Description In this previously unpublished work, a young Marshall Mc Luhan, as cultural historian, illuminates the complexities of the Classical trivium, provides the first ever close reading of the enigmatic Elizabethan writer Thomas Nashe, and implicitly challenges the reader to accept a new blueprint for literary education.
Here, more than half a century after it was written, is a fresh, insightful, and richly coherent framework for studying Nashe and an unequivocal call for a program of education based on the ambitious and lofty ideal of reintegrating the Classical trivium..
In ranging over literature from Cicero to the sixteenth century, Mc Luhan discovers the source and significance of multiple traditions in Nashe\'s writings.
As is its indispensable role in giving full due to the rich prose of Thomas Nashe.
Under Mc Luhan\'s scholarly microscope, the internal dynamics of the trivium and its purpose are revealed.
Ideas that would ground Mc Luhan\'s media analysis of the 1960s and 70s are here in embryo, as he sets out in scrupulous detail the role of grammar (interpretation), dialectic, and rhetoric in Classical learning.
Description In this previously unpublished work, a young Marshall Mc Luhan, as cultural historian, illuminates the complexities of the Classical trivium, provides the first ever close reading of the enigmatic Elizabethan writer Thomas Nashe, and implicitly challenges the reader to accept a new blueprint for literary education
