The first lessons we learn in school can stay with us all our lives, but this was nowhere more true than in the last decades of the fourteenth century when grammar-school students were not only learning to read and write, but understanding, for the first time, that their mother tongue, English, was grammatical. The efflorescence of Ricardian poetry was not a direct result of this change, but it was everywhere shaped by it. This book characterizes this close connection between literacy training and literature, as it is manifest in the fine and ambitious poetry by Gower, Langland and Chaucer, at this transitional moment. This is also a book about the way medieval training in grammar (or grammatica) shaped the poetic arts in the Middle Ages fully as much as rhetorical training. It answers the curious question of what language was used to teach Latin grammar to the illiterate. It reveals, for the first time, what the surviving schoolbooks from the period actually contain. It describes what form a 'grammar school' took in a period from which no school buildings or detailed descriptions survive. And it scrutinizes the processes of elementary learning with sufficient care to show that, for the grown medieval schoolboy, well-learned books functioned, not only as a touchstone for wisdom, but as a knowledge so personal and familiar that it was equivalent to what we would now call 'experience'.

The Routledge Companion to Medieval English Literature offers a new, inclusive, and comprehensive context to the study of medieval literature written in the English language from the Norman Conquest to the end of the Middle Ages. Utilising a Trans-European context, this volume includes essays from leading academics in the field across linguistic and geographic divides. Extending beyond the traditional scholarly discussions of insularity in relation to Middle English literature and ‘isolationism’, this volume: Oversees a variety of genres and topics, including cultural identity, insular borders, linguistic interactions, literary gateways, Middle English texts and traditions, and modern interpretations such as race, gender studies, ecocriticism, and postcolonialism. Draws on the combined extensive experience of teaching and research in medieval English and comparative literature within and outside of anglophone higher education and looks to the future of this fast-paced area of literary culture. Contains an indispensable section on theoretical approaches to the study of literary texts. This Companion provides the reader with practical insights into the methods and approaches that can be applied to medieval literature and serves as an important reference work for upper-level students and researchers working on English literature.

How to Read Middle English Poetry guides readers through poetry between 1150 and 1500, for study and pleasure. Chapters give down-to-earth advice on enjoying and analyzing each aspect of verse, from the choice of single words, through syntax, metre, rhyme, and stanza-design, up to the play of larger forms across whole poems. How to Read Middle English Poetry covers major figures?such as Chaucer, Langland, the Pearl Poet, and Robert Henryson?but also delves into exciting anonymous lyrics, romances, and drama. It shows, too, how some modern poets have drawn on earlier poems, and how Middle English and early Scots provide crucial standpoints from which to think through present-day writing. Contextual sections discuss how poetry was heard aloud, introduce manuscripts and editing, and lay out Middle English poetry's ties to other tongues, including French, Welsh, and Latin. Critical terms are highlighted and explained both in the main text and in a full indexed glossary, while the uses of key tools such as the Middle English Dictionary are described and modeled. References to accessible editions and electronic resources mean that the book needs no accompanying anthology. At once thorough, wide-ranging, and practical, How to Read Middle English Poetry is indispensable for students exploring Middle English or early Scots, and for anyone curious about the heart of poetry's history.

The Middle English Book analyzes 202 literary manuscripts from late medieval England (1350-1500) and argues that most readers looked to scribes in their immediate vicinity to acquire copies of literature. It examines various forms of writing practiced by scribes throughout the late medieval English countryside and shows that the production of documents underscored the wide availability of literary copying. As a result, when a reader acquired a manuscript,they were most often tapping into local networks of document production.

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.

This is an open access title available under the terms of a CC BY-NC-ND 4.0 International licence. It is free to read at Oxford Scholarship Online and offered as a free PDF download from OUP and selected open access locations. Middle English Medical Recipes and Literary Play, 1375-1500 is the first detailed, book-length study of Middle English medical recipes in their literary, imaginative, social, and codicological contexts. Analysing recipe collections in over seventy late medieval manuscripts, this book explores how the words and structures of recipes could contribute to those texts' healing purpose, but could also confuse, impede, exceed, and redefine that purpose. The study therefore presents a challenge to recipes' traditional reputation as mundane, unartful texts written and read solely for the sake of directing practical action. Crucially, it also relocates these neglected texts and overlooked manuscripts within the complex networks forming medieval textual culture, demonstrating that—though marginalized in modern scholarship—medical recipes were actually linguistically, formally, materially, and imaginatively interconnected with many other late medieval discourses, including devotional writings, romances, fabliaux, and Chaucerian poetry. The monograph thus models for readers modes of analysis and close reading that might be deployed in relation to recipes in order to understand better their allusive, fragmentary, and playful qualities as well as their wide-ranging influence on medieval imaginations.

What would medieval English literature look like if we viewed it through the lens of the compendium? In that case, John Trevisa might come into focus as the major author of the fourteenth century. Trevisa (d. 1402) made a career of translating big informational texts from Latin into English prose. These included Ranulph Higden's Polychronicon, an enormous universal history, Bartholomaeus Anglicus's well-known natural encyclopedia De proprietatibus rerum, and Giles of Rome's advice-for-princes manual, De regimine principum. These were shrewd choices, accessible and on trend: De proprietatibus rerum and De regimine principum had already been translated into French and copied in deluxe manuscripts for the French and English nobility, and the Polychronicon had been circulating England for several decades. This book argues that John Trevisa's translations of compendious informational texts disclose an alternative literary history by way of information culture. Bold and lively experiments, these translations were a gamble that the future of literature in England was informational prose. This book argues that Trevisa's oeuvre reveals an alternative literary history more culturally expansive and more generically diverse than that which we typically construct for his contemporaries, Geoffrey Chaucer and William Langland. Thirteenth- and early fourteenth-century European writers compiled massive reference books which would shape knowledge well into the Renaissance. This study maintains that they had a major impact on English poetry and prose. In fact, what we now recognize to be literary properties emerged in part from translations of medieval compendia with their inventive ways of handling vast quantities of information.

Susanna Fein’s long and distinguished scholarly career has helped to redefine how we understand the role of scribes and manuscripts from late medieval England. She has carried out groundbreaking research on seminal manuscripts (e.g., Harley 2253, the Thornton Manuscripts, John Audley’s autograph manuscript, and the Auchinleck Manuscript). She has written extensively on the more complex and challenging metrical forms the period produced. And she has edited foundational primary texts and collections of essays. A wide range of scholars have been influenced by Fein’s work, many of whom present original research—much of it following trails first laid down by Fein—in this volume.

This study of poetry and political thought in late twelfth- and thirteenth-century England explores how Latin, French, and Middle English political poetry and Latin grammar and rhetoric shaped ideas about constitutional governance, the common good, and just rule.

The monograph series Oxford Studies in Medieval Literature and Culture showcases the plurilingual and multicultural quality of medieval literature and actively seeks to promote research that not only focuses on the array of subjects medievalists now pursue in literature, theology, and philosophy, in social, political, jurisprudential, and intellectual history, the history of art, and the history of science but also that combines these subjects productively. It offers innovative studies on topics that may include, but are not limited to, manuscript and book history; languages and literatures of the global Middle Ages; race and the post-colonial; the digital humanities, media and performance; music; medicine; the history of affect and the emotions; the literature and practices of devotion; the theory and history of gender and sexuality, ecocriticism and the environment; theories of aesthetics; medievalism. Reading for form can mean reading for formation. Understanding processes through which a text was created can help us in characterizing its form. But what is involved in bringing a diachronic process to bear upon a synchronic work? When does literary formation begin and end? When does form happen? These questions emerge with urgency in the interactions between English poet Geoffrey Chaucer and Italian trecento authors Dante Alighieri, Giovanni Boccaccio, and Francis Petrarch. In fourteenth-century Italy, new ways were emerging of configuring the relation between author and reader. Previously, medieval reading was often oriented around the significance of the text to the individual reader. In Italy, however, reading was beginning to be understood as a way of getting back to a work's initial formation. This book tracks how concepts of reading developed within Italian texts, including Dante's Vita nova, Boccaccio's Filostrato and Teseida, and Petrarch's Seniles, impress themselves upon Chaucer's Troilus and Criseyde and Canterbury Tales. It argues that Chaucer's poetry reveals the implications of reading for formation: above all, that it both depends upon and effaces the historical perspective and temporal experience of the individual reader. Problems raised within Chaucer's poetry thus inform this book's broader methodological argument: that there is no one moment at which the formation of Chaucer's poetry ends; rather its form emerges in and through process of reading within time.