Learning Latin and Greek from Antiquity to the Present

248 Pages·2015·2.37 MB·English

by  Elizabeth P. Archibald

LEARNING LATIN AND GREEK FROM
ANTIQUITY TO THE PRESENT
This volume provides a unique overview of the broad historical,
geographical, and social range of Latin and Greek as second languages.
It elucidates the techniques of Latin and Greek instruction across time
andplace,andthecontrastingsocio-politicalcircumstancesthatcontrib-
uted to and resulted from this remarkably enduring field of study.
Providing a counterweight to previous studies that have focused only
ontheexperienceofelitelearners,thechaptersexploredialoguesbetween
center and periphery, between pedagogical conservatism and societal
change, between government and the governed. In addition, a number
of chapters address the experience of female learners, who have often
beenexcludedfromormarginalizedbyearlierscholarship.
elizabeth p. archibald is Visiting Teaching Professor at the
PeabodyInstituteoftheJohnsHopkinsUniversity.Herresearchfocuses
on early medieval education, medieval Latin, and the reception of
classicaltextsintheMiddleAges.
william brockliss is Assistant Professor of Classics at the
University of Wisconsin-Madison. His research encompasses the inter-
actions between literature and the natural environment, the history
of classical pedagogy, and the classical tradition. The latter interest is
reflected in his previous Yale Classical Studies volume, Reception and
the Classics, Cambridge (2011) edited with Pramit Chaudhuri, Ayelet
Haimson-Lushkov,andKatherineWasdin.
jonathan gnoza is an adjunct instructor in the Medieval and
RenaissanceCenteratNewYorkUniversity.Hehaspreviouslycontrib-
utedasatranslatortoTheVirgilianTradition:theFirstFifteenHundred
Years,(2008).

YALE CLASSICAL STUDIES
VOLUME XXXVII
LEARNING LATIN AND
GREEK FROM ANTIQUITY
TO THE PRESENT
edited for the department of classics by
ELIZABETH P. ARCHIBALD
VisitingTeachingProfessoratthePeabodyInstitute
oftheJohnsHopkinsUniversity
WILLIAM BROCKLISS
AssistantProfessorofClassics,UniversityofWisconsin-Madison
JONATHAN GNOZA
AdjunctProfessorintheMedievalandRenaissanceCenter,
NewYorkUniversity
UniversityPrintingHouse,CambridgeCB28BS,UnitedKingdom
CambridgeUniversityPressispartoftheUniversityofCambridge.
ItfurtherstheUniversity’smissionbydisseminatingknowledgeinthepursuitof
education,learningandresearchatthehighestinternationallevelsofexcellence.
www.cambridge.org
Informationonthistitle:www.cambridge.org/9781107051645
©CambridgeUniversityPress2015
Thispublicationisincopyright.Subjecttostatutoryexception
andtotheprovisionsofrelevantcollectivelicensingagreements,
noreproductionofanypartmaytakeplacewithoutthewritten
permissionofCambridgeUniversityPress.
Firstpublished2015
PrintedintheUnitedKingdombyClays,StIvesplc
AcataloguerecordforthispublicationisavailablefromtheBritishLibrary
LibraryofCongressCataloginginPublicationdata
LearningLatinandGreekfromantiquitytothepresent/editedfortheDepartmentofClassicsby
ElizabethP.Archibald,WilliamBrockliss,JonathanGnoza.
pages cm
Includesbibliographicalreferencesandindex.
isbn978-1-107-05164-5(Hardback)
1. Latinlanguage–Studyandteaching–History. 2. Greeklanguage–Studyandteaching–History.
I. Archibald,ElizabethP. II. Brockliss,William. III. Gnoza,Jonathan.
PA74.L432014
488.0071–dc23 2014002419
isbn978-1-107-05164-5Hardback
CambridgeUniversityPresshasnoresponsibilityforthepersistenceoraccuracyof
URLsforexternalorthird-partyinternetwebsitesreferredtointhispublication,
anddoesnotguaranteethatanycontentonsuchwebsitesis,orwillremain,
accurateorappropriate.
Contents
List of illustrations page vii
Notes on contributors viii
Acknowledgements xii
1. Introduction: “Learning me your language” 1
Elizabeth P. Archibald,William Brockliss, Jonathan Gnoza
2. Papyri and efforts by adults in Egyptian villages to write Greek 10
Ann Ellis Hanson
3. Teaching Latin to Greek speakers in antiquity 30
EleanorDickey
4. Servius’ Greek lessons 52
FélixRacine
5. Pelasgian fountains: learning Greek in the early Middle Ages 65
Michael W. Herren
6. Out of the mouth of babes and Englishmen: the invention
of the vernacular grammar in Anglo-Saxon England 83
Jay Fisher
7. First steps in Latin: the teaching of reading and writing in
Renaissance Italy 99
RobertBlack
8. The teaching of Latin to the native nobility in Mexico
in the mid-1500s: contexts, methods, and results 118
AndrewLaird
9. Ut consecutivum under the Czars and under the Bolsheviks 136
Victor Bers
v
vi Contents
10. Latin for girls: the French debate 145
Françoise Waquet
11. Women’s education and the classics 156
Fiona Cox
12. “Solitary perfection?” The past, present, and future of elitism
in Latin education 166
KennethJ. Kitchell,Jr.
13. Exclusively for everyone – to what extent has the Cambridge
Latin Course widened access to Latin? 184
Bob Lister
14. Epilogue 198
Emily Greenwood
Bibliography 209
Index 232
Illustrations
Fig. 2.1: P.Petaus121,TMno.12630.Inv.Nr.Cologne328,Recto
Permissionforthisandthetwofollowingimages
grantedbyDr.RobertDaniel,Kustos,Papyrus-
Sammlung,Cologne. page16
Fig. 2.1a: P.Petaus 77.18, TM no. 12687. Inv. Nr.
Cologne 310 b, Recto 17
Fig. 2.1b: P.Petaus 60.42, TM no. 8762. Inv. Nr. Cologne 312, Recto 17
Fig. 2.2: SB xiv 11585, TM no. 14491, P.Corn. Inv. i 11, Recto.
Image digitally reproduced with the permission of the
Papyrology Collection, Graduate Library, University of
Michigan. 24
Fig. 5.1: Vienna, Österreichische Nationalbibliothek, MS 795, f. 19r.
Permission granted by Österreichische Nationalbibliothek. 71
Fig. 5.2: Schaffhausen Stadtbibliothek, MS Gen. 1, p. 137.
Permission granted by Schaffhausen Stadtbibliothek and
Codices Electronici AG, www.e-codices.ch. 71
Fig. 5.3: Metz,BibliothèqueMunicipale,MS145,f.204,fromJ.Becker,
TextgeschichteLiudprandsvonCremona.Munich,1908,Taf.i.
(Theoriginalmanuscriptsofthisandthenextimage
weredestroyed;thereproductionsarefrompublicdomain
works.) 72
Fig. 5.4: Dresden, Sächsische Landesbibliothek, MS A 145b, f. 1r.;
from Alexander Reichardt, Der Codex Boernerianus. Der
Briefe des Apostels Paulus. Leipzig, 1909. 74
Fig. 5.5: Leiden, Universiteitsbibliotheek, B.P.L. 67, f. 32v.
Permission granted by Leiden, Universiteitsbibliotheek. 79
Fig. 13.1: Cambridge Latin Course Stage 21 model sentence: faber
primus statuam deae Sulis faciebat.
Reproduced with the permission of University of
Cambridge School Classics Project. 189
vii
Notes on contributors
elizabeth p. archibald is Visiting Teaching Professor in the
Department of Humanities at the Peabody Institute of the Johns
Hopkins University. Her research deals with various aspects of the
history of Latin education in the early Middle Ages.
victor bers isProfessorofClassicsatYaleUniversity.Hispublications
include Greek Poetic Syntax in the Classical Age (1984), Speech in Speech:
StudiesinIncorporatedOratioRectainAtticDramaandOratory(1997),
andGenosDikanikon:AmateurandProfessionalSpeechintheCourtrooms
of Classical Athens (2009).
robert black is Professor of Renaissance History at the University of
Leeds.HisbooksincludeBenedettoAccoltiandtheFlorentineRenaissance
(1985), Studio e scuola in Arezzo durante il medioevo e il rinascimento
(1996), Humanism and Education in Medieval and Renaissance Italy
(2001), Education and Society in Florentine Tuscany (2007), and Studies
in Renaissance Humanism and Politics (2011). Together with Louise
GeorgeClubb,hehaswrittenRomanceandAretineHumanisminSienese
Comedy (1993), and with Gabriella Pomaro, Boethius’s Consolation of
PhilosophyinItalianMedievalandRenaissanceEducation(2000).Hehas
edited Renaissance Thought: A Reader (2001) and The Renaissance: Crit-
ical Concepts in Historical Studies, 4 vols. (2006). His new biography,
Machiavelli,waspublishedinAugust2013.In2014,hehasbeenRobert
Lehman Visiting Professor at Villa I Tatti, the Harvard University
Center for Italian Renaissance Studies in Florence, Italy.
william brockliss is Assistant Professor of Classics at the University
of Wisconsin-Madison. His previous publications include the volume
Reception and the Classics: Interdisciplinary Studies (Cambridge Univer-
sity Press, 2012; Yale Classical Studies 36), which he co-edited with
Pramit Chaudhuri, Ayelet Haimson-Lushkov, and Katherine Wasdin.
viii