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IppokratIs kantzIos François Fénelon’s e A Th dventures of Telemachus, Son of Ulysses (1699) is a novel that the general audience has forgotten today. Yet it was not only the most popular literary work of the eighteenth century, but also an important point of reference in the political, pedagogical and theological discussions ofr p ev ro e- lutionary France and beyond. Montesquieu described it as a divine work that brings Homer to life, and Rousseau thought that Fénelon’s book alone was sufficient for the educa- tion of his fictional student Emile 1 A . s it happens, The Adventures of Telemachus was written for the education of another—real—student, the Duc de Bourgogne, grandson of Louis XIV, to whom Fénelon had been appointed tutor in 1689. In his effort to engage this young mind, the author decided to avoid pedantic instruction; instead he created “a fabulous narration in the form of a heroic poem, like those of Homer and of Virgil,” into which he incorporated the major lessons suitable for a prince who, by virtue of his birth, was destined to reign (letter to Father LeTel- lier, in Riley, François de Fénelon xviii; Maréchaux 59–74). Yet, despite the novel’s mythological
The Comparatist – University of North Carolina Press
Published: Nov 11, 2016
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