VALEURS EDUCATIVES DANS LES OEUVRES DE STENDHAL
LIRE, C’EST LA VIE
EDUCATIONAL VALUES IN ROMAN LE ROUGE ET LE NOIR
AND LA CHARTREUSE DE PARME
(Stendhal’s Work, Research With A Genetic Structural Approach)
Dr. Sulandri Nuryadin, M.Pd with Promotor: Prof. Dr. Yumna Rasyid, M.Pd and Co-Promotor Prof. Dr. Aceng Rahmat, M.Pd
Snuryadin@unj.ac.id
State University of Jakarta
ABSTRACT
The objective of this research is to meet the existing educational values in the novels The Red and the Black and The Charterhouse of Parma.This scientific work is a qualitative research content analysis with genetic structural approach This research began on November 2013 in Jakarta. Data for this research were taken of the novels to discuss as well as books about the life of the writer and French history in the nineteenth century. The analysis is based on the genetic and structural approach on historical data.
The results of this research show that there are educational values explicitly and implicitly in novels studied related to social events that took place at the time the novels were written. They appear in the learning-teaching, religion, social and political events. These values can play a relevant role that can influence the behavior of readers.
Keywords: Educational values, Romans, Genetic Structurale
Today we find many novels written by foreign and Indonesian novelists. Their contents are usually tragedies real, imaginary or fictitious. The message of educational value is less present. This is why it is necessary to show students novels with educational values. In the journal Erudit it is said that literary studies are activated. “ Hormis quelques études de cas, dont l’une approfondie a été consacrée au roman de Stendhal Le Rouge et le Noir par Serge Bokobza (1986) ”/ Apart from a few case studies, one of which was devoted to Stendhal’s novel The Red and the Black by Serge Bokobza (1986)
Education is one of the most important activities in human life. In general a human child receives the process of education first of all through his mother, then through his father, subsequent to his environment and finally through formal or non-formal education.
Education has value, the value in French is called “valeur”. Value is the price and the normative reward. It serves as a motivating force. Value contains hope, ideals and something imperative so that the value has the ideal..nature.
Educational values exist in all sides of human life and civilization. Educational values manifest in human attitudes and behavior. We can not deny that human life today is determined by the educational results that he has..taken
Literature is a creative activity, a work of art. Literary works is one of human creations (authors) which became the consumption of the readers (Welek, Waren 2013, 4). Literary works introduce a nation’s culture to other nations. An author who makes a work of literature, the contents of his work cannot be separated from life experience and from the.situation.in.which.he.lived.
The purpose of this study was to discover the educational values in two major literary works of a famous literary man after the French Revolution. In the nineteenth century, a romance writer named Stendhal wrote two great novels: Le Rouge et le Noir and La Chartreuse de Parme, these two great literary works have been translated into many languages. Stendhal earned high honors with his name immortalized on the Université de Grenoble III. The university was renamed Université Stendhal-Grenoble 3.
The determination of the anthologies of the two novels: Le Rouge et le Noir and Stendhal’s La Chartreuse de Parme as the source of this research data are also based on a reality that the author and his literary work have been central to the study in France
This study focuses on the aspects of educational values contained in the romance of Le Rouge et le Noir and La Chartreuse de Parme, seen from the structural view point of genesis on the life of Stendhal as an author, attributed to social and political events that took place at a lifetime author. So this research is done by explaining in advance the state of life of the author, the intellectual community’s assessment of his life, the socio-economic events occurring in the author’s life span and the government’s decisions of his era related to the focus of this study.
The research question for this research is how are the educational values in romance le Rouge et le Noir and La Chartreuse de Parme in terms of romance structure, social status of Stendhal as author and author’s world view ?
This research is a qualitative research by using Content Analysis method with approach of genetic structuralism. This research is relevant to the research that has been done by:
1. Nyoman Kutha T. Ratna wrote her dissertation at the Graduate School at Gajah Mada University, 1998, under the title Layar Terkembang & Penenggai (genetic structuralism analysis). His research is to know the genesis of creativity of the origins of the two novels, especially to know the reconstruction of the world view through the configuration of the mentality of.the.collective.subjects.
2. Samuel Jusuf Litualy, PhD student of PPs UNJ, in 2008 He wrote his dissertation on the humanitarian message contained in the literary work of short story: Der Gefesselte in German. Her research applied the genetic structural approach and comparative research.
3. Ninuk Lustyantie, a PhD student at Pascasajana Program State University of Jakarta, in 2010 completed his dissertation which discussed the moral messages contained in Charles Perrault’s literary works. He applied a narrative and semiotic approach of structuralism in discussing and writing his scientific work.
According to Goldmann (1976: 24)), there are three basic characteristics of human behavior; noting that the analysis is appropriate, a feature that determines the positive and scientific study methodology of social life in general, and the study of cultural creations in particular. The research conducted is desk research, a library research that was planned to be conducted to examine the books / documents that can provide confirmation about the existence of elements of education In roman le Rouge et le Noir and La Chartreuse de Parme by Stendhal. The main place of research is in Jakarta for twenty-four months.
Research Methodology
This research is a qualitative research using genetic structural approach while research method applied is content analysis.
The study focused on repeated readings / intensively on: a) Stendhal’s works are roman Le Rouge et le Noir et La Chartreuse de Parme b) Data in the form of biographical books, history, social culture c) Documents from the author’s world and the literary world that explains the life of Stendhal and..his..works.
To answer the research questions below, this research data are: words, phrases and sentences that show the values of education and data sources are; Roman Le Rouge et le Noir and La Chartreuse de Parme’s romance books on author biographies, about socio-cultural events occurring at the time of the author’s life, historical documents that recount historical and political events in the life of his novelist.
Data collection techniques and procedures in qualitative research with a genetic structural approach (based on the Structuralisme Génétique by Lucien Goldman) include the following steps:
1. Intensive collection and reading of data in the form of books / main documents: Roman Le Rouge et le Noir, roman La Chartreuse de Parme; Biography of novel authors: Stendhal, Document of literary criticism, book of sociology of literature, book concerning research with a genetic structural approach; Stendhal et les problèmes de la personnalité compiled by Geoges Blin, Lectures de Stendhal le rouge et le Noir compiled by Xavier Boudenet, Stendhal La Chartreuse de Parme written by Ellipses, Analyzes & réflexions sur Stendhal Lucien Leuwen is written Ellipes, the book of French history of the XIX century.
2. Data collection based on research focus, research question.
3. Data analysis based on aspects of the genetic structural approach
4. Interpretation of research findings.
5. Check the validity of data.
6. Conclusion of the research results.
To obtain the data examined in the above two novels, applied data collection techniques according to Miles and Huberman (1992: 16–20). Data collection is done based on flow / interactive model, ie data collection, data reduction, data presentation and data conclusion / verification on figure: 1
Figure 1: Flow/ Interactive Model
Results
Obtained findings related to structural descriptions, descriptions of educational values that are intellectual, religious and cultural:
The disclosure of educational values in this novel is done in two ways namely explicit and implicit. The values of education contained in the story are intellectual, religious and cultural. The way of disclosure is through the main male characters: Julien Sorel who has a habit of reading, learning Latin and religion, coming from poor families, who became tutors to study the ruling family, rich, noble and educated. While the religious values shown by the main character of women: Madame de Renal clearly by his speech. Cultural character is seen in the actions of some characters in the novel.
The disclosure of educational values is motivated by the economic activities of the family, the life of the wealthy ruling family and the religious life look very prominent in this romance. Of course in this romance, there is a tragedy occurring due to the feelings of love that appear on the three main characters namely Julien Sorel, Madame de Renal and Mathilde de la Mole. While the political issues expressed by the figures: Monsieur de Renal as mayor of Verrieres, Le comte de la Mole as high officials of the country based in Paris.
The romance theme of Le Rouge et le Noir is seen in the title of this romance, the red one and the meaningful Black One: The Brave and the Unlucky; The Beloved and the Hated. Theme is very diverse: Social class, education, romance, happiness, poverty, church life and religion, politics, crime, law, history, monarchical government, hypocrisy, worldly life, culture and youth life. The latter tells the life of a young Julien Sorel) who has a very high ideals. His poverty is concealed by the competencies he possesses: His reading wealth: He finished reading 12 confessions de Rousseau, Le Mémorial de Sainte Hélène 600-pages book, 518-pages Le Recueil des Bulletins de la Grande armée, language proficiency High latin (the language of intellectuals), “hafiz” (remember in his brain) Le Nouveau Testament (New Testament). This intellectual capability and great wealth of knowledge made him a man of particular interest to the public, so he was asked to be a Précepteur in the mayor’s family: monsieur de Rênal. His intellectual abilities made him brave to confront noble figures, those in power. He also dared to do adventurous love with two noble women. This is what caused the tragedy. There was an assassination attempt caused by jealousy and hatred. This action ends with a death sentence with guillotine dropped on the main character of this man.
Educational Values in Roman Le Rouge et le Noir texts: are revealed explicitly and implicitly. The disclosure of educational values in this novel is used as a source of research data through both ways at once, namely express and implicit expression. Here are some of the utterances that contain these values which are explicitly expressed by the main character in the romance of Le rouge et le Noir.
“Je veux absolument prendre chez moi, Sorel, fils du scieur de planches <…> il surveillera les enfants <…> C’est un jeune prêtre, autant vaut, bon latiniste et qui fera progrès aux enfants» (I have to recruit at home I’m sorel the son of a sawmill boards <…> il can keep an eye on our children, he’s a young priest, and more preciously he is a good Latin speaker who can make our children progress in their Latin lessons at school) p. 27.
«Je suis ici, Messieurs, leur dit-il en finissant son allocution, pour vous apprendre le latin. Vous savez ce que c’est que de réciter une leçon. Voici la sainte Bible, dit-il en leur montrant un petit volume in-32, relié en noir. C’est particulièrement l’histoire de Notre Seigneur Jésus-Christ, c’est la partie qu’on appelle le Nouveau Testament. Je vous ferai souvent réciter des leçons, faites-moi réciter la mienne / I am here to teach you Latin. You know what reading is a lesson. This is a gospel (he says while showing a small volume in 32 bordered on black) This is the story of our Lord Jesus Christ. This is the section called the New Testament. I will read it out of the head of the letters. Please select a letter to let me speak outside the head »p. 48
Educational values that are implicitly expressed are values that are implicit in the text containing the elements of education. The following examples show these values:
Le soir, tout Verrières afflua chez M. de Rênal pour voir la merveille. Julien répondait à tous d’un air sombre qui tenait à distance. Sa gloire s’étendit the rapidement dans la ville, que peu de jours après M. de Rênal, craignant qu’on ne le lui enlevât, lui de signa de signer un engagement de deux ans. Non, Monsieur, répondit froidement Julien, vous vouliez me renvoyer je serais obligé de sortir. In the evening, the entire townspeople of Verrières flock to M. de Rênal’s house to witness the miracle. Julien answers everyone who asks him with a cold face to keep his distance. His glory spread so rapidly that, in just a few days, the monsieur de Rênal, afraid of Julien being withdrawn, offered him to sign a two-year bimbingna contract. No monsieur, answer julien coldly, if you want to fire me, I’m forced to leave. A contract binds me without requiring you to do anything. This I reject “
In the above quotation implied the value of education is preferred by these romance figures who want to extend the contract. This contract
Implicitly shows an agreement for teaching between Sorel from the lower society class and Monsieur de Rênal from the upper society class.
The la Chartreuse de Parme romance theme is the life of a noble society in an atmosphere of war in early 1815 in Milano, Parma and Bologna. The life of war-soldier relationships with nobles and the after-war consequences. The values of historical education in the La Chartreuse de Parme romance are expressed implicitly and explicitly. This is clearly demonstrated in the following excerpts:
“15 mai 1796. Bonaparte et son armée entrent en libérateur dans Milan, jusqu’alors possession autrichienne. La ville accueille les français avec enthousiasme. Parmi les soldats se trouve le lieutenant Robert. Il loge dans le château du marquis del Dongo, et charme le cœur de la Marquise. Un an plus tard, naît Fabrice del Dongo./ On May 15, 1796, Bonaparte and his troops entered the city of Milan as a city liberation force that had previously been under Austrian rule. The city of Milano welcomed the French troops with enthusiasm. Among the soldiers were Lieutenant Robert. He was staying in the Marquis del Dongo castle and his face made Marquise’s heart flower. A year later was born Fabrice del Dongo “p. 21
On page forty-four of La Chartreuse de Parme’s romance, it is told that: “Je pars, lui dit-il, je vais joindre l’Empereur En mars 1815, Napoléon de retour de l’île d’Elbe débarque dans le sud de la France. L’apparition d’un aigle dans le ciel est interprété par Fabrice comme un signe. Il souhaite rejoindre l’empereur et l’armée qu’il vient de reconstituer // I leave his word to la comtesse Pietranera, I will join the emperor. In March 1815 Napoléon who returned from the island of Elba landed on the south coast of France. The sight of an Eagle bird in the sky is interpreted by Fabrice as a sign of meaning.
The above snippet is clear by the big time and event indicators. The attitude of the main character Fabrice del Dongo is a good example because his attitude shows courage and heroism. Of the three excerpts, in the La Chatreuse de Parme romance where historical events, real events, events that are also enshrined in history books in France and of course in other countries, it can be concluded that La Chartreuse de Parme contains messages of historical value and ultimately the information can be said to contain the value of historical education for its readers.
Educational values expressed implicitly are contained in utterances in la Chartreuse de Parme’s novel as mentioned on page forty-seven as follows: “La marquise fondit en larmes en apprenant l’étrange projet de son flis, elle n’ en sentait pas l’héroïsme, et fit tout son possible pour le retenir / His mother la marquise cries awash, when he knows his son’s strange plan, he does not feel the heroine in his son’s decision and he makes every effort to cancel his intentions.
The values of education expressed in the romance of Le Rouge et le Noir are seen from the activities of people in society. Julien Sorel is described as a youth who likes to read. The main readings are Les Confessions de Rousseau, the great biographical work of famous writers from Suisse, Le Mémorial de Sainte-Hélène and Le Recueil des Bulletins de la Grande Armée, educated by a church head and veteran of Napoléon Bonaparte war. The books are books that Stendhal had read in his teenage years. So he has extensive knowledge of history and the emperor, and gained the ability to speak Latin and memorize the gospel thanks to the teaching of Abbé Chélan. From the bourgeoisie, the values of education are shown by the monsieur de Rênal who want clever children in Latin. The teaching agreement activity also shows the social and economic activities side. From a social point of view, there is a desire for upper class people to keep their generation as upper-level people, while from an economic point of view, it is revealed that being a tutoring teacher can earn better salary and more noble work.
Julien Sorel who acts as a précepteur ( privat teacher) model. It shows the element of education as well as his message of educational value sterilized by Stendhal. He compares with his teenage self who also gets an authoritative tutor “abbé” Raillane.
Julien Sorel was portrayed as an obedient child and afraid of his authoritarian father that he hates him. Stendhal did not get the love of his father. He hates his father too. Stendhal shows the model family demonstrated by the de Rênal family showing affection to their children. Here is shown the value of education depicted by a family in raising their child.
Julien Sorel in the romance of Le Rouge et le noir is told to continue his life aspirations to the city of Paris and became the secretary of the Marquis de la Mole. This is in line with the life of Stendhal who died in the city of Grenoble and worked in the city of Paris. This shows the value of education that describes the movement of people from small town to big
cities to gain knowledge.
From the point of history and reality, the story in the romance of Le Rouge et le Noir is inspired from the true story of Antoine Berthet in the city of Grenoble in 1927. So the story that happens can be made a lesson by the community where Stendhal lived and witnessed the event. He then com-poses romance with stories like real events experienced by Antoine Bethet.
The results of a description of historical educational values in the La Chartreuse de Parme romance are expressed explicitly and implicitly embodied by people from the upper and lower groups. The results of the description show that in historical events it can be expressed values containing education. Major events in this novel have had to do with Stendhal’s social life as a romance writer. This 468-page Roman script written for only 52 days is the experience of a writer who once fought in Napoléon Bonaparte troops and had lived in Italy for a long time. So there is a relationship between the content of the story and the experience of writers who had lived long in Italy and associate with Italian noble circles.
The author’s world view of the two Stendhal romances of Le Rouge et Le Noir and La Chartreuse de Parme is very varied. A contemporary writer with Stendhal Honoré de Balzac confirms that the La Chartreuse de Parme romance is a work only appreciated by a deep soul and truly superior people (Balzac 1972: 533) “une oeuvre qui ne peut être appréciée que par Les âmes et les gens vraiment supérieurs “The purpose of the superior souls are people who are highly educated and very well versed in language, history and culture.Clément Vauchelles argues that Stendhal was a theorist or a drafter. He does not write works of fiction but works of life, theoretical works. This is revealed in the following excerpt (Vauchelles, 2012: 50), “Stendhal n’écrit pas d’ouvrage de fiction et se concentre sur ses récits de voyage ou sur des ouvrages plus théoriques.
According to Stendhal living a life full of education, his little Stendhal was formed by différents précepteurs (some tutoring teachers) before he studied at Ecole centrale. He is a very fond of reading. Then he continued his education in Paris at the Ecole Polytechnique school.
According to Jean-Claude Rouanet, the two works of Stendhal: Le Rouge et le Noir and La Chartreuse de Parme which are images of Stendhal’s intelligence are the fruit of long learning embodied through great diversity and gaps. This is conveyed by JC Rouanet (1995: 12) “C’est elle qui représente l’image de l’excellence de Stendhal notamment par ses romans majeurs, elle est le fruit du longue apprentissage effectué à travers la diversité abondante et inégale des oeuvres Citées ci-dessus “.
From his thoughts, it was revealed that Stendhal explained that society is divided into pieces such as bamboo sticks, the great affairs of a member of society is how to rise to a higher social class and all sorts of efforts are hampered by higher classes to rise. Stendhal is doubly present in his works, as in the romance of La Chartreuse de Parme, he writes (1972: 59): nous avouerons que notre héros était fort peu héros en ce moment “/ We admit that our hero looks very little heroism today .
According to Bourdenet, the romance of Le Rouge et le Noir is more instructive than as a mere literary narrative in the long history of the literary genre of XIX century réalisme. This is expressed in a paper entitled Le Rouge et le Noir, << Billet gagnant >> Roman Monstre, it is said that (Bourdenet, 2013: 30) “Le Rouge et le Noir fait école plus nettement encore si on le considère, comme l ‘ Histoire a pris l’habitude de le faire, and l’histoire l’histoire longue de réalisme du xixe siècle “. He further stated that this romance clearly tells a painful reportage of a real event, an in-depth report of the moral injuries of a society in crisis (Bourdenet, 2013: 17) “Le Rouge et le Noir impose un Douloureux retour du réel, une plongée dans les plaies morales d’une société en crise “.
Limitations of this research occurs because the author of the romance has -died so that the validity data obtained from the author world.
Fantou (ellipes, 1995: 15–16) points out in his article that Stendhal was assigned the task of writing all the historical elements of his post as ambassador and all the historical elements of Napoléon “L’oeuvre contient une étude très originale du personnage de Napoléon <…> Napoléon Devient ainsi un personnage romanesque et énergique qui s’apparente à Julien Sorel et dessine certaines des vertus de Fabrice del Dongo “. / His work contains a typical study of the Napoléon character <…> thus Napoléon becomes a romance-like figure and strongly manifesting himself in Julien sorle and portraying some of the elements of moral constancy to Fabrice del Dongo.
Taconet (Elippes, 1995: 33) explains that the romance of Le Rouge et le Noir and La Chartreuse de Parme are learning novels in which the young man first plunge into the professional world and face aspects of society’s essence. This can be drawn from the following excerpt: “C’est que ce roman, comme l’étaient déjà le rouge et le Noir et La Chartreuse apparait comme un roman d’apprentissage dans la mesure où le jeune homme se trouve pour la première fois Projeté dans le monde “
All testimonies of this author’s world reinforce the value of education in Stendhal and in his work, especially in the romances of Le Rouge et le Noir.and.La.Chartreuse.de.Parme.
It can be concluded that the romances of Le Rouge et le Noir and La Chartreuse de Parme contain the educational values raised from the description of the main characters and their utterances. The portrayal of main characters Julien Sorel and Fabrice del Dongo in both romanes shows the values of education explicitly. Both figures show the values of intellectual, kutural, and historical education. Julien Sorel educated himself with the reading of great works: Les Confessions de Rousseau, Le Mémorial de Sainte-Hélène, Le recueil des Bulletins de la Grande Armée and memorized the entire Bible and courage in the face of the events that he experienced. Julien Sorel is portrayed as a tutor teacher (précepteur) sons of noble families and ruling families of the region.
While Fabrice del Dongo showed, his diligence to study with Abbé’s religionists and have the courage, to fight in the battle of Waterloo more fortunate because he was more patient and willing to follow the advice of others. The findings in both novels are in harmony with the romance wri-ter’s life, Stendhal.
The scene of the story events in the romance of Le Rouge et le Noir takes place in Verrières, Besançon and Paris while the scene setting in the La Chartreuse de Parme romance takes place in Parma, France and Belgium. The background of the place is clearly described. The time frame of the year is also clearly expressed.
So it can be concluded that, as the answer of the problematic topic of the article, the great works of literature Stendhal Le Rouge et le Noir and La Chartreuse de Parme are two educational and historical romances are told clearly and implicitly, although romance-themed romances and adventures that perfectly reflect the personality filled with the enthusiasm of their authors .
From the themes contained in the two novels, the themes of human life reveal the values of intellectual, cultural, religious and historical education.
The findings of educational values are explained explicitly and implicitly and relate to the socio-cultural setting and political and economic events of the French state in the nineteenth century. The mastery of Latin languages as an intellectual language can take a person Julien Sorel) from the poor class to enter the world of social and political intellectuals. Similarly courage can lift someone (Fabrice del Dongo) to be a valued and valued person.in.society.
Based on the conclusions expressed above, it can be mentioned several things as the recommendation of this research, which is related to the work of literature, the values of higher education.
To read, understand, analyze and appreciate literary works, students are required to have deep language proficiency in the field of grammar, vocabulary richness and specific phrases. This can be measured by the DELF / Diplômes Elémentaires de langue française test: A1, A2, B1 and B2 and DALF C1 and C2 / Diplômes Approfondis de langue française (an exam organized by CIEP [Centre International d’études Pédagogiques] French language French learner A student who earned Diplôme C2 is a student with maximum ability He can read Roman romances easily.
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Source internert:
Revue Erudit : https://www.erudit.org/fr/revues/rse/
