Notes
Chapter 1. Introduction 1. See, for example, the Homeric Oracles in the Greek magical papyri, Papyri Graecae Magicae (PGM 7.1–148), tr. in Hans Dieter Betz, The Greek Magical Papyri in Translation, vol. 1 (Chicago: University of Chicago Press, 1997). The Historia Augusta records the use of Virgil for divination (Hadrian 2 and Alexander Severus 14); for examples of early Christian text-based magic, see Marvin Meyer and Richard Smith, eds., Ancient Christian Magic (Princeton: Princeton University Press, 1999), ch. 2; see also the discussion in Pierre Courcelle, “L’Enfant et les sorts bibliques,” Vigiliae Christianae 7 (1953): 194–220, and William Klingshirn, “DeWning the Sortes Sanctorum: Gibbon, Du Cange, and Early Christian Lot Divination,” Journal of Early Christian Studies 10 (2002): 77–130. 2. Tr. George Lamb, A History of Education in Antiquity (Madison: University of Wisconsin Press, 1956; from the third French edition of 1948), 277. See also Marrou’s St. Augustin et la Wn de la culture antique, 4th ed. (Paris: E. de Boccard, 1958), 13–17. 3. Seminal work has included that of Robert Kaster, Guardians of Language: The Grammarian and Society in Late Antiquity (Berkeley: University of California Press, 1988); Louis Holtz, Donat et la tradition de l’enseignement grammatical (Paris: CNRS, 1981); Vivien Law, “Late Latin Grammars in the Early Middle Ages: A Typological History,” in The History of Linguistics in the Classical Period, ed. Daniel Taylor (Amsterdam: John Benjamins, 1987), 191–206; the collected materials in Mario De Nonno et al., eds., Manuscripts and Tradition of Grammatical Texts from Antiquity to the Renaissance (Cassino: Università degli Studi di Cassino, 2000); and RaVaella Cribiore, Writing, Teachers, and Students in Greco-Roman Egypt (Atlanta: Scholars Press, 1996). 4. As Kaster, Guardians, 12, notes: “The grammarian’s instruction and the eVects of the literary education are to modern eyes appalling. Indictments are common . The scope was intolerably narrow. . . . Within its own domain, moreover, the education was suVocating. Merely pedantic (it is said) where not superWcial, it Wrst choked the spirit of literature with its rules, then hid the body under a rigid formalism.” 5. Suetonius, De grammaticis et rhetoribus 2.1. I use the text and translation of Robert Kaster, Suetonius: De grammaticis et rhetoribus (Oxford: Oxford University Press, 1995). 6. Kaster’s analysis in Guardians, chs. 1, 4, and 5, is fundamental for understanding the notion of “guardianship” attached to literary practice in late antiquity; see also Kim Haines-Eitzen’s similarly titled Guardians of Letters: Literacy, Power, Notes and the Transmitters of Early Christian Literature (Oxford: Oxford University Press, 2000). Here I am particularly interested not in the “defensive” stance of grammatical practice but in the productivity that such a stance implies. 7. Inst. 1.6.45. 8. 1.6.44. 9. E.g., at 1.2, in which Quintilian argues for the beneWt of public, rather than private, schooling; or in the preface to book 5, in which he suggests that both of the traditional deWnitions of oratory demand that it be an interaction between speaker and audience; in 7.9.14–15, he appeals to common notions of nature and equity as the means of deciding the intent of ambiguous laws. This dismissal of popular usage was a general practice in ancient grammatical work; see the useful discussion by Catherine Atherton, “What Every Grammarian Knows?” Classical Quarterly 46 (1996): 239–60. 10. See especially Amy Richlin, “Gender and Rhetoric: Producing Manhood in the Schools,” and William Dominik, “The Style Is the Man: Seneca, Tacitus and Quintilian’s Canon,” in Dominik, ed., Roman Eloquence (London: Routledge, 1996). 11. Inst. 1.1.1; a gender assignment that Jerome would later change, in his ep. 107. 12. Inst. 1.2.6–8. 13. Inst. 1.5.14. 14. Inst. 1.5.8. 15. Inst. 1.5.29: vetus lex sermonis. 16. Inst. 1.4–5. 17. De gram. 5, 6, 10, 11, 12, 13, 15, 16, 17, 18, 19, 20, 21, and 23. 18. De gram. 22. 19. De gram. 24. 20. De gram. 8 and 9. 21. E.g., the standard account in Stanley Bonner, Education in Ancient Rome (Berkeley: University of California Press, 1977), 58. See also the more detailed study by Johannes Christes, Sklaven und Freigelassene als Grammatiker und Philologen im antiken Rom (Wiesbaden: Steiner, 1979). 22. De gram. 23.1, tr. Kaster. 23. Kaster, Guardians, 55. 24. The trope of the socially climbing grammarian appears in Aulus Gellius and Ausonius as well: Kaster, Guardians, 57, 131–32; Kaster argues that...
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