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WRITING AUTHORITY IN LATE MEDIEVAL ... - Cornell University

WRITING AUTHORITY IN LATE MEDIEVAL ... - Cornell University

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as gens ou le language de leur païs” ‘things which are grave and of great authority are delectable<br />

and agreeable to people in the language of their own country,’ 396 Trevisa’s Dominus defensively<br />

asks “Þanne what haþ Englysch trespased þat hyt myзt noзt be translated into Englysch?” 397 As<br />

Somerset argues, this defensiveness allows Dominus to voice the paradoxical desire “to speak at<br />

once like a pope and a parishioner,” a desire to valorize immediate everyday language by<br />

disseminating universal knowledge accredited to another linguistic tradition. 398<br />

Still, if this logic drives Trevisa’s translation strategies, we would expect On the<br />

Governance to teach its readers concepts explicitly as if it were explaining a concept but to<br />

repeat traditional ways of articulating knowledge implicitly as if it was solely responsible for the<br />

concepts which they understood. In other words, Trevisa’s aside would follow the medieval<br />

pedagogical tradition even without articulating its debt to it explicitly. At first sight, Trevisa’s<br />

lengthy aside on the relationship of “dyameter” and “costa” appears to do just that. It defines the<br />

terms which Giles neglects quite clearly and even attempts to contextualize those which it must<br />

introduce—through a diagram—to teach how this geometric relationship works. The intent for<br />

pedagogical clarity may be witnessed in that, unlike Giles, Trevisa defines the relationship of a<br />

“dyameter” and a “costa” through an actual figure, a “quadrate,” which he defines as made up of<br />

four lines: “and eche of thilke foure side lynes is icleped costa. And a lyne idraw in lengþe from<br />

þe oo cornere of þe quadrate to anoþer corner in þe oþer side is icleped diameter.” If we liken<br />

Trevisa’s comment and translation to Bartholomaeus’s definition of a triangle, then we can see<br />

that he tries to appropriate a pedagogical tradition of concurrent explanations as if it were his<br />

own by giving a concrete example in everyday vernacular terms to educate the reader.<br />

396 Nicole Oresme, “Le Livre de Politiques d’Aristote.” “Maistre Nicole Oresme Le Livre de Politiques d’Aristote,”<br />

Transactions of the American Philosophical Society, 60. 6 (1970): 44.<br />

397 Qtd. in Waldron “Trevisa’s Original” 292.<br />

398 Somerset 100.<br />

236

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