The Medieval Classic

The Medieval Classic considers how ancient and medieval commentaries on the Aeneid by Servius, Fulgentius, Bernard Silvestris, and others can give us new insights into four twelfth-century Latin epics -- the Ylias by Joseph of Exeter, the Alexandreis by Walter of Châtillon, the Anticlaudianus by Alan of Lille, and the Architrenius by John of Hauville. Justin Haynes argues that the most profound connections between medieval epic and the Aeneid have been overlooked because ancient and medieval interpretations, as preserved by the commentary tradition, were often radically different from modern ones. By explaining how to interpret the Aeneid, these commentaries directly influenced the way in which medieval authors were inspired by the poem. At the same time, these commentaries allow us a greater awareness of the generic expectations held by medieval readers. Because two of the medieval epics considered here are allegorical narratives, this book offers new perspectives on the importance of commentaries in the development of allegorical literature. Thus, The Medieval Classic contributes to our understanding of ancient and medieval perceptions of the Aeneid while exploring the importance of commentaries in shaping poetic composition, imitation, and the history of allegorical literature.

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.

Walter of Châtillon’s Latin epic on the life of Alexander the Great was a twelfth- and thirteenth-century “best-seller:” scribes produced over two hundred manuscripts. The poem follows Alexander from his first successes in Asia Minor, through his conquest of Persia and India, to his progressive moral degeneration and his poisoning by a disaffected lieutenant. The Alexandreis exemplifies twelfth-century discourses of world domination and the exoticism of the East. But at the same time it calls such dreams of mastery into question, repeatedly undercutting as it does Alexander’s claims to heroism and virtue and by extension, similar claims by the great men of Walter’s own generation. This extraordinarily layered and subtle poem stands as a high-water mark of the medieval tradition of Latin narrative literature. Along with David Townsend’s revised translation, this edition provides a rich selection of historical documents, including other writings by Walter of Châtillon, excerpts from other medieval Latin epics, and contemporary accounts of the foreign and “exotic.”

The modern state, however we conceive of it today, is based on a pattern that emerged in Europe in the period from 1100 to 1600. Inspired by a lifetime of teaching and research, On the Medieval Origins of the Modern State is a classic work on what is known about the early history of the European state. This short, clear book book explores the European state in its infancy, especially in institutional developments in the administration of justice and finance. Forewords from Charles Tilly and William Chester Jordan demonstrate the perennial importance of Joseph Strayer's book, and situate it within a contemporary context. Tilly demonstrates how Strayer’s work has set the agenda for a whole generation of historical analysts, not only in medieval history but also in the comparative study of state formation. William Chester Jordan's foreword examines the scholarly and pedagogical setting within which Strayer produced his book, and how this both enhanced its accessibility and informed its focus on peculiarly English and French accomplishments in early state formation.

'Woman, who is equal to the moon in the flower of youth, Is equal to a little old ape after the onset of old age' This remarkable collection brings together a host of writings from across different regions and cultures of the Middle Ages, from the ninth to the fifteenth century. They are arranged to follow the life stages of a Medieval woman living a secular existence, from infancy and girlhood, through marriage and motherhood, to widowhood and old age. Some women are famous or captured in exceptional circumstances, many more are anonymous: an abandoned baby in Italy, or an epitaph for the female leader of a Synagogue, speaking across the ages. This selection contains an introduction discussing the Medieval woman's status, separate introductions to each chapter, notes and a bibliography.

Short narrative poems, religious and secular lyrics, and moral, political, and comic verses are all included in this comprehensive collection of works from the thirteenth and fourteenth centuries.

Saint Augustine famously “wept for Dido, who killed herself by the sword,” and many later medieval schoolboys were taught to respond in similarly emotional ways to the pain of female characters in Virgil’s Aeneid and other classical texts. In Weeping for Dido, Marjorie Curry Woods takes readers into the medieval classroom, where boys identified with Dido, where teachers turned an unfinished classical poem into a bildungsroman about young Achilles, and where students not only studied but performed classical works. Woods opens the classroom door by examining teachers’ notes and marginal commentary in manuscripts of the Aeneid and two short verse narratives: the Achilleid of Statius and the Ilias latina, a Latin epitome of Homer’s Iliad. She focuses on interlinear glosses—individual words and short phrases written above lines of text that elucidate grammar, syntax, and vocabulary, but that also indicate how students engaged with the feelings and motivations of characters. Interlinear and marginal glosses, which were the foundation of the medieval classroom study of classical literature, reveal that in learning the Aeneid, boys studied and empathized with the feelings of female characters; that the unfinished Achilleid was restructured into a complete narrative showing young Achilles mirroring his mentors, including his mother, Thetis; and that the Ilias latina offered boys a condensed version of the Iliad focusing on the deaths of young men. Manuscript evidence even indicates how specific passages could be performed. The result is a groundbreaking study that provides a surprising new picture of medieval education and writes a new chapter in the reception history of classical literature.

Excerpt from English Literature Medieval Readers are drawn to medieval literature in many different ways, and it is hardly possible to describe all the attractions and all the approaches by which they enter on this ground. Students of history have to learn the languages of the nations with whose history they are concerned, and to read the chief books in those languages, if they wish to understand rightly the ideas, purposes and temper of the past ages. Sometimes the study of early literature has been instigated by religious or controversial motives, as when the Anglo-Saxon homilies were taken up and edited and interpreted in support of the Reformation. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.