• Preface • I. Introduction • 1. From the Humanist Editorial Methods of the Maurists to Lachmann • 2. The Limitations of Lachmannian Editing of Scholastic Texts • 3. Preview of Chapters, Evidence, and Statement of Aims and Thesis • II. Vestiges of Scribal Culture and Orality in the Organization of Scholastic Texts: Macro Data • 1. Anomalies Arising from Multiple Stages and Formats for Copying • 2. Organizational Anomalies • 3. Conclusion • III. Vestiges of Scribal Culture and Orality in the Organization of Scholastic Texts: Micro Data • 1. The Fundamental Problem of Intelligibility • 2. The Presence and Problem of Multiple Voices Speaking for the Lecturer • 3. The Consequences of Memory for Lectures Recorded in Texts • 4. Oral Digressions • 5. Textual Errors Attributable to Orality • 6. Conclusion • IV. Vestiges of Scribal Culture and Orality: Reportationes • 1. Reports: Origins • 2. Reports: History • V. Conclusion • Bibliography • Primary Sources • Index codicum • Index nominum • Primary Sources • Secondary SourcesNew guidelines for editing, reading, and interpreting Scholastic texts of the High Middle Ages.This book highlights the interplay between vestigial orality and scribal culture in Scholastic texts of the High Middle Ages. Apart from Thomas Aquinas and a few others who exercised complete control over their texts, the surviving works of most medieval Scholastic masters – copied and recopied many times – retain traces of the oral settings in which they originated. This book presents hundreds of examples from texts spanning the entire High Middle Ages, showing editors and readers of Scholastic texts how to recognize and account for difficulties arising from the vestigial orality embedded in them, and how to recognize and interpret textual anomalies attributable to multi-stage copying following original lectures.