This edition presents the full text of a personal collection of temporale Middle-English sermons, compiled by a parish priest for his own use. It also includes the notes and fragments of sermons or exempla found at the beginning of the manuscript with a purpose of giving insight into the way a parish priest would compile materials. This manuscript has attracted attention because it perserves versions of these sermons' early stages. This edition is therefore complementary to editions of later versions of the same sermons. The introduction provides a discussion of these sermons' textual history and the circumstances in which they were possibly preached. This volume also includes explanatory notes and a glossary.

Approaching from bibliographical, literary, cultural, and intercultural perspectives, this book establishes the importance of Hesperides, or the Muses’ Garden, a largely unexplored manuscript commonplace book to early modern English literature and culture in general. Hesperides, or the Muses’ Garden is a seventeenth-century manuscript commonplace book known primarily for its Shakespearean connections, which extracts works by dozens of early modern English authors, including Shakespeare, Bacon, Ben Jonson, and Milton. This book sheds light on the broader significance of Hesperides that refashions our full knowledge of early modern authorship and plagiarism, composition, reading practice, and canon formation. Following two introductory chapters are three topical chapters, which respectively discuss plagiarism and early modern English writing, early modern English reading practice, and early modern English canon formation. The final chapter further expands the field to ancient China, comparing commonplace books with Chinese leishu, exploring Matteo Ricci’s cross-cultural commonplace writing, and re-reading Shakespeare’s sonnets in light of Ricci’s On Friendship. The solid book will serve as a must read for scholars and students of early modern English literature, manuscript study, commonplace books, history of the book, and intercultural study.

This is the third and final volume in the trilogy by Colin Richmond on the Paston family in the 15th century, completing the sequence which began with The First Phase and continued with Fastolf's Will. This volume deals with the later years of the century and those topics and themes which arise at that point in the family's history. The principal characters are John Paston II, his younger brother John Paston III, and their mother, Margaret Paston. Richmond deals with a variety of issues, some of which have arisen in previous volumes and attempts some judgements on the role of the English gentry in the later middle ages.

The J.B. Treatise is a collection of lore and information from the later fifteenth century on a range of topics considered essential learning for anyone aspiring to the English gentry. It has hitherto been known principally by way of an eclectic medley of filler material in the printed Boke of St Albans (1486), but survives in numerous variant forms in twenty-two, mostly unrelated, manuscripts. The treatise’s foremost concerns are hawking and hunting, but it differs from other contemporary treatises on these sports by concentrating on terminology rather than praxis. Much of its information is presented in the form of lists of terms, suggesting that it served mainly as a lexical primer rather than a manual of practical instruction. This study – which includes four major variant texts, explanatory notes, a glossary and complete collations of the ‘J.B.’ lists of collective nouns and carving terms – is the first comprehensive survey of all known versions of the J.B. Treatise, whose contents will be of interest to English medievalists in a range of disciplines, including history, literature and linguistics. This second edition of the J.B. Treatise includes comprehensive updates to the introduction, notes, and glossary to account for new scholarship, including numerous emendations to the OED prompted by lexical evidence presented in the first edition (2003). It also incorporates a revised bibliography and references to new editions of medieval texts.

This innovative study investigates the reception of medieval manuscripts over a long century, 1470–1585, spanning the reigns of Edward IV to Elizabeth I. Members of the Tudor gentry family who owned these manuscripts had properties in Willesden and professional affiliations in London. These men marked the leaves of their books with signs of use, allowing their engagement with the texts contained there to be reconstructed. Through detailed research, Margaret Connolly reveals the various uses of these old books: as a repository for family records; as a place to preserve other texts of a favourite or important nature; as a source of practical information for the household; and as a professional manual for the practising lawyer. Investigation of these family-owned books reveals an unexpectedly strong interest in works of the past, and the continuing intellectual and domestic importance of medieval manuscripts in an age of print.

This book reveals the most popular instrument in the world as it was in the age of Elizabeth I and Shakespeare.

Feminism has transformed the academic study of literature, fundamentally altering the canon of what is taught and setting new agendas for literary analysis. In this authoritative history of feminist literary criticism, leading scholars chart the development of the practice from the Middle Ages to the present. The first section of the book explores protofeminist thought from the Middle Ages onwards, and analyses the work of pioneers such as Wollstonecraft and Woolf. The second section examines the rise of second-wave feminism and maps its interventions across the twentieth century. A final section examines the impact of postmodernism on feminist thought and practice. This book offers a comprehensive guide to the history and development of feminist literary criticism and a lively reassessment of the main issues and authors in the field. It is essential reading for all students and scholars of feminist writing and literary criticism.

The teaching of Latin remained important after the Conquest but Anglo-Norman now became a language of instruction and, from the thirteenth century onwards, a language to be learned. During this period English lexicographers were more numerous, more identifiable and their works more varied, for example: the tremulous hand of Worcester created an Old English-Latin glossary, and Walter de Bibbesworth wrote a popular contextualized verse vocabulary of Anglo-Norman country life and activities. The works and techniques of Latin scholars such as Adam of Petit Point, Alexander Nequam, and John of Garland were influential throughout the period. In addition, grammarians' and schoolmasters' books preserve material which in some cases seems to have been written by them. The material discussed ranges from a twelfth-century glossary written at a minor monastic house to four large alphabetical fifteenth-century dictionaries, some of which were widely available. Some material seems to connect with the much earlier Old English glossaries in ways not yet fully understood.

The History of the English Language has been a standard university course offering for over 150 years. Yet relatively little has been written about teaching a course whose very title suggests its prodigious chronological, geographic, and disciplinary scope. In the nineteenth century, History of the English Language courses focused on canonical British literary works. Since these early curricula were formed, the English language has changed, and so have the courses. In the twenty-first century, instructors account for the growing prominence of World Englishes as well as the English language's transformative relationship with the internet and social media. Approaches to Teaching the History of the English Language addresses the challenges and circumstances that the course's instructors and students commonly face. The volume reads as a series of "master classes" taught by experienced instructors who explain the pedagogical problems that inspired resourceful teaching practices. Although its chapters are authored by seasoned teachers, many of whom are preeminent scholars in their individual fields, the book is designed for instructors at any career stage-beginners and veterans alike. The topics addressed in Approaches to Teaching the History of the English Language include: the unique pedagogical dynamic that transpires in language study; the course's origins and relevance to current university curricula; scholarly approaches that can offer an abiding focus in a semester-long course; advice about navigating the course's formidable chronological ambit; ways to account for the language's many varieties; and the course's substantial and pedagogical relationship to contemporary multimedia platforms. Each chapter balances theory and practice, explaining in detail activities, assignments, or discussion questions ready for immediate use by instructors.

What is the base of religious leadership and how has it changed over the centuries? This volume presents a range of actors, both men and women, who, in a variety of historical contexts, claimed to be the living voices or intermediaries of God. The essays analyse the foundation of their authoritative claims and ask how and how far they succeeded in securing obedience from the Christians to whom they addressed their message. Religious authority is not understood as a monolithic entity but as something derived from many sources and claims. Whatever the national background, whether ordained or supposedly appointed through divine intervention, the histories of the people portrayed underline the long-term manifestations and multifaceted nature of Christian identity.