This issue comprises the following articles:

'Introduction: Medieval Grammar and the Literary Arts';

NICOLETTE ZEEMAN, 'In the Schoolroom with the ‘Vulgate’ Commentary on Metamorphoses I';

CHRISTOPHER CANNON, 'The Middle English Writer’s Schoolroom: Fourteenth-Century English Schoolbooks and their Contents';

SARAH KAY, 'Occitan Grammar as a Science of Endings';

MANFRED KRAUS, 'Grammatical and Rhetorical Exercises in the Medieval Classroom';

MARTIN CAMARGO, 'Grammar School Rhetoric: The Compendia of John Longe and John Miller';

MARJORIE CURRY WOODS, 'Rhetoric, Gender, and the Literary Arts: Classical Speeches in the Schoolroom';

ANNE GRONDEUX, 'Teaching and Learning Lists of Figures in the Middle Ages';

JAN M. ZIOLKOWSKI, 'Performing Grammar';

INEKE SLUITER, 'Persuasion, Pedagogy, Polemics: Two Case Studies in Medieval Grammar Teaching';

ELIZABETH EVA LEACH, 'Grammar and Music in the Medieval Song-School';

KARIN MARGARETA FREDBORG, 'An Introduction to William of Conches’s Teaching of Grammar';

C. H. KNEEPKENS, 'The New Italian Learning and the Modern Devotion: Valla, Synthen, Erasmus, and Elegant Latin';

BRIAN CUMMINGS, 'Erasmus and the End of Grammar: Humanism, Scholasticism, and Literary Language'.