All posts by simonrkemp

Unexpected skills gained on the year abroad

posted by Emma Beddall

Emma Beddall studies French and German at Somerville College. She is just returning for her final year from an exchange at a German university.

As my time spent abroad nears its end, I find myself thinking often of what I’ll bring back with me from my year abroad (and how I can possibly manage to get my possessions back to England, although that is another story…).  I am pretty sure that most students returning home will almost certainly bring back a range of physical things, from a collection of postcards with slogans in foreign languages – even the most banal of phrases sounds so much more sophisticated in another language – to photos of places they’ve visited and things they’ve done to all sorts of mementos and probably a fair few foreign-language books.

I know that next year, I’ll probably love having all these things in my university room as a reminder of my experiences that will allow me to reminisce nostalgically about my time abroad.  However, I think that perhaps most of the things I will bring back with me won’t be so easy to put on display. I’ll always treasure the memories, but the skills I picked up along the way might just be the most important and unanticipated benefit from my year abroad.  Some of the skills I’ve developed are big ones, some of them relatively irrelevant, but overall I suspect I’ll carry them with me throughout my life.

 

Language skills

It is undeniable that spending an extended period in Germany has definitely improved my German, and alongside it my confidence in using the language.  When you’re living in a foreign country, there really is no way to avoid being submersed in the language, and sooner or later you’ll probably find that you even talk to yourself in the foreign language.  After a while abroad, you will most likely possess a comprehensive vocabulary of words that really should exist in your native tongue and a tendency to confusion as to the grammar and spelling rules in your own languages.

While in a classroom setting, you always have the fall-back option of being able to swap to your native tongue when you just don’t know that word you need (or being able to look it up in a dictionary); in a real-life conversation, you generally can’t.  As a result, I have had to substantially increase my skills at playing the equivalent of Taboo mixed with Charades, in order to get across what I want to say without that vital word!

 

Packing skills

Given the tendency to accumulate all those physical souvenirs of your adventures abroad I mentioned earlier, you will also be highly likely to end up with more stuff than you started with.  As a result of this, you have two options a) decide upon a very minimalist approach and discard as many material possessions as possible at the end of the year, or b) get very good at packing.  I have gone for option B.

I am still not keen at packing, but I have become decidedly more skilled and logical at doing so.  I can now cram a ridiculous amount of things into hand luggage (most notably this once included a 24-volume lexicon that aroused the suspicion of Security) and have learnt all sorts of tricks, such as channelling my inner Hermione by carrying my heaviest hardback books as a little ‘light reading’ for the plane!

 

Life skills

Using a different currency also provides its own challenges, and constantly converting euro prices into pounds sterling is definitely a way to practise those rusty mental maths skills.  This is made more complicated by fluctuations in the exchange rate.  An alternative is to find something in your new country and base all prices on that, for example a scoop of ice cream costing a euro, but this doesn’t work so well when they then increase the price of ice cream (which now sadly costs me 1 and a half ‘ice creams’).

A year abroad is definitely a step up from university, where your family are potentially nearby and you are surrounded by staff and other students, and in addition to this, you have to communicate in a foreign language.  If you have issues while abroad (and it is pretty much inevitable that at some point you will end up in the wrong place), you are generally the one who will have to sort them out.  As a result, I’ve definitely become far more independent and more confident in my own ability to deal with situations, and this is something that has also happened to a lot of my friends who have spent time abroad.

As well as developing problem-solving skills, year abroad students seem to gain a talent for spontaneous trip organisation.  This ideally involves a really long coach journey, potentially to an unusual destination.  If you’re living in continental Europe, everywhere is basically now on your doorstep and it is a great opportunity to travel and try new things!

 

 

 

 

C’est la rentrée !

posted by Catriona Seth

            If you happen to be in France, there is one term you will see all over the place at this time of year: la rentrée. Obviously, it means the fact of re-entering… but what do you re-enter? ‘Papeteries’ or stationers and ‘Librairies’ or bookshops will give you a clue to one aspect of the ‘rentrée’ every schoolchild knows about: ‘la rentrée des classes’ or ‘la rentrée scolaire’, when everyone goes back to school. Nobel prize winner Anatole France relates a young boy’s thoughts and demeanour in his autobiographical Le Livre de mon ami, which was first published in 1885 : ‘Vivent les vacances, à bas la rentrée. Il avait le cœur un peu serré, c’était la rentrée. Pourtant, il trottait, ses livres sur son dos et sa toupie dans sa poche’. The spinning top in his pocket tells us a little about what games might have been usual at playtime in a nineteenth-century ‘cour d’école’. If he had come from Germany or parts of Eastern Europe, the young pupil might have been packed off for his first day at school with a ‘Schultüte’, a cone filled with sweets and small presents.

‘La rentrée’ is the time when everything picks up again after the summer. You will hear people of all ages and in all walks of life wishing each other ‘une bonne rentrée’. One of the specific aspects of French ‘rentrées’ is that they see the publication of a large number of books, particularly novels—there are 581 ‘romans de la rentrée’ out this year. This is what is known as ‘la rentrée littéraire’. Newspapers and magazines are full of suggestions about what to read: ‘les meilleurs romans de la rentrée’, ‘les romans les plus attendus de la rentrée’…

One of the books to watch is always Belgian author Amélie Nothomb’s new offering. She produces one book a year, regular as clockwork, and it comes out in time for ‘la rentrée littéraire’. Last year’s bore the same title as a fairy-tale by Charles Perrault, Riquet à la houppe (Ricky with the tuft) and is a fun variation on the ‘beauty and the beast’ theme. Like many of her novels, it is short and easy to read. This year’s offering, her 26th, is called Frappe-toi le cœur, a reference to a twelve-syllable line of verse (‘un alexandrin’) by romantic poet Alfred de Musset ‘Ah! Frappe-toi le cœur, c’est là qu’est le génie’: ‘Ah! Beat your heart, that is where genius lies’. He was suggesting that true genius involves feeling and not just thought. I have included his poem at the bottom of the page for those who want to read it.

And here is a little exercise on ‘rentrer’, the verb, and ‘rentrée’ the noun. See if you can fill in the blanks using the noun where appropriate and any of the following tenses for the verb: the ‘passé composé’, the ‘présent de l’indicatif’, the ‘futur simple’ and the ‘participe présent’.

Comme c’est la __________ Jeanne a un nouveau cartable. Cette année elle __________ à l’école primaire. Son frère Pierre est plus âgé qu’elle : il __________ au lycée l’année prochaine. Leur mère est une grande lectrice et s’intéresse aux romans de la __________. Après avoir déposé Jeanne à l’école, elle __________ chez elle avant de partir travailler. En __________ dans l’immeuble, elle a croisé son voisin de palier qui lui a souhaité une bonne __________. Il était très souriant : il venait d’apprendre qu’il allait avoir des __________ d’argent inattendues grâce à un petit héritage.

 

 

Answer: rentrée – est rentrée/rentre – rentrera/rentre – rentrée – est rentrée/rentre – rentrant – rentrée – rentrées

You will have noticed the meaning of ‘rentrée(s)’ in the final sentence is a different one: ‘Avoir une rentrée d’argent’ means to come into some money, not necessarily, as here, through an inheritance.

 

A mon ami Edouard B.

Tu te frappais le front en lisant Lamartine,
Edouard, tu pâlissais comme un joueur maudit ;
Le frisson te prenait, et la foudre divine,
   Tombant dans ta poitrine,
T’épouvantait toi-même en traversant ta nuit.

Ah ! frappe-toi le cœur, c’est là qu’est le génie.
C’est là qu’est la pitié, la souffrance et l’amour ;
C’est là qu’est le rocher du désert de la vie,
   D’où les flots d’harmonie,
Quand Moïse viendra, jailliront quelque jour.

Peut-être à ton insu déjà bouillonnent-elles,
Ces laves du volcan, dans les pleurs de tes yeux.
Tu partiras bientôt avec les hirondelles,
   Toi qui te sens des ailes
Lorsque tu vois passer un oiseau dans les cieux.

Ah ! tu sauras alors ce que vaut la paresse ;
Sur les rameaux voisins tu voudras revenir.
Edouard, Edouard, ton front est encor sans tristesse,
   Ton cœur plein de jeunesse…
Ah ! ne les frappe pas, ils n’auraient qu’à s’ouvrir !

Alfred de Musset (1810-1857)

No et moi: Just how clever is Lou?

posted by Simon Kemp

D’où vient qu’avec un Q.I. de 160 je ne suis pas foutue de faire un lacet ? (p. 13) says Lou in Delphine de Vigan’s No et moi, looking down at her untied shoelace. An IQ of 160 is very high – it puts her on a par with Stephen Hawking. Her genius, and the effect it has on her life, comes up for discussion a few pages later in Lou’s first conversation with No, the homeless girl she meets at the station. No asks:

 

— T’as quel âge ?

— Treize ans. […]

— T’es en quelle classse ?

— En seconde.

— C’est pas l’âge normal, ça ?

— Ben… non. J’ai deux ans d’avance.

— Comment ça se fait ?

— J’ai sauté des classes. […] J’ai appris à lire quand j’étais à la maternelle, alors je ne suis pas allée au CP, et puis après j’ai sauté le CM1. (pp. 17-18)

This is one of the main ways Lou’s high intelligence has shaped the situation in the novel : she has skipped two years of school, and is a thirteen-year-old in a class of fifteen-year-olds. The references to the French school system might benefit from a little explanation. ‘Maternelle’, where Lou learned to read, is pre-school, which is not compulsory in France but available for three- to five-year-olds. Then come five years of École primaire (Primary School). They begin with a year of Cours préparatoire or CP, the first year that Lou skips), then two years of Cours élémentaire (CE1 and CE2), followed by two years of Cours moyen (CM1 and CM2), the first of which Lou also skips. After that comes collège, which is Middle School, equivalent to Years Seven to Ten in the British system. The class names count down from sixième (Year Seven) to troisième (Year 10). Finally come the three years of lycée (High School), beginning with seconde, where Lou is currently studying, then première, and finally terminale (Year Thirteen). The names are all feminine, by the way, because ‘la classe’ is a feminine noun.

Lou is not the only person in the novel to be in the ‘wrong’ year of school. Lucas is also in seconde, but at seventeen years old he’s two years out of step from the other direction. The opposite of ‘sauter une classe’ is ‘redoubler’, and redoublement, repeating a year, is obligatory in France for students who fail to make the required grade to progress to the next level at the end of the year. Having students of different ages in the same class is very common in France. Vigan only tweaks the typical situation a little to create the intriguing premise of the brilliant thirteen-year-old as classmate to the slacker seventeen-year-old, to allow their unlikely friendship to form.

There are other effects too of Lou’s cleverness on the story beyond setting up her relationship with Lucas. For a start, it allows Vigan to narrate the story with the sophistication of an adult. Lou does not write like a normal thirteen-year-old: her grammar and vocabulary are of adult standard, and her use of narrative structure, metaphor, and everything else you expect of a novel are operating at the height of Vigan’s storytelling powers, without it seeming implausible that a thirteen-year-old should be doing this.

But what’s crucial to the story is not just that Lou has the intelligence of an adult. It’s that she combines the intelligence of an adult with the personality of a thirteen-year-old. She has a passion for justice, and when she sees homeless people in the streets she has a burning desire to put things right. Older people may be content to walk on by, blame the government, or shake their heads about insoluble problems, but not Lou. Combined with this is a thirteen-year-old’s naivety. She has confidence that No can be fixed. All it will take is a roof over her head, some kind words and a few square meals. Much of the novel’s narrative development comes from Lou’s slow realization that the happy ending which seemed so easy may not ever be in reach. Over the course of the story, we see her become a wiser person, but also a more disillusioned one, as No’s problems prove increasingly beyond her ability to solve, no matter how clever she may be.

Best of Blog: Montmartre

While the blog is on its summer holidays, here are a selection of the best posts from the past couple of years. We’ll be back on the first Wednesday in September with another question on an A-level text: ‘Just how clever is Lou from No et Moi?’

posted by Madeleine Chalmers

Montmartre is a legendary part of Paris – a maze of twisting cobbled streets, trees, squares, that leaves you breathless, and not just from the steep climb.

Maddymontmartre

Tucked away discreetly in a side street behind the Sacré-Coeur, the Musée de Montmartre keeps the memory of the area’s heyday in the late 19th and early 20th centuries alive. Set in beautiful gardens overlooking the Montmartre vineyards, the museum’s collections are displayed in the house of artist Suzanne Valadon and her son Maurice Utrillo, a building which played host to the most dynamic and innovative artists, painters, and composers of the day. A zinc-topped bar counter, a battered piano with yellowed keys, photographs, paintings, and sketches all conjure up a time when Montmartre was the centre of an extraordinary creative ferment, and a lodestone for artists from across Europe, who would arrive with no money and no French, confident of a generous Montmartrean welcome, with kindness and credit freely given.

Maddyatelier

Alongside the Moulin Rouge, two iconic cabarets loom large in the museum’s collections: the Lapin Agile and the Chat Noir. Lithe, mischievous, and living by their wits, the nimble rabbit and black cat which form the Montmartre menagerie perfectly encapsulate the spirit of the area. Opened in 1855, the Lapin Agile still offers a nightly dinner and cabaret show 160 years later, although the atmosphere is somewhat different. In the late 19th century, you would step into a spicy fug of tobacco smoke and sweat, the aniseed burn of absinthe hitting the back of your throat. Ears ringing with the plaintive wheeze and rasp of an accordion, and the sound of bawdy, full-throated laughter, you would take a seat at one of the sticky tables, scored with the initials of your predecessors. You never knew who you’d be rubbing shoulders with: wealthy Parisians slumming it for a night, artists’ models, dancers, political radicals, ladies of the night, local eccentrics of every stripe, penniless poets with inkstained fingers or hungry artists still spattered with paint, come from unheated attics and studios to warm themselves with drink and friendship, and to listen to the chansons réalistes of poets such as Aristide Bruant. As their name suggests, these were songs which told the truth about Paris and the seamy underbelly of its nightlife, in a distinctive slang. They were tales of poverty, prostitution, violence, heartbreak, hopeless love, but also bawdy, innuendo-laden or just downright filthy sing-a-longs. They’re emblematic of gouaille – a uniquely Parisian trait, a blend of bolshy straight-talking, cheek, and bravado, with an underlying hint of vulnerability. It’s tempting to sanitize or romanticize the sordid reality of life in Montmartre, but these songs express the extremes of existence there – all human emotions and situations, from joy to misery, expressed with equal intensity.

Montmartre has retained its strong sense of identity: its inhabitants are still defiant outsiders and unrepentant eccentrics, helping each other out and fighting to preserve their traditions. Looking down from the gardens of the museum and imagining summer evenings heavy with the smell of ripening grapes and raucous with the din of the Lapin Agile, it’s easy to fool yourself into hearing the clack and swoosh of the windmills which used to dot the Montmartre hillside – and feeling the breeze of anarchy.

MAddypark

And if you’re interested…

… here’s a flavour of Montmartre’s cultural output during its heyday.

Art

With their exuberant colours, effervescent energy, and startling shapes, these are definitely worth a look:

Poetry

A larger than life figure, Guillaume Apollinaire was an experimental poet and the father of Surrealism. In his collections Alcools (1913) and Calligrammes (1918), he uses words which are simple individually, but puts them together in surprising combinations. He plays with the layout of his poems on the page to form verbal flowers or fireworks.

A particular favourite of mine is Le Pont Mirabeau (here in the original French, with English translations, and musical French versions).

Music

  • ‘Milord’ – In this rambunctious number, Edith Piaf, the ‘Sparrow of Montmartre’, encourages a broken-hearted lover to drink and dance away his sorrows:

  • ‘Rose Blanche (Rue St Vincent)’ – an iconic poet from the Lapin Agile, Aristide Bruant here sets his pen to tell of a woman’s tragic end at the hands of her gangster lover, on the Rue St Vincent in Montmartre (here in a rendition by variety star Yves Montand)


Films

  • Le Fabuleux destin d’Amélie Poulain (2001)
    • A modern take on the area, but which has an unmistakeably quirky Montmartrean charm. The director Jean-Pierre Jeunet lives in Montmartre and is a familiar face in its various restaurants and bars.

The Musée de Montmartre can be found at: 12 rue Cortot, 75018 Paris

Madeleine Chalmers.

I’m a 3rd year French student at St John’s, currently on an Erasmus study exchange at the École Normale Supérieure in Paris. I have been known to give the odd rendition of a chanson réaliste on my accordion.

Best of Blog: la limousine et la baïonnette

While the blog is on its summer holidays, here are a selection of the best posts from the past couple of years. We’ll be back on the first Wednesday in September with another question on an A-level text: ‘Just how clever is Lou from No et Moi?’

The Limousin is a region of France to the south-west of Paris around the city of Limoges. Bayonne is a town on the Atlantic coast near the Spanish border, in the heart of the Basque country.

The Limousin is a mostly rural area, famed in France for its distinctive red-brown limousin beef cattle. It doesn’t have a lot of limousines, and yet the region is without doubt the origin of the word.

Similarly, the place-name of Bayonne is the origin of the word bayonet (la baïonnette in French).

So how did limousines and bayonets come to get their names?

The link between Bayonne and bayonets is the more straightforward one. Rural France in the seventeenth century was prone to sporadic conflicts between different groups. During one such, the peasants of Bayonne found themselves short of gunpowder and bullets. As an alternative, they lashed their hunting knives to the end of their muskets to make improvised spears, and the bayonet was born. (They may not actually have been the first people ever to do so, but the association with Bayonne has stuck.)

Limousin and the limo is a more mysterious connection. No one actually knows for sure how the region came to give its name to the stretched cars beloved of film stars and hen nights. The first vehicles to be known by the name were luxury cars in the 1900s which had an enclosed compartment for the passengers behind a driver’s seat with roof and windscreen, but otherwise open.

One suggestion is that shepherds of the limousin region wore a distinctive hooded cloak. Carriages with separate cover for driver and passengers became known as ‘limousin’ carriages by association, and when the similarly structured motor vehicle appeared, the name was carried across. Do make up your own etymology for the term, though, if you can think of something more plausible.

Other French words derived from place names include le corbillard (hearse), which originally referred to a water-bus shuttling between Paris and the suburb of Corbeil, and la dinde (turkey), which is a contraction of la poule des Indes (chicken from the West Indies), showing that the French had a better grasp of where turkeys come from than the English did.

Lastly, the flower meadow saffron is le colchique in French, which is derived from Colchis, the home of the tragic heroine Medea in Greek myth. Medea’s story involves multiple poisonings, and in French the poisonous flowers of the meadow saffron are associated with her crimes. Les colchiques, and their poison, feature in the most famous poem by Guillaume Apollinaire, which gives me all the reason I need to reprint it here by way of conclusion:

Les Colchiques

Le pré est vénéneux mais joli en automne
Les vaches y paissant
Lentement s’empoisonnent
Le colchique couleur de cerne et de lilas
Y fleurit tes yeux sont comme cette fleur-la
Violatres comme leur cerne et comme cet automne
Et ma vie pour tes yeux lentement s’empoisonne

Les enfants de l’école viennent avec fracas
Vêtus de hoquetons et jouant de l’harmonica
Ils cueillent les colchiques qui sont comme des mères
Filles de leurs filles et sont couleur de tes paupières
Qui battent comme les fleurs battent au vent dément

Le gardien du troupeau chante tout doucement
Tandis que lentes et meuglant les vaches abandonnent
Pour toujours ce grand pré mal fleuri par l’automne

Meadow Saffron

 The meadow is poisonous but pretty in the autumn / The cows that graze there / Are slowly poisoned / Meadow-saffron the colour of lilac and of dark shadows around the eyes / Grows there your eyes are like those flowers / Mauve as their shadows and mauve as this autumn / And for your eyes’ sake my life is slowly poisoned

 Children from school come with their commotion / Dressed in smocks and playing the mouth-organ / Picking autumn crocuses which are like their mothers / Daughters of their daughters and the colour of your eyelids / Which flutter like flowers in the mad breeze blown

 The cowherd sings softly to himself all alone / While slow moving lowing the cows leave behind them / Forever this great meadow ill flowered by autumn

Best of Blog: Asterix, from Waterloo to Waterzooi

While the blog is on its summer holidays, here are a selection of the best posts from the past couple of years. We’ll be back on the first Wednesday in September with another question on an A-level text: ‘Just how clever is Lou from No et Moi?’

asterix

posted by Catriona Seth

If we were playing a word association game and I said ‘Eiffel Tower’, chances are you would answer ‘Paris’. If I mentioned a village in Gaul which is heroically resisting Roman rule, I surely would need to go no further: menhirs and magic potion would instantly come to your mind and you would answer ‘Asterix’. You would be right. The diminutive Gaul’s adventures have been enchanting French children  since 1959. He was the brainchild of René Goscinny (1926-77) and Albert Uderzo (born in 1927). There have been 36 albums up to and including Le Papyrus de César in 2015, and every time a new one comes out, there is great rejoicing amongst readers of French, young and old.
The Asterix books have been translated into more than a hundred languages. You may well have read them in English. If you have, I am sure you will join me in celebrating the great art of Anthea Bell and Derek Hockridge who translated them. As bilingual children, my sister and I read Asterix both in English and in French with the same pleasure, and thinking about what made the books funny was one of the ways I got interested in languages. Take the names of the main characters which play on words. It is easy to go from ‘un astérisque’ (the typographical star sign: *) to ‘an asterisk’ and the name of Astérix/Asterix, or to see that ‘un obélisque’ or ‘an obelisk’ gives us Obélix/Obelix, but such obvious translations do not always work. ‘Dogmatix’ is a brilliant name for the little dog, but if you look at the French version, you will find he is called ‘Idéfix’. His English name is, if anything, better than the original, since it keeps the idea that because of his instinct he is rather single-minded which someone who has an ‘idée fixe’ would be (someone ‘dogmatique’ or ‘dogmatic’—the word is the same in French and in English—is unwavering in the conviction that he or she is right or is very set on following a dogma). There is also the added play on words with ‘dog’.
If you read the names of the characters or the places out loud in the original, you will see they are often typical French phrases. The poor old bard who always gets tied up is ‘Assurancetourix’ (an ‘assurance tous risques’ is a comprehensive insurance) and the village elder is ‘Agecanonix’ (to attain ‘un âge canonique’ is to reach a great age). One of the Roman camps is called ‘Babaorum’ (‘un baba au rhum’ is a rhum baba). There are dozens of other fun examples.
Because the Asterix books rely so much on wordplay, it is often difficult to get the same joke in two different languages. Sometimes the translators slip in a pun which is not in the original. I seem to remember an exchange at a banquet in which one character says to the other ‘Pass me the celt’ (for ‘the salt’) and another observes ‘It must be his gall bladder’ with the gall/Gaul homophone providing the joke. This is to make up for the fact that some French puns quite simply cannot be translated.
Beyond the linguistic transfer, there is cultural transfer at work in the English versions of the albums. Preparing a paper for a conference to mark the bicentenary of the battle of Waterloo last year, I remembered that in Astérix chez les Belges, before the battle, a warrior, who lives in hope, asks his wife whether he will get potatoes in oil (i.e. chips, the famous Belgian ‘frites’) for his meal. She serves up another justly famous Belgian speciality, a sort of enriched chicken and vegetable stew, called waterzooi (there is usually no final ‘e’). The feisty Belgian looks at the dish and sighs ‘Waterzooie! Waterzooie! Waterzooie! morne plat !’

asterix2

For the record, it is absolutely delicious and anything but dreary as the photograph shows.

Homemade waterzooi (© Spx)
Homemade waterzooi (© Spx)

The Belgian warrior’s crestfallen rejoinder is a cue for many a cultured Francophone reader to burst out laughing. Why? Because amongst the most celebrated literary evocations of Waterloo—probably the most famous battle ever fought on Belgian soil—is Victor Hugo’s poem ‘L’Expiation’ which contains the line ‘Waterloo! Waterloo! Waterloo! morne plaine !’ The dish set in front of the hungry Belgian and which was not what he hoped for is described in such a way as to echo the dreary plain on which the armies clashed. The reference works at several levels and means you need to recognise the poem on the one hand, Belgium’s national dish on the other. Where does this leave the translators? High and dry, you might think. Clearly there is no way of producing a similar effect here.

Their solution is as elegant as it is clever.

asterix2

posted by Catriona Seth

(Continued from last week’s post.)

The best known poem in English about Waterloo is certainly Lord Byron’s ‘Eve of Waterloo’ from Childe Harold’s Pilgrimage. Three allusions that I have noticed in the translation of Astérix chez les Belges refer to this poem (there may be others I have missed.) Let me point just one of them out[1]. It is the caption the English translators give to a full page illustration of festivities which is a visual pun on a painting by Breughel: ‘There was a sound of revelry by night’. This is the first line of ‘The Eve of Waterloo’ so they are bringing in a famous poetic allusion to the battle which English-speaking readers might recognise, in the same way as the francophones will hopefully have picked up the reference to Victor Hugo.

The Asterix version of the Belgian feast, complete with boar meat and Dogmatix/Idéfix licking a plate under Obelix’s seat
The Asterix version of the Belgian feast, complete with boar meat and Dogmatix/Idéfix licking a plate under Obelix’s seat
The original painting of a village wedding feast by Breughel the Elder
The original painting of a village wedding feast by Breughel the Elder

One of the great strengths of the Asterix series is that there is something for everyone, from the highbrow Waterloo poetry puns to the franglais names of the self-explanatory Zebigbos or of a village maiden called Iélosubmarine in honour of the Beatles song. You do not need to get them all to enjoy a good read, but everything you pick up draws you a little further in. The more you read them, in a sense, the funnier they are. So… if you want something instructive and fun to read, go for the French version of any one of the 36 albums which recount ‘les aventures d’Astérix le Gaulois’ or compare the original and the English translation: you will be in for a fun, stimulating and thought-provoking treat.

[1] The others, for curious minds, are ‘Nearer, clearer, deadlier than before…’ and ‘On with the dance. Let joy be unconfined.’

Best of Blog: Encore Tricolore, circa 1400

While the blog is on its summer holidays, here are a selection of the best posts from the past couple of years. We’ll be back on the first Wednesday in September with another question on an A-level text: ‘Just how clever is Lou from No et Moi?’

‘… a parler, bien sonere et parfaitement escrire douce frances qu’est la plus belle et la plus gracious langage et la plus noble …’ [A detail from a manuscript of the Manière de langage, Cambridge University Library, MS Dd.12.23, f. 67v.]‘… a parler, bien sonere et parfaitement escrire douce frances qu’est la plus belle et la plus gracious langage et la plus noble …’[A detail from a manuscript of the Manière de langage, Cambridge University Library, MS Dd.12.23, f. 67v.]

posted by Edward Mills

For those of us who are fortunate enough to study languages, holidays can be a great way to practise: there’s nothing like embarrassing your parents by ordering their train tickets for them. If you don’t speak the language, though, there is one trusty route to fall back on: the phrasebook. As an idea, phrasebooks have a long history; much longer than you might otherwise think when leafing through a Collins or a Berlitz. Some of the earliest manuals that we possess today were written for learners of French in England in the high and late Middle Ages; still objects of study today, they offer a fascinating insight into how languages were taught over five centuries ago. To illustrate this, I’ll be taking three examples, from consecutive centuries: the Tretiz, written by the wonderfully-named Walter de Bibbesworth around the second half of the 13th century; a Manière de langage from 1396; and a fifteenth-century general primer, the Liber Donati (named after the Latin grammarian Donatus).

These three texts were all written in England, and the circumstances in which they were produced reveals a great deal about the esteem with which French was held in the later Middle Ages. French was widely spoken in what is today Britain in the wake of the Norman Conquest, as part of a (very interesting indeed) triglossia[1] with Latin and English, but as interactions with the continent became more frequent the value of learning French for non-native speakers greatly increased. This is why the Manière de langage is able to state its purpose so boldly: ‘Ci comence la maniere de language que t’enseignera bien a droit parler et escrire doulz françois selon l’usage et la coustume de France.’[2] Assuming on the part of the reader a basic knowledge of the Anglo-Norman dialect of French, all three of these texts aim to educate an English audience that needs vocabulary specific to certain situations.

Of course, all of this may well ring bells — that essentially remains the purpose for the modern phrasebook today. Nor is it an alien concept for textbooks to be written in what is termed the ‘target language’: how many times have you read the phrase ‘corrigez les phrases suivantes’, or else ‘écoutez et répondez’? In a wonderful example of differentiation by prior knowledge, Walter of Bibbesworth’s Tretiz and the Liber Donati even include annotations (‘glosses’) offering English translations for more complicated French terms — ‘berce’ is glossed as ‘cradel’,[3] ‘espaule’ as ‘scholderbon’,[4] and ‘autre fois’ as ‘anoth tyme’.[5]

Another similarity with present-day phrasebooks comes in the way in which new material is presented. We’re all familiar with the hackneyed, slightly stilted dialogues that fill the pages of Encore Tricolore or Élan, so it should come as no surprise that most of the new terms in the medieval texts are first seen in dialogue form. The Manière de langage and the Liber Donati both present the characters of the traveller and his servant (intriguingly called Jehan in both texts) as a focalising device through which the reader can see themself. Here again, similarities abound, as the topics of conversation — a good indication of what it was judged as important to learn — are practically identical to today. The Liber Donati provides an example of how to book into a hotel:[6]

— Hostilier, hostilier.
— Sir, sir, je su cy.
— Purrons nous bien estre loggez ciens?
— Oy, certez, mez maistrez … Combien estez vous en nombre?

While on the road, whether in 1300 or today, it’s also important to be able to ask for information from people you meet. Thankfully, the Manière de langage is here to help, providing multiple ways of how to ask for the time:[7]

Et puis le sr s’en chivalche sur son chemyn, et quant il venra ou my lieu de la ville, il demandera du primer homme qu’il encontrera, ainsi : « Mon ami », vel sic : « Biau sire », vel sic : « Biau filz, quelle heure est-il maintenant ? » Vel sic : « Qu’est ce qu’a sonnee de l’oriloge ? »

But perhaps the most striking similarity between the Collins Gem in your pocket and its medieval equivalent is to be found not in vocabulary, but in grammar. The concept of gender, always tricky to explain, is dealt with in the Tretiz just as it often is today: by looking at the body. Just as we introduce the concept of gender by focusing on the agreement in the phrases ‘j’ai les cheveux noirs’ (m.pl.) or ‘j’ai de longues jambes’ (f.pl.), the Tretiz explains the best way to teach your children the concept of gender is through the human body. Plus, it will stop your darling child from being mocked:[8]

Et quant [un enfant] encurt a tele age
Qu’i[l] prendre se poet a langage,
E[n] fraunceis lui devez dire
Cum primes deit sun cors descrivre
Pur l’ordre aver de ‘moun’ e ‘ma’,
‘Ton’ e ‘ta’, ‘soun’ e ‘ça’, ‘le’ e ‘la’
Qu’i[l] en parole seit meuz apris
E de nul autre escharnis.

There’s a huge amount more to be said about these books, whether it be what happens in the narratives that they construct, the individual manuscripts in which they survive, or the complicated relationship between French and English during this period. For now, though, I hope this short foray into the medieval world through the medium of tourism has left you with a sense that your A-Level textbook has a long history behind it. When you’re next grappling with the pluperfect tense, just remember that you’re not the first — some time around 1447, readers of the Liber Donati were faced with another element that would not look out of place today:[9]

J’avoy enseigné, tu avoiez enseigné, il avoit enseigné, nous avoions enseigné, vous avoiez enseigné, ils avoient enseigné.

I find it fascinating to think that all of the things we think of as ‘modern’ tools to learn a language — vocabulary primers, sample conversations, even verb tables — have existed for centuries, in forms we can still look at today. While the medieval learner of French may not have had WordReference on his iPhone, the influence of the tools that he did have can still be felt today. As the (nineteenth-century) French writer Jean-Baptiste Alphonse Karr would say, ‘plus ça change, plus c’est la même chose.’

If you’re interested in reading more about medieval French literature, there are many excellent websites out there. Websites such as the British Library’s Medieval Manuscripts Blog and the Medieval Fragments project are a great place to start; I also wrote a more general introduction to medieval French over at the University of Cambridge’s Be Cambridge blog. The Manière de langage is also available online here.

 

Edward Mills is a postgraduate student in medieval French literature at Wolfson College. Thanks very much to Daron Burrows for proof-reading prior to publication.


1. ‘Triglossia’ refers to a situation wherein three languages are spoken in a given space. See also ‘diglossia’, the phenomenon of two languages being spoken in a given space, and Polyglossia, the University of Cambridge’s student-run modern languages journal (which I definitely wasn’t involved with. Nope. Never.) [↵]
2. Manière de langage, p. 382. “Here begins the Manière de langage which will teach you the proper speech and writing of sweet French as it is used in France.”[↵]
3. Tretiz, l. 7. [↵]
4. Tretiz, l. 98. [↵]
5. Liber Donati, p. 18. [↵]
6. Liber Donati, p. 20. “Innkeeper, inkeeper. / Sir, here I am. / Can you house us here? / Certainly, sirs … how many are you?” [↵]
7. Manière, pp. 394-95. “And then the sire continues on his way, and when he finds himself half an hour away from the town, he asks the man whom he meets, thusly: ‘Friend,’ or ‘Good sir’, or ‘Good man, what time is it now?’, or ‘How many times has the clock sounded?'” [↵]
8. Tretiz, ll. 21-28. “And when [a child] reaches such an age / That he may apply himself to languages, / You should first tell him in French / How to describe his body / By proper order of ‘mon’ and ‘ma’, / ‘Ton’ and ‘ta’, ‘son’ and ‘sa’, ‘le’ and ‘la’; / So that he be better educated in speech / And not be mocked by others.” [↵]
9. Liber Donati, p. 11. [↵]

Best of Blog: Translating Cats

While the blog is on its summer holidays, here are a selection of the best posts from the past couple of years. We’ll be back on the first Wednesday in September with another question on an A-level text: ‘Just how clever is Lou from No et Moi?’

posted by Simon Kemp

In an earlier post, I included Charles Baudelaire’s sonnet, Les Chats, and a translation of it by Roy Campbell. I took both from this website, which is worth a look for anyone interested in Baudelaire, or in translation, since it contains every poem from Baudelaire’s collection, Les Fleurs du mal, each accompanied by four different English translations.

Anyone who thought translating was simply a mechanical process of transposing words and phrases from one language into another would learn a lesson from these competing versions of each of Baudelaire’s poems. Let’s take a brief look back at the cats.

Here, once again, is Baudelaire’s original:

Les Chats

Les amoureux fervents et les savants austères
Aiment également, dans leur mûre saison,
Les chats puissants et doux, orgueil de la maison,
Qui comme eux sont frileux et comme eux sédentaires.

Amis de la science et de la volupté
Ils cherchent le silence et l’horreur des ténèbres;
L’Erèbe les eût pris pour ses coursiers funèbres,
S’ils pouvaient au servage incliner leur fierté.

Ils prennent en songeant les nobles attitudes
Des grands sphinx allongés au fond des solitudes,
Qui semblent s’endormir dans un rêve sans fin;

Leurs reins féconds sont pleins d’étincelles magiques,
Et des parcelles d’or, ainsi qu’un sable fin,
Etoilent vaguement leurs prunelles mystiques.

— Charles Baudelaire

And here is Roy Campbell’s translation again:

Cats

Sages austere and fervent lovers both,
In their ripe season, cherish cats, the pride
Of hearths, strong, mild, and to themselves allied
In chilly stealth and sedentary sloth.

Friends both to lust and learning, they frequent
Silence, and love the horror darkness breeds.
Erebus would have chosen them for steeds
To hearses, could their pride to it have bent.

Dreaming, the noble postures they assume
Of sphinxes stretching out into the gloom
That seems to swoon into an endless trance.

Their fertile flanks are full of sparks that tingle,
And particles of gold, like grains of shingle,
Vaguely be-star their pupils as they glance.

Now, take a look at these three other translations of the same poem, by George Dillon, Claire Trevien and William Aggeler, and see how differently the text comes out each time:

Cats

No one but indefatigable lovers and old
Chilly philosophers can understand the true
Charm of these animals serene and potent, who
Likewise are sedentary and suffer from the cold.

They are the friends of learning and of sexual bliss;
Silence they love, and darkness, where temptation breeds.
Erebus would have made them his funereal steeds,
Save that their proud free nature would not stoop to this.

Like those great sphinxes lounging through eternity
In noble attitudes upon the desert sand,
They gaze incuriously at nothing, calm and wise.

Their fecund loins give forth electric flashes, and
Thousands of golden particles drift ceaselessly,
Like galaxies of stars, in their mysterious eyes.

— George Dillon

Cats

The ardent lovers and the stern students
in their maturity, love equally,
the gentle, powerful cats, pride of the family,
they too feel the cold and favour indolence.

Companions of knowledge and desire
they seek the silent horrors darkness breeds,
Erebus would take them for his funeral steeds,
were they able to soften their pride.

They take as they dream the noble pose
of the great sphinxes, reclined in desolate land,
lost, it seems, in an endless doze

Their fecund loins brim with enchanting glitter,
whilst their haunting eyes at random flicker
with particles of gold, like fine sand.

— Claire Trevien

Cats

Both ardent lovers and austere scholars
Love in their mature years
The strong and gentle cats, pride of the house,
Who like them are sedentary and sensitive to cold.

Friends of learning and sensual pleasure,
They seek the silence and the horror of darkness;
Erebus would have used them as his gloomy steeds:
If their pride could let them stoop to bondage.

When they dream, they assume the noble attitudes
Of the mighty sphinxes stretched out in solitude,
Who seem to fall into a sleep of endless dreams;

Their fertile loins are full of magic sparks,
And particles of gold, like fine grains of sand,
Spangle dimly their mystic eyes.

— William Aggeler

As you can see, many of the equivalent lines between the translations have barely a word in common. Much of the disparity stems from the translators’ desire to capture not only the sense of Baudelaire’s poem, but also something of its form: its rhyme scheme and metre, as well as, within the lines,  sound-patterns and structures of emphasis, symmetry or repetition. Poetic form isn’t the only factor in the differences, though: note, for instance, that the four translations have four different words for ‘savants’ in Baudelaire’s opening line (‘sages’, ‘philosophers’, ‘students’, ‘scholars’), but only one of these choices is determined by the rhyme (Trevien’s ‘students’/‘indolence’).

We can also see how the different translators have different priorities. Aggeler’s translation, for instance, sticks very closely to the sense of Baudelaire’s poem, translating almost word-for-word. He goes for the most accurate expression of the original meaning even where it might appear clumsy, such as translating both ‘orgueil’ and ‘fierté’ as ‘pride’, and both ‘songeant’ and ‘rêve’ as ‘dream’. In capturing the sense so faithfully, though, he has completely abandoned the form: his poem has neither rhyme nor rhythm, and no more sound-patterning within its lines than might occur by chance.

The other three all sacrifice precision of meaning to some extent in order to mimic Baudelaire’s form. Campbell recreates Baudelaire’s rhyme scheme beautifully, but at the cost of a few deviations from Baudelaire’s meaning and a couple of awkward moments: rather than ‘sable fin’ (fine sand), the gold flecks in cats’ eyes are now ‘shingle’ (basically, pebbles), and Baudelaire’s final image of cats’ eyes is rather let down by the tacked-on ‘as they glance’ Campbell needs to rhyme with ‘trance’ in an earlier line.

Dillon goes even further in imitating the form. His poem not only recreates the rhyme scheme, it also retains Baudelaire’s twelve syllables per line. Not surprisingly, his poem ends up furthest from Baudelaire’s original sense and imagery. In particular, he seems to have been left with a bunch of unused syllables in each stanza, which he’s filled up with little additions of his own invention here and there, like ‘where temptation breeds’, ‘upon the desert sand’, or ‘galaxies of stars’.

Trevien strikes a good compromise between all these positions.Her lines drift in and out of traditional English iambic pentameter, and her rhyme scheme drifts between full rhymes (‘breeds’/‘steeds’) and half-rhymes (‘glitter’/‘flicker’). This loosening of the straitjacket of versification allows her to capture Baudelaire’s meaning and images more closely than the other rhyme-and-rhythm translators. A little reshuffling and a touch of artistic licence take her further from the sense of the poem than Aggeler’s version, but at least in Trevien’s, unlike Aggeler’s, you can still see that the poem is a traditional sonnet.

Trevien is my favourite, but my point is that, in literary translation, not only can we not answer the question, ‘Which is the correct translation?’, we can’t even answer the question ‘Which is the best translation?’ without a heavy dose of personal taste in the evaluation. Each of the translations manages to capture some aspects of Baudelaire’s original poem, and sacrifices other aspects in order to do so. There’s no objective measure of which aspects are the important ones. The process is so fraught with difficult decisions that another of Baudelaire’s translators, Clive Scott, managed to write a whole book about the agonizing trade-offs involved.

To finish, my friend Mike Metcalf reminds me that there’s another translation of Baudelaire’s Les Chats, by the French writer Georges Perec and included in his novel, La Disparition. Perec translates the poem from French into… French, but a very particular variety of French. If you haven’t heard of this extraordinary novel, then I’ll tell you about it (and its equally extraordinary English translation, A Void) in a later post, but hold off googling it for now until you’ve had a good look at the poem below and tried to work out what Perec has done. The trick is simple to grasp, but oh so difficult to pull off. Over to Perec:

Nos chats

Amants brûlants d’amour, Savants aux pouls glaciaux
Nous aimons tout autant dans nos saisons du jour
Nos chats puissants mais doux, honorant nos tripots
Qui, sans nous, ont trop froid, nonobstant nos amours.

Ami du Gai Savoir, ami du doux plaisir
Un chat va sans un bruit dans un coin tout obscur
Oh Styx, tu l’aurais pris pour ton poulain futur
Si tu avais, Pluton, aux Sclavons pu l’offrir!

Il a, tout vacillant, la station d’un hautain
Mais grand sphinx somnolant au fond du Sahara
Qui paraît s’assoupir dans un oubli sans fin:

Son dos frôlant produit un influx angora
Ainsi qu’un gros diamant pur, l’or surgit, scintillant
Dans son voir nictitant divin, puis triomphant.

3 thoughts on “Translating Cats”

  1. Thanks for these most interesting examples. I agree that Trevien is by far the best of the translators here who try to preserve poetic form, but there are still some terrible word choices: for instance, haunting for mystique is a mistranslation, pure and simple. There’s no good reason for it, either, since the syllabication of the two words is the same.

    Which brings me to your point about there being no objective standards by which to judge better and worse translations of poetry. It seems fairly clear that any translation which distorts a poem’s meaning is a worse translation than one which doesn’t. So, my bias, if you want to call it that, is for translations that preserve the meaning, including, insofar as possible, connotations, associations, and nuances, over form.

    For me, then, Aggeler is far and away the best translator of Baudelaire sampled here, and I would also disagree that no one could tell from looking at his translation that Baudelaire has written a sonnet. The stanzaic structure and number of lines will strongly suggest the form to any reader who knows the technical requirements of the sonnet in the first place.

    I also think that the best way to read foreign-language poetry is in a bilingual edition with the original and the translation on facing pages. Even if one has only “schoolboy French”, one can get a sense of the form, meter, and rhyme scheme from Baudelaire’s poem, and also, via a translation such as Eggeler’s, grasp the meaning.

    P.S. Perec omitted the letter “e” (no “Googling” involved).

  2. I have just published my own translation of ‘Les Fleurs du Mal’, available on Amazon in three editions. Here is my version of Les Chats, which I hope compares favourably with the above translations:

    When ardent lovers or austere scholars grow old,
    Both are disposed to love, in their maturity,
    The powerful, gentle cat, pride of the family,
    Who like them loves to sit, and like them shuns the cold.

    Friends of both science and of sensuality,
    Cats like to seek the silent horror of the dark;
    As stallions of Erebus they’d have made their mark,
    Had they to servitude inclined their dignity.

    As they dream, they adopt the noble attitude
    Of a great sphinx, recumbent in deep solitude,
    Seeming to dream forever in its native land.

    From their generous loins mysterious sparks arise,
    And particles of gold, like grains of finest sand,
    Reflect like stars behind their enigmatic eyes.

  3. I have made one or two amendments to the above translation. I have changed “disposed” to “inclined” and and have made slight alterations to the two tercets, especially the last line which now has a more literal translation.

    LVI. – CATS

    When ardent lovers and austere scholars grow old,
    Both are inclined to love, in their maturity,
    The powerful, gentle cat, pride of the family,
    Who like them loves to sit and like them shuns the cold.

    Friends of both science and of sensuality,
    Cats like to seek the silent horror of the dark;
    As stallions of Erebus they’d have made their mark,
    Had they to servitude inclined their dignity.

    As they sleep, they adopt the noble attitude
    Of the great sphinx, recumbent in deep solitude,
    Seeming to dream forever in its desert land;

    From their abundant loins magical sparks arise,
    And particles of gold, like grains of finest sand,
    Confusedly bestar their enigmatic eyes.

Best of Blog: Who owns Le Petit Prince?

While the blog is on its summer holidays, here are a selection of the best posts from the past couple of years. We’ll be back on the first Wednesday in September with another question on an A-level text: ‘Just how clever is Lou from No et Moi?’

50 francs St Ex

posted by Catriona Seth

It is one of the best-loved tales in the world, translated into more than 270 languages, and with over 150 million copies sold. First published in 1943, Le Petit Prince has been turned into musicals, films and pop-up books, spawned T-shirts, mugs, dolls and pencil-cases… Its hero figures, with pictures of a plane, a map and the writer, on the last 50 franc note issued by France before it joined the euro.

The book’s author, Antoine de Saint-Exupery, was a pilot with the French Air Force (the ‘Armée de l’Air’) during his military service. He continued to fly on his return to civilian life, and worked for companies delivering mail from Toulouse to Dakar in Senegal and then within South America. He drew on his experience with the ‘Aéropostale’ in novels like Courrier Sud (1929—Southern Mail) and Vol de Nuit (1931—Night Flight)—and indeed in Le Petit Prince with its aviator-narrator who is alone in the desert. He was in the ‘Armée de l’Air’ at the start of the second world war—Pilote de Guerre (1942—Flight to Arras) is based on his memories of the period during which he earned the ‘Croix de Guerre’, a war service medal for his bravery in landing a damaged aircraft. He joined the resistance. After spending time in North America, he returned to France, via Algeria, Morocco and Sardinia, and became part of a unit charged with photographic missions to prepare detailed maps for the allied landings in the South of France (the ‘débarquement de Provence’). His unarmed plane, in which he was flying alone, went down just off Marseilles on July 31st 1944. Though the wreckage was located and brought up to the surface at the beginning of this century, no-one knows, even now, whether it was an accident or whether the aeroplane was shot down.

Vol de Nuit

The question of who owns intellectual property (texts, tunes etc.) was raised seriously just before the French Revolution by Beaumarchais, who is most famous nowadays for two plays: his 1775 Barbier de Séville and his 1784 Mariage de Figaro, the basis for Rossini and Mozart’s operas. The Revolutionary government sought to protect the rights of creators. There were discussions over the decades about the duration of exclusive ownership and what happened after an author’s death. The law has changed over the centuries. The French distinguish two types of ‘droits d’auteur’ or authors’ rights. The ‘droit moral’ or ‘moral right’, for instance, for Saint-Exupery to be considered the author of his books, for all eternity; the ‘droit patrimonial’ of his descendants to receive revenue generated by his works for a set number of years according to legal dispositions.

In much of the world, currently, heirs to a dead author enjoy rights associated with his or her works for 50 years, after which the writings are considered to be in the public domain. In the European Union, the term is 70 years, as a result of legal harmonisation agreed upon in 1993 but only applied in France since 1997. As Saint-Exupery died in 1944, his works should have become freely available on January 1st 2015—though they were already considered to be in the public domain in countries like India or Morocco which are not as generous in their protection of literary property rights as European law. In the U.K. or Ireland for instance, Le Petit Prince, like Vol de Nuit or Courrier Sud, has indeed been out of copyright for over a year. The same does not hold true for France. Before the EU came to an agreement regarding the time during which works would be protected, France applied a duration of 50 years post mortem but also had a special clause for those who had lived through one or other of the world wars (or both): the war years were deemed to count twice, so for ‘Saint-Ex’ as he is affectionately known, you need to add 8 years and 120 days to the 50 years everyone was granted. In addition, as Saint-Exupery was engaged in active service, he is deemed (like Apollinaire in 1918) to have died for his country—‘mort pour la France’ is the official designation—which means a 30 year gratification is granted. Result: (50+8+30) years+120 days, added to 1944, means that, as there is no retroactive application of the 70 year rule, Saint-Exupery’s texts will only come into the ‘domaine public’ in France in… April 2033.

50 francs St Ex revers (1)

Here is a brief news film (some of which is in English) about a recent adaptation of Le Petit Prince carried out with ‘la bénédiction’ (the blessing) of the Saint-Exupery family. A short series of questions follows. You may need to listen to the French voiceover two or three times before you can answer them. Answers are given first in French, then in English.

CLICK HERE TO WATCH VIDEO

De quelle nationalité est Mark Osborne ?

Où se diffuse et se diffusera le film d’animation tiré du Petit Prince ?

Pourquoi Osborne avait-il d’abord refusé de travailler sur Le Petit Prince ?

Pourquoi est-il difficile d’adapter une œuvre comme Le Petit Prince ?

Quand le DVD du Petit Prince sortira-t-il en France ?

Réponses

Mark Osborne est américain.

Le film est à l’affiche au Chili et en Colombie. Il sera bientôt diffusé au Mexique.

Osborne avait refusé de travailler sur Le Petit Prince car il pensait qu’il serait difficile de rester fidèle à l’histoire

Il est difficile d’adapter une œuvre comme Le Petit Prince car chacun s’en fait une interprétation personnelle.

Le DVD sortira en France le 2 décembre.

Answers

Mark Osborne is American.

The film is being projected in Chili and Colombia. It will soon be shown in Mexico.

Osborne initially refused to work on Le Petit Prince because he thought it would be hard to remain true to the story.

It is difficult to adapt a work like Le Petit Prince because everyone has their own personal interpretation.

The DVD will be available in France from December 2nd.

Quelques petites remarques. Un film est à l’affiche quand il est donné dans les cinémas (qu’on appelle parfois aussi les salles obscures) : les affiches devant les cinémas indiquent ce qui se joue à ce moment-là.

Le film sera diffusé à partir du 2 décembre prochain indique que le clip d’animation a probablement été réalisé peu avant le mois de décembre. Il y a donc un effet d’annonce.

Spot the Grammatical Error! (Kids’ Books Edition)

posted  by Simon Kemp

It’s quiz time again, and once again, there’s an opportunity to feel smug and superior by spotting mistakes made by French native speakers. Last time, we were hunting out grammatical errors that unfortunate French folk had decided to tattoo on their bodies for all eternity. This time is if anything even worse. The mistakes are in picture books aimed at teaching very young French children how to read.

Below are pages from five picture books, with one mistake in each image. Can you find them all? Answers at the bottom of the post.

(Hint: as is common when native speakers make mistakes, all the errors sound OK when you read them out loud, but are written wrongly on the page, rather like English speakers confusing their, there and they’re.)

1.

 

2.

3.

4.

5.

 

Scroll down for answers…

 

 

 

 

 

  1. Should be ‘ils tendent le cou (‘they stretch their necks out’).
  2. Should be ‘qu’il fasse moins chaud’ (‘until it gets cooler’).
  3. Should be ‘rassemble’ (‘gathers’).
  4. Should be ‘s’écrie’ (‘shouts out’). ‘S’écrit’ means ‘writes to himself’.
  5. Should be ‘histoires’ (stories).

Images borrowed from the French website Bescherelle ta mère (note: contains adult language!).