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Academic literature on the topic 'Greek School prose'
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Journal articles on the topic "Greek School prose"
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Ponirakis, Eleni. "Hellenic Language and Thought in Pre-Conquest England." Anglica. An International Journal of English Studies, no. 32/4 (October 2023): 61–82. http://dx.doi.org/10.7311/0860-5734.32.4.04.
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Bede, reflecting on the success of the Canterbury school set up by Theodore of Tarsus remarked: “some of their students still alive today are as proficient in Latin and Greek as in their native tongue” [trans. Colgrave and Mynors 1969, 335]. By the time we get to the court of Alfred two hundred years later, there had been a famous decline in learning from which Greek, as a language, had not yet recovered. However, there remained a strong interest in Greek as a sacred language in liturgies, prayers and magical charms, and later in hermeneutic poetry. Theodore’s influence was not limited to Greek Language, he also brought knowledge of Maximus the Confessor and Pseudo-Dionysius. The influence of Greek mystical theology would find fuller expression in the translations associated with the court of King Alfred via contact with the Carolingian court, but the seeds for this reception in England may already have been sown. This paper will outline the evidence for the use of Greek language in a variety of contexts, including a charm for the staunching of blood, and it will examine the extent of the influence of Greek patristic thinking in Old English texts including both clerical prose and secular poetry.
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Izzet, Vedia, and Robert Shorrock. "General Review." Greece and Rome 63, no. 1 (2016): 143–47. http://dx.doi.org/10.1017/s0017383515000339.
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A Little Greek Reader by James Morwood and Stephen Anderson forms a companion volume to A Little Latin Reader by Mary English and Georgia Irby (though one might be seduced into thinking from the cover illustration and italic title print that this is a volume from the JACT Reading Greek stable). The twenty-plus chapters focus on different points of Greek grammar (for example, ‘Indirect Statement’ [64–74] and ‘Result Clauses’ [99–106]), prefaced with brief grammatical introductions and then illustrated with a selection of unadapted passages in prose and verse. Each passage is supported by linguistic and contextual notes, and an extensive vocabulary is supplied at the back of the book. Although billed as ‘an ideal supplement for undergraduate courses in beginning and intermediate Greek’ (back cover blurb) it should also be of use to sixth-form teachers for revision and extension work (it was, in fact, trialled at the JACT Greek Summer School in 2013). Appendices supply short biographical notes and offer help on meter and dialect. There is also a useful guide to literary terms – though the definition of ‘hyperbaton’ – ‘the dislocation of normal word order, by way of displacing one part of one clause into another’ (213; our emphasis) – seems unnecessarily proscriptive.
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van Dijk, Gert-Jan. "The rhetorical fable collection of Aphthonius and the relation between theory and practice." Reinardus / Yearbook of the International Reynard Society 23 (December 23, 2011): 186–204. http://dx.doi.org/10.1075/rein.23.09van.
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This paper focuses on a Greek prose fable collection by the rhetorician Apthonius, comprising 40 fables. There are some entirely new fables, whereas others present variations of older fables. We might distinguish simplifications, contaminations, fabulizations (creating fables out of heterogeneous stories). The collection was destined for school practice. Hence the ubiquitous use of promythiums and epimythiums, as well as the very brevity of the fables. The fable collection is preceded by a short theoretical introduction, which is especially important because of its subdivision of fables in terms of their characters (1. human protagonists, 2. animal protagonists, 3. a combination of both). The collection perfectly corresponds with the preceding theoretical passage. In the end we give a synopsis, comparing Aphthonius with all other extant ancient fable collections.
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Durling, Richard J. "The Anonymous Translation of Aristotle's De Generatione et Corruptione (Translatio Vetus)." Traditio 49 (1994): 320–30. http://dx.doi.org/10.1017/s036215290001309x.
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The editor of the Translatio Vetus, Joanna Judycka, remarks of the anonymous translator that he knew his métier. Indeed, the translation, apart from some minor omissions, is extremely competent. Some of its various features mentioned by Dr. Judycka are, in fact, common to many medieval translations from the Greek into Latin; for example, the confusion of the present and future, the rendering of ἄν with the optative by utique with the future indicative, and the handling of the all-pervasive articular infinitive (so common and important in scientific prose). Nor are the discrepancies in number and degree characteristic of any one author or school. Only a detailed analysis of the translator's Sprachgebrauch, such as L. Minio-Paluello contemplated before his death, can reveal the identity of the translator.
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Chertovskikh, M. G. "Lecture as an adventure." Concept: philosophy, religion, culture 7, no. 2 (2023): 151–53. http://dx.doi.org/10.24833/2541-8831-2023-2-26-151-153.
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Philologist Olga Alieva studied the formation and development of the protreptic and parenese genres in ancient Greek and early Christian literature within her PhD thesis. Later, she taught ancient languages at the Yuriy Shichalin's Museum Graeco-Latinum Classical School, and since 2013 she has been working at the HSE School of Philosophy. The book under the headline “Philosophical text in antiquity” is a continuation of the research that took place from 2014 to 2017, revised for publication in this form in 2022. The book is composed of seven lectures covering the form and content of the ancient philosophical text, the dichotomy of written and oral word in ancient Greek culture, the relationship between ancient science and philosophy, poetry and prose, myth and logos, the features of the rhetorical situation and the object of the text, its purpose, the status of the author and the publisher. Of course, a much longer list of problems is addressed, but let's not forget that the main content of the work, without the preface, the appendix, which is also very interesting in itself, a nominal index and list of references, occupies only one hundred and thirty-three pages. And here the question arises: how suitable is the lecture genre for disclosing such extensive material in a very limited framework? The solution is the lecture genre itself, which always assumes that what the author is going to tell will be too voluminous and one will have to deal with the management of available facts, evidence and data. This review shows that Olga Aliyeva's style of data composition is a worthy example of such work, which turns a lecture into an adventure.
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Γεωργακάκη, Ε. "A young student translates ancient Greek drama: a passage of Euripides’ Phoenissai translated by Alexandros Rizos Rangavis (1824)." Kathedra, no. 18(1) (May 15, 2024): 101–16. http://dx.doi.org/10.52607/26587157_2024_18_101.
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Το μελέτημα αναφέρεται στη μεταφραστική άσκηση που ανέθεσε στον φοιτούντα στο Ελληνικό Σχολείο της Οδησσού, Αλέξανδρο Ρίζο Ραγκαβή, ο δάσκαλός του Κωνσταντίνος Βαρδαλάχος, στο πλαίσιο μεταφραστικών δοκιμών στους αρχαίους κλασικούς. Ο Ραγκαβής επέλεξε ένα απόσπασμα από τις Φοίνισσες του Ευριπίδη, το οποίο χώρισε σε τρεις σκηνές και το μετέφρασε σε ομοιοκατάληκτο δεκαπεντασύλλαβο στίχο. Ένα μετάφρασμα, που φανερώνει τη φιλότιμη προσπάθεια του νεαρού Αλέξανδρου να αποδώσει τη δραματική ποίηση σε μέτρο, σε αντίθεση με την καθοδήγηση του δασκάλου του, Κ. Βαρδαλάχου, ο οποίος συντασσόταν με την απόδοση του αρχαίου ελληνικού δράματος σε πεζό λόγο, άποψη που ενστερνιζόταν, εκτός των άλλων λογίων, ο Νεόφυτος Δούκας. Λαμβάνοντας υπ’ όψη την εξελικτική πορεία των απόψεων του Αλέξανδρου Ρίζου Ραγκαβή σχετικά με τη μετάφραση του αρχαίου δράματος στα νέα ελληνικά, όπως αποτυπώνεται στο προοίμιο της μνημειώδους έκδοσης Μεταφράσεις Ελληνικών Δραμάτων (Αθήνα, 1860), αλλά και τις ίδιες τις μεταφράσεις του, ιδιαίτερα εκείνης της Αντιγόνης του Σοφοκλή που χρησιμοποιήθηκε για την παράσταση του δράματος στο Ωδείο Ηρώδου του Αττικού το 1867, ετούτη η πρώτη του μεταφραστική απόπειρα φανερώνει την εμπνευσμένη διάθεση του νεαρού μεταφραστή να εμφυσήσει ζωή και ρυθμό στο αρχαίο κείμενο. The study refers to the translation exercise assigned to the student at the Greek School of Odessa, Alexandros Rizos Rangavis, by his teacher, Konstantinos Vardalachos, in the context of translation tests on the ancient classics. Rangavis chose a passage from Euripides’ Phoenissai (The Phoenician Women), which he divided into three scenes and translated into rhyming fifteen-syllable verse. A translation, which reveals the effort of the young Alexander to render dramatic poetry in verse, in contrast to the guidance of his teacher, K. Vardalachos, who supported the idea of translating ancient Greek drama in prose. Taking into account the evolution of the views of Alexandros Rizos Rangavis regarding the translation of ancient drama into modern Greek, as reflected in the preface of the monumental edition Translations of Hellenic Dramas (Athens, 1860), but also his translations themselves, especially that of Sophocles’ Antigone which was used for the performance of the drama at the Odeon of Herodes of Atticus in 1867, this first attempt at translation reveals the young translator’s inspired disposition to breathe life and rhythm into the ancient text.
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Kulakevych, L. "Detabooing the mother’s image in the novel by D. H. Lawrence "Mother and daughter"." Vìsnik Marìupolʹsʹkogo deržavnogo unìversitetu Serìâ Fìlologìâ 16, no. 28 (2023): 140–48. http://dx.doi.org/10.34079/2226-3055-2023-16-28-140-148.
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Cultural d iscussions of D.H. Lawrence's creative legacy never cease, but his novelistic work remains the least considered in literary scholarship. A direct reading of D.H. Lawrence's works gives us every reason to note that a woman very often becomes the subject of his prose. The discourse on women in his texts is presented in the context of socio-cultural and family stereotypes of the female role. Analysis of recent research and articles on the works of D.H. Lawrence over the past three years has shown that his novels continue to be the main subject of scholarly consideration. Only a few literary critics have dealt with D.H. Lawrence's novels, completely ignoring the image of women in short prose. Hence the obvious relevance of our research. The aim of the article is to analyze the features of the image of the mother in Lawrence's novel ‘Mother and Daughter’. The task of the research is to establish the foundation of the plot of the novel and the artistic components of female images in it. It has been established that the novel’s core plot is the latent conflict between Virginia Bodoin and her mother, whose dominant feature is overprotection. The text consistently demonstrates the personal and emotional subordination of an adult daughter to her mother. In his works, Laurence often artistically depicts the fate of his characters as a direct result of maternal psychological violence. In the short story "Mother and Daughter", similar to many other short stories and novels of Lawrence, the artistic image of the family features a psychologically dominant, educated, and strong-willed woman, who, through overprotection, deprives the opportunity for the rest of the family to live their own life. The figure of the father in Lawrence's works is often absent: he is either deceased or reduced to the image of a spineless alcoholic or a passive romantic. As the author gets into the routines of the Bodoin women's lives, they implicitly lead us to an understanding of the relationship between the two of them as that of a married couple, where the mother "plays" the male role. Rachel's separation from men appears to be caused rather by the psycho type of the heroine than the modern way of living. Guided by the classification of the most common types of human behavior developed by Jean Shinoda Bolen, a follower of the Jungian school, we consider the depiction of relationships in the Bodoin family as the author's version of the Greek myth about Demeter and Persephone. The text contains details that attest to the financial prosperity of the heroines and emphasize their beauty and intelligence, but according to Lawrence's artistic version, all this did not make the women's lives fulfilling. Mother and daughter feel unhappy for different reasons. If Rachel, due to her asexuality and hypertrophied maternal instinct, seeks to dominate her daughter's life and takes any man as a competitor, Virginia, on the other hand, lacks male attention and even paternal care. The conclusions state that the short story "Mother and Daughter" by D.H. Lawrence is a kind of interpretation of the Greek myth about the abduction of a girl as a way to get her out of her mother's care. The fact that the words denoting blood relationships are used in the title of a short story leads us to the following interpretation: the lives of Bodoin women artistically represent a very common in society of that time model of relationship, and so, we would consider Virginia's life not as a special case, but as a norm. Keywords: Lawrence, the image of a woman, the myth of Demeter and Persephone, novel
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د. إيناس محمود عبد الله أبو سالم, د. إيناس محمود عبد الله أبو سالم. "The location of the visualization at the Diamond Record." journal of King Abdulaziz University Arts And Humanities 28, no. 15 (2020): 83–115. http://dx.doi.org/10.4197/art.28-15.4.
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abu Muhammad al-Sijlmassi, who lived in Morocco in the late seventh Hijri century (7 AH), considered as one of the greatest pioneers Moroccan rhetorical school ,he was creative as he wrote his book tagged (The adorable Inclination in gendering methods of prose) In AH 704 / AD 1304. (The adorable Inclination) 'is an innovative and serious book in criticism and rhetoric from a philosophical and logical point of view, in which Al Sijilmassi employed the mind, taste and culture between Arabic and Greek in the critical and rhetorical lesson, and came up with a new approach that is more understanding of Aristotelian theories in criticism and rhetoric. The aim of this study was to show the distinctive features of the book of the Inclination through a review of the most important of the topics classified by Al Sijlmassi under the science of the rhetoric - especially mentioning those related to poetry and capillarity and the main elements that Al Sijlmassi sees are the real components the capillarity of poetry and art and it`s beauty, where this was a reality In a type of (imagination) more than all other types, and therefore our study came to the gender of imagination more detailed and broaden than the rest of the genders of the book; because imagination is the subject of poetic formation, and this is field of our study. We did not forget to also observe any other species that may be a catalyst in the formation of poetry, occurred in a section other than the section of imagination, so the methodology of this study began with a quick view of the era of Al Sijlmassi and a brief on his biography, and his thought about the development of rhetoric in his time. Then we presented in the second section some of the features of the book and the new of Al Sijlmassi, which distinguish him, before we get to the third section, as soon as we enter it we get in his world and we begin our tour in it and what he inundates about the subject of imagination, which is our main subject of this study. It was found through the brief research that Al Sijlmassi is a pioneer in the field of criticism, rhetoric and literary theorem, resulted from the deep thought and deepening of the culture of both Arabic and Greek, as we have seen his progress in his vision of poetry and capillarity components, and the importance of providing imagination before anything else, so that poetry to be a Complete and vibrant living being. As we conclude from our study of the types of rhetoric Al Sijlmassi has, he monitored a lot of important pillars that revives the words and sentences and versification and transmit poetic blood in it, and thus create to the recipient pleasure, emotion and provocation. Finally, we hope that we have succeeded as much as our humble effort in going through a giant book!
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Putney, Dawn, Robert C. Morris, and Peter R. Sargent. "Developing Green Curriculum towards Sustainable Education." International Journal of Technology and Educational Marketing 6, no. 1 (2016): 34–51. http://dx.doi.org/10.4018/ijtem.2016010103.
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This article looks at a variety of topics affecting the development of a “Green School Curriculum” from kindergarten through high school. It places emphasis on teacher planning, involvement, and commitment, as well as offering a number of lessons and learning insights that support an “inquiry-based” curricular design. From elementary to middle to secondary classrooms this can help teachers explore instructional possibilities with numerous on-line sites to visit and probe in detail. A final emphasis is placed on the importance, utilization and incorporation of technology into today's schools highlighted through numerous resources and professional development.
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Donatiello, Federico. "Vittorio Alfieri e la lingua “classica” di Simeon Marcovici: alcune considerazioni metodologiche sulle traduzioni dell’Oreste e del Filippo." Philologica Jassyensia 37, no. 1 (2023): 163–76. http://dx.doi.org/10.60133/pj.2023.1.12.
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"The most representative Romanian translations of the 19th century can be the subject of an aesthetic-rhetorical study, which, usually, we would devote to an original literary work. Because of their experimental character, the translations are closely linked to the contemporary “language question”: thus, they offer a tool to observe the evolution of literary Romanian in those crucial decades. In other words, we can consider translations as a ground for the reception of Western models and the development of modern literary language. In this study, we propose overcoming the two most popular approaches to Romanian translations: the exclusively lexicographical one, which mainly focuses on the collection of data related to the neological lexicon: the exclusively historical-sociological one, which considers translations as historical-literary and socio-cultural documents without dwelling on the aesthetic-rhetorical values of the literary text. On the contrary, the value of such translations lies not only in their being (useful) witnesses to certain linguistic forms or certain sociological and historical contexts, but in the fact that they are autonomous literary texts. Composed exclusively of translations of literary works and technical texts, Marcovici’s output is a typical example of the extraordinary phenomenon of Romen translations in the first half of the nineteenth century. His prose translations of two of Alfieri’s tragedies, Oreste and Filippo, in a volume published in Bucharest in 1847, mark one of the high points of interest in Alfieri’s output in the Romanian nineteenth century. Such a late interest in an eighteenth-century author like Alfieri, who had played so much part in the Italian, Greek, and Romanian Enlightenment and Preromantic temperament, often cloaked in anti-Tyrannical nationalism, should not be surprising. Marcovici’s entire cultural activity shows a strong “anachronistic” inclination toward neoclassical themes, also motivated by his being professor of rhetoric at the College of St. Sava. For Marcovici, literature is not only to be considered in the same way as a “school of moralization”, but also a model for the correct use of literary language. It follows, therefore, that there should be a determined fidelity to the needs of popularization, to the “simple” style, to the naturalness of vocabulary and to the minimization of the needs of overdeveloped rhetorical language. The contribution will therefore go through some lexicographical, stylistic and rhetorical aspects of the two Alfierian translations, focusing on the “classicism” of Marcovici’s language."
Books on the topic "Greek School prose"
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Alexopoulos, Taxiarchēs. Ho kosmos tōn paidiōn: Me aphormē mia phōtographia-- tou Nikou Oikonomopoulou. Ekdoseis Gavriēlidēs, 2008.
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Usher, S. Greek Orators III: Isocrates. Liverpool University Press, 1990. http://dx.doi.org/10.3828/liverpool/9780856684142.001.0001.
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Two contrasting works, both in style and content, illustrate the versatility of Isocrates, the most accomplished writer of polished periodic Greek prose. The Panegyricus is a patriotic work of Athenian propaganda composed with great care and also intended to advertise his skills to potential pupils at his school for leading statesmen. In it he argues the case for Athenian leadership of a pan-Hellenic expedition against Persia, representing it as a cultural as well as a military crusade. In To Nicocles, he offers advice to one of his pupils, the newly crowned king of Cyprus, on how to rule acceptably to his people and tolerably to himself. From it emerges a portrait of the ideal Hellenistic monarch. Less elaborately written than the Panegyricus, it displays its author's ability to write with clarity and economy. Greek text with parallel English translation.
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North, M. A. Key to Greek Prose Composition for Schools. Duckworth, 1993.
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Manual of Greek Prose Composition: For the Use of Schools and Colleges. Creative Media Partners, LLC, 2023.
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Manual of Greek Prose Composition: For the Use of Schools and Colleges. Creative Media Partners, LLC, 2023.
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Rigolio, Alberto. Christians in Conversation. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190915452.001.0001.
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Christians in Conversation: A Guide to Late Antique Dialogues in Greek and Syriac deals with a particular form of writing by Christians in late antiquity, the prose dialogue. To study late antique dialogues means to recognize that the dialogue form, notably employed by Plato and Aristotle, did not exhaust itself with the philosophical schools of Classical and Hellenistic Greece, but emerged transformed and reinvigorated in the religiously diverse world of late antiquity. The Christians’ use of the dialogue form within religious debate resulted in a burgeoning activity of composition of prose dialogues, which often opposed a Christian and a Jew, a Christian and a pagan, a Christian and a Manichaean, an Orthodox and a heretic, or, later, a Christian and a Muslim. The present work offers the first comprehensive analysis of Christian dialogues in Greek and in Syriac from the earliest examples in the second century up to the end of the sixth century. It shows that several Christian authors chose the dialogue form to convey fundamental theological views, and argues that dialogues were intended as tools of opinion formation in late antique society, thus opening up this vast strand of literature to the interests of the cultural and intellectual historians. Most Christian dialogues are little studied, and often in isolation, but they vividly evoke the religious debates of the time, and embody the cultural conventions and refinements that late antique men and women expected from such debates.
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Felton, Cornelius Conway. Greek Reader, for the Use of Schools: Containing Selections in Prose and Poetry, with English Notes and a Lexicon. Creative Media Partners, LLC, 2018.
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Greek Reader, for the Use of Schools: Containing Selections in Prose and Poetry, with English Notes and a Lexicon. Creative Media Partners, LLC, 2023.
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Series, Michigan Historical Reprint. Aids to English composition, prepared for students of all grades; embracing specimens and examples of school and college exercises and most of the higher ... prose and verse, By Richard Green Parker ... Scholarly Publishing Office, University of Michigan Library, 2005.
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Clark, Thomas, and Xenophon. The Anabasis of Xenophon: With an Interlinear Translation, for the Use of Schools and Private Learners on the Hamiltonian System. Franklin Classics Trade Press, 2018.
Book chapters on the topic "Greek School prose"
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Robert-Murail, Constance. ""Smuggling in Accidental Poetry": Cognitive and Stylistic Strategies of a Stammering Teen in David Mitchell's Black Swan Green." In Powerful Prose. transcript Verlag, 2021. http://dx.doi.org/10.14361/9783839458808-014.
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In this article, Constance Robert-Murail will explore the poetic »accidents« at work in two extracts of Black Swan Green (2006) by David Mitchell. The novel tells the trials and musings of Jason Taylor, a thoughtful 13-year-old growing up in a backwater town full of strange neighbours and middle-school bullies. Throughout the year 1982, the reader witnesses Jason mediating between the various personae of his fragmented identity: Unborn Twin, his faint-hearted alter ego; Eliot Bolivar, the nom-de-plume he uses to write poems for the local parish newspaper; and, most importantly, Hangman, a malignant personification of his stammer. According to Garan Holcombe, David Mitchell's own experience of stammering has provided the novelist with a particular »sensitivity toward the formal necessity of coherence and structure« (Holcombe, 2013). The extract I have decided to focus on dramatises the onset of Jason's speech impediment and acts as a »high emotional intensity passage« (Toolan, 2012) within the structure of the coming-of-age narrative. A close stylistic reading of this particular text highlights the juxtaposition of Jason's pathological speechlessness and his bustling, bubbling inner monologue. This opposition elicits a physical reaction within the reader, caught between frustration and delectation. I would argue that the multimodal nature of the extract generates what Pierre-Louis Patoine has called a »somesthetic« effect on the reader (Patoine, 2016). Stuttering, according to Professor Mark Onslow, is »an idiosyncratic disorder.« (Onslow, 2017). Word avoidance has led Jason to create his own grammar and lexicon: his youthful voice and palliative strategies allow Mitchell to smuggle in moments of »accidental« poetry. The cognitive exploration of Jason's stammer stands both at the core of the reader's response and at the centre of Mitchell's powerful poetics-and it is, last but not least, devastatingly funny.
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Bologna, Roberto, and Giulio Hasanaj. "A Systematic Catalogue of Design Solutions for the Regeneration of Urban Environment Contrasting the Climate Change Impact." In The Urban Book Series. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-29515-7_54.
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AbstractThe article illustrates a research for the definition of a catalogue of design solutions for climate change adaptation in the process of urban regeneration, reducing the vulnerability to climate change impacts and increasing the city resilience. Based on the analysis of relevant case studies of architectural and urban projects in the main biogeographical regions of Europe, the paper describes the research methodology applied for the construction of a catalogue of spatial and technological adaptive design models mainly focusing on the category of “nature-based solutions” but also considering “artificial solutions”. In order to assess their effectiveness, different design alternatives are tested in a specific urban contest (a school courtyard in the City of Scandicci–Metropolitan City of Florence) prone to climate hazards of urban heat islands and pluvial flooding, simulating the impact on the more vulnerable user (children between 11 and 14 years old). For an adequate performance evaluation of multi-hazard effectiveness of the different adaptive design solutions, appropriate IT software and procedural models have been applied: ENVI-met microclimatic simulation software for thermal analysis and predictive method for hydraulic assessment. By comparing the results before and after the application, the climate-adaptive performance of alternative design solutions is measured through specific indicators. This approach is coherent to the design process management aiming to a predictive definition of performance evaluation through procedural models and digital instruments in order to properly address the complexity of architectural and urban project. The systematic catalogue of adaptive design solution offers useful tools and methods to designers and decision makers for the construction of climate change adaptation and mitigation plans in order to build a healthy and safe urban environment for citizens and drive an ecological and sustainable transition to green cities.
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"Philosophy: Aristotle To Epicurus." In An Anthology of Greek Prose, edited by D. A. Russell. Oxford University PressOxford, 1991. http://dx.doi.org/10.1093/oso/9780198144984.003.0009.
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Abstract Aristotle (384-322 BC), Plato’s pupil and critic, and the greatest philosopher of Antiquity, left two distinct sets of writings: (i) dialogues and essays for the general public, none of which survive in full, though we have extracts in later writers and they were clearly influential; (ii) technical writings for the school, not only on logic and metaphysics but (e.g.) on poetics and zoology. A whole range of sciences and social sciences owes its basic principles to his pioneering explorations, for these technical writings were preserved and much commented on in Roman and medieval times. In his ‘popular’ works he wrote with elegance and smoothness: aureum flumen orationis is Cicero’s description of his style. Many of the more technical works are crabbed and difficult: this is a scientific tradition, and we are often reminded of the Hippocratic writings (Aristotle’s father was a doctor from Stagira in Macedonia). But these also contain passages of wit and even elegance, like those we give below.
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Jażdżewska, Katarzyna. "Dialogues in Papyri." In Greek Dialogue in Antiquity. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192893352.003.0003.
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Abstract The chapter provides an overview and examination of extant dialogue fragments in papyri. Despite difficulties encountered when studying this evidence, papyri fragments provide a significant contribution to our knowledge about the use of the dialogue, which was not limited to philosophical inquiry. In the chapter, dialogue fragments have been divided into four main categories: philosophical dialogues, dialogues on literature (which betray the influence of Peripatetic and Alexandrian scholarship and of genres of biography and zetemata), historical dialogues (that is, dialogues set in the past and intended at reviving historical circumstances and characters), and dialogized anecdotes. Besides these groups, remnants of what seem to be dialogized school exercises also are discussed (they include animal prose fables and dialogues between historical characters).
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Ross, Catherine E. "England’s Public and Grammar Schools." In Educating the Romantic Poets. Liverpool University Press, 2023. http://dx.doi.org/10.3828/liverpool/9781837644452.003.0003.
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This chapter explains the methodical way in which very young pupils at the schools were taught Latin and Greek vocabulary, pronunciation, and grammar rules. Every night boys read and parsed short passages from classical texts or scripture, memorized each text and the relevant grammar rules. Several times a week they wrote short imitations in verse. Detailed lessons in prosody were an early and constant part of this instruction. The regularity of writing practice meant that a youngster might enter university having already composed close to 100 prose essays and the equivalent of 300 sonnets. An example of the effects of this training is young Wordsworth’s use of meter in ‘Written as a School Exercise at Hawkshead’. Coleridge’s comments about the long-term effects of verse composition in school are cited. The respect Romantic period critics had for classical prosody is noted as well, along with their disdain for poets who varied from its dictates.
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Gash, Norman. "The Man And His Books." In Robert Surtees and Early Victorian Society. Oxford University PressOxford, 1993. http://dx.doi.org/10.1093/oso/9780198204299.003.0002.
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Abstract That such an unlikely figure as Surtees ever became a novelist is largely ascribable to the fact that he was born a younger son and remained in that inauspicious state for the first twenty-six years of his life. He came of an old but not particularly wealthy family of small landowners in County Durham, another branch of which had produced his namesake and cousin, the well-known antiquarian and local historian. His name and local connections provided him therefore with a more spacious background than his actual prospects seemed likely to perpetuate. Like many a thrifty squire’s son he was educated locally, first at a small private school in the neighbourhood, and then for one year at Durham Grammar School. At the age of 14 his formal schooling came to an end. He thus escaped one of the worst misfortunes that could have befallen a future novelist-six or seven years unrelenting subjection to the mechanical grind of Latin and Greek which passed for education in the great public schools and the two ancient universities of England at that time. Whatever else can be said of Surtees’ style, it is free from the ponderousness and rotundity which characterize the prose of most formally educated mid-Victorians.
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Aleksandrova, Tatiana L. "Late Antique Paraphrases and Centons as a Special Method of the Interpretation of Texts." In Translation, Interpretation, Commentary in the Eastern and Western Literature. A.M. Gorky Institute of World Literature of the Russian Academy of Sciences, 2023. http://dx.doi.org/10.22455/978-5-9208-0710-6-247-292.
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The paper gives an overview of the history of Paraphrase in Late Antiquity, considers its different types (school grammatic Paraphrase: the tutorial Paraphrase composed by the teacher, literary Paraphrase in verse or in prose and so on). The literary Paraphrase is based on the principle of competitiveness. For this reason, Paraphrases of classical works of the ancient literature are considerably rare. The same principle of competitiveness gave rise to numerous Biblical Paraphrases, both that of New and Old Testament, especially popular in the Latin World, but existing in the Greek World as well. Nevertheless, the embellishment of the text that seemed lacking of literariness is not the only task of Biblical Paraphrases. Each Paraphrase to one degree or another represents a new interpretation of the text. The Centos existing both in Latin and Greek worlds are close to the Paraphrases. In comparison with common Paraphrases a more significant role plays intertextuality involving not only Biblical text but the Classical texts, whence the verbal material is taken, as well. Paraphrases and Centos are genres undeservedly underestimated. They are of interest as a special way of conveying to the reader the content of authoritative texts.
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Rowe, M. W. "Balliol." In J. L. Austin. Oxford University PressOxford, 2023. http://dx.doi.org/10.1093/oso/9780198707585.003.0005.
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Abstract This chapter examines Oxford’s teaching methods, its Greats curriculum, and the personalities and intellectual profiles of Austin’s tutors: Cyril Bailey, D. C. Macgregor, D. J. Allan, C. R. Morris, and, most importantly, C. G. Stone. Initially, Austin’s intellectual arrogance caused problems, but short reports written by the Master of Balliol, A. D. Lindsay, allow us to follow Austin’s growing academic maturity and improving performance. By the time he left, he had been awarded the Gaisford Prize for Greek Prose and a Congratulatory First in Greats with alphas on all his papers. The chapter also looks in detail at Austin’s correspondence with the younger of his two sisters about her fantasy school; his friendship with Lewis Masefield; Austin’s participation in the Balliol Players; his musical activities; his first publication; and, most importantly, the two holidays he spent in Germany, and the insights these gave him into the rise of Nazism.
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Putney, Dawn, Robert C. Morris, and Peter R. Sargent. "Toward a Green Curriculum." In Marketing the Green School. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6312-1.ch014.
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This chapter looks at a variety of topics affecting the development of a “Green School Curriculum” from kindergarten through high school. It places emphasis on teacher planning, involvement, and commitment, as well as offering a number of lessons and learning insights that support an “inquiry-based” curricular design. From elementary to middle to secondary classrooms, this chapter helps teachers explore instructional possibilities with numerous online sites to visit and probe in detail. A final emphasis is placed on the importance, utilization, and incorporation of technology into today's schools highlighted through numerous resources.
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Rao, Prashanti, Somaina Islary, and Kapil Natawadkar. "Green Space Association with Mental Health and Cognitive Development." In Urban Green Spaces [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.103667.
Full textAbstract:
Increasing urbanization has resulted in urban stress, which not only has affected the cognitive development of children in schools but also adults at workplace. Various research studies have been conducted in this field, and many computational tests were showcased to prove the facts. Still there is a huge gap while designing the school campus and workplace. This study is based on comprehensive portrayal of greenness at both these spaces. The findings of the study shall provide an insight to policymakers and architects with evidence for feasible and attainable besieged interventions such as improving green spaces not only outdoors but also integrating them with inside spaces at school campus and at workplace.