{"title":"Teaching Greek: from school to university via fifteenth century Florence","authors":"Clive Letchford","doi":"10.1017/s2058631024000217","DOIUrl":null,"url":null,"abstract":"<p>The scene is Florence, Italy in 1493. The scholar and teacher Guarino of Favera is holding a series of classes for beginners in the Greek language. Few people know Greek since materials for learning it are few. We have an account of his method by Girolamo Amaseo, one of his pupils. Amaseo is one of 16 students whose ages range from youths to a 50-year old poet, and Guarino is teaching them some Iliad, Odyssey and Aristophanes each day.</p><p><span>Primo sententiam lectionis paucis et dilucide eleganterque colligit; post interpretationem primam, verborum et nominum inflexionem, si duriuscula est, reperit; etimologiam non tacet et figuras reliquas. Secundo eam ipsam lectionem percurrit et, ne quae prius dixerat obliviscamur confirmat, examinatque nos omnes et, post ipsam statim lectionem, aliquis e numero nostro eam exponit. Cogimur declinare, nec displicet: omnia enim studia suam habet infanciam.</span></p><p>First, he elegantly and lucidly expresses the meaning of the text in a few words. After the first translation, if the case of the verbs and nouns is a little difficult, he clarifies it. He does not neglect etymology or the other figures of speech. Second, he goes on through the same text and, so that we do not forget what he has just said, he reinforces it, examines us all and immediately after the reading of the text, one of us expounds it. We are required to decline the nouns, and this is not a chore: every study has its infancy. (Botley, 2010)</p><p></p>","PeriodicalId":53809,"journal":{"name":"Journal of Classics Teaching","volume":"3 1","pages":""},"PeriodicalIF":0.2000,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Classics Teaching","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1017/s2058631024000217","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"CLASSICS","Score":null,"Total":0}
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Abstract
The scene is Florence, Italy in 1493. The scholar and teacher Guarino of Favera is holding a series of classes for beginners in the Greek language. Few people know Greek since materials for learning it are few. We have an account of his method by Girolamo Amaseo, one of his pupils. Amaseo is one of 16 students whose ages range from youths to a 50-year old poet, and Guarino is teaching them some Iliad, Odyssey and Aristophanes each day.
Primo sententiam lectionis paucis et dilucide eleganterque colligit; post interpretationem primam, verborum et nominum inflexionem, si duriuscula est, reperit; etimologiam non tacet et figuras reliquas. Secundo eam ipsam lectionem percurrit et, ne quae prius dixerat obliviscamur confirmat, examinatque nos omnes et, post ipsam statim lectionem, aliquis e numero nostro eam exponit. Cogimur declinare, nec displicet: omnia enim studia suam habet infanciam.
First, he elegantly and lucidly expresses the meaning of the text in a few words. After the first translation, if the case of the verbs and nouns is a little difficult, he clarifies it. He does not neglect etymology or the other figures of speech. Second, he goes on through the same text and, so that we do not forget what he has just said, he reinforces it, examines us all and immediately after the reading of the text, one of us expounds it. We are required to decline the nouns, and this is not a chore: every study has its infancy. (Botley, 2010)
场景是 1493 年的意大利佛罗伦萨。法维拉的学者兼教师瓜里诺正在为希腊语初学者开设一系列课程。由于学习希腊语的材料很少,所以很少有人会希腊语。他的学生吉罗拉莫-阿马塞奥(Girolamo Amaseo)向我们讲述了他的教学方法。瓜里诺每天都要教他们一些《伊利亚特》、《奥德赛》和《阿里斯托芬》的内容。Primo sententiam lectionis paucis et dilucide eleganterque colligit; post interpretationem primam, verborum et nominum inflexionem, si duriuscula est, reperit; etimologiam non tacet et figuras reliquas.其次,我们在阅读过程中发现了一些问题,但这些问题并没有被我们所遗忘,因此我们对所有问题进行了研究,并在阅读过程中发现了一些新的问题。Cogimur declinare, nec displicet: omnia enim studia suam habet infanciam.First, he elegantly and lucidly expresses the meaning of the text in a few words.在第一次翻译之后,如果动词和名词的情况有点困难,他就会加以澄清。他不会忽略词源学或其他语汇。其次,他会继续阅读同一篇文章,为了不让我们忘记他刚刚说过的话,他会对我们进行强化,检查我们所有人,并在阅读完文章后,立即由我们中的一个人对其进行解释。我们必须拒绝名词,但这并不是一件苦差事:每项研究都有其萌芽阶段。(博特利,2010 年)