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This volume comprises Erasmus' correspondence during the final two
years of his life, June 1534-August 1536. In the public sphere it
was a time of dramatic events: the reconquest of the duchy
Wurttemberg from its Austrian occupiers; the siege and destruction
of the Anabaptist "kingdom" at Munster; Charles V's great victory
at Tunis; and the resumption of the Habsburg-Valois wars in Italy.
In the private sphere, these were years of deteriorating health,
thoughts of impending death, and the loss of close friends
(including Thomas Fisher and Thomas More, both executed by Henry
VIII). At the same time, however, Erasmus managed to publish his
longest book, Ecclesiastes, and to make arrangements, in his final
will, for his considerable wealth to be spent for charitable
purposes after his death.
Erasmus’ thorough engagement with the New Testament, in
particular his revision of the Vulgate translation, aroused much
controversy, especially in the orthodox Roman Catholic country of
Spain. Erasmus had to fight fierce polemics with several people,
including two Spanish scholars, Diego López Zúñiga and Sancho
Carranza de Miranda, who were both connected to the University of
Alcalà . This quarrel lasted from 1520 to 1524, with a late
response by Erasmus in 1529. The discussion started as a
philological one, regarding "correct" Latin, but turned into a
dogmatic-theological fight over the issues of whether the New
Testament speaks of Christ as God, whether one can apply the term
servus (servant) to Christ, and whether the sacramental character
of matrimony can be deduced from Ephesians 5:32. The six texts in
this volume are here translated and annotated for the first time.
With elucidating notes and an introduction, the volume offers
wonderful insight into a fierce and fundamental polemic over the
New Testament
Shelley thought all didactic poetry an 'abhorrence, ' and most of
the Romantics agreed with this judgment. Critics in this century
have been less dismissive of the genre, but seem puzzled by it.
There has been a tendency to treat a didactic poem as though it
were a kind of lyric, in which the focus of interest lies in the
emotions and feelings of the writer. But didactic poetry has a
purpose, history, and character of its own. This original and
important book asks the question, 'What can the practising critic
usefully say about a didactic poem?' This is not primarily a book
about theory, but a guide to practical criticism combined with a
fresh reading of the chosen texts. Through a close analysis of
three of the major didactic poems in the classical canon, the De
rerum natura of Lucretius, the Georgics of Virgil, and the Ars
amatoria of Ovid, Dalzell's aim is to consider these poems as a
genre and to ascertain what tools are available to the critic for
their understanding. He raises questions about the limits of genre
criticism, the relationship of poetry and knowledge,
reader-response, and historical reception. Can there be a poetry of
statement? Is all genuine poetry necessarily fictive in some sense?
To what extent is a serious didactic intent compatible with poetry?
The Criticism of Didactic Poetry is primarily of interest to
classicists. It will also be of great value to scholars of other
literatures who are interested in the history of the genre or in
the theoretical debate about whether poetry can encompass
knowledge. This book is a significant original contribution to the
field, with the potential to influence future scholarly thinking on
didactic poetry.
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