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eBook details

• Title: Mulier Bona Dicendi Perita? Women and Rhetoric in Don Quijote
• Author : Cervantes: Bulletin of the Cervantes Society of America
• Release Date : January 22, 2010
• Genre: Language Arts & Disciplines,Books,Professional & Technical,Education,
• Pages : * pages
• Size : 91 KB

Description

CAROLYN LUKENS-OLSON HAS WRITTEN that Los trabajos de Persiles y Sigismunda is Cervantes attempt to reinvent the chivalric hero, replacing his traditional arms with persuasion (50. Rhetoric is so important to the work that Lukens-Olson pithily concludes that Cervantes very well could have begun the Persiles with the tag "Verba virumque cano" (70). Alberto Blecua provides a similar analysis based on his reading of the Persiles and of Cervantes' other works: "Es muy probable que Cervantes creyera que el orador era un vir bonus dicendi peritus segun la conocida definicion" (134). Like the Persiles, Don Quijote is a work novel full of speeches, and Cervantes' "intimate knowledge of rhetorical precepts, the ease with which he uses the classical figures of thought and language, are apparent in every line" (Mackey 51) of many of the speeches in the novel. The characters' words often cause conflict with other characters, lead to an amusing scene for the reader, or both. One only has to think of the results of Don Quixote's speech when he arrives at Don Diego de Miranda's home: both Don Diego and his son are confused because Don Quixote mixes lofty rhetoric with his outlandish behavior. Don Lorenzo opines: "el [Don Quijote] es un entreverado loco, lleno de lucidos intervalos" (776) and both father and son "se admiraron ... de las entremetidas razones de Don Quijote, ya discretas y ya disparatadas" (781). It is not surprising to find rhetoric in Don Quijote. The ars bene dicendi was the heart of the educational system for thousands of years, and was the fundamental subject for students during the Renaissance and Baroque. Boys started their formal education by reading Cicero, the rhetor par excellence, and by listening to the teacher explain the rhetorical structure and the thetorical figures in a passage. As they progressed, students also began to write compositions according to the rules of rhetoric. Even students without a university education were very familiar with rhetorical patterns of thought and speech. Brian Vickers, an expert in Renaissance thetoric, observes that even young students "were thoroughly drilled in every stage of the art" (Vickers 258). Those students that did graduate from the university, no matter what their specialty, were men intimately familiar with rhetoric and its many uses because "[c]ivil society formed itself and acted, usually for the better, through thetoric" (Grendler 233), at least according to the theory of Renaissance humanist educators.

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