Chaucer's translation of Boethius' work is related to medieval intellectual culture, with attention to Trevet's Boethius commentary. This collection seeks to locate the Boece within the medievaltradition of the academic study and translation of the Consolatiophilosophiae, thereby relating the work to the intellectual culturewhich made it possible.It begins with the fullest study yet undertakenof the Boethius commentary of Nicholas Trevet, this being a majorsource of the Boece. There follow editions and translationsof the major passages in Trevet's commentary whereNeoplatonic issuesare confronted, then Chaucer's debt to Trevet is assessed in a detailedreview. The many choices which faced Chaucer as a translator are indicated and the Boeceis placed in a long line of interpreters of Boethius in which both Latin commentators and vernacular translators played their parts. Finally, a view is offered of the Boece as anexample of late-medieval `academic translation': if the Boeceis assigned to this genre, it may be judged a considerable success.

Covers all the important aspects of Boethius's thought and his influence on poets as well as philosophers and theologians.

Cambridge University Library's collection of illuminated manuscripts is of international significance. It originates in the medieval university and stands alongside the holdings of the colleges and the Fitzwilliam Museum. The University Library contains major European examples of medieval illumination from the ninth to the sixteenth centuries, with acknowledged masterpieces of Romanesque, Gothic and Renaissance book art, as well as illuminated literary texts, including the first complete Chaucer manuscript. This catalogue provides scholars and researchers easy access to the University Library's illuminated manuscripts, evaluating the importance of many of them for the very first time. It contains descriptions of famous manuscripts, for example the Life of Edward the Confessor attributed to Matthew Paris, as well as hundreds of lesser-known items. Beautifully illustrated throughout, the catalogue contains descriptions of individual manuscripts with up-to-date assessments of their style, origins and importance, together with bibliographical references.

Based on the study of over 500 surviving manuscript school books, this comprehensive 2001 study of the curriculum of school education in medieval and Renaissance Italy contains some surprising conclusions. Robert Black's analysis finds that continuity and conservatism, not innovation, characterize medieval and Renaissance teaching. The study of classical texts in medieval Italian schools reached its height in the twelfth century; this was followed by a collapse in the thirteenth century, an effect on school teaching of the growth of university education. This collapse was only gradually reversed in the two centuries that followed: it was not until the later 1400s that humanists began to have a significant impact on education. Scholars of European history, of Renaissance studies, and of the history of education will find that this deeply researched and broad-ranging book challenges much inherited wisdom about education, humanism and the history of ideas.

In the 12th century the "Book of the Soul" by the philosopher Avicenna was translated from Arabic into Latin. It had an immense success among scholastic writers and deeply influenced the structure and content of many psychological works of the Middle Ages. The reception of Avicenna's book is the story of cultural contact at an imipressively high intellectural level. The present volume investigates this successful reception using two approaches. The first is chronological, tracing the stages by which Avicenna's work was accepted and adapted by Latin scholars. The second is doctrinal, analyzing the fortunes of key doctrines. The sense of the original Arabic text of Avicenna is kept in mind throughout and the degree to which his original Latin interpreters succeeded in conveying it is evaluated.