Jump to ContentJump to Main Navigation
Virgil's SchoolboysThe Poetics of Pedagogy in Renaissance England$
Users without a subscription are not able to see the full content.

Andrew Wallace

Print publication date: 2010

Print ISBN-13: 9780199591244

Published to Oxford Scholarship Online: January 2011

DOI: 10.1093/acprof:oso/9780199591244.001.0001

Show Summary Details
Page of

PRINTED FROM OXFORD SCHOLARSHIP ONLINE (www.oxfordscholarship.com). (c) Copyright Oxford University Press, 2020. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in OSO for personal use. date: 24 February 2020

Placement and Pedagogy in the Georgics

Placement and Pedagogy in the Georgics

Chapter:
(p.123) 3 Placement and Pedagogy in the Georgics
Source:
Virgil's Schoolboys
Author(s):

Andrew Wallace

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199591244.003.0004

This chapter examines some of the ways in which the Georgics, ostensibly a didactic poem on agricultural management, was celebrated by early modern schoolmasters, writers of textbooks on logic, and educational reformers. It argues that the poem's legacy (for example, in Bacon's description of The Advancement of Learning as a ‘Georgickes of the mind’) is embedded in a series of longstanding debates about the instrumentality of literary texts in the humanist schoolroom. This is a fitting pedagogical legacy for a poem that engages so deeply with the traditions of ancient didactic poetry. The Georgics never sheds its association with the rhetoric of instruction, and this chapter aims to demonstrate how Virgil's poem became enmeshed in a network of self-reflexive pedagogical discourses. The chapter concludes by examining the narrative episode that closes the Fourth Georgic. At the conclusion of Virgil's didactic poem, the nymph Cyrene distills from a haunting song about the doomed lovers Orpheus and Eurydice a list of actions for her son to perform. This is a famous episode, but the scholarly tendency to minimize or ignore Cyrene's role at the end of the poem has obscured Virgil's interest in the radical contingencies of instruction. Renaissance editors, commentators, and illustrators grappled uneasily with Virgil's attempt to make the language of presence and placement integral components of Cyrene's tuition. More significantly, they struggled with the notion that successful instruction could culminate in a scene in which the teacher might still need to be present.

Keywords:   advancement, Aristaeus, Bacon, bugonia, Chauveau, Cleyn, commentary, didactic, Eurydice, Fasti, Fleming, Milton, Mulcaster, Ovid, precept, Proteus, Virgil

Oxford Scholarship Online requires a subscription or purchase to access the full text of books within the service. Public users can however freely search the site and view the abstracts and keywords for each book and chapter.

Please, subscribe or login to access full text content.

If you think you should have access to this title, please contact your librarian.

To troubleshoot, please check our FAQs , and if you can't find the answer there, please contact us .