite pour vous trahir? Ah! qu’ai-je pensé? Iseut
servante. Tristan vint vers la reine et tâchait est votre femme, et moi votre vassal. Iseut
de calmer son cœur. Comme le soleil brûlait est votre femme, et moi votre fils. Iseut est
et qu’ils avaient soif, ils demandèrent à votre femme, et ne peut pas m’aimer. »
boire. L’enfant chercha quelque breuvage, Iseut l’aimait. Elle voulait le haïr,
tant qu’elle9 découvrit le coutret confié à pourtant: ne l’avait-il pas vilement
Brangien par la mère d’Iseut. « J’ai trouvé dédaignée? Elle voulait le haïr, et ne pouvait,
du vin! » leur cria-t-elle. Non, ce n’était pas irritée en son cœur de cette tendresse plus
du vin: c’était la passion, c’était l’âpre joie douloureuse que la haine.
et l’angoisse sans fin, et la mort. L’enfant Brangien les observait avec angoisse,
remplit un hanap10 et le présenta à sa plus cruellement tourmentée encore,
maîtresse. Elle but à longs traits,11 puis le car seule elle savait quel mal elle avait
tendit à Tristan, qui le vida. causé. Deux jours elle les épia,19 les vit
A cet instant, Brangien entra et les vit repousser toute nourriture, tout breuvage
qui se regardaient en silence, comme égarés et tout réconfort, se chercher comme des
6. nef: ship. 14. ronce: bramble bush.
7. Chétive: Hapless one. 15. convoiter: covet.
8. dégonflées: deflated, limp. 16. Tristan had presented himself disguised at the
9. tant qu’: until. court of King Marc.
10. hanap: goblet. 17. barque…voile: Tristan, wounded by Morholt,
11. à longs traits: deeply. had had himself placed in a boat without oars or
12. cinglait: was sailing. sail, and had been miraculously borne to Ireland.
13. Tintagel: the legendary court of King Marc in 18. que: why.
Cornwall. 19. epia: spied upon.
10. THE MIDDLE AGES - LE ROMAN COURTOIS 25
aveugles qui marchent à tâtons20 l’un vers
l’autre, malheureux quand ils languissaient
séparés, plus malheureux encore quand,
réunis, ils tremblaient devant l’horreur du
premier aveu.
Au troisième jour, comme Tristan
venait vers la tente, dressée sur le pont
de la nef, où Iseut était assise, Iseut le vit
s’approcher et lui dit humblement:
« Entrez, seigneur.
—Reine, dit Tristan, pourquoi m’avoir
appelé seigneur? Ne suis-je pas votre
homme lige,21 au contraire, et votre vassal,
pour vous révérer, vous servir et vous aimer
comme ma reine et ma dame? »
Iseut répondit:
« Non, tu le sais, que tu es mon seigneur
et mon maître! Tu le sais, que ta force me
domine et que je suis ta serve!22 Ah! que n’ai-
je avivé23 naguère24 les plaies du jongleur
blessé!25 Que n’ai-je laissé périr le tueur du
monstre dans les herbes du marécage!26 Que
n’ai-je assené27 sur lui, quand il gisait dans Medieval illuminated page from Tristan et Iseut.
le bain, le coup de l’épée déjà brandie!28 Courtesy of Bibliothèque nationale de France.
Hélas! je ne savais pas alors ce que je sais
aujourd’hui! Brangien, qui les épiait, poussa un cri, et,
—Iseut, que savez-vous donc les bras tendus, la face trempée de larmes,
aujourd’hui? Qu’est-ce donc qui vous se jeta à leurs pieds:
tourmente? « Malheureux! arrêtez-vous, et retournez,
—Ah! tout ce que je sais me tourmente, si vous le pouvez encore! Mais non, la voie
et tout ce que je vois. Ce ciel me tourmente, est sans retour, déjà la force de l’amour
et cette mer, et mon corps, et ma vie! » vous entraîne et jamais plus vous n’aurez
Elle posa son bras sur l’épaule de de joie sans douleur. C’est le vin herbé qui
Tristan; des larmes éteignirent le rayon de vous possède, le breuvage d’amour que
ses yeux, ses lèvres tremblèrent. Il répéta: votre mère, Iseut, m’avait confié. Seul, le
« Amie, qu’est-ce donc qui vous roi Marc devait le boire avec vous; mais
tourmente? » l’Ennemi s’est joué de nous trios, et c’est
Elle répondit: vous qui avez vidé le hanap. Ami Tristan,
« L’amour de vous. » Iseut amie, en châtiment de la male29 garde
Alors il posa ses lèvres sur les siennes. que j’ai faite, je vous abandonne mon corps,
Mais, comme pour la première fois ma vie; car, par mon crime, dans la coupe
tous deux goûtaient une joie d’amour, maudite, vous avez bu l’amour et la mort! »
20. à tâtons: groping. Iseut. Discovering that he was the slayer of her
21. homme lige: liegeman (bound by a feudal oath of uncle, Morholt, she resisted the temptation to
fidelity). kill him in his bath.
22. serve (fem.): servant. 26. marécage: marsh.
23. que n’ai-je avivé: why did I not inflame. 27. assené: smite.
24. naguère: in the past. 28. brandie: brandished.
25. Tristan had killed a dragon in Ireland. Wounded, 29. male = mauvaise.
he was rescued from a marsh and nursed by
11. A new, updated edition of a classic anthology by Morris
Bishop, revised by Kenneth Rivers, in six volumes:
Volume 1: The Middle Ages and
The Sixteenth Century
Volume 2: The Seventeenth Century
Volume 3: The Eighteenth Century
Volume 4: The Nineteenth Century
Volume 5: The Twentieth Century
I S B N 1-58510-106-0
Focus Publishing
R. Pullins Company
PO Box 369
Newburyport, MA 01950 9 781585 101061