Schooling and AuthorityNo 3 (2020)
The authority in the title of this issue does not just refer to those authorities that dominate literary history. Rather, it refers to the ones that held sway over classrooms where education in Latin was the norm. Sometimes, these are the same ones we know from literary history. Sometimes, they are not, because changing norms and ideals have obscured their role. In this issue, three articles look at literature and authority from the vantage point of what was read in school.
Latin on the MarginsNo 2 (2019)
The three articles we present to the reader in this issue deal with texts that are generally viewed as examples of the use of Latin in the margins. The margins in question are either geographical ones (Tlatelolco in Mexico City) or chronological ones (nineteenth-century Sweden). This issue hopes to show that what we have come to define as ‘marginal’ is only a question of perspective. In the formation of writers that we consider today to be at the margin of the Latin tradition, Latin education still was—or had recently become—a central element.
Latin Education and European Literary ProductionNo 1 (2019)
This first issue of JOLCEL starts with a general introduction that highlights the fundamental role of schooling in the formation and continuation of literary universes. This is also the shared topic of the three contributions. From typical cases of recycling Latin classes in poetry over competitive discourse in thirteenth-century Bologna to the 'morosophistic' character of imperial prose fiction, these articles demonstrate how the literary universe of Latin was shaped by schooling.