Lakhasly

Fields of french school 1)literary school and Geners From the 18th century until now, the world has witnessed the emergence of various literary schools or movements and genres.Religion has provided all literatures with such figures as: Noah, Youssif (or Joseph), Moses, Solomon, the prophet Mohammed, Christ, Cain, Abel and the devil.All these types of characters vary from one literary text to the other.Romanticism, for example, was brought to Germany through Schiller, to England through Shelley, to France through Hugo, and to Russia through Pushkin within the 19th century; but it appeared in the Arab world through a group of poets in the first half of the twentieth century.These schools and genres have undergone basic changes and evolutions; and some of them have decayed.This ideological history cannot be divorced from literary history, as the spread of any ideology outside national borders depends upon the artistic method of expressing it. Literature harbors all kinds of ideas, which are viewed differently by different wrirters Religious ideas in French literature, for example, are treated in various ways: some writers defend religion or certain doctrines while others question them.3)image echoes The treatise on 'image' in comparative literature has two main points: First, a country's image in a foreign writer's work (e.g., Twain's portrayal of Egypt, along with some other Arab countries, in the Innocents Abroad or Voltaire's image of English people); Second, the image of a certain type of common character or of an object (woman in Arabic and Persian literature, or nature in English and French literature. 4) Verbal Echoes Subsequent comparative studies have been fastened on the 'give' and 'take' between languages, with regard to the various channels of connection between nations.Where and when did this school or genre first appear???

Fields of french school
1)literary school and Geners
From the 18th century until now, the world has witnessed the
emergence of various literary schools or movements and genres. Such
literary forms and schools are found in the literatures of different parts
of the world. There must have been a connection between them. Romanticism, for example, was brought to Germany through
Schiller, to England through Shelley, to France through Hugo, and to
Russia through Pushkin within the 19th century; but it appeared in
the Arab world through a group of poets in the first half of the
twentieth century.These schools and genres have undergone basic changes and
evolutions; and some of them have decayed. Therefore, comparatists
interested in this field of study should base their studies on raising and
answering a number of questions such as:
What are the similarities and differences between two
international literatures in using a specific school or genre?
 Where and when did this school or genre first appear?
 How did it find its way into other literatures?
2)Ideological echoes
The ideological history of a nation is generally formed by the
history of philosophy, religion, ethics, culture and politics. This
ideological history cannot be divorced from literary history, as the
spread of any ideology outside national borders depends upon the
artistic method of expressing it. Literature harbors all kinds of ideas,
which are viewed differently by different wrirters Religious ideas in French literature, for example, are treated in
various ways: some writers defend religion or certain doctrines while
others question them. As for philosophical ideas, not all of them are reflected in literature, but the ones that can be taken as seeds for
ethical, social or literary concepts. A great deal of philosophy of Hegel
and Locke has found their way into many of the European literary
works. Still, philosophical ideas are not the same in various literary
forms, but are modified in a way that serves the writer’s literary goal.
3)image echoes
The treatise on ‘image’ in comparative literature has two main
points: First, a country’s image in a foreign writer’s work (e.g., Twain’s
portrayal of Egypt, along with some other Arab countries, in the
Innocents Abroad or Voltaire’s image of English people); Second, the
image of a certain type of common character or of an object (woman
in Arabic and Persian literature, or nature in English and French
literature.
4) Verbal Echoes
Subsequent comparative studies have been fastened on the
‘give’ and ‘take’ between languages, with regard to the various
channels of connection between nations. Mackenize, an English
researcher, has thoroughly examined the relations between England
and France in the light of the words each one borrowed from the
other’s linguistic legacy. Much more light has been thrown on the role
of the Arabic words borrowed by other languages in widening
international relations in the fields of mathematics, natural sciences,
history, geography and medicine.
5)human models and heroes
Using certain characters and heroes in eastern and western
literatures is commonplace. There are characters attributed to
ancient myths such as: Pygmalion and Prometheus. Religion has
provided all literatures with such figures as: Noah, Youssif (or Joseph),
Moses, Solomon, the prophet Mohammed, Christ, Cain, Abel and the
devil.All these types of characters vary from one literary text to the
other. The comparatists who want to work on this field of study in
comparative literature have to trace how certain characters are
sketched by two different literatures and the reasons beyond their
consistency with, or deviation from, the original models.