LAUSR

were actually used for diverse ends. In part 4, Goeing turns to the lectures and textbooks in use in the Zurich schools, from the grammar schools through the more advanced Lectorium. Her research ranges from the provision of basic Latin textbooks through the way scholarship and pedagogy were related in the career of Conrad Gessner. She convincingly shows an important shift from the 1530s and 1540s to the later period: “from the teacher-scholar in the first and second generation, the teacher-administrator emerged in the third generation” (230). This shift did not signal intellectual stagnation, however: even as they simplified their textbooks and lowered their expectations of students, the schools’ teachers continued to produce innovative research. Goeing’s meticulous examination of Gessner’s textbook for Aristotle’s De Anima is fascinating, showing precisely how he responded to various commonplacing techniques and organizational models (from Erasmus to Ramus) in creating an original teaching tool. At every step, Goeing keeps her focus on intellectual tools: how were they structured, how were they deployed, and how did they circulate or mutate in changing circumstances? This approach makes her book an innovative contribution to the history of erudition and intellectual organization in the late sixteenth century. The expository architecture in Storing, Archiving, Organizing is somewhat unusual: the book is divided into relatively short blocks driven by very precisely articulated questions. While this leads to a certain amount of repetition, the innovative approaches that Goeing brings to her material and her ability to connect the abundant Zurich sources to diverse branches of scholarship through wide-ranging references to the literature make this an important and challenging monograph.