Mueller Report Books


A Companion to English Renaissance Literature and Culture by Michael Hattaway

By Michael Hattaway

During this accomplished better half over fifty of the superior of contemporary students - together with Patrick Collinson, Germaine Greer, Richard Harries, Arthur Kinney, Andrew Hadfield , Jean Howard, and Judith Anderson - come jointly to supply an unique and far-reaching survey of English Renaissance literature and tradition. the 1st a part of the quantity considers pertinent concerns equivalent to humanism, English reformations, the improvement of the language, courtroom tradition, and playhouses, by way of the best way those facets of Renaissance tradition motivated literary creation. There are provocative essays on canonical genres equivalent to love poetry and Jacobean tragedy , but in addition debts of renowned and low drama and verse, and at the visible arts. The significant other additionally ways key texts of the interval via a few new readings via eminent students within the box offering unique views and positions on either canonical and non-canonical texts. The essays contain a number of ways to a number of texts from 'The Spanish Tragedy' and 'The Faerie Queen' to ''Tis Pity She's a Whore', the poems of girl Mary Wroth, and a variety of severe elegies. within the ultimate part, the publication strikes directly to discover modern debates in Renaissance reviews akin to feminism, sexuality, historicism, and country. This spouse is the one booklet of its style to shuttle past the level and is a useful consultant for either pupil and instructor.

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Extra info for A Companion to English Renaissance Literature and Culture (Blackwell Companions to Literature and Culture)

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Lady Jane Grey, who was executed in 1554 because of Protes- Early Tudor Humanism 25 tant support for her claim to the throne, was praised by Ascham as a model student. Elizabeth I was also taught by Ascham and received a full humanist education with the idea that it might lead to public service. Although she is mostly known for her assumption of roles like a Petrarchan mistress, Gloriana, or Astraea, she also did sometimes lay claim to the authority of her humanist education, when she delivered addresses in Latin, continued to translate classical works throughout her life and assumed a stance of moral authority in her speeches.

The Magdalen College School also adopted a humanist curriculum, as, soon, did many other schools throughout England. Northern European (Erasmian) humanism, as exemplified in English grammar schools, took further a technique already present in Italian educational practice. This technique involved teaching students to excerpt aphorisms, commonplaces, and striking sententiae from all classical works read, to collect them in a notebook, and to use them as the raw material for ‘invention’ (in the literal Latin sense of ‘finding’) of their own compositions.

Bushnell, Rebecca (1996). A Culture of Teaching: Early Modern Humanism in Theory and Practice. Ithaca: Cornell University Press. Carlson, David (1993). English Humanist Books: Writers and Patrons, Manuscript and Print, 1475–1525. Toronto: University of Toronto Press. Caspari, Fritz (1954). Humanism and the Social Order in Tudor England. New York: Columbia University Press. Crane, Mary Thomas (1993). Framing Authority: Sayings, Self, and Society in Sixteenth-century England. Princeton: Princeton University Press.

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