ROLLIN, Charles (1661-1741)
De la Manière D'enseigner et D'étudier les Belles-Lettres par rapport à l'esprit et au coeur
Paris: chez la Veuve Estienne, 1740. 2 volumes, 4to. (11 3/16 x 8 1/2 inches). , lxxvi, 684, ; 676, pp. Portrait frontispiece by C. Coypel and a woodcut vignette by LeBas representing the arts and sciences in volume 1. Text in French.
18th-century French red morocco, boards with arms and ruled border, spine gilt in six compartments with raised bands, lettered in the second, others with repeat decoration in gilt, all edges gilt, marbled endpapers.
Beautiful copy of this teaching manual, printed on large paper and bound for the Duke of Orleans, Louis Philippe (1725-1785), the French prince and member of the House of Bourbon, the royal dynasty that ruled France.
Charles Rollin was a French historian and educator. Born in Paris, Rollin was made a master in the Collège du Plessis at the age of 22. In 1694, he was made rector of the University of Paris, where, among other things, he revived the study of Greek. He held that post for two years and was then appointed principal of the Collège de Beauvais in 1699. Rollin held Jansenist views, and his career suffered as a result of his religious opinions, disqualifying him to be elected for the rectorship a second time in 1719 and possibly the reason his election to the Académie Française was barred. In the later years of his life, after he had been forbidden to teach, Rollin began publishing literary works, including his famous "Ancient History," published in Paris between 1730 and 1738. In the present celebrated work, Rollin sought to pass down the useful lessons he learned from his long career at the University of Paris to young teachers. In the introduction, he writes on the aims of teaching and a "well-rounded" education: intellectual training, moral training, Christian education, and the development of judgment and literary and artistic taste. He includes the sciences, mathematics, French, Greek, and Latin languages, poetry, history, and philosophy as essential subjects. This manual stays in the predominant educational tradition of the time, but Rollin exhibits some interest in developing certain educational reforms, considered radical at the time, including studying and writing in French over the "dead languages" and using readings and examples as opposed to simple rhetorical exercises. The last part is made up of interesting memories and personal experiences, elaborating on the psychological impact of the bond between teacher and student.