SPCM 201 1st Edition Lecture 14 Rhetoric in the Renaissance  As we approach 1000 A.D., we are still in the Middle Ages, but…  The political situation has settled down  Emperor Charlemagne begins to build schools and universities Nation-states have begun to form out of the remnants of Empire Large monarchies increasingly rise to power It actually gets warmer in Western Europe Singing of the Magna Carta (1215 A.D.)  Petrarch (scholar/poet) is born (1301 A.D.)  The Renaissance  1300-1600 A.D. An era in which “classical” knowledge is rediscovered There is a “rebirth” of learning  Mankind’s place in life is reimagined through this change particularly through humanistic education What is humanism? A movement in education that sought to craft citizens who could write, think, and speak about the experiences of man Reacts against scholasticism: Medicine Law  Religion (very supported by the Church)  By contrast, humanistic education focused on: grammar rhetoric, history, poetry and moral philosophy What, today, we call a LIBERAL ARTS education is based in these ideas  Desiderius Erasmus  A monk and theologian trained in the humanities  Including rhetoric Given freedom to spend his life in the “world of ideas” Worked for Henry the VIII of England  Taught Greek at Cambridge Like his predecessors, he focused upon the value of STYLE These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute. Erasmus: On Copia  “Copia” = Abundance  Particularly of words Studying copia increased student’s “fluency of both words and ideas”  Speech is beautiful “when it surges along like a golden river, with thoughts and words pouring out in rich abundance”  Erasmus does not claim these ideas  Attributes to classical texts Simply making them available  What is a rich copia (abundant style)  Subject matter  Diverse examples Diverse images  Multiple comparisons  Expression Synonyms  Metaphors  Variations in word form Diverse diction  Separates them only for teaching purposes  Why is Copia useful? To avoid the embarrassment of repetition  Feeble and boring to the audience Monotony “nature above all, delights in variety” Extemporaneous speech Help us not look “dumbfounded Make quick adjustments to our speeches in progress Comment and critique others GENERALLY, so as not to look like a fool Meanwhile, some words should be avoided… Vulgar words Strange usages  Preferring amazement to clarity Poetic words Archaic words (old words) Obsolete words (no one appreciates them anymore) Foreign words New words  Christine de Pizan (1364-1430 C.E.) Perhaps the first “woman of letters”  Well-born and married a court “dictator”; therefore literate in Italian, French, and Latin 1390: Father, husband, and patron died Pizan turns to writing and rhetoric to support herself and her family  Often considered a “proto-feminist” today for writing on women’s rhetorical empowerment  On literate Women In The Book of the City of Ladies, Pizan argues for the education of women  Much good can come from women educated in “good” wisdom Hortensia as an “exceptionally remarkable” example of a women trained in rhetoric- A successful advocate for “women’s issues” in Roman politics Novella, exemplary women trained in law and rhetoric (with appropriate decorum in regardsto her beauty)  The “Treasure” of Women’s Education Indeed, “not all men (and especially the wisest) share the opinion that it is bad for women to be educated” Rather, when men seek to keep women from education:  It is “because it displeased them that women knew more than they did” Far too often, women are constrained to “spinning and silly girlishness” But if they are naturally disposed to learning it cannot be impeded Indeed, learning is a “treasure” for women to be cherished  The usefulness of Rhetoric for Women  Pizan argues there is a vital set needs for women to be educated in rhetoric  Particularly ladies in the royal court  Theses uses (or “virtues”) are laid out in The Treasure of the City of Ladies  Virtues of (Rhetorical) Education (1) To be an “advocate and meditator between the prince, her husband, children if she is a widow, and her people”  The princess may “represent” the people against her husband’s bad counsel  Will politely respecting her husband - And taking other “wise men’s” advice If she does his well, she may prevent rebellion and show her virtue to all  (2) “Restore peace between the prince and the barons if there is any discord” Knowing war is horrific, a wise princess will work to find peace Will “urge” careful consideration before war Will reproach the offending party with her honor intact Naturally, women’s “gentle speech” can tame men’s “hot-headed” disposition and prevent war  (3) Avoiding unwise speech in the royal court, particularly: Slander, for which “there is no excuse” - Driven by hate, opinion, and envy- Better to “hold one’s tongue” and not “avenge oneself with words” so as to avoid worse consequence  Speaking ill of their mistress - Particularly “jumping to the wrong conclusion” about someone who feeds you and gives you clothes Women who speak ill of anyone is particularly shameful when based in envy- Nothing is as “dangerous as is the tongue of an envious person, for it strikes and often kills both itself and another, and sometimes both the soul and its