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Singing the New Song
InSinging the New Song, Katherine Zieman examines the institutions and practices of the liturgy as central to changes in late medieval English understandings of the written word. Where previous studies have described how writing comes to supplant oral forms of communication or how it objectifies relations of power formerly transacted through ritual and ceremony, Zieman shifts the critical gaze to the ritual performance of written texts in the liturgy-effectively changing the focus from writing to reading. Beginning with a history of the elementary educational institution known to modern scholars as the \"song school,\" Zieman shows the continued centrality of liturgical and devotional texts to the earliest stages of literacy training and spiritual formation. Originally, these schools were created to provide liturgical training for literate adult performers who had already mastered the grammatical arts. From the late thirteenth century on, however, the attention and resources of both lay and clerical patrons came to be devoted specifically to young boys, centering on their function as choristers. Because choristers needed to be trained before they received instruction in grammar, the liturgical skills of reading and singing took on a different meaning. This shift in priorities, Zieman argues, is paradigmatic of broader cultural changes, in which increased interest in liturgical performance and varying definitions attached to \"reading and singing\" caused these practices to take on a life of their own, unyoked from their original institutional settings of monastery and cathedral. Unmoored from the context of the choral community, reading and singing developed into discrete, portable skills that could be put to use in a number of contexts, sacred and secular, Latin and vernacular. Ultimately, they would be carried into a wider public sphere, where they would be transformed into public modes of discourse appropriated by vernacular writers such as Geoffrey Chaucer and William Langland.
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English Letters and Indian Literacies
As rigid and unforgiving as the boarding schools established for the education of Native Americans could be, the intellectuals who engaged with these schools-including Mohegans Samson Occom and Joseph Johnson, and Montauketts David and Jacob Fowler in the eighteenth century, and Cherokees Catharine and David Brown in the nineteenth-became passionate advocates for Native community as a political and cultural force. From handwriting exercises to Cherokee Syllabary texts, Native students negotiated a variety of pedagogical practices and technologies, using their hard-won literacy skills for their own purposes. By examining the materials of literacy-primers, spellers, ink, paper, and instructional manuals-as well as the products of literacy-letters, journals, confessions, reports, and translations-English Letters and Indian Literaciesexplores the ways boarding schools were, for better or worse, a radical experiment in cross-cultural communication. Focusing on schools established by New England missionaries, first in southern New England and later among the Cherokees, Hilary E. Wyss explores both the ways this missionary culture attempted to shape and define Native literacy and the Native response to their efforts. She examines the tropes of \"readerly\" Indians-passive and grateful recipients of an English cultural model-and \"writerly\" Indians-those fluent in the colonial culture but also committed to Native community as a political and cultural concern-to develop a theory of literacy and literate practice that complicates and enriches the study of Native self-expression. Wyss's literary readings of archival sources, published works, and correspondence incorporate methods from gender studies, the history of the book, indigenous intellectual history, and transatlantic American studies.
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The bookshop girl
Property Jones and her family are in dire straits when they win a drawing for the greatest bookstore in England but the previous owner was hiding something nearly as big as Property's secret.
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Chaucer, Gower, and the Vernacular Rising
Chaucer, Gower, and the Vernacular Rising examines the transmission of Greco-Roman and European literature into English during the late fourteenth and early fifteenth centuries, while literacy was burgeoning among men and women from the nonruling classes. This dissemination offered a radically democratizing potential for accessing, interpreting, and deploying learned texts. Focusing primarily on an overlooked sector of Chaucer’s and Gower’s early readership, namely, the upper strata of nonruling urban classes, Lynn Arner argues that Chaucer’s and Gower’s writings engaged in elaborate processes of constructing cultural expertise. These writings helped define gradations of cultural authority, determining who could contribute to the production of legitimate knowledge and granting certain socioeconomic groups political leverage in the wake of the English Rising of 1381. Chaucer, Gower, and the Vernacular Rising simultaneously examines Chaucer’s and Gower’s negotiations—often articulated at the site of gender—over poetics and over the roles that vernacular poetry should play in the late medieval English social formation. This study investigates how Chaucer’s and Gower’s texts positioned poetry to become a powerful participant in processes of social control.
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Fruit of the orchard : reading Catherine of Siena in late medieval and early modern England
\"Fruit of the Orchard sheds light on how Catherine of Siena served as a visible and widespread representative of English piety becoming a part of the devotional landscape of the period. By analyzing a variety of texts, including monastic and lay, complete and excerpted, shared and private, author Jennifer N. Brown considers how the visionary prophet and author was used to demonstrate orthodoxy, subversion, and heresy. Tracing the book tradition of Catherine of Siena, as well as investigating the circulation of manuscripts, Brown explores how the various perceptions of the Italian saint were reshaped and understood by an English readership. By examining the practice of devotional reading, she reveals how this sacred exercise changed through a period of increased literacy, the rise of the printing press, and religious turmoil\"-- Provided by publisher.
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The Politics of Language
Old English literature thrived in late tenth-century England. Its success was the result of a concerted effort by the leaders of the Benedictine Reform movement to encourage both widespread literacy and a simple literary style. The manuscripts written in this era are the source for the majority of the Old English literature that survives today, including literary classics such asBeowulf. Yet the same monks who copied and compiled these important Old English texts themselves wrote in a rarified Latin, full of esoteric vocabulary and convoluted syntax and almost incomprehensible even to the well-educated.
Comparing works by the two most prolific authors of the era, Byrhtferth of Ramsey and Ælfric of Eynsham, Rebecca Stephenson explains the politics that encouraged the simultaneous development of a simple English style and an esoteric Latin style. By examining developments in Old English and Anglo-Latin side by side,The Politics of Languageopens up a valuable new perspective on the Benedictine Reform and literacy in the late Anglo-Saxon period.
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Fruit of the Orchard
In Fruit of the Orchard, Jennifer N. Brown builds upon academi c discourse about medieval readers, trans-Reformation studies, and Catherine of Siena to reveal insights into the changing devotional reading appetites and practices of the period.
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