In the teaching of literature, specifically French literature, to American students, literary production is best presented in relation to its time. It is therefore of the utmost importance to study men and their works within the framework of prevailing social and economic conditions. Literature is not a self‐contained realm with a life of its own, but is part of a larger whole, from which it should not be dissociated. When approached in this way literature and the teaching of literature assume a new meaning, interest, and value
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Marcel Françon (1936) studied this question.