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Maurice BLANCHOT

Réunion de documents scolaires (Collège Chalon-sur-Saône)

S.n., s.l. S.d 1921-1924, formats divers, en feuilles.

Meeting valuable educational documents: essays, books and school reports, good points notebooks.
Eight statements from December 1921 to April 1924 notes
A school report (2nd and 1st B)
A book of good points, the clever cover was made by the father of Maurice Blanchot
An invitation to the entry meeting of students of the French Action
An honor roll (1st B)
Two distributions solenelles price (1st and 2nd B)
September demand slips books at the store of the Strasbourg University Library
A subject typed French composition for the Graduate Certificate in June 1927
A subject typed Latin version for Graduate Certificate in June 1927
A French assignment (1st B) Fables of La Fontaine (10pp., 17x22cm)
Eight Latin versions
Two themes and a German version
Five philosophy essays:
- The emotional logic (8 pp; 17x22cm.)
- The role of affective elements in the association of ideas (8 pp; 17x22cm.)
- The role of emotional and motor elements in attention (8 pp; 17x22cm.)
- "Any real sense loses its force, insofar it intellectualize" (8 pp; 17x22cm.)
- What is a theoretical science and applied science? (8 pp;. 17x22cm)

We have given these documents to Michael Holland, researcher and professor of French literature at St Hugh's College, Oxford, author of several works on Maurice Blanchot Before that say: Essays on Blanchot appeared in 2015 at Hermann. His detailed analysis is forthcoming in Cahiers Maurice Blanchot under the direction of Danielle Cohen-Levinas. We use excerpts from this study to present these previously unknown and unpublished documents.
The discretion of Blanchot on his youth and the almost total lack of biographical material forced the few biographers Blanchot many assumptions about the path of the most secret writer of the twentieth ^century.
The school report and other documents in this set and can trace the tuition Blanchot.
Holland notes that there "until 1921 Blanchot continued his studies at home, under the guidance of his father, Isidore, literature teacher who offered private lessons to children from wealthier families. [...] The small collection of "Satisfaction Testimonials" and "Honor Citations" signed "Professor / I. Blanchot" are precious and touching record of these years. »
Blanchot then made "studies for three years at the College of Chalon-sur-Saône Boys [...] [and] has passed its trough in 1924 and not in 1922 [...] He chose the training provided by Section B (live Latin-Languages) [...] He chose to complete his studies in philosophy class.
A school report covering the three years of schooling in Chalon has a very detailed picture of the young student. After a year in which the Second Progress "Good or Very Good student" to "excellent student" can be clearly observed in some subjects [...] Only downside to this brilliant picture: the disease. [...] It is noted that it is the first course that seem to have been affected by this episode. »
in the light of these, Michael Holland puts next "Blanchot's career and that of Jean-Paul Sartre, Henri IV to Louis-le-Grand finally came to Ulm Street ENS 1924. Even golf champion, same rewards and same honors, each is an outstanding student. And it is found in Imagination Sartre published in 1936 but began during its preparation Psychology Certificate 1927, the same interest in the ideas of Ribot who sprinkles his essays. [...]
Four essays psychology, a philosophy and literature offer valuable insight into what the young Blanchot was able during the year that he was preparing his bachelor's degree. By his comments on the sidelines of essays from Blanchot his philosophy teacher, Mr. Bochot shows that he knew he was dealing with an exceptional mind, sometimes unruly but capable of analysis and critical acute. »
Michael Holland then provides a detailed analysis of the various work of Blanchot, including correlated with the writings of Ribot, highlighting the knowledge and early critical young Blanchot. It also notes in these early works the premises of a thought that soon will mark the literary critic of the twentieth ^century.

Here are some excerpts of his work, giving an overview of the quality and interest of the student dissertations Blanchot:
"This essay follows closely the argument of the article" The emotional logic "of Th. Ribot published in the Philosophical Magazine in 1904."
"The more daring is the claim that the affective similarity is also the basis of some associations of states of consciousness. The "emotional tone" brought by the joy, sadness becomes a center of attention grouping of states of consciousness without rational relationship between them, a pivot around which agitate unexpected groupings. It is the artist who is the first recipient of this analogy sensations that brings such a man born blind to explain the Scarlet comparing it to the sound of a trumpet (eg which originated in Locke and is regularly quoted in the ^nineteenth century). Rejecting embryological and anatomical explanations for these associations Blanchot says that "the psychological explanation seems the only good", adding: "This way to feel a bit special is not, however, the privilege of a few eccentric or imbalanced, not to mention the fantastic designs or even surprising sentiments expressed some symbolist and decadent, we find even among the people, and perhaps especially among the people, that singular sensibility others cultivate and refine, as a precious rarity " . »
"Having concluded that in many cases the cause of our associations is the emotional disposition and not elsewhere, Blanchot goes further: the emotional tone that accompanies associated performances can also strengthen their relationship. Here Blanchot brings in its reasoning author close but different from both Th Ribot. American philosopher William James. "
"From here, the idea of" emotional affinity "that connects what comes to mind our current arrangements inspired Blanchot examples more personal (" When we are sad ... The happy man today ... tomorrow ... my enthusiasm bankruptcy of my happiness ") ..
"Blanchot disputes the Ribot drawing on his personal experience considered equal to everyone. »
"Here, as in essays devoted to Th. Ribot there is dissatisfaction Blanchot before the established dualisms, attention to identify a third position that complicates relations. Here it is with the work of Edmond Goblot (1858-1935) Blanchot continued his analysis. »
"When studying in La Fontaine's fable, Blanchot says," we must be placed at two points of view. " "Why is this option?" meets his teacher. In literature as philosophy, we can see, the same concern to go beyond simple outlook characterizes the approach of the young student. »
"It is in relation to that company as" the old storyteller gauloiseries has remained himself. " From there to suggest that such an example has inspired the novelist Blanchot who will work a few years later, there is only one step. But to understand the young nationalist who will soon (if not already) forge commitments we continue to blame him, it should be noted that what makes La Fontaine really a French poet, is to be "The only perhaps in his time who saw through our forests poor woodcutter all covered with branches," the only one to have found a way under "cold and shiny shell of the words" to trouble the heart by show. In short - and this is evident in all the essays of this period - the concern that animates the young Blanchot, and inspire her pronouncements he will regret later, is deeply human. His teacher asks: "Why do you sacrifice lyricism?". This is because now, for Blanchot, writing is out of the prescribed frameworks, whether moral or aesthetic, and get in front of the crisis, in the 1920s, began to make man the The challenge of complex and formidable powers. »

More than relics of his childhood, these documents are a valuable record of the education and training of one of the best minds of our time.