Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1976 Libertinage Et Marivaudage Ou l'EDUCATION Sentimentale Dans Marivaux: "Le Paysan Parvenu" Et Crebillon: "Les Egarements Du Coeur Et De L'esprit.". Harriet Gamble Molnar Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Molnar, Harriet Gamble, "Libertinage Et Marivaudage Ou l'EDUCATION Sentimentale Dans Marivaux: "Le Paysan Parvenu" Et Crebillon: "Les Egarements Du Coeur Et De L'esprit."." (1976). LSU Historical Dissertations and Theses. 2978. https://digitalcommons.lsu.edu/gradschool_disstheses/2978 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. 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Silver prints of "photographs" may be ordered at additional charge by writing the Order Department, giving the catalog number, title, author and specific pages you wish reproduced. 5. PLEASE NOTE: Some pages may have indistinct print. Filmed as received. Xerox University Microfilms 300 North Zeeb Road Ann Arbor. Michigan 48106 f I; I 76-28,819 M0LNAR, Harriet Gamble, 1948- „ LIBERTINAGE ET MARIVAUDAGE'OU L ’EDUCATION SENTIMENT ALE D,ANS MARIVAUX: LE PAYSAN PARVENU ET CREBILLON: LES EGAREMENTS DU COEUR ET-DE L ’ESPRIT. The Louisiana State University and Agricultural and Mechanical College, Ph.D., 1976 Language, general Xerox University Microfilms, Ann Arbor, Michigan48ioe Libertinage et Marivaudage ou 1'Education sentimentale dans Marivaux: Le Paysan parvenu et Cr^billon: Les Egarements du coeur et de 1 1 esprit A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of Foreign Languages by Harriet Gamble Molnar B.A., Converse College, 1970 M.A., Louisiana State University, 1972 August 1976 ACKNOWLEDGEMENTS The thought-provoking lectures of Dr. Gary Rodgers stimulated my interest in the eighteenth century and Marivaux. Dr. Rodgers was succeeded by another dynamic eighteenth century professor, Dr. Ann Bertrand-Guy. Without her enthusiasm, encouragement and helpful guidance, this work would not have been possible. My special thanks to Dr. Bertrand-Guy for her tireless efforts. The careful notes made by my second reader, Dr. Robert Schurfranz, and the time and consideration given to my paper by the other committee members, Dr. Dieter Galler, Dr. James Redfern, Dr. Lester Roubey and Dr. Joseph Brooks, are appreciated. I also thank my wonderful husband who lived through it all. ii TABLE OF CONTENTS + Page INTRODUCTION 1 CHAPTER ONE: JACOB'S EDUCATION . 12 Social Background ................................ 15 Social Learning .................................. 26 Self-Assertion .................................... 43 Costume and M a s k .................................. 53 N o t e s .............................................. 63 CHAPTER TWO: MEILCOUR'S LIMITED EDUCATION 66 Indirect Learning ........................... 67 Limited Education .................. 77 Love and Women ..................................... 96 Shyness and Infidelity ........................... 105 N o t e s ................................................ 120 CHAPTER THREE: CONTROL AND SELF-AWARENESS 124 VISUAL COMMUNICATION .............................. 126 Jacob: The Art of Silence and Visual Communication .................................. 126 Meilcour: The Limitations of Visual Communication .................................. 138 VERBAL COMMUNICATION ................................ 152 Jacob: Verbal Communication With Women .... 152 Meilcour: The Advantages of Libertine Language and Motivating Speeches ....................... 167 Meilcour: Disjunction Between Action and Thought: The Beginning of Self-Awareness . 184 Notes ................................................ 194 Page CONCLUSION 199 N o t e s ................................................212 LIST OF WORKS CONSULTED 213 ABSTRACT Molnar, Harriet Gamble, B.A. Converse College, 1970 M.A., Louisiana State University, 1972 Doctor of Philosophy, Summer Commencement, 1976 Major: French; Minor: Art History Libertinage et Marivaudage ou 1 1 Education ^entimentale dans Marivaux: Le Paysan parvenu et Crdbillon: Les Egarements du coeur et de 1 'esprit Dissertation directed by Dr. Ann Bertrand-Guy Pages in Dissertation, 219. Words in Abstract, 304. Jacob, in Le Paysan parvenu, and Meilcour, in Les Egarements du coeur et de 1* esprit, enter libertine society when they are about the same age. The peasant learns quicker than his aristocratic counterpart whose senses are dulled by his life-long proximity to the libertines. Although Jacob's education in libertinage is faster than Meilcour's, Jacob can never become a full member of the libertine world due to his peasant background. Marivaux, in a light and pleasant manner, inserts the problem of social class into the elite structure of libertinage. In Chapter One, Jacob explores the possibilities which are open to him and, at the same time, discovers his limita­ tions in the world of libertine men. The "libertines" pro­ vide the peasant the opportunities necessary for advancement. Manipulating his personal code of behavior to coincide with his actions, Jacob pleases the "libertines" and assures his success in the social and libertine world. He is fulfilling v his ambition for "fortune". In Chapter Two, Meilcour's education is explored. Isolated' from the libertine world by his thoughts, Meilcour cannot understand the actions of others. Meilcour believes that his novels provide a sufficient code of conduct which should be compatible with libertinage. His shallow knowledge in libertine standards prevents him from establishing contact with Hortense and retards the education which Mme de Lursay prepares for him. In Chapter Three, the important aspects of libertinage, verbal and visual communication, are analyzed in Le Paysan parvenu and in Les Egarements du coeur et de 1'esprit. Jacob quickly learns many libertine techniques by watching others and also by using moments of silence to assess situations. Ignorant of this kind of education, Meilcour often misses his chance for instruction because he is inattentive. In contrast, Jacob is very sensitive to the reactions of others, which he uses to plan his verbal communication. The combi­ nation of the two techniques provides Jacob with success in his overtures. Meilcour, on the other hand, is thwarted by his slow comprehension of visual communication. The peasant and the aristocratic youth illustrate the possibilities open to men of different social backgrounds during the formative stages of eighteenth century libertinage. vi INTRODUCTION In the eighteenth century the novel still had not gained the prestige of poetry and drama. Crebillon in Les Egarements du coeur et de 1 'esprit and Marivaux in Le Paysan Parvenu almost seem to be making an excuse for their works by insisting that they are telling a true story. This developing genre displays many traces of influence from the seventeenth century novels. Michel Gillot, in the introduction to the Garnier- Flammarion edition of Le Paysan Parvenu, associates Jacob with the picaresque tradition: “Le nouveau roman s'iiiscrit dans la tradition picaresque, ou meme comique, a la fagon de Sorel ou de Scarron, et l'on en louera, non sans retard il est vrai, le superbe 1rdalisme'^ The peasant can be identified with the character who has to use his wit in order to survive-in a hostile world which denies him a place. He learns about life through his experiences and