Xander Feys is a postdoctoral researcher at KU Leuven, specializing in humanist pedagogical praxis, university and book history in the Southern Low Countries, and the early modern reception of Vergil and Homer. Xander Feys is a postdoctoral researcher at KU Leuven, specializing in humanist pedagogical praxis, university and book history in the Southern Low Countries, and the early modern reception of Vergil and Homer. Maxime Maleux earned his PhD in linguistics with a dissertation on the teaching of Hebrew in the early modern Low Countries and currently works as a postdoctoral researcher at KU Leuven. Maxime Maleux earned his PhD in linguistics with a dissertation on the teaching of Hebrew in the early modern Low Countries and currently works as a postdoctoral researcher at KU Leuven. Andy Peetermans is a research associate at KU Leuven, interested in early modern grammar writing and its didactic dimensions. Andy Peetermans is a research associate at KU Leuven, interested in early modern grammar writing and its didactic dimensions. Raf Van Rooy is assistant professor of Latin Literature at KU Leuven, working on early modern literary multilingualism, with a specific interest in exchanges between Latin and Greek. Raf Van Rooy is assistant professor of Latin Literature at KU Leuven, working on early modern literary multilingualism, with a specific interest in exchanges between Latin and Greek. Marc Laureys is Professor of Medieval Latin and Neo-Latin Philology as well as Founding Director of the Centre for the Classical Tradition at the University of Bonn.Violet Soen is als historica verbonden aan de Onderzoeksgroep Nieuwe Tijd, KU Leuven. Ze doet onderzoek naar religie in de grensgebieden van de Spaans-Habsburgse wereld, en bestudeert de wisselwerking tussen godsdienstoorlogen en -vredes in de zestiende en zeventiende eeuw.

• IntroductionRaf Van Rooy and Maxime Maleux, on behalf of the editors1. Education in early modern Latin Europe: A scene from Leuven 2. Structure of the research companion 3. Why Leuven? Acknowledgments Notes ReferencesPart I—The Basics of Student Notes ResearchChapter 1—The Making of Student Notes Ann M. Blair 1. The survival of student notes 2. The forms of student notes 3. Methods of note-taking in the classroom 4. What can and cannot be learned from student notes Notes Suggestions for further reading ReferencesChapter 2—Getting a First Grasp of Student Notes Raf Van Rooy and Xander Feys1. Introduction 2. Referentiality, fragmentariness, and provenance 3. Paleography 4. Drawing up a typology for student notes 4.1. Form 4.2. Structure 4.3. Contents 5. Conclusion 6. Exercise Notes References Transcription and model solutionChapter 3—The Materiality of the Student Notebook Jarrik Van Der Biest 1. Introduction 2. From paper mill to preservation 3. Analysis 3.1. Quire structure 3.2. Distribution of watermarks 3.3. Dates 3.4. Textual divisions, codicological blocks Notes Thematic bibliographyChapter 4—Book History: The Basics with Two Case Studies Natasha Constantinidou, Dieter Cammaerts, and Violet Soen 1. Introduction 2. An increasingly interdisciplinary field 3. Production and distribution of printed books 4. From production to consumption: An inquiry into material objects 5. Analyzing printed text editions: Aspects of book history in practice 6. Conclusions Notes Thematic bibliographyChapter 5—How to Make Student Notes Accessible Raf Van Rooy1. Introduction 2. Choose wisely from the start 2.1. Diplomatic and semi-diplomatic transcription 2.2. XML 2.3. The act of transcribing: Benefits and tools 2.4. Good practices 3. Conclusion Notes ReferencesStudent Notes ToolkitPart II—The Potential of Student Notes ResearchChapter 6—History of Education Daniel Gehrt and Michael Stolberg1. Introduction 2. The diversity and flexibility of basic academic education 3. Training for professional practice: Medical students’ notebooks 4. Conclusion Notes ReferencesChapter 7—Intellectual History Lorenz Demey, Marc Laureys, Maxime Maleux, and Andy Peetermans1. Introduction 2. Revolutionary rhetoric versus didactic continuity: Juvenal in Bologna 3. Official policies versus didactic non-conformism: The university of Leuven and the Wegestreit 4. Textbook canonicity versus didactic creativity 4.1. Aristotelian diagrams beyond the square of opposition 4.2. Hebrew in Leuven and Paris 5. Conclusion Notes ReferencesChapter 8—Book History Xander Feys and Raf Van Rooy 1. Introduction 2. Book circulation 3. Interleaving for intermezzi 4. Student practices in handling books and their flaws 5. Pedagogic pragmatism 6. Conclusion Notes ReferencesChapter 9—Visual History Alicja Bielak and Gwendoline de Mûelenaere1. Introduction 2. Visual elements in notebooks 2.1. Heterogeneous visual languages 2.2. Diagrams 2.3. The materiality of the image 3. Classification of images in student notebooks 3.1. Traditional university iconography 3.2. Scientific drawings and engravings 3.3. Symbolic language 4. Emblems as didactic and mnemonic devices 4.1. Scientific emblemata 4.2. Recuperation of emblematic devices 4.3. Emblems as memory aids 5. Conclusion Notes ReferencesChapter 10—History of Orality Tomás Antonio Valle and Raf Van Rooy1. Introduction 2. Conversational culture at Wittenberg university c. 1550 3. The oral/aural challenges of teaching and learning 4. Conclusion Notes References Further readingChapter 11—Socio-Cultural History Maximilian Schuh, Xander Feys, and Raf Van Rooy1. Introduction 2. Case study 1: The arts faculties at Uppsala and Ingolstadt 2.1. Uppsala 2.2. Ingolstadt 3. Case study 2: Triangular teaching in Milan in about 1465 4. Case study 3: Aeneid 12 and the Turkish threat 5. Conclusion Notes References Multilingual Glossary

"This is a highly effective, well-designed guide to student notes, a complex subject requiring a wide range of skills (palaeography, Latin, knowledge of codicology and material bibliography, the historical knowledge needed for contextualisation, etc.). The ways of approaching this subject and the benefits that researchers in many fields can derive from it are explained clearly and pedagogically, with the help of numerous relevant examples." - Christine Bénévent, École nationale des chartes

Xander Feys is a postdoctoral researcher at KU Leuven, specializing in humanist pedagogical praxis, university and book history in the Southern Low Countries, and the early modern reception of Vergil and Homer. Xander Feys is a postdoctoral researcher at KU Leuven, specializing in humanist pedagogical praxis, university and book history in the Southern Low Countries, and the early modern reception of Vergil and Homer. Maxime Maleux earned his PhD in linguistics with a dissertation on the teaching of Hebrew in the early modern Low Countries and currently works as a postdoctoral researcher at KU Leuven. Maxime Maleux earned his PhD in linguistics with a dissertation on the teaching of Hebrew in the early modern Low Countries and currently works as a postdoctoral researcher at KU Leuven. Andy Peetermans is a research associate at KU Leuven, interested in early modern grammar writing and its didactic dimensions. Andy Peetermans is a research associate at KU Leuven, interested in early modern grammar writing and its didactic dimensions. Raf Van Rooy is assistant professor of Latin Literature at KU Leuven, working on early modern literary multilingualism, with a specific interest in exchanges between Latin and Greek. Raf Van Rooy is assistant professor of Latin Literature at KU Leuven, working on early modern literary multilingualism, with a specific interest in exchanges between Latin and Greek. Marc Laureys is Professor of Medieval Latin and Neo-Latin Philology as well as Founding Director of the Centre for the Classical Tradition at the University of Bonn.Violet Soen is als historica verbonden aan de Onderzoeksgroep Nieuwe Tijd, KU Leuven. Ze doet onderzoek naar religie in de grensgebieden van de Spaans-Habsburgse wereld, en bestudeert de wisselwerking tussen godsdienstoorlogen en -vredes in de zestiende en zeventiende eeuw.

• IntroductionRaf Van Rooy and Maxime Maleux, on behalf of the editors1. Education in early modern Latin Europe: A scene from Leuven 2. Structure of the research companion 3. Why Leuven? Acknowledgments Notes ReferencesPart I—The Basics of Student Notes ResearchChapter 1—The Making of Student Notes Ann M. Blair 1. The survival of student notes 2. The forms of student notes 3. Methods of note-taking in the classroom 4. What can and cannot be learned from student notes Notes Suggestions for further reading ReferencesChapter 2—Getting a First Grasp of Student Notes Raf Van Rooy and Xander Feys1. Introduction 2. Referentiality, fragmentariness, and provenance 3. Paleography 4. Drawing up a typology for student notes 4.1. Form 4.2. Structure 4.3. Contents 5. Conclusion 6. Exercise Notes References Transcription and model solutionChapter 3—The Materiality of the Student Notebook Jarrik Van Der Biest 1. Introduction 2. From paper mill to preservation 3. Analysis 3.1. Quire structure 3.2. Distribution of watermarks 3.3. Dates 3.4. Textual divisions, codicological blocks Notes Thematic bibliographyChapter 4—Book History: The Basics with Two Case Studies Natasha Constantinidou, Dieter Cammaerts, and Violet Soen 1. Introduction 2. An increasingly interdisciplinary field 3. Production and distribution of printed books 4. From production to consumption: An inquiry into material objects 5. Analyzing printed text editions: Aspects of book history in practice 6. Conclusions Notes Thematic bibliographyChapter 5—How to Make Student Notes Accessible Raf Van Rooy1. Introduction 2. Choose wisely from the start 2.1. Diplomatic and semi-diplomatic transcription 2.2. XML 2.3. The act of transcribing: Benefits and tools 2.4. Good practices 3. Conclusion Notes ReferencesStudent Notes ToolkitPart II—The Potential of Student Notes ResearchChapter 6—History of Education Daniel Gehrt and Michael Stolberg1. Introduction 2. The diversity and flexibility of basic academic education 3. Training for professional practice: Medical students’ notebooks 4. Conclusion Notes ReferencesChapter 7—Intellectual History Lorenz Demey, Marc Laureys, Maxime Maleux, and Andy Peetermans1. Introduction 2. Revolutionary rhetoric versus didactic continuity: Juvenal in Bologna 3. Official policies versus didactic non-conformism: The university of Leuven and the Wegestreit 4. Textbook canonicity versus didactic creativity 4.1. Aristotelian diagrams beyond the square of opposition 4.2. Hebrew in Leuven and Paris 5. Conclusion Notes ReferencesChapter 8—Book History Xander Feys and Raf Van Rooy 1. Introduction 2. Book circulation 3. Interleaving for intermezzi 4. Student practices in handling books and their flaws 5. Pedagogic pragmatism 6. Conclusion Notes ReferencesChapter 9—Visual History Alicja Bielak and Gwendoline de Mûelenaere1. Introduction 2. Visual elements in notebooks 2.1. Heterogeneous visual languages 2.2. Diagrams 2.3. The materiality of the image 3. Classification of images in student notebooks 3.1. Traditional university iconography 3.2. Scientific drawings and engravings 3.3. Symbolic language 4. Emblems as didactic and mnemonic devices 4.1. Scientific emblemata 4.2. Recuperation of emblematic devices 4.3. Emblems as memory aids 5. Conclusion Notes ReferencesChapter 10—History of Orality Tomás Antonio Valle and Raf Van Rooy1. Introduction 2. Conversational culture at Wittenberg university c. 1550 3. The oral/aural challenges of teaching and learning 4. Conclusion Notes References Further readingChapter 11—Socio-Cultural History Maximilian Schuh, Xander Feys, and Raf Van Rooy1. Introduction 2. Case study 1: The arts faculties at Uppsala and Ingolstadt 2.1. Uppsala 2.2. Ingolstadt 3. Case study 2: Triangular teaching in Milan in about 1465 4. Case study 3: Aeneid 12 and the Turkish threat 5. Conclusion Notes References Multilingual Glossary

"This is a highly effective, well-designed guide to student notes, a complex subject requiring a wide range of skills (palaeography, Latin, knowledge of codicology and material bibliography, the historical knowledge needed for contextualisation, etc.). The ways of approaching this subject and the benefits that researchers in many fields can derive from it are explained clearly and pedagogically, with the help of numerous relevant examples." - Christine Bénévent, École nationale des chartes

Xander Feys is a postdoctoral researcher at KU Leuven, specializing in humanist pedagogical praxis, university and book history in the Southern Low Countries, and the early modern reception of Vergil and Homer. Xander Feys is a postdoctoral researcher at KU Leuven, specializing in humanist pedagogical praxis, university and book history in the Southern Low Countries, and the early modern reception of Vergil and Homer. Maxime Maleux earned his PhD in linguistics with a dissertation on the teaching of Hebrew in the early modern Low Countries and currently works as a postdoctoral researcher at KU Leuven. Maxime Maleux earned his PhD in linguistics with a dissertation on the teaching of Hebrew in the early modern Low Countries and currently works as a postdoctoral researcher at KU Leuven. Andy Peetermans is a research associate at KU Leuven, interested in early modern grammar writing and its didactic dimensions. Andy Peetermans is a research associate at KU Leuven, interested in early modern grammar writing and its didactic dimensions. Raf Van Rooy is assistant professor of Latin Literature at KU Leuven, working on early modern literary multilingualism, with a specific interest in exchanges between Latin and Greek. Raf Van Rooy is assistant professor of Latin Literature at KU Leuven, working on early modern literary multilingualism, with a specific interest in exchanges between Latin and Greek. Marc Laureys is Professor of Medieval Latin and Neo-Latin Philology as well as Founding Director of the Centre for the Classical Tradition at the University of Bonn.Violet Soen is als historica verbonden aan de Onderzoeksgroep Nieuwe Tijd, KU Leuven. Ze doet onderzoek naar religie in de grensgebieden van de Spaans-Habsburgse wereld, en bestudeert de wisselwerking tussen godsdienstoorlogen en -vredes in de zestiende en zeventiende eeuw.

• IntroductionRaf Van Rooy and Maxime Maleux, on behalf of the editors1. Education in early modern Latin Europe: A scene from Leuven 2. Structure of the research companion 3. Why Leuven? Acknowledgments Notes ReferencesPart I—The Basics of Student Notes ResearchChapter 1—The Making of Student Notes Ann M. Blair 1. The survival of student notes 2. The forms of student notes 3. Methods of note-taking in the classroom 4. What can and cannot be learned from student notes Notes Suggestions for further reading ReferencesChapter 2—Getting a First Grasp of Student Notes Raf Van Rooy and Xander Feys1. Introduction 2. Referentiality, fragmentariness, and provenance 3. Paleography 4. Drawing up a typology for student notes 4.1. Form 4.2. Structure 4.3. Contents 5. Conclusion 6. Exercise Notes References Transcription and model solutionChapter 3—The Materiality of the Student Notebook Jarrik Van Der Biest 1. Introduction 2. From paper mill to preservation 3. Analysis 3.1. Quire structure 3.2. Distribution of watermarks 3.3. Dates 3.4. Textual divisions, codicological blocks Notes Thematic bibliographyChapter 4—Book History: The Basics with Two Case Studies Natasha Constantinidou, Dieter Cammaerts, and Violet Soen 1. Introduction 2. An increasingly interdisciplinary field 3. Production and distribution of printed books 4. From production to consumption: An inquiry into material objects 5. Analyzing printed text editions: Aspects of book history in practice 6. Conclusions Notes Thematic bibliographyChapter 5—How to Make Student Notes Accessible Raf Van Rooy1. Introduction 2. Choose wisely from the start 2.1. Diplomatic and semi-diplomatic transcription 2.2. XML 2.3. The act of transcribing: Benefits and tools 2.4. Good practices 3. Conclusion Notes ReferencesStudent Notes ToolkitPart II—The Potential of Student Notes ResearchChapter 6—History of Education Daniel Gehrt and Michael Stolberg1. Introduction 2. The diversity and flexibility of basic academic education 3. Training for professional practice: Medical students’ notebooks 4. Conclusion Notes ReferencesChapter 7—Intellectual History Lorenz Demey, Marc Laureys, Maxime Maleux, and Andy Peetermans1. Introduction 2. Revolutionary rhetoric versus didactic continuity: Juvenal in Bologna 3. Official policies versus didactic non-conformism: The university of Leuven and the Wegestreit 4. Textbook canonicity versus didactic creativity 4.1. Aristotelian diagrams beyond the square of opposition 4.2. Hebrew in Leuven and Paris 5. Conclusion Notes ReferencesChapter 8—Book History Xander Feys and Raf Van Rooy 1. Introduction 2. Book circulation 3. Interleaving for intermezzi 4. Student practices in handling books and their flaws 5. Pedagogic pragmatism 6. Conclusion Notes ReferencesChapter 9—Visual History Alicja Bielak and Gwendoline de Mûelenaere1. Introduction 2. Visual elements in notebooks 2.1. Heterogeneous visual languages 2.2. Diagrams 2.3. The materiality of the image 3. Classification of images in student notebooks 3.1. Traditional university iconography 3.2. Scientific drawings and engravings 3.3. Symbolic language 4. Emblems as didactic and mnemonic devices 4.1. Scientific emblemata 4.2. Recuperation of emblematic devices 4.3. Emblems as memory aids 5. Conclusion Notes ReferencesChapter 10—History of Orality Tomás Antonio Valle and Raf Van Rooy1. Introduction 2. Conversational culture at Wittenberg university c. 1550 3. The oral/aural challenges of teaching and learning 4. Conclusion Notes References Further readingChapter 11—Socio-Cultural History Maximilian Schuh, Xander Feys, and Raf Van Rooy1. Introduction 2. Case study 1: The arts faculties at Uppsala and Ingolstadt 2.1. Uppsala 2.2. Ingolstadt 3. Case study 2: Triangular teaching in Milan in about 1465 4. Case study 3: Aeneid 12 and the Turkish threat 5. Conclusion Notes References Multilingual Glossary

"This is a highly effective, well-designed guide to student notes, a complex subject requiring a wide range of skills (palaeography, Latin, knowledge of codicology and material bibliography, the historical knowledge needed for contextualisation, etc.). The ways of approaching this subject and the benefits that researchers in many fields can derive from it are explained clearly and pedagogically, with the help of numerous relevant examples." - Christine Bénévent, École nationale des chartes