With an unusually broad scope encompassing how Europeans taught and learned reading and writing at all levels, Classroom Commentaries: Teaching the Poetria Nova across Medieval and Renaissance Europe provides a synoptic picture of medieval and early modern instruction in rhetoric, poetics, and composition theory and practice. As Marjorie Curry Woods convincingly argues, the decision of Geoffrey of Vinsauf (fl. 1200) to write his rhetorical treatise in verse resulted in a unique combination of rhetorical doctrine, poetic examples, and creative exercises that proved malleable enough to inspire teachers for three centuries. Based on decades of research, this book excerpts, translates, and analyzes teachers' notes and commentaries in the more than two hundred extant manuscripts of the text. We learn the reasons for the popularity of the Poetria nova among medieval and early Renaissance teachers, how prose as well as verse genres were taught, why the Poetria nova was a required text in central European universities, its attractions for early modern scholars and historians, and how we might still learn from it today. Woods' monumental achievement will allow modern scholars to see the Poetria nova as earlier Europeans did: a witty and perennially popular text central to the experience of almost every student.

This rich collection of essays by an international group of authors explores a wide range of commentaries on ancient Latin and Greek texts. It pays particular attention to individual commentaries, national traditions of commentary, the part played by commentaries in the reception of classical texts, and the role of printing and publishing.

Mary Ferguson is a native of Bennettsville, South Carolina. She earned an Education Doctorate (Ed. D.) in Educational Leadership from Fayetteville State University (NC), MSA, Fayetteville State University (NC), M.Ed., St. Mary University, Leavenworth, Kansas and a BS from Winston Salem State University (NC). Mary is an Adjunct Assistant Professor member for the School of Educational Leadership at Fayetteville State University. Additional university and higher education professional teaching and administrative affiliates include: The University of Maryland (Heidelberg), Chapman University (Fort Richardson, Alaska), Central Texas College (Ft. Bragg, NC), Webster University (Ft. Bragg, NC), Fayetteville Technical Community College (NC), Carolina Bible College (NC) and Miller-Motte (NC). Mary served as a school administrator and teacher for elementary, middle, and high schools in various states and countries. Her primary focuses include: research, writing, and presenting referencing the culture of families, community, higher education and public school improvement.

Offers a better way to read Thucydides through the explanation of grammar and a glimpse into the history of classical scholarship

This is a substantially introduced and annotated first edition of a previously unknown Latin text, which throws light on the intellectual history of early medieval Europe.

Including contributions from twenty-two leading moral theologians, this volume is the most thorough assessment of modern Roman Catholic social teaching available. In addition to interrogations of the major documents, it provides insight into the biblical and philosophical foundations of Catholic social teaching, addresses the doctrinal issues that arise in such a context, and explores the social thought leading up to the "modern" era, which is generally accepted as beginning in 1891 with the publication of Pope Leo XIII's Rerum Novarum. The book also includes a review of how Catholic social teaching has been received in the United States and offers an informed look at the shortcomings and questions that future generations must address. This second edition includes revised and updated essays as well as two new commentaries: one on Pope Benedict XVI's encyclical Caritas in Veritate and one on Pope Francis's encyclical Laudato Si'. An outstanding reference work for anyone interested in studying and understanding the key documents that make up the central corpus of modern Catholic social teaching.

Comparative analysis of the techniques and procedures of important mathematical commentaries in five ancient cultures from China to Greece.