Review: Federica Ciccolella / Luigi Silvano (eds.), Teachers, Students, and Schools of Greek in the Renaissance (Leiden / Boston 2017) (=Brill’s Studies in Intellectual History 264), XV, 471 pp., ISBN: 9789004338036, €149,00

Authors

DOI:

https://doi.org/10.34679/thersites.vol5.58

References

Boulhol (2014). – Pascal Boulhol, «Grec Langaige n’est pas Doulz au François». L’étude et l’enseignement du grec dans la France ancienne (IVe siècle – 1530) (Aix-en-Provence 2014) (=Héritages Méditerranéens).

Fausto (1551). – Vettor Fausto, Orationes quinque (Venice 1551).

Downloads

Published

2017-09-29

Issue

Vol. 5 (2017)

Section

Book Reviews

License

Copyright (c) 2017 Raf Van Rooy

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Authors who publish with thersites agree to the following terms:

  • Publishing in thersites is free of any charges.
  • Authors retain copyright and grant the journal right of first publication.
  • Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author, so long as the original work is properly cited and is not used for commercial purposes. The journal is published under the Creative Commons Attribution 4.0 International License. More information about this license is available at https://creativecommons.org/licenses/by/4.0/.
  • Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  • Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).