Rhetorical and Narrative Studies on the Historiae of Richer of Saint-Remi


Book Description

The Historiae of Richer of Saint-Remi should not be read as an attempt to influence political opinion in and around Rheims. Instead, we should understand it primarily as a literary work intended to promote Richer's status within the scholarly community at Rheims, to curry favor with his dedicatee, Gerbert of Aurillac, and to secure a place for the author in written memory. Richer's intention was not to produce a polemical work in favor of either Carolingian or Capetian dynastic claims, but to produce a work of rhetorical historiography in the classical mold. His self-consciously rhetorical style distances Richer from prior Rheims historiography and testifies to the revival of interest in classical rhetoric in the cathedral schools of the late tenth century.




Richer of Saint-Remi


Book Description

Building upon, but also moving beyond, previous scholarship that has focused on Richer's political allegiances and his views of kingship, this study by Justin Lake provides the most comprehensive synthesis of the History, examining Richer's use and abuse of his sources, his relationship to Gerbert, and the motives that led him to write.




Bishops, Authority and Community in Northwestern Europe, c.1050–1150


Book Description

This important study of episcopal office and clerical identity in a socially and culturally dynamic region of medieval Europe examines the construction and representation of episcopal power and authority in the archdiocese of Reims during the sometimes turbulent century between 1050 and 1150. Drawing on a wide range of diplomatic, hagiographical, epistolary and other narrative sources, John S. Ott considers how bishops conceived of, and projected, their authority collectively and individually. In examining episcopal professional identities and notions of office, he explores how prelates used textual production and their physical landscapes to craft historical narratives and consolidate local and regional memories around ideals that established themselves as not only religious authorities but also cultural arbiters. This study reveals that, far from being reactive and hostile to cultural and religious change, bishops regularly grappled with and sought to affect, positively and to their advantage, new and emerging cultural and religious norms.







Vera Lex Historiae?


Book Description

Writing circa 731 CE, Bede professes in the introduction to his Historia Ecclesiastica Gentis Anglorum that he will write his account of the past of the English following only vera lex historiae. Whether explicitly or (most often) implicitly, historians narrate the past according to a conception of what constitutes historical truth that emerges in the use of narrative strategies, of certain formulae or textual forms, in establishing one's own ideological authority or that of one's informants, in faithfulness to a cultural, narrative, or poetic tradition. If we extend the scope of what we understand by history (especially in a pre-modern setting) to include not just the writings of historians legitimated by their belonging to the Latinate matrix of christianized classical history writing, but also collective narratives, practices, rituals, oral poetry, liturgy, artistic representations, and acts of identity - all re-enacting the past as, or as representation of, the present, we find a plethora of modes of constructions of historical truth, narrative authority, and reliability. Vera Lex Historiae? will be constituted by contributions that reveal the variety of evental strategies by which historical truth was constructed in late antiquity and the earlier Middle Ages, and the range of procedures by which such narratives were established first as being historical and then as "true" histories. This is not only a matter of narrative strategies, but also habitus, ways of living and acting in the world that feed on and back into the commemoration and re-enactment of the past by communities and by individuals. In doing this, we hope to recover something of the plurality of modes of preserving and reenacting the past available in late antiquity and the earlier middle ages which we pass by because of preconceived notions of what constitutes history writing.




Studies on the Illuminated Chronicle


Book Description

The present volume of studies is the first Subsidium of the Central European Medieval Text series, accompanying CEMT vol. 9 on the Illuminated Chronicle (formerly called the Vienna Chronicle), written in the fourteenth century, which represents the international artistic style at the royal court of Louis I of Hungary. The volume of the text and its annotations did not allow including the detailed scholarly introduction into the same volume as is the custom with the other CEMT items. The essays in the book analyze the text and the illuminations of the Illuminated Chronicle in literaryhistorical, art historical and heraldic context. The relevant literature that goes back to more than 200 years is also summarized. Additional studies address issues connected with the narrative. Since the chronicle starts with the history of the Huns, imaginary ancestors of the Hungarians, the Attila tradition in Hungarian history writing is discussed. Extensive coverage is offered on the dynastic struggles of the eleventh century, placing them into the context of amicitia and deditio. The image of King St. Ladislas I as the "ideal king" is reviewed, a topic that received conspicuously detailed coverage in the chronicle. Finally, the fate of the fourteenthcentury chronicle texts during the subsequent centuries is examined, their appearance in legal texts, and their reception abroad.







Lines of Thought


Book Description

We think with objects—we conduct our lives surrounded by external devices that help us recall information, calculate, plan, design, make decisions, articulate ideas, and organize the chaos that fills our heads. Medieval scholars learned to think with their pages in a peculiar way: drawing hundreds of tree diagrams. Lines of Thought is the first book to investigate this prevalent but poorly studied notational habit, analyzing the practice from linguistic and cognitive perspectives and studying its application across theology, philosophy, law, and medicine. These diagrams not only allow a glimpse into the thinking practices of the past but also constitute a chapter in the history of how people learned to rely on external devices—from stone to parchment to slide rules to smartphones—for recording, storing, and processing information. Beautifully illustrated throughout with previously unstudied and unedited diagrams, Lines of Thought is a historical overview of an important cognitive habit, providing a new window into the world of medieval scholars and their patterns of thinking.




Terence between Late Antiquity and the Age of Printing


Book Description

Terence between Late Antiquity and the Age of Printing investigates the Medieval and Early Renaissance reception of Terence in highly innovative ways, combining the diverse but interrelated strands of textual criticism, illustrative tradition, and performance. The plays of Terence seem to have remained unperformed until the Renaissance, but they were a central text for educators in Western Europe. Manuscripts of the plays contained scholarship and illustrations which were initially inspired by Late Antique models, and which were constantly transformed in response to contemporary thought. The contributions in this work deal with these topics, as well as the earliest printed editions of Terence, theatrical revivals in Northern Italy, and the readership of Terence throughout the Early Middle Ages.




Teaching and Learning in Northern Europe, 1000-1200


Book Description

The essays in this collection focus not on texts but on people, specifically on teachers and their students, beginning with the late Carolingian era and continuing through the creation of monastic and secular schools in the centuries before the first universities. Central to the articles in this volume are the schools and communities of Northern France and England, including Reims, Bec, Soissons, and Canterbury, whose patterns of thought and learning gave shape to intellectual endeavours throughout medieval Europe. In addition to some of the most prominent personalities of the day (among them Gerbert of Reims, Lanfranc and Anselm of Bec, Ivo of Chatres, and John of Salisbury), the contributors examine those teachers and students who worked in the shadows: figures like the biblical exegete Richard of Preaux and the musical innovator Theinred of Dover. The focus throughout the volume is on personalities and personal relationships, thus recreating the human connections that lay behind medieval humanism and the Twelfth-Century Renaissance. Taken together, the essays here create a coherent and compelling picture of the tumultuous time before the universities came to organize and take control of teaching and learning-a seminal period when teaching methods and curricula grew out of the particular experience of specific teachers and their interactions with their students.