The Classics in the Medieval and Renaissance Classroom: The Role of Ancient Texts in the Arts Curriculum as Revealed by Surviving Manuscripts and Early Printed Books (disputatio)

"Medievalists and Renaissance specialists contribute to this compelling volume examining how and why the classics of Greek and Latin culture were taught in various Western European curricula (including in England, Scotland, France, Germany, and Italy) from the tenth to the sixteenth centuries. By analysing some of the commentaries, glosses, and paraphrases of these classics that were deployed in medieval and Renaissance classrooms, and by offering greater insight into premodern pedagogic practice, the chapters here emphasize the 'pragmatic' aspects of humanist study. The volume proposes that the classics continued to be studied in the medieval and Renaissance periods not simply for their cultural or 'ornamental' value, but also for utilitarian reasons, for 'life lessons'. Because the volume goes beyond analysing the educational manuals surviving from the premodern period and attempts to elucidate the teaching methodology of the premodern period, it provides a nuanced insight into the formation of the premodern individual. The volume will therefore be of great interest to scholars and students interested in medieval and Renaissance history in general, as well as those interested in the history of educational theory and practice, or in the premodern reception of classical literature."--Page 4 of cover Front Matter ("Editorial Board", "Title Page", "Copyright Page", "Dedication", "Table of Contents", "Illustrations"), p. i Free Access The Classics in the Classroom — An Introduction, p. 1 John O. Ward https://doi.org/10.1484/M.DISPUT-EB.1.100284 Manuscript Evidence of the Teaching of the Language Arts in Late Anglo-Saxon and Early Norman England, with Particular Regard to the Role of the Classics, p. 23 Gabriele Knappe https://doi.org/10.1484/M.DISPUT-EB.1.100285 Teaching Classical Rhetoric in Practice: Evidence from Anselm de Besate, p. 61 Beth S. Bennett https://doi.org/10.1484/M.DISPUT-EB.1.100286 Thierry of Chartres and the Causes of Rhetoric: From the Heptateuchon to Teaching the Ars rhetorica, p. 81 Rita Copeland https://doi.org/10.1484/M.DISPUT-EB.1.100287 The Grammar and Rhetoric Offered to John of Salisbury, p. 103 Karin Margareta Fredborg https://doi.org/10.1484/M.DISPUT-EB.1.100288 Accessus to Classical Poets in the Twelfth Century, p. 131 Birger Munk Olsen https://doi.org/10.1484/M.DISPUT-EB.1.100289 What Goes with Geoffrey of Vinsauf? Codicological Clues to Pedagogical Practices in England, c. 1225 – c. 1470, p. 145 Martin Camargo https://doi.org/10.1484/M.DISPUT-EB.1.100290 Progymnasmata and Progymnasmatic Exercises in the Medieval Classroom, p. 175 Manfred Kraus https://doi.org/10.1484/M.DISPUT-EB.1.100291 Dreaming in Class: Aristotle’s De sompno in the Schools, p. 199 Lola Sharon Davidson https://doi.org/10.1484/M.DISPUT-EB.1.100292 Aristotle in the Medieval Classroom: Students, Teaching, and Educational Change in the Schools of Paris in the Twelfth and Thirteenth Centuries, p. 223 Steven J. Williams https://doi.org/10.1484/M.DISPUT-EB.1.100293 Teaching Techniques: The Evidence of Manuscript Schoolbooks Produced in Tuscany, p. 245 Robert Black https://doi.org/10.1484/M.DISPUT-EB.1.100294 George of Trebizond’s De suavitate dicendi, p. 267 Lucia Calboli Montefusco https://doi.org/10.1484/M.DISPUT-EB.1.100295 Spreading the Word: Antonio Mancinelli, the Printing Press, and the Teaching of the Studia humanitatis, p. 287 Dugald McLellan https://doi.org/10.1484/M.DISPUT-EB.1.100296 Virgil in the Renaissance Classroom: From Toscanella’s Osservationi [...] sopra l’opere di Virgilio to the Exercitationes rhetoricae, p. 309 Craig Kallendorf https://doi.org/10.1484/M.DISPUT-EB.1.100297 What are the Real Differences between Medieval and Renaissance Commentaries?, p. 329 Marjorie Curry Woods https://doi.org/10.1484/M.DISPUT-EB.1.100298 George Buchanan’s Revision of the ‘St Andros’ Curriculum: Ramism, Reformation Religion, and Ciceronian Humanism in Transition, p. 343 C. Jan Swearingen https://doi.org/10.1484/M.DISPUT-EB.1.100299 ‘No Terence phrase: his tyme and myne are twaine’: Erasmus, Terence, and Censorship in the Tudor Classroom, p. 365 Ursula Potter https://doi.org/10.1484/M.DISPUT-EB.1.100300 Poetic Technique and the Liberal Arts in the Lay Schoolroom: The Singschule (‘Singing School’) of the German Mastersingers of the Fifteenth and Early Sixteenth Centuries, p. 391 Brian Taylor https://doi.org/10.1484/M.DISPUT-EB.1.100301 Back Matter ("Index", "Titles in Series"), p. 411 Medievalists and Renaissance specialists contribute to this compelling volume examining how and why the classics of Greek and Latin culture were taught in various Western European curricula (including in England, Scotland, France, Germany, and Italy) from the tenth to the sixteenth centuries. By analysing some of the commentaries, glosses, and paraphrases of these classics that were deployed in medieval and Renaissance classrooms, and by off ering greater insight into premodern pedagogic practice, the chapters here emphasize the 'pragmatic' aspects of humanist study. The volume proposes that the classics continued to be studied in the medieval and Renaissance periods not simply for their cultural or 'ornamental' value, but also for utilitarian reasons, for 'life lessons'. Because the volume goes beyond analysing the educational manuals surviving from the premodern period and attempts to elucidate the teaching methodology of the premodern period, it provides anuanced insight into the formation of the premodern individual