"Becoming a Roman Student"

Masterclass by Prof. W. Martin Bloomer, June 12th 2017, 13.30-15.30


In collaboration with the Agricola Seminar, the Netherlands Research School for Medieval Studies organizes a masterclass with Prof. W. Martin Bloomer (University of Notre Dame) on  June 12th at Groningen.


This masterclass concerns the following:

The experience of becoming a student, in late antiquity and the middle ages, is a strong legacy of the ancient Greek and Roman world. This of course does not mean that the institutions of schooling or the experience of schooling remained constant, but the curriculum itself tried to create a certain kind of subjectivity. Bloomer argues in particular that corporal punishment is significantly tied to the developing sense of linguistic and literary skill.

Venue: Faculty of Theology and Religious Studies,  Oude Boteringestraat 38 Groningen, in the so-called Zittingszaal (Court Room).

The masterclass is open for Research Master’s  students and PhD candidates.


Bloomer’s areas of principal interest lie in Roman literature, ancient rhetoric, and the history of education. His books include Valerius Maximus and the Rhetoric of the New Nobility (Chapel Hill 1993), Latinity and Literary Society at Rome (Philadelphia 1997), The Contest of Language (Notre Dame 2005), The School of Rome (Berkeley 2011), and A Companion to Ancient Education (Chichester and Malden, MA 2015).



Participants are expected to write a referee report (approximately 1500 words) of  Prof. Bloomer’s article  “Becoming a Roman Student,” in Christian Laes and Ville Vuolanto, edd, Being a Roman Child: Children and Everyday Life in the Roman Empire, Routledge, 2017: 166-76.


Guidelines for the writing of a report will be sent after registration, as will be  the article of Prof. Bloomer.

Credits: 1 ECTS


Lecture 16.00-17.00


After the masterclass prof. Bloomer will give a lecture entitled:  Erasmus' edition of the Disticha Catonis


Erasmus' edition of the Disticha Catonis was one of his greatest printing successes, with over 100 editions printed in his lifetime, not all of course with his approval or participation. He treated this Roman collection of aphorisms as a species of ancient wisdom literature and represented this approach as a radical break from his predecessors'. Erasmus told his readers why his edition was so much better than his rivals. Were these stated principles in fact important for the success of his work? What were his his educational goals and his philological methods?  




Please send your application no later than May 29th, 2017 to the secretariat of the Research School for Medieval Studies,  ozsmed@rug.nl

Essays should be handed in by June 9th,  2017 via mathilde.van.dijk@rug.nl.


Secretariat, Netherlands Research School for Medieval Studies, P.O. Box 716, 9700 AS Groningen, The Netherlands, Tel. +3