This volume contains the first translation into English of all the major love poetry of the Renaissance neo-Latin poet Johannes Secundus and the first detailed critical appreciation of the first two books of his Elegies and the Elegiae Sollemnes. The book consists of an introduction (on the poet's life and works, characters in and dating of the amatory elegies, literary background etc.), facing Latin text and English translation of the Elegies, brief explanatory notes and full essays of appreciation, an appendix with a translation into English of the "Basia" and "Epithalamium," and an index. This work contains extensive amounts of valuable information about Secundus' models, wit, style, sound, diction, placement, structure, manipulation of characters and themes, generic innovation etc. and facilitates a complete reappraisal of this major Renaissance love poet.

In fourteenth-century Italy, literacy became accessible to a significantly larger portion of the lay population (allegedly between 60 and 80 percent in Florence) and provided a crucial means for the vernacularization and secularization of learning, and for the democratization of citizenship. Dante Alighieri's education and oeuvre sit squarely at the heart of this historical and cultural transition and provide an ideal case study for investigating the impact of Latin education on the consolidation of autonomous vernacular literature in the Middle Ages, a fascinating and still largely unexamined phenomenon. On the basis of manuscript and archival evidence, Gianferrari reconstructs the contents, practice, and readings of Latin instruction in the urban schools of fourteenth-century Florence. It also shows Dante's continuous engagement with this culture of teaching in his poetics, thus revealing his contribution to the expansion of vernacular literacy and education. The book argues that to achieve his unprecedented position of authority as a vernacular intellectual, Dante conceived his poetic works as an alternative educational program for laypeople, who could read and write in the vernacular but had little or no proficiency in Latin. By reconstructing the culture of literacy shared by Dante and his lay readers, Dante's Education shifts critical attention from his legacy as Italy's national poet, and a "great books" author in the Western canon, to his experience as a marginal intellectual engaged in advancing a marginal culture.

If a reader of Chaucer suspects that an echo of a biblical verse may somehow depend for its meaning on traditional commentary on that verse, how does he or she go about finding the relevant commentaries? If one finds the word 'fire' in a context that suggests resonances beyond the literal, how does that reader go about learning what the traditional figurative meanings of fire were? It was to the solution of such difficulties that R.E. Kaske addressed himself in this volume setting out and analyzing the major repositories of traditional material: biblical exegesis, the liturgy, hymns and sequences, sermons and homilies, the pictorial arts, mythography, commentaries on individual authors, and a number of miscellaneous themes. An appendix deals with medieval encyclopedias. Kaske created a tool that will revolutionize research in its designated field: the discovery and interpretation of the traditional meanings reflected in medieval Christian imagery.

Sicily and the strategies of empire in the poetic imagination of classical and medieval Europe In the first century BC, Cicero praised Sicily as Rome’s first overseas province and confirmed it as the mythic location for the abduction of Proserpina, known to the Greeks as Persephone, by the god of the underworld. The Return of Proserpina takes readers from Roman antiquity to the late Middle Ages to explore how the Mediterranean island offered authors a setting for forces resistant to empire and a location for displaying and reclaiming what has been destroyed. Using the myth of Proserpina as a through line, Sarah Spence charts the relationship Western empire held with its myths and its own past. She takes an in-depth, panoramic look at a diverse range of texts set on Sicily, demonstrating how the myth of Proserpina enables a discussion of empire in terms of balance, loss, and negotiation. Providing new readings of authors as separated in time and culture as Vergil, Claudian, and Dante, Spence shows how the shape of Proserpina’s tale and perceptions of the island change from a myth of loss to one of redemption, with the volcanic Mt. Etna playing an increasingly central role. Delving into the ways that myth and geography affect politics and poetics, The Return of Proserpina explores the power of language and the written word during a period of tremendous cultural turbulence.

The second volume in Jane Chance's study of the history of medieval mythography from the fifth through fifteenth centuries focuses on the time period in Western Europe between the School of Chartres and the papal court at Avignon. This examination of historical and philosophical developments in the story of mythography reflects the ever-increasing importance of the subjectivity of the commentator. Through her vast and wide-ranging familiarity with hitherto seldom studied primary texts spanning nearly one thousand years, Chance provides a guide to the assimilation of classical myth into the Christian Middle Ages. Rich in insight and example, dense in documentation, and compelling in its interpretations, Medieval Mythography is an important tool for scholars of the classical tradition and for medievalists working in any language.

Wakelin uses new methods and theories in the history of reading to uncover fresh information about the design, ownership, and marginalia of books in a neglected period in English literary history. This is the first book to identify the origins of the humanist tradition in England in the 15th century.

This was the first full-scale history of medieval English literature for nearly a century. Thirty-three distinguished contributors offer a collaborative account of literature composed or transmitted in England, Wales, Ireland and Scotland between the Norman conquest and the death of Henry VIII in 1547. The volume has five sections: 'After the Norman Conquest'; 'Writing in the British Isles'; 'Institutional Productions'; 'After the Black Death' and 'Before the Reformation'. It provides information on a vast range of literary texts and the conditions of their production and reception, which will serve both specialists and general readers, and also contains a chronology, full bibliography and a detailed index. This book offers an extensive and vibrant account of the medieval literatures so drastically reconfigured in Tudor England. It will thus prove essential reading for scholars of the Renaissance as well as medievalists, and for historians as well as literary specialists.

The rich cultural insights afforded by the study of medieval Latin are only beginning to be appreciated. In this difficult study of the text-books through which Latin was learned, together with the Latin, Anglo-Norman and English glosses to be found in their manuscript versions, Tony Hunt makes a pioneering attempt to understand its relationship to the vernaculars spoken in England.' TIMES LITERARY SUPPLEMENT. Here at last is the first systematic study of the teaching and learning of Latin in thirteenth century England based on evidence from nearly 200 manuscripts where the text has been glossed in the vernacular. These glosses provide the key to discovering the linguistic competence and interest of students at an elementary level: men and women who needed a working knowledge of Latin for practical purposes. The received view that Latin was the exclusive language of the schoolroom is shown to be mistaken and the exhaustive recording of the vernacular glosses provides a hitherto untapped source of lexical materials in French and Middle English. Teaching and Learning Latin is destined to become an essential source-book for medievalists interested in language, literacy and culture. TONY HUNT is a Fellow of St Peter's College, Oxford.