There is a certain degree of similarity between rhetorical narratives and religious sermons. Both of them put emphasis on “illustration” and “persuasion.” Speakers want the audience to believe in something by telling them a story, a story that carries their
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beliefs or ideas. The interpretation of fables is dynamic depending on how an orator/speaker utilizes it in a narrative. If used wisely, they are capable of a wide variety of application and can bring out strong effects. These effects could be shown in political debates, philosophical arguments, or religious speeches. Though the use of rhetoric and exempla were gradually out of practice, their influences are far-reaching. Owing to their origin and how they were first intended, fables became texts later to be applied by different people for various ends. Because of their essentially metaphoric nature, fables become such a convenient way to plant ideas in the mind. More and more translations of Aesop’s Fables began to emerge to meet various purposes. The mechanism behind fables may be simple but their impact was forever changing throughout history.
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Chapter Three: Language Learning Materials
Aesop’s Fables, were not only utilized by churches but also found in the classrooms of grammar schools as early Latin reading material for students. Before we embark on discussing the texts functionality as textbooks and as language learning materials, it is important to bear in mind the complex linguistics situation12 in the Middle Ages.
From the Norman Conquest to the British Renaissance period, language practice was constantly changing. It was affected not only by the politics, but also by religion and academia. Apologues and fables by Aesop were used in grammar schools mainly for the purpose of learning vocabulary, grammar and syntax. By the late Middle Ages, some versions of “Aesop’s Fables” have also acquired long commentaries to ensure that pupils drew correct conclusions about each fable. Some fables would have occasional Christian references to a parallel piece of wisdom of the Bible. (Green, 2009) This, to some extent, can also explain why some later versions of Aesop’s Fables contain stories from the Bible that are falsely contributed to Aesop. Thanks to the need of language learning, fables were collected and translated into English. Prose versions in Latin were used to teach students to learn grammar and help them master the rules of literary exegesis. Many English philosophers and great authors received education from grammar schools and recalled learning Latin through Aesop’s Fables.
For example, “Shakespeare had access to Greek and Latin classics in his small grammar school in the country town of Stratford-on-Avon.” (Werth, 2000)
12 There were three different languages used in the later medieval period, namely Middle English, Anglo-Norman (or French) and Latin.
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Aesop’s Fables are mostly brief and succinct, featuring talking animals which easily catch learners’ attention. Using fables to begin a child’s literary education makes sense pedagogically. There are also various factors that contribute to the fact that Aesop’s Fables is ideal for language learning. First of all, the number of Aesop’s Fables was numerous and abundant. Phaedrus alone complied 93 fables and the most comprehensive collection, the Augustana has 231 fables. In other words, the source was abundant. These fables are written in Latin or Greek and provide teachers with numerous options in selecting proper stories for learners. Secondly, most of the fables, as mentioned above, feature animals as the protagonists. However, contrary to popular opinion, the protagonists in fables comprise gods, humans, plants and
inanimate objects in addition to animals. Thus, it is much more interesting and varied than one would imagine. It has been mentioned many times by various “Aesop’s Fables” compilers that these fables are entertaining and amusing for learners.
What’s more, learning Latin or Greek through fables also distinguishes itself in terms of the method. It doesn’t require advanced grammar structures and memorization of lists of unrelated vocabularies. Instead, fables help learners to memorize words interwoven in the context and to pick up repeated language patterns along with the story. Morals attached at the end of the fables is like the cherry on top. It is an
effective instrument of intellectual indoctrination to reinforce or foster certain values.
Aesop’s Fables have been abundantly present in English since the late 16th century. The very first printed version of Aesop’s Fables was published in 1484 by William Caxton, an English merchant, diplomat, writer and printer. He was the first person that introduced printing press into England. This English-language copy features many woodcuts and has 268 pages. Later, more and more publications and copies of Aesop’s Fables began to spring up. Translated versions, especially for grammar schools’ use
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also reprinted many times. There are also several versions that include prefaces with instructions to the schoolmasters. To further investigate the texts used by grammar schools and by those who were inspired to learn Latin and Greek, I have selected six publications for textual analysis and hope that after a series of analysis and discussion, the reader will have a better understanding of why Aesop’s Fables were chosen to become language learning materials.