Edinburgh [U.K.] : Edinburgh University Press, c2015.
Book — x, 212 pages ; 24 cm.
The first book length study of the English Renaissance translations of Virgil's Aeneid. This study brings to light a history of English Renaissance Aeneids that has been lost from view. Previous monographs have explored the complete translations by Gavin Douglas (1513) and John Dryden (1697), but there has been little research focussing on the Aeneid translations which appeared in between. This book covers the period from the beginning of Elizabeth's reign to the start of the English Civil War, during which time there were thirteen authors who composed substantial translations of Virgil's epic. These translators include prominent literary figures - such as Richard Stanyhurst, Christopher Marlowe, and Sir John Harington - as well as scholars, schoolmasters, and members of parliament. Rather than simply viewing these Aeneids as scattered efforts preceding Dryden and the 'golden age' of Augustan translation, this book argues that these works represent a recognizable and important period of English classical translation.Drawing on manuscripts and printed sources, the book sketches a continuous portrait of the English Aeneids as they developed through the ages of Elizabeth, James, and Charles I. Reconsiders the role that Virgil's epic played in the English Renaissance; identifies a period in translation history; offers original readings of influential texts and brings together the realms of literature and politics. (source: Nielsen Book Data) 9780748699087 20160618
Cambridge, Mass. : Harvard University Press, 2011.
Book — 333 p. : ill. ; 25 cm.
What was a scholar?
Before Bentley: restoration Cambridge
London in the 1680s: Bentley begins
Bentley in Oxford: the new and the strange
Into the drawing room: the public intellectual
Rewriting Horace: The force of reason and the force of habit
The measure of all things: Vi commodavi
Bentley's New Testament: the return of the repressed
Interlopers and interpolators: Manilius and Paradise lost
What made the classical scholar Richard Bentley deserve to be so viciously skewered by two of the literary giants of his day-Jonathan Swift in the Battle of the Books and Alexander Pope in the Dunciad? The answer: he had the temerity to bring classical study out of the scholar's closet and into the drawing rooms of polite society. Kristine Haugen's highly engaging biography of a man whom Rhodri Lewis characterized as "perhaps the most notable-and notorious-scholar ever to have English as a mother tongue" affords a fascinating portrait of Bentley and the intellectual turmoil he set in motion. Aiming at a convergence between scholarship and literary culture, the brilliant, caustic, and imperious Bentley revealed to polite readers the doings of professional scholars and induced them to pay attention to classical study. At the same time, Europe's most famous classical scholar adapted his own publications to the deficiencies of non-expert readers. Abandoning the church-oriented historical study of his peers, he worked on texts that interested a wider public, with spectacular and-in the case of his interventionist edition of Paradise Lost-sometimes lamentable results. If the union of worlds Bentley craved was not to be achieved in his lifetime, his provocations show that professional humanism left a deep imprint on the literary world of England's Enlightenment. (source: Nielsen Book Data) 9780674058712 20190204
Oxford [U.K.] ; New York : Oxford University Press, 2010.
Book — xiv, 264 p. : ill. ; 23 cm.
1. The Poet as Schoolbook
2. Pastoral and the Painful Schoolmaster
3. Placement and Pedagogy in the Georgics
4. Forgetting Epic
Conclusion: 'Virgilius poetarum doctissimus'.
(source: Nielsen Book Data)
Virgil's Schoolboys adds a new layer of complexity to Virgil's already complex pedagogical afterlife. Reading the ancient Roman poet as an adventurous theorist of instruction, Andrew Wallace examines the relationship between his serial meditations on teaching in the Eclogues, Georgics, and Aeneid, and the pedagogical theories and practices that dominated the spaces in which his poems came to be taught in the grammar schools of Renaissance England. Wallace argues not only that Virgil was a keen student of the elusive operations of instruction, but that vitae and scholia from antiquity to the Renaissance preserve a broad range of fractured acknowledgements that pedagogical questions supply his poems with their characteristic intellectual texture. In grammar schools all across Renaissance England 'the book of Maro' was a gateway to upper-form studies of the auctores. Even more significantly, it was a gateway to some of humanist pedagogy's most self-conscious meditations on the promise and fragility of the educational project. (source: Nielsen Book Data) 9780199591244 20160605