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Joan of Arc
Introduction
Joan of Arc! Her story is so incredible that it looks like a fairy
tale. And maybe this is what they think it must be, those who only
vaguely know about her. But she is real. She did exist. She did
become at seventeen—seventeen!—the commander of the royal
army of France, at a time in the Middle Ages when women were
strictly confined to domestic chores.
Indeed, difficult to believe. How could it
happen? And, further,
how could this totally inexperienced girl conduct herself
creditably as the head of the army, to the extent of being accepted
as their leader by tough, battle-tested veterans? In less than one
year, despite avoidab
Acknowledgements
This monograph is part of a series on Value-oriented Education
centered on three values: Illumination, Heroism and Harmony.
The research, preparation and publication of the monographs that
form part of this series are the result of the cooperation of the following members of the research team of the Sri Aurobindo
International
Institute of Educational Research, Auroville:
Abha, Alain, Anne, Ashatit, Auralee, Bhavana, Christine, Claude,
Deepti, Don, Frederick, Ganga, Jay Singh, Jean-Yves, Jossi,
Jyoti Madhok, Kireet Joshi, Krishna, Lala, Lola, Mala, Martin,
Mirajyoti, Namrita, Olivier, Pala, Pierre, Serge, Shailaja, Shankaran,
Sharanam, Soham, Suzie, V
Joan of Arc
Extracts from Joan of Arc by Marc Twain
Well, anything to make delay. The King's council
advised him against arriving at a decision in our matter
too precipitately. He arrives at a decision too precipitately!
So they sent a committee of priests—always priests—into
Lorraine to inquire into Joan's character and history—
a matter which would consume several weeks, of course. You
see how fastidious they were. It was as if people should come
to put out the fire when a man's house was burning down, and
they waited till they could send into another country to find
out if he had always kept the Sabbath or not, before letting
him try.
So the days poked along, drea
Illumination, Heroism and Harmony
Preface
The task of preparing teaching-learning material for value-oriented
education is enormous.
There is, first, the idea that value-oriented education should
be exploratory rather than prescriptive, and that the teaching-
learning material should provide to the learners a growing
experience of exploration.
Secondly, it is rightly contended that the proper inspiration
to turn to value-orientation is provided by biographies, auto-
biographical accounts, personal anecdotes, epistles, short
poems, stories of humour, stories of human interest, brief passages
filled with pregnant meanings, reflective short essays
written in well-chisell
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