Description
Book SynopsisThe first lessons we learn in school can stay with us all our lives, but this was nowhere more true than in the last decades of the fourteenth century when grammar-school students were not only learning to read and write, but understanding, for the first time, that their mother tongue, English, was grammatical. The efflorescence of Ricardian poetry was not a direct result of this change, but it was everywhere shaped by it. This book characterizes this close connection between literacy training and literature, as it is manifest in the fine and ambitious poetry by Gower, Langland and Chaucer, at this transitional moment. This is also a book about the way medieval training in grammar (or grammatica) shaped the poetic arts in the Middle Ages fully as much as rhetorical training. It answers the curious question of what language was used to teach Latin grammar to the illiterate. It reveals, for the first time, what the surviving schoolbooks from the period actually contain. It describes what
Trade ReviewCannon's book has done much, as far as the implications for Middle English are concerned. It will feature in debate on the significance of elementary education for the creation of English literature, for many a year to come. * Alastair Minnis, Spenser Review *
Cannon's argument may be intuitive, but it is original with him, and this original and compelling book has the potential to reorient how we think about late medieval poetry. * Tim William Machan (University of Notre Dame), The Modern Language Review *
Table of ContentsIntroduction 1: The Language of Learning 2: The Ad Hoc Schoolroom 3: The Basic Grammars and the Grammar-School Style 4: Grammaticalization and Literary Form 5: The Basic Reading Texts and Literary Work 6: Equipment for Living 7: The Experience of Learning
