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THEME ISSUE 3. April 2020 ISSUE 3. APRIL 2020 JOLCEL JOURNAL OF LATIN COSMOPOLITANISM AND EUROPEAN LITERATURES THEME SCHOOLING AND AUTHORITY Advisory Board Editorial Board Paolo Borsa, State University of Milan Jeroen De Gussem, Ghent University Walter Cohen, University of Michigan Chrysanthi Demetriou, Open University Rita Copeland, University of Pennsylvania of Cyprus Anders Cullhed, Stockholm University Tim Noens, Fordham University Roland Greene, Stanford University Stijn Praet, Ghent University Andrew Laird, Brown University Maxim Rigaux, Universitat Autònoma Han Lamers, University of Oslo de Barcelona William Marx, University of Wales Trinity Klazina Staat, Ghent University Saint David Thomas Velle, Ghent University Ingela Nilsson, University of Uppsala Ivo Wolsing, Radboud University James I. Porter, University of California, Dinah Wouters, Huygens ING, Royal Berkeley Netherlands Academy of Arts and Sciences Wim Verbaal, Ghent University Françoise Waquet, Centre national de la Guest Editors recherche scientifique Olivier Bodart, Ghent University Jan M. Ziolkowski, Harvard University Tim Ongenae, Ghent University Irene Zwiep, University of Amsterdam Jessica Van Wynsberge, Ghent University Design and Copy Editing Jeroen De Gussem, Ghent University Thomas Velle, Ghent University The Journal of Latin Cosmopolitanism and European Literatures (JOLCEL) (ISSN 2593- 743X) is an online peer-reviewed open access journal, published multiple times a year. The journal’s contents are closely linked to the activities of the research group RELICS (Researchers of European Literary Identity, Cosmopolitanism and the Schools), an international network of researchers interested in the themes developed throughout the journal issues. For more information, visit the JOLCEL website, or contact [email protected]. Subscriptions (membership, newsletter, upcoming events, call for papers): relicsresearch.com/contact/. Submissions: jolcel.ugent.be/submissions. Cover image: The ass at school, Pieter van der Heyden, aer Pieter Bruegel (I), 1557, en- graving, h 232mm × w 296mm, licensed under Creative Commons (CC BY-NC-SA ⒋0). © 2020 Contents Editorial Note iv Dialogue C D Controversial Topics in Literature and Education: Hrotswitha and Donatus on Terence’s Rapes 2 B M J The Meaning and Use of fabula in the Dialogus creaturarum moralizatus 24 L C.M.M. J Introite, pueri! The School-Room Performance of George Buchanan’s Latin Medea in Bordeaux 43 Response Piece R C Latin Education and Classical Reception: the Minor Genres 62 iii Editorial Note We are pleased to offer you the third issue of JOLCEL, a journal devoted to the study of Latin literature om a European and diachronic perspective. Thus far, we have published two thematic issues. In the first issue, we put a spotlight on the oen neglected role of Latin education in the production of literature that is regarded as culturally central. Conversely, in the second issue, we looked at contexts where Latin literature occurs as a marginal phenomenon. In these contexts, Latin literature owes its presence to the enduring centrality of Latin education. In this third issue, thematically entitled “Schools and Authority,” we delve deeper into the mediating role that school authorities—teachers, authors, and commentators—played in the reception of classical authorities. The school curriculum institutionalised during Antiquity bequeathed to the later history of Latin education a number of authorities who were read as models and as handbooks. Thus, not only were texts om Roman and Greek Antiquity a constant presence in the creation of literary texts, they were also an essential part of school curricula. To take this element into account is to gain an enhanced view on the literary reception of classical texts. The interaction between school and literature is not just a matter of transmission, but also of evaluation, negotiation, and transformation. The goals of Latin education were much broader than teaching how to read and write literature. As Rita Copeland states it in her response to the articles gathered in this issue, Latin education “was the foundation on which reception could be built,” but it “encompassed far more than classicism: theology, the production of new literature, new scientific and philosophical thought, and networks of civil bureaucracy and ecclesiastical administration.” It therefore offers a broader ame om which to study the reception of classical literature in European literary history. The three articles in this issue exempli this approach. First, Chrysanthi Demetriou (Open University of Cyprus) looks at the presence of the school author Terence in the plays by the tenth-century playwright Hrotswitha. She opens up a new perspective on this relation by reading through the lens of Donatus’ hugely influential Commentaries on Terence. In particular, she discusses Hrotswitha’s treatment of rape scenes and links it to Donatus’ use of them as an ideal instance for moral instruction. Second, Brian M. Jensen (Stockholm University) discusses the first book ever printed in Sweden, the Dialogus creaturarum moralizatus. With particular reference to fables attributed to Aesop, he shows how the presentation of these fables depends on pedagogical considerations. In the third and last article of this issue, Lucy Jackson (Durham University) studies the Latin school iv Editorial Note play Medea, a translation of Euripides’ play by the sixteenth-century humanist George Buchanan. In Buchanan’s version, Medea becomes more of a rhetorician than a sorceress, thereby holding up a model of Latinity to the schoolboys performing the play. Finally, Rita Copeland (University of Pennsylvania) brings these three papers together in a critical response piece. For further information about RELICS and announcements about forthcoming issues of JOLCEL, you can consult our websites at relicsresearch.com and jolcel.ugent.be. T JOLCEL E B A 2020 v C C Chrysanthi Demetriou, “Controversial Topics in Literature and Education: Hrotswitha and Donatus on Terence’s Rapes,” JOLCEL 3 (2020): 2–22. DOI: ⒑21825/jolcel.vi⒊825⒈ * N This contribution is part of a larger dialogue of three articles and one responding piece that form the current issue of JOLCEL. The other contributions are “The Meaning and Use of fabula in the Dialogus creaturarum moralizatus” by Brian Møller Jensen (pp. 24–41) and “Introite, pueri! The School-Room Performance of George Buchanan’s Latin Medea in Bordeaux” by Lucy C.M.M. Jackson (pp. 43–61). The response piece is “Latin Education and Classical Reception: the Minor Genres” by Rita Copeland (pp. 62–66). * Controversial Topics in Literature and Education: Hrotswitha and Donatus on Terence’s Rapes* C D Open University of Cyprus A The paper examines the way Terence’s comedy was received and exploited by the dramas of Hrotswitha of Gandersheim. The discussion focuses on a particular comic motif: rape. Aer the examination of the way Hrotswitha transforms Terentian rapes and incorporates them into her dramatic composition, the paper focuses on a very important spectrum of Terence’s survival: education. Specifically, it explores how rape was read and interpreted by the most important treatise of Terence’s exegesis: the commentary of Donatus. All in all, the paper aims at identiing possible common approaches between the educational and literary sources under examination, while, at the same time, investigates the extent to which the educational context of Terence’s reception affected the literary products that used Terence as their prototype. *** 1 Introduction Terence’s comedies have survived over the centuries not only as literary readings,1 but also as school texts. They were extensively quoted by late antique Latin authors, including Christian Church fathers such as Jerome, who studied Terence’s comedy at school. At the same time, Terence’s influence upon Christian literary production was already evident in the fourth century.2 Within this amework, Terence constitutes the prototype for the dramatic * I would like to thank the RELICS research team for organizing the conference ‘Telling Tales out of School: Latin Education and European Literary Production’ at the University of Ghent in September 20⒘ Many thanks are also due to the anonymous reviewers of JOLCEL for their very useful suggestions. 1 See, e.g., the influence of Roman comedy on Shakespearean drama, discussed by Robert S. Miola, Shakespeare and Classical Comedy. The Influence of Plautus and Terence (Oxford: Oxford University Press, 1994). 2 On the use of Terence by late antique authors, including Christians (and, of course, Jerome), see Andrew 2 C D, “Controversial Topics in Literature and Education” works of Hrotswitha of Gandersheim, the “first known dramatist of Christianity.”3 Although various Terentian echoes in Hrotswitha’s medieval dramas have already been examined,4 in this paper, I will focus on a specific comic motif: rapes. First (in section 2), I will explore Hrotswitha’s rape incidents in light of Terence’s comedies in order to show that Hrotswitha’s exploitation of rape incidents reflects the canoness’s deep engagement with Terentian drama. More specifically, this analysis strives to demonstrate that Hrotswitha has a firm knowledge of the principles that govern Terentian rapes, while her use of this motif is much more sophisticated than oen noted at first glance.5 Secondly (in section 3), I will investigate the acquaintance of Hrotswitha and her audience with Terentian comedy by focusing on one prominent aspect: education. In this context, I will examine Donatus’ interpretation of Terentian
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