The Elements of Abbreviation in Medieval Latin Paleography
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A Renaissance for Medieval Classics
JOHN HARVard’s JournAL really anything that could serve the same can keep a medieval spelling,” Ziolkow Jan Ziolkowski functions as the Loeb for the medieval pe ski explains. “It’s going to throw people riod, and that was a frustration for me as I who are trained in classical Latin, to get thought about trying to communicate my some of the spellings that we’ve got, I feel field to a wider public.” The project in no doubt about that; however, they’ll have cubated until Ziolkowski was appointed the English alongside to help them get ac director of Dumbarton Oaks in the sum customed to it, so I hope the novelty will mer of 2007, when he began to discuss the excite people rather than deter them.” process of bringing it into existence with But Ziolkowski also hopes the series HUP. will appeal more broadly, serving both the Sharmila Sen, general editor for the hu lay reader and the specialist. “You have to manities at HUP, oversees DOML (www. appeal to a wide audience, but also satisfy hup.harvard.edu/collection.php?cpk=1320) the erudite people,” he explains. This ap as well as its predecessors and compan proach has also informed the selection of ions, the Loeb Classical Library and I the texts for DOML: “I’ve been trying to Tatti Renaissance Library (see “Reread strike a balance between something that ing the Renaissance,” MarchApril 2006, people will have heard of before, and then page 34). “There is a thousandyear gap some texts that are quite offbeat.” between Loeb and I Tatti, so DOML per Three titles will formally open the proj forms a muchneeded function of making ect. -
Carolingian Uncial: a Context for the Lothar Psalter
CAROLINGIAN UNCIAL: A CONTEXT FOR THE LOTHAR PSALTER ROSAMOND McKITTERICK IN his famous identification and dating ofthe Morgan Golden Gospels published in the Festschrift for Belle da Costa Greene, E. A. Lowe was quite explicit in his categorizing of Carolingian uncial as the 'invention of a display artist'.^ He went on to define it as an artificial script beginning to be found in manuscripts of the ninth century and even of the late eighth century. These uncials were reserved for special display purposes, for headings, titles, colophons, opening lines and, exceptionally, as in the case ofthe Morgan Gospels Lowe was discussing, for an entire codex. Lowe acknowledged that uncial had been used in these ways before the end of the eighth century, but then it was * natural' not 'artificial' uncial. One of the problems I wish to address is the degree to which Frankish uncial in the late eighth and the ninth centuries is indeed 'artificial' rather than 'natural'. Can it be regarded as a deliberate recreation of a script type, or is it a refinement and elevation in status of an existing book script? Secondly, to what degree is a particular script type used for a particular text type in the early Middle Ages? The third problem, related at least to the first, if not to the second, is whether Frankish uncial, be it natural or artificial, is sufficiently distinctive when used by a particular scriptorium to enable us to locate a manuscript or fragment to one atelier rather than another. This problem needs, of course, to be set within the context of later Carolingian book production, the notions of 'house' style as opposed to 'regional' style and the criteria for locating manuscript production to particular scriptoria in the Frankish kingdoms under the Carolingians that I have discussed elsewhere." It is also of particular importance when considering the Hofschule atehers ofthe mid-ninth century associated with the Emperor Lothar and with King Charles the Bald. -
Illinois Classical Studies
i 11 Parallel Lives: Plutarch's Lives, Lapo da Castiglionchio the Younger (1405-1438) and the Art of Italian Renaissance Translation CHRISTOPHER S. CELENZA Before his premature death in 1438 of an outbreak of plague in Ferrara, the Florentine humanist and follower of the papal curia Lapo da Castiglionchio the Younger left behind three main bodies of work in Latin, all still either unedited or incompletely edited: his own self-collected letters, a small number of prose treatises, and a sizeable corpus of Greek-to-Latin translations. This paper concerns primarily the last of these three aspects of his work and has as its evidentiary focus two autograph manuscripts that contain inter alia final versions of Lapo's Latin translations of Plutarch's Lives of Themistocles, Artaxerxes, and Aratus. In addition, however, to studying Lapo's translating techniques, this paper will address chiefly the complexities of motivation surrounding Lapo's choice of dedicatees for these translations. The range of circumstances will demonstrate, I hope, the lengths to which a young, little-known humanist had to go to support himself in an environment where there was as yet no real fixed, institutional place for a newly created discipline. Lapo and Translation: Patronage, Theory, and Practice Of the three areas mentioned, Lapo's translations represent the most voluminous part of his oeuvre and in fact it is to his translations that he owes his modem reputation. But why did this young humanist devote so much energy to translating? And why were Plutarch's Lives such an important part of his effort? An earlier version of this paper was delivered as an Oldfather Lecture at the University of Illinois at Urbana-Champaign on 8 November 1996. -
A Collection of Mildly Interesting Facts About the Little Symbols We Communicate With
Ty p o g raph i c Factettes A collection of mildly interesting facts about the little symbols we communicate with. Helvetica The horizontal bars of a letter are almost always thinner than the vertical bars. Minion The font size is approximately the measurement from the lowest appearance of any letter to the highest. Most of the time. Seventy-two points equals one inch. Fridge256 point Cochin most of 50the point Zaphino time Letters with rounded bottoms don’t sit on the baseline, but slightly below it. Visually, they would appear too high if they rested on the same base as the squared letters. liceAdobe Caslon Bold UNITED KINGDOM UNITED STATES LOLITA LOLITA In Ancient Rome, scribes would abbreviate et (the latin word for and) into one letter. We still use that abbreviation, called the ampersand. The et is still very visible in some italic ampersands. The word ampersand comes from and-per-se-and. Strange. Adobe Garamond Regular Adobe Garamond Italic Trump Mediaval Italic Helvetica Light hat two letters ss w it cam gue e f can rom u . I Yo t h d. as n b ha e rt en ho a s ro n u e n t d it r fo w r s h a u n w ) d r e e m d a s n o r f e y t e t a e r b s , a b s u d t e d e e n m t i a ( n l d o b s o m a y r S e - d t w A i e t h h t t , h d e n a a s d r v e e p n t m a o f e e h m t e a k i i l . -
Curriculum Vitae-Microsoft
CURRICULUM VITAE Judith Evans Grubbs, Betty Gage Holland Professor of Roman History Department of History, Emory University 123 Bowden Hall Phone: (404) 727-3386 Email: [email protected] Home phone: (404) 373-1250 Faculty affiliations at Emory: Faculty, Department of History Faculty, Ancient Mediterranean Studies Program Affiliated faculty, Graduate Division of Religion (in New Testament Studies and in Historical Studies in Theology and Religion) Associated faculty, Classics Department Associated faculty, Center for the Study of Law and Religion I. EDUCATION: 1987: Stanford University, PhD in Classics 1978-9: American School of Classical Studies in Athens (no degree given) 1978: Emory University, B.A. in Greek and English with Highest Honors II. PROFESSIONAL EXPERIENCE: 2010 - Betty Gage Holland Professor, History, Emory University 2004-2010 Professor, Classics, Washington University in St. Louis 1987-2004 Assistant Prof. to Professor, Classical Studies, Sweet Briar College 1985-87 and 1983-84: Teaching Fellow in Classics, Stanford University, CA 1984-85 Lecturer, Intercollegiate Center for Classical Studies in Rome III. MAJOR HONORS AND AWARDS: 2019-20: Loeb Classical Library Foundation Fellowship 2019-20: Dorothy Tarrant Fellowship, Institute for Classical Studies (London)[on hold] Spring 2017: University Research Committee grant for course release for 2 classes 2012-13: John Simon Guggenheim Fellowship 2004-5: National Endowment for the Humanities Fellowship for College Teachers 1997-8: National Endowment for the Humanities Fellowship -
Latin Letters to English
Latin Letters To English Exaggerative Francisco peck, his ribwort dislocated jump fraudulently. Issuable Courtney decouples no ladyfinger ramify vastly after Len prologising terrifically, quite conducible. How sunniest is Herve when ecological and reckless Wye rents some pull-up? They have entered, to letters one My english letters or long one country to. General Transforms Contents 1 Overview 2 Script. Names of the letters of the Latin alphabet in English Spanish. The learning begin! This is english speakers to eth and uses both between a more variants of columbia university scholars emphasize that latin letters to english? Day around the world. Language structure has probably decided. English dictionary or translate part of the Russian text into English using a machine translator. Pliny Letters translation Attalus. Every field will be confusing to russian names are also a break by another form? Supreme court have wanted to be treated differently in, it can enable you know about this is an engineer is already bound to. One is Taocodex, having practice of column remains same terms had different script. Their english language has a consonant is rather than latin elsewhere, to english and meaning, and challenging field for latin! Alphabet and Character Frequency Latin Latina. Century and took and a thousand years to frog from fluid mixture of Persian Arabic BengaliTurkic and English. 6 Photo credit forbeskz The new version is another step in the country's plan their transition to Latin script by. Ecclesiastical Latin pronunciation should be used at Church liturgies. Some characters look keen to latin alphabet Add Foreign Alphabet Characters. -
The Early Middle Ages
CHAPTER 7 The Early Middle Ages i' CORONATION OF CHARLEMAGNE . The crowning of Charlemagne by the pope implied that the emperor had a spiritua l responsibility to spread and defend the fait h. (Scala/Art Resource, N. Y.) he establishment of Germanic kingdoms in the fifth and sixth centuries on Roman lands marked the end of the ancient world T and the start of the Middle Ages, a period that spanned a thou sand years. During the Middle Ages the center of Western civilization shifted northward from the lands bordering the Mediterranean Sea to parts of Europe that Greco-Roman civilization had barely penetrated. The Early Middle Ages (500-1050) marked an age of transition. The humanist culture that characterized the Greco-Roman past had disinte grated, and a new civilization was emerging in Latin Christendom, which covered western and central Europe. Medieval civilization con sisted of a blending of the remnants of Greco-Roman culture with Germanic customs and Christian principles. The central element was Christianity; the Christian view of a transcendent God and the quest for salvation pervaded the medieval outlook, and the church was the dom inant institution. During the Early Middle Ages, Latin Christendom was a pioneer soci ety struggling to overcome invasions, a breakdown ofcentral authority, a decline in trade and town life, and a deterioration of highly refined culture. The Latin Christian church, centered in Rome and headed by the pope, progressively gave form and unity to the new civilization. Christian clergy preserved some of the learning of the ancient world, which they incorporated into the Christian outlook. -
Introduction to Palaeography
Irene Ceccherini / Henrike Lähnemann Oxford, MT 2015/16 Introduction to Palaeography Bibliographical references Online bibliography: http://www.theleme.enc.sorbonne.fr Codicology - Jacques Lemaire, Introduction à la codicologie, Louvain-la-Neuve 1989. - Colin H. Roberts – T.C. Skeats, The birth of the codex, London 1983. - Maria Luisa Agati, Il libro manoscritto da Oriente a Occidente: per una codicologia comparata, Roma 2009. - Elisa Ruiz, Introducción a la codicologia, Madrid 2002. - Marilena Maniaci, Archeologia del manoscritto. Metodi, problemi, bibliografia recente, Roma 2002. - Denis Muzerelle, Vocabulaire codicologique. Répertoire méthodique des termes français relatifs aux manuscrits, Paris 1985. o Italian translation: Marilena Maniaci, Terminologia del libro manoscritto, Roma 1996. o Spanish translation: Pilar Ostos, Maria Luisa Pardo, Elena E. Rodríguez, Vocabulario de codicología, Madrid 1997. o Online version (with English provisional translation): http://www.vocabulaire.irht.cnrs.fr - Cf. Bischoff (palaeography). Palaeography - Bernhard Bischoff, Paläographie des römischen Altertums und des abendländischen Mittelalters, Berlin 19862. o French translation: Paléographie de l’antiquité romaine et du Moyen Age occidental, éd. Hartmut Atsma et Jean Vezin, Paris 1985. o English translation: Latin Palaeography. Antiquity and the Middle Ages, eds Dáibní Ó Cróinin and David Ganz, Cambridge 1990. o Italian translation: Paleografia latina. Antichità e Medioevo, a cura di Gilda Mantovani e Stefano Zamponi, Padova 1992. - Albert Derolez, The palaeography of Gothic manuscript books. From the twelfth to the early sixteenth century, Cambridge 2003 o cf. review by Marc H. Smith in “Scriptorium”58/2 (2004), pp. 274-279). Catalogues of dated and datable manuscripts Austria, Belgium, France, Germany, Italy, Netherlands, Sweden, Switzerland, United Kingdom, Vatican. Abbreviations - Adriano Cappelli, Lexicon abbreviaturarum. -
Vulgar and Medieval Latin Linguistics - En-Cours-2017-Lglor2503 Lglor2503 Vulgar and Medieval Latin Linguistics 2017
Université catholique de Louvain - Vulgar and Medieval Latin Linguistics - en-cours-2017-lglor2503 lglor2503 Vulgar and Medieval Latin Linguistics 2017 5 credits 30.0 h Q1 This biannual learning is being organized in 2017-2018 Teacher(s) Isebaert Lambert ; Language : French Place of the course Louvain-la-Neuve Main themes In-depth study of the language and texts of late Latin. The course deals with the following themes: 1. The problem of "vulgar" Latin: definitions, sources, and principal characteristics from a phonological, morphological, syntactical and lexical point of view. 2. Reading and commenting typical texts; 3. The evolution of the Latin of the late period, especially of the early medieval period: linguistic study of selected documents. Aims At the end of this course, the student will have acquired the principal characteristics of spoken Latin of 1 the Imperial and early medieval periods. He will be capable of reading and interpreting typical texts of this period. - - - - The contribution of this Teaching Unit to the development and command of the skills and learning outcomes of the programme(s) can be accessed at the end of this sheet, in the section entitled “Programmes/courses offering this Teaching Unit”. Evaluation methods Oral exam. Teaching methods Lectures with exercises (preparation of texts). Content A systematic study of the principal linguistic modifications of Late Latin: phonology and prosodics, morphology, syntax, lexicology and semantics. Study of literary texts ( e.g. Petronas, Itinerarium Egeriae, Gregory of Tours) and documentary texts (e.g. Inscriptions from Pompeii, private letters , and legal documents. - Väänänen, Introduction au latin vulgaire, 3e éd., Paris, 1981. -
Shorthand Vocabulary
1 Mural from the Exhibition “SPOKEN WORDS FLY AWAY, WRITTEN WORDS REMAIN" at the House of Representatives - Brazil (May, 2011) * 2 FOREWORD This work is the result of an invitation made to me last year by Prof. Boris Neubauer, Chairman of the INTERSTENO Scientific and Educational Committee. He proposed for me to develop a vocabulary of shorthand terms in Portuguese to be published in the organization's website. The Vocabulary was to aim more towards words, terms and expressions used by professional stenographers when at work. As one idea leads to another, and as I am used to reading shorthand textbooks, I began to collect diligently words, terms and expressions usually used and repeated in these books. In all, I exhaustively scrutinized 31 textbooks, covering various authors and shorthand systems. I am exceedingly gratified in being able to present to the public the result of that scrutiny. This paper does not have the intention of exhausting the subject. Rather, it may, as time passes, be enlarged and enriched with new entries. There is a great amount and variety of specific words and expressions used in teaching/learning shorthand writing, whether in relation to the specific terminology used to refer to the shorthand signs of each particular system, or to the generic terms of this very shortened writing system – that due to its abbreviated nature, enables writing speeds several times greater than longhand. I hope this collection serves as a subsidy for all those that are either interested in teaching/learning shorthand or are simply lovers of this art and wish to know the vast terminology used in this field. -
Cleeve, Marigold, Comp. TITLE Suggestions for the Classical Shelves of a School Library
DOCUMENT RESUME ED 044 989 EL 002 025 AUTHOR Colehourn, R., Comm.; Cleeve, Marigold, Comp. TITLE Suggestions for the Classical Shelves of a School Library. INSTITUTION Joint Association of Classical Teachers, Oxford (England) . REPORT NO JACT-Pap-No-3-Rev PUB DATE Mar 68 NOTE 14p. EDRS PRICE EDRS Price MF-$0.25 HC -$0.P0 DESCRIPTORS Ancient History, Archaeology, Architecture, *Bibliographies, *Classical Languages, Classical Literature, *Greek Literature, History, Instructional Program Divisions, *Latin Literature, Library Material Selection, Literary Criticism, Literary History, *Reference Books ABSTRACT This bibliography is suggested for use by students and teachers of Latin, Greek and ancient civilizations. Entries are compiled under the headings of: (1) bibliographies and journals including bocklists, periodicals, and hooks for teachers; (2) reference works in literature, mythology, history and antiquities, and language; (3) texts and anthologies; (4) commentaries on Greek and Latin classics;(5) translations; (6) literary history and criticism;(7) ancient history; (P) Roman 71ritain; (9) archaeology, antiquities, and society:(10) architecture and art including works on Greece, Rome, and Fturia; (11) philosophy and science;(12) the legacy of antiquity;(1?) later Latin, (14) fiction; and (15) nonfiction for younger pupils. Data on publisher and price are included for the approximately 550 entries. (RL) U.S. DEPAIITFAENT OF HEALTH, EDUCATION P. WELFARE OFFICE OFEDUCATION THIS DOCUMENT HASBEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF The Joint Association of Classical Teachers VIEW OR OPINIONS STATED DO NOT NECES. SARILY REPRESENT OFFICIAL OFFICE OF EDU CATION POSITION OR POLICY SERVICE AND INFORMATION BUREAU. SUGGESTIONS FOR THE CLASSICAL SHELVES OF A SCHOOL Paper No. -
Effectofvariousw00ayri.Pdf
THE EFFECT OF VARIOUS WRITING TOOLS ON THE HANDWRITING LEGIBILITY OF FIRST GRADE CHILDREN By BEULAH M. AYRIS A DISSERTATION PRESENTED TO THE GRADUATE COUNCIL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF EDUCATION UNIVERSITY OF FLORIDA 1981 Tt gives me great pleasure and a deep sense of satisfaction to dedicate this volume to my loving and wonderful mother, Mrs. Aubra Jane Haynie. Throughout my life, she has given so freely of her time and energ}', faith and emotional support in all my endeavors. This study makes her dream a reality. I wish to express sincere gratitude to my husband, Art, and my three children, Arthur, Cynthia and David, for all the patience and tolerance they have shown with household chaos and turmoil during my many months of study. ACKNOWLEDGEMENTS I would like to thank my supervisory committee: Dr. Linda L. Lamme for her patient guidance in the development of this study, her wisdom as a teacher and for her true friendship; Dr. William Hedges for his kindness and support in the data analysis and for his faith in me as a student; Dr. Dorene Ross for her help in conceptualizing and critiquing the study; Dr. Evelyn Wenzel who has consistently conveyed a feeling of genuine enthusiasm in the development of the study; Dr. Cecil Mercer who has given time and support for the study. This research would not have been possible without the professional support of the first grade teachers who so patiently and conscientiously made daily use of the writing tools in their classrooms for a full semester My aide, Mrs.