Scholarship on pre-university education in Italy before 1500 has been dominated by studies of individual towns or by general syntheses; this work offers not only an archival study of a region but also attempts to discern crucial local variations.

This book makes a substantial contribution to the study of Florentine history. It answers an important but hitherto unresolved question: why did the Florentine Republic keep a university in its capital city between 1385 and 1473 rather than follow the example of other Italian states in maintaining a university in a subject town? Based on a wide range of newly-found sources, it discloses that the University owed its survival to the support of the Florentine elite, especially the Medici family and its followers. It reveals systematically the close ties between the University and major developments in the social, economic, political, ecclesiastical, and cultural life of Florence and Florentine Tuscany. The appendices fill some of the greatest gaps in our knowledge of the University, identifying administrators, students, examiners, and teachers.

A collection of the best recent research on the Republic of Florence in Tuscany during the Renaissance.

Quantitative Studies of the Renaissance Florentine Economy and Society is a collection of nine quantitative studies probing aspects of Renaissance Florentine economy and society. The collection, organized by topic, source material and analysis methods, discusses risk and return, specifically the population’s responses to the plague and also the measurement of interest rates. The work analyzes the population’s wealth distribution, the impact of taxes and subsidies on art and architecture, the level of neighborhood segregation and the accumulation of wealth. Additionally, this study assesses the competitiveness of Florentine markets and the level of monopoly power, the nature of women’s work and the impact of business risk on the organization of industrial production.

Scholars have traditionally viewed the Italian Renaissance artist as a gifted, but poorly educated craftsman whose complex and demanding works were created with the assistance of a more educated advisor. These assumptions are, in part, based on research that has focused primarily on the artist's social rank and workshop training. In this volume, Angela Dressen explores the range of educational opportunities that were available to the Italian Renaissance artist. Considering artistic formation within the history of education, Dressen focuses on the training of highly skilled, average artists, revealing a general level of learning that was much more substantial than has been assumed. She emphasizes the role of mediators who had a particular interest in augmenting artists' knowledge, and highlights how artists used Latin and vernacular texts to gain additional knowledge that they avidly sought. Dressen's volume brings new insights into a topic at the intersection of early modern intellectual, educational, and art history.