| Publisher's Note |
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ix | |
| Introduction |
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1 | (4) |
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The Greek and Hellenistic World: Diversity in Practice |
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5 | (7) |
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Reading in Rome: New Texts and New Books |
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12 | (3) |
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The Middle Ages: From Monastic Writing to Scholastic Reading |
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15 | (5) |
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The Modern Age: Geographical Variations in Reading |
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20 | (2) |
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22 | (7) |
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29 | (4) |
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Reading between Constraint and Invention |
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33 | (4) |
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Archaic and Classical Greece: The Invention of Silent Reading |
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37 | (27) |
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The Vocabulary of Reading in Greek |
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38 | (6) |
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The Triple Lesson of Verbs Signifying `To Read' |
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44 | (2) |
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46 | (4) |
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50 | (2) |
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52 | (6) |
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Staged Writing and Writing in the Soul |
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58 | (2) |
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Athens: The Alphabet on Stage |
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60 | (4) |
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Between Volumen and Codex: Reading in the Roman World |
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64 | (26) |
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The Birth of a Reading Public |
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65 | (6) |
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71 | (5) |
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76 | (7) |
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Volumen and Codex: From Recreational Reading to Normative Reading |
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83 | (7) |
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Reading, Copying and Interpreting a Text in the Early Middle Ages |
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90 | (13) |
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Reading for the Salvation of One's Soul |
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91 | (1) |
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Reading Aloud and Silent Reading |
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92 | (1) |
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The Written Word as Visible Language |
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93 | (3) |
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New Developments in the Presentation of Texts |
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96 | (3) |
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Christian Exegesis and the Interpretation of Texts |
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99 | (1) |
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The Development of Punctuation |
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100 | (2) |
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The Presentation of Vernacular Texts |
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102 | (1) |
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The Scholastic Model of Reading |
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103 | (17) |
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From ruminatio to lectura |
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104 | (2) |
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Reference to Auctoritates |
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106 | (2) |
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Intellectual Working Tools |
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108 | (3) |
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Why Florilegia and Abridgements were so Successful |
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111 | (4) |
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The Role of the Religious Orders |
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115 | (2) |
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117 | (1) |
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The Decline of the Scholastic Model |
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118 | (2) |
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Reading in the Later Middle Ages |
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120 | (29) |
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120 | (6) |
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126 | (2) |
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128 | (2) |
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Canonical Word Separation and Changes in Scholastic Grammatical Theory |
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130 | (1) |
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Written Culture in the Thirteenth, Fourteenth and Fifteenth Centuries |
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131 | (18) |
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Reading in the Jewish Communities of Western Europe in the Middle Ages |
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149 | (30) |
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The Book and Reading in the Domain of the Sacred |
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150 | (3) |
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The Book and Reading in the Urban Setting |
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153 | (2) |
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Crisis of Authority and Repressive Policies |
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155 | (4) |
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Reading and Society: Toward the Open Book |
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159 | (2) |
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Study as Religious Ritual |
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161 | (1) |
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The Synagogue as Public Library |
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162 | (4) |
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Holy Language, Vernacular Languages |
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166 | (2) |
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Reading as Religious Ritual: Persistence of Medieval Modes |
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168 | (2) |
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Individual Reading: The Organization of Graphic Space |
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170 | (2) |
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The Iconography of Reading |
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172 | (1) |
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173 | (2) |
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Orality and Writing: The Need for Mediation |
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175 | (2) |
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The Doubling of Fields of Reading |
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177 | (2) |
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179 | (34) |
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Books for the Beach and for the Battlefield |
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180 | (1) |
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181 | (2) |
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Classicism and the Classics: The Text and its Frame |
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183 | (6) |
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Meeting the Middlemen: Cartolai, Printers and Readers |
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189 | (7) |
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Meeting the Intermediaries: The Schoolmaster and the Reader |
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196 | (9) |
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205 | (5) |
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Huet: The End of a Tradition |
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210 | (3) |
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Protestant Reformations and Reading |
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213 | (25) |
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Printing in the People's Language |
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215 | (4) |
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219 | (5) |
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224 | (6) |
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The Appropriation and Circulation of Texts |
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230 | (3) |
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233 | (5) |
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Reading and the Counter-Reformation |
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238 | (31) |
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239 | (4) |
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243 | (8) |
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251 | (6) |
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Reading among the Faithful |
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257 | (4) |
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261 | (5) |
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266 | (3) |
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Reading Matter and `Popular' Reading: From the Renaissance to the Seventeenth Century |
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269 | (15) |
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270 | (2) |
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The Popular Market for Print |
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272 | (2) |
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Contrasting Appropriations |
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274 | (2) |
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Reading Aloud, Silent Reading |
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276 | (2) |
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Publishing Formulas and Text Types |
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278 | (3) |
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281 | (3) |
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Was there a Reading Revolution at the End of the Eighteenth Century? |
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284 | (29) |
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286 | (4) |
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Old and New Forms of Reading in the Eighteenth Century |
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290 | (5) |
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295 | (6) |
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Reading Tastes and the Book Trade |
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301 | (5) |
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Lending Libraries and Reading Societies |
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306 | (7) |
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New Readers in the Nineteenth Century: Women, Children, Workers |
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313 | (32) |
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The Female Reader: Occupying a Space of her Own |
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315 | (9) |
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The Child as a Reader: From Classroom Learning to Reading for Pleasure |
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324 | (7) |
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The Working Classes: Prescribed Reading, Improvised Reading |
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331 | (11) |
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The Persistence of Oral Reading |
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342 | (3) |
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Reading to Read: A Future for Reading |
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345 | (23) |
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How Much do People Read, and Where do they Read? |
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346 | (2) |
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348 | (2) |
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350 | (2) |
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A Crisis in Reading, a Crisis in Production |
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352 | (3) |
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Contestation of the Canon |
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355 | (3) |
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358 | (2) |
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360 | (2) |
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362 | (4) |
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The Absence of Canons and New Canons |
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366 | (2) |
| Notes |
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368 | (75) |
| Select Bibliography |
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443 | (30) |
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443 | (4) |
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447 | (2) |
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449 | (4) |
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4 The Renaissance and the Reformation |
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453 | (4) |
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5 From the Classical Age to the Enlightenment |
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457 | (9) |
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466 | (3) |
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469 | (4) |
| Index |
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473 | |
Other versions by this Author