The Chaucer Research Project records date from 1886 to 1965, with the bulk of the materials dating from 1925 to 1954. Crow and Olson published the final edition of the Chaucer Life-Records in 1966. Redstone until 1941, was interrupted by World War II, and resumed by professors Martin M. This work, which began in 1927, continued for one decade under the direction of Manly and Rickert, was continued by Lilian J. The project grew to encompass the compilation of sources of information on Chaucer's life and on the times in which he lived. Their goal was to produce an authoritative text of Chaucer's The Canterbury Tales by painstakingly collecting, photographing, collating, and studying all existing Chaucer manuscripts. The Chaucer Research Project began in 1924 when University of Chicago Professors of English, John Mathews Manly (1865-1940) and Edith Rickert (1871-1938), launched a systematic study of the complete works of Geoffrey Chaucer. Hanna Holborn Gray Special Collections Research Center © 2020 University of Chicago Library Descriptive Summary Title:ġ28 linear feet (153 boxes, 1 oversize folder) University of Chicago Library Guide to the Chaucer Research Project Records 1886-1965
Chaucer study center series#
Sub-subseries 1: Card Files, circa 1920-1951.Subseries 6: Card Files for the Chaucer Life-Records.Redstone's Notes on the Chaucer Life-Records Redstone Manuscript Draft of The Chaucer Life-Records Subseries 3: The Supplementary Life-Records.Subseries 1: General Administrative Records, Miscellaneous Notes and Reports.Series II: The Corpus of Variants of The Canterbury Tales.
Showing a scholar of remarkable breadth and literary passion bequeathing some of what he knows, this essay makes a larger argument for the necessity of medieval studies to a healthy humanities curriculum.Guide to the Chaucer Research Project Records 1886-1965 Search this Finding Aid For both writers, Professor Martínez Pizarro’s impact has been profound and ongoing. The article focuses on Professor Martínez Pizarro’s dedication to his students and accompanying beliefs that guided his career: teaching is vital to the scholarly project language instruction extends the subtle craft of translation and a medievalist worth their salt does not adhere slavishly to constraints of genre or periodization but explores generic overlaps while reading and teaching outside the medieval canon. This essay describes the pedagogic style and teaching philosophy of Joaquín Martínez Pizarro, a scholar distinguished by his translations (from Latin) and literary interpretations of important, somewhat under-recognized early medieval texts, his discovery of emergent narrative styles in literary history, and his identification of “firsts” within the trajectory of early medieval literature.
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