By Freyja Cox Jensen
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Paperback: 246 pages
writer: Cambridge collage Press (September 19, 2005)
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Extra resources for Reading the Roman Republic in Early Modern England
I, p. xxiii. 22 Rebecca Bushnell, A Culture of Teaching: early modern humanism in theory and practice (Ithaca, NY, 1996), pp. 8–11. 24 Cicero’s works – particularly those on the nature of a man’s duty to himself and others – strongly emphasise the community of mankind and the importance of active service to the commonwealth. 25 A classical conception of civic duty and the vita activa encouraged a duty of obligation to political action in the educated orders in early modern England, who were taught the importance of serving the commonwealth from boyhood.
45 Daniel Heinsius, The Value of History, trans. W. 18–20. 46 Wheare, Method, sig. D4r. 36 chapter one Despite the incomplete survival of many classical works: the body of the Roman History may yet be beautifully built up, the Picture of which in Little is most Artfully drawn by our L. Annaeus Florus… Very Learned men, and well acquainted with the Roman History exhort the Students of it, with an intent eye and mind to run through, look into and contemplate this curious Representation, and not without good cause, it being (in the Judgment of Lipsius) a Compendium of the Roman History written fĳinely, plainly and Eloquently.
I, pp. 690–6. ”17 Brinsley also composed sentences for translation which frequently used characters from Roman history whom students would encounter elsewhere as the moral example to be followed or avoided, encouraging boys to read lessons into their classical texts in a way they would continue to do throughout their lives: Caesar did great wrong to Pompey in this point. 18 And Brinsley went further than simply prescribing Cicero for the less skilful schoolmasters who formed the intended audience of his Ludus Literarius.
Reading the Roman Republic in Early Modern England by Freyja Cox Jensen