Medieval Reading: Grammar, Rhetoric and the Classical Text by Suzanne Reynolds

By Suzanne Reynolds

This booklet investigates how humans realized to learn within the center a long time. It makes use of glosses--medieval lecturers' notes--on classical Latin texts to teach how those advanced works have been utilized in a really easy and literal method within the school room, and argues that this has profound implications for our figuring out of medieval literacy and hermeneutics. Suzanne Reynolds discusses matters together with the connection of Latin and vernacular languages, the position of classical texts in medieval tradition, principles of allegory within the center a long time, and medieval literary thought.

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Other scholars have attempted to look for more than vernacular templates. 71 Schwarz argues that the function of a gloss can be inferred from its precise relation to its lemma. This notion is to prove immensely fruitful in the work of other scholars, but Schwarz's insistence that each gloss must be seen as a Kommunikationsakte between two identifiable persons at a precise time and place, imposes unnecessary limits on its application. 72 Grammatical glossing on Priscian has the advantage of presenting the scholar with two discourses which share a common aim, that is to propagate grammatical doctrine.

Dicitur ergo hec ars gramatica, idest litteralis, quia litera[li]ter efficit, vel quia agit de litteris, non quia ubique sed quia in eius principio et tota eius doctrina surgit a litteris. 1 Gramatica thus derives its name from the word gramaton which means 'literal' and gramaton is itself derived from the word grama which means 'line'. For letters are indeed formed through the extension of lines. Therefore this art is called gramatica, which means to do with letters, because it does its work literally, or because it treats of letters.

CASE STUDY: GLOSSING ON SATIRES 11, 8, 1 - 1 2 , FROM MS VATICAN CITY, BIBLIOTECA APOSTOLICA VATICANA, REG. LAT. I780 (R), FOL. 90 V The aim of this short case study is to demonstrate how the notion of function offers a fruitful way of decoding the glossed page, such as the one reproduced here. Even if it appears at first impenetrable, such a page can, through the process of transcription, translation and commentary, begin to yield information on the pedagogic tactics of a particular magister, and, therefore, the needs of a particular classoom situation.

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