Humanism and Education in Medieval and Renaissance Italy: Tradition and Innovation in Latin Schools from the Twelfth to the Fifteenth Century
Robert Black
Language: English
Pages: 506
ISBN: 2:00276623
Format: PDF / Kindle (mobi) / ePub
The claim, central to many interpretations of the Renaissance, that humanists introduced a revolution in the classroom is refuted in Robert Black's masterly survey, based on over 500 manuscript school books. He shows that the study of classical texts in schools reached a high point in the twelfth century, followed by a collapse in the thirteenth as universities rose in influence.
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Magl. . and BRF . BML AD (XVmid). r–v: Inc. Vocum alia litterata alia inlitterata. Vox litterata est illa que litteris scribi potest ut deus. This seems to have the same incipit as the above treatises. Repeated mnemonic verses. Cites Doctrinale, Priscian, Graecismus, Isidore. v (second front flyleaf): Est Hieronymi Miolti de Barga et amicorum. r: Di Girolamo di Maestro Franc. da Barga. Correct order of folios: , , , , , , , , , , , . Magl. ., r–r (XVmid),
posterity. Moreover they promised that eventually he would partake of their glory. Corrupted by this diabolic delusion, he began to teach vehemently in a manner contrary to the holy faith, declaring that the words of the poets were to be believed in every respect. In the end he was judged a heretic and condemned by Peter, bishop of the city. This then led to the exposure throughout Italy of numerous followers of this pernicious doctrine, who themselves also succumbed to the sword or to the
da, in, per, cum.302 Goro’s rules of thumb for the Latin cases by reference to the appropriate vernacular prepositions were eminently pragmatic and obviously reflected his own teaching practice, but perhaps the numerous exceptions and qualifications – some of which he himself detailed – made this method less attractive to his fellow grammar teachers. Nevertheless, Goro shared his use of the vernacular in the Latin classroom with a number of other early fourteenth-century grammarians, whose
r–r), some leaving vernacular glosses. : By introducing the vernacular and adopting a more systematic approach, fourteenth-century grammar teachers gave a definitive shape to the secondary prose summa – one which would last throughout the Quattrocento and beyond.412 If historians looked only at empirical evidence, there would be little justification for dividing the fifteenth from the fourteenth century as a new period
syntactical treatise; see ibid. . 489 490 See ch. above. See above, . Percival (), . See above, ff. The fifteenth century treatise in terms of questions and answers.491 This approach was familiar, of course, through the format of both Donatus’s Ars minor and Ianua, but it had not normally been extended to secondary grammars in the middle ages. Perotti’s reason for taking this new departure may have had to do with his abandonment of mnemonic verses. Like all grammar
