Memory and its applications in twelfth-century rhetorical teaching: new evidence from John Tzetzes’ Commentaries on Hermogenes

Memory constituted a crucial element of Byzantine school education, being the fundamental tool for acquiring, maintaining, and distributing knowledge. Even though no rhetorical treatise discussed memory as a crucial aspect of a rhetor’s skills (beyond Longinos’ On Memory), this technical ability played a significant role in rhetorical training. In this respect, John Tzetzes’ Commentaries on Hermogenes offer invaluable information about the function of memory in the practice of rhetorical learning. By looking specifically at formulaic refrains, diagrams, and didactic headings, this paper aims to define the mnemonic toolbox used by Tzetzes to guide pupils in the acquisition of rhetorical knowledge. Through the analysis of unattested variant readings, it also examines Tzetzes’ recourse to his phenomenal memory when teaching, demonstrating that sometimes his prodigious skill faltered. Finally, the paper seeks to highlight the Commentaries’ memorial function, focusing on the association of Tzetzes’ name with that of the great Hermogenes.