This book argues for a radically new approach to the history of
reading and literacy in the Middle Ages. It investigates the use of
complex literary texts as the basis of elementary instruction in
the Latin language and, using medieval teachers' notes (glosses) on
a classical text (Horace's Satires) and a selection of other
unpublished manuscript materials, it demonstrates that the reading
of classical literature was profoundly shaped by the demands of
acquiring Latin literacy through the arts of grammar and rhetoric.
The resolutely literal readings of Latin texts found in these
educational and institutional contexts call for a reassessment of
the relationship of Latin and vernacular discourses in medieval
culture, and of some central notions in medieval hermeneutics,
notably allegory and authorial intention.
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