Para lxs que tengan paciencia, mi hilo sobre las licencias censoriales en DQI y DQII y por qué merece la pena prestarles atención! #Cervantes2018
1/A la 1a parte le falta la licencia impresa en los preliminaries de la obra. Del aparato legal del princeps sólo tenemos la tasa, el testimonio de erratas y el privilegio. Por alguna razón, la licencia no llegó a imprimirse, como era común y obligado por ley desde 1558.
2/Fernando Bouza arroja luz sobre aquella licencia, hasta hace poco desconocida, escrita por ni más ni menos que el cronista del rey, Antonio de Herrera (autor de la Historia general de las Indias Occidentales): akal.com/libro/dasele-l…
3/Pero incluso la licencia de Herrera para DQI es poca cosa: “Por mandado de V. Alta. he visto un libro llamado El yngenioso hidalgo de la mancha compuesto por Miguel de Cervantes Saavedra y me pareçe, siendo dello V. Alta. seruido...
4/que se le podrá dar licencia para imprimille porque será de gusto y entretenimiento al pueblo a lo qual en regla de buena gobierno se deue de tener atención, aliende de que no hallo en él cosa contra policía y buenas costumbres y lo firmé de mi nombre."
5/ No mucho que notar; fórmulas censoriales bastante comunes. Frente a esta aprobación única de DQI, que ni llega a imprimirse, hay 3 aprobaciones en DQII, cada una más extendida que la anterior.
6/ Pareciera que los “oficiales amigos” de los que habla Cervantes en el prólogo de DQI, que le podrían haber dado sonetos para los preliminares, pero no llegaban a la altura de “duques, marqueses, condes, obispos, damas o poetas celebérrimos”, consiguen meter sus elogios ahora
7/ en DQII desde sus funciones como censores del Consejo de Castilla. La más fuerte es la 3a y última aprobación, larguísima para una licencia de la época, que pareciera más bien un elogio-prólogo al autor que una licencia censorial
8/ No sólo elogia y aprueba el libro con explicaciones razonadas, sino que remata la licencia con una anécdota sobre la visita de unos caballeros franceses acompañantes al embajador en su reunión con el arzobispo Sandoval y Rojas
9/ Márquez Torres, licenciado autor de esta licencia, presenció la reunión: cuenta cómo comentó a los franceses que estaba censurando el libro de Cervantes, y que se pusieron como fan boys, y que el censor ofreció presentarles a Cervantes (parece ser un amigo!). Y añade:
10/ “Preguntáronme muy por menor su edad, su profesión, calidad y cantidad. Halléme obligado a decir que era viejo, soldado, hidalgo y pobre, a que uno respondió: “Pues, ¿a tal hombre no le tiene España muy rico y sustenado del erario público?”
11/ En efecto, el censor critica que la Corona NO sustente a sus autores y genios literarios, DENTRO de la misma licencia de censura que escribe al pedido del Consejo de Castilla
12/ Además, aquí tenemos los primeros lectores de DQI que vamos a conocer en DQII—¿son estos censores, como afirman sus rúbricas y el aparato legal de los preliminaries, o son personajes como los que pronto conoceremos, que han leído ya DQI?
13/ Pareciera que Cervantes tuviera mano aquí en las licencias, ese espacio supuestamente herméticamente regulado por el Consejo de Castilla, impreso incluso aparte del resto de los folios
14/ Pero es que la fama de DQI y la estimación que de Cervantes se tiene explota esas fronteras; la primera de muchas que se van a explotar en esta continuación tan única!! (FIN)
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I don't know who needs to hear this, but there are humans putting in a heck of a lot of work behind the research materials and databases you are using via libraries & archives. This labor is largely invisibilized & most are working on a shoestring budget & understaffed
Materials can’t be digitized without humans being hired and payed to digitized them. Librarians are also constrained by adhering to copyright laws in how they can help you.
If you are ever feeling frustrated by your library or archive, remember the people who are working there and maybe ask how you can advocate for them? They surely want to support your research & are doing the best they can-at id suggest that should be ur default assumption
This is a thing of beauty. Big picture thinking and action guide I'd been needing. "Many of the above actions will take less than an hour and require less additional work than organizing a pod. Nonetheless, this might feel like too much to take on."/
"Think carefully about what you are capable of giving. A global pandemic calls for taking unusual measures, and sacrifices and adjustments to the lives we have lived, especially for those who are relatively privileged to be economically secure, able to work from home, and"
"living without the compounding stresses and fears of racial violence and punitive immigration practices. Moreover, racism and injustice continue unless they are disrupted, and disruption requires those who are privileged to give up something, such as their time and resources."
“Hi. My name is [name] and I’m calling for [lawmaker’s name]. I am a constituent of [district - replace with whatever your district is].
I’m calling on behalf of all the international students in the country impacted by the recent ICE policy issued on July 6th. ICE is threatening to remove all international students whose schools and universities have moved online only due to the coronavirus pandemic.
Just sent off the draft of "'A Rare Opportunity in a Language Class': Bringing Material-Text Pedagogy to Spanish & Portuguese Instruction at The Latin American Library at Tulane" (tentative title) to be considered for an edited volume. Damn proud of myself for finishing a thing.
It's honestly been a struggle to write since having a kid while writing the diss, then finishing the diss and being on the academic job market, and then getting a full-time library job that has me busy all 7.5 hours of the workday. I've often considered giving up
writing altogether. So, today is a day to celebrate. Maybe I'll write that book one day. A mom can dream, anyway.
Curious what librarians who daily/weekly teach college students research/info literacy skills have to say about this Atlantic article. I think the headline is misleading... theatlantic.com/education/arch…
In my experience (just 1 year teaching as a librarian, but having seen more than 400 Tulane undergrads), MANY undergrads prefer digital to print b/c they were never taught to find books on shelves, they are intimidated by the stacks,
and don't necessarily see the need to navigate them because they assume everything is available online, or at least whatever they need for a given project. I usually ask students to close their eyes and raise their hands if they've never looked for a book in the stacks,
Had a great library instruction session last week using postcards+travel guides in an intermediate-level Portuguese language & culture class. Wanted to share because it's easy&cheap to build a postcard collection for teaching and I think the session went great! (thread)
We set up 5 numbered tables, each with a grouping postcards from a different city/region of Brazil and one Brazil travel guidebook. Students spent about 7 mins at each table, and rotated to work at each table throughout the class. We used a timer to keep them moving.
At each table, they had to fill out a worksheet in pairs, using the target language (Portuguese) to describe what they saw in the postcards and try to guess what city/region the postcards illustrated. (having an info deficit is a great way to get students talking)