2025 International Medieval Congress at Leeds: RGME Program

December 9, 2024 in Announcements, Conference, Conference Announcement, Events, ICMS, International Medieval Congress, Leeds, Manuscript Studies

2025 International Medieval Congress
at Leeds:
RGME Program

32nd Annual IMC
Monday to Thursday 07–10 July 2025
(with In-Person and Virtual Components)

“Manuscripts as Worlds of Learning”
(3 Sessions + Roundtable)

“Knowledge Games and Games of Knowledge”
(1 Session)

Congress Theme: “Worlds of Learning”

Private Collection. Stereoscopic Photograph of Bridges of Paris, circa 1850s.

[Posted on 8 December 2024]

Building upon the successful completion of our RGME Inaugural Session at the International Medieval Congress (IMC) at the University of Leeds in July 2024, and responding to the strength and numbers of proposals for our Call for Papers for the IMC in 2025, we announce the Program for our sponsored activities at next year’s Congress.

For information about the Congress, see

  • its official website and
  • the Padlet Page showing the range of organised sessions advertising for papers (as part of the Call for Papers, now completed).

“Worlds of Learning” at Leeds in 2025

The Thematic Focus for the IMC in 2025 is “Worlds of Learning”. The broad scope is described in the general Call for Papers: IMC 2025 – ‘Worlds of Learning’.

The worlds to explore in and for learning are wide. We look to manuscripts as carriers, portals, and thresholds, in keeping with our chosen theme for 2025 RGME activities, “Thresholds and Communities”.

Our Aims

Our set of interlinked events planned for the Research Group on Manuscript Evidence (RGME) focuses on the power and potential of manuscripts to contain, convey, and embody worlds of learning within their span.  In effect, given their structure and contents, as we approach them as beholder, user, reader, student, teacher, or admirer, they may carry worlds in our hands.

How might medieval manuscripts do so, variously for their medieval audience, later intermediaries, and our own times? How might and do they function as “Worlds of Learning” in their own right/write?  We explore.

As interest has grown, the two sessions (plus roundtable) which we planned for “Manuscripts as Worlds of Learning” grew into three (plus roundtable), amounting to four events.  See:

We also present a Session with Papers devoted to “Game Knowledge and Knowledge of Games”, which follows up a strand in our RGME Inaugural Session this year.

Following in succession the close of the Call for Papers, our choices for the programs for the sessions and roundtable, and the acceptance of all these sessions plus roundtable by the IMC, we present

  • a suite of events containing three Sessions with Papers accompanied by a Round Table with Discussion, all dedicated to “Manuscripts as Worlds of Learning”
    (Monday 7 July 2025)
  • a Session with Papers dedicated to “Knowledge Games and Games of Knowledge: A Global Perspective on How Manuscripts Conserve and Transmit Ludic Knowledge”
    (Tuesday 8 July 2025)

RGME @ Leeds (IMC) and Kalamazoo (ICMS) in 2025

We plan for sessions and related activities at two international conferences in 2025:  at Leeds in the United Kingdom for the IMC in July and at Kalamazoo, Michigan, for the ICMS in May.  See our Call for Papers for the 2025 International Congress on Medieval Studies (to be held on Thursday through Saturday, 8–10 May 2025).

For our activities at the 2024 ICMS, see our 2024 International Congress on Medieval Studies Report.

London, British Library, Harley MS 4431, fol. 4r.Christine de Pisan sits at work writing in an interior accompanied by a dog. France (Paris), c. 1410 – c. 1414. Image via https://blogs.bl.uk/digitisedmanuscripts/2013/06/christine-de-pizan-and-the-book-of-the-queen.html.

London, British Library, Harley MS 4431, fol. 4r.Christine de Pisan sits at work writing in an interior accompanied by a dog. France (Paris), c. 1410 – c. 1414. Image via https://blogs.bl.uk/digitisedmanuscripts/2013/06/christine-de-pizan-and-the-book-of-the-queen.html.

RGME @ IMC 2025

For 2025 at the IMC, we respond to the theme of “Worlds of Learning” by considering two different, but interlinked, strands of exploration, as we explore two interrelated sets of subjects.

1) First, we embrace the subjects of “Manuscripts as Worlds of Learning” in four steps, or panels, with a trio of Sessions of papers (Parts I–III) accompanied by a Roundtable discussion (Part IV). This series focuses on myriad ways in which manuscripts can function, or present themselves, as “Worlds of Learning”.

Session I considers “Manuscripts as Instruments of Learning and Teaching”
Session II examines “Manuscript Pedagogy and Pedagogy of Manuscripts”
Session III considers “Words, Scripts, and Maps as Windows on Worlds of Learning”

The Roundtable as Part IV brings their insights to bear in a conversation about “Manuscripts in the Classroom, Then and Now”.

2) Next, in addition to this set, another Session addresses the fields of:

“Knowledge Games and Games of Knowledge: A Global Perspective on How Manuscripts Conserve and Transmit Ludic Knowledge”.

This session, following from our 2024 Inaugural Session at the IMC, brings back one of that session’s co-organisers and presenters to organise and to present at this year’s session examining aspects of the power of manuscripts to “conserve and transmit Ludic Knowledge”.

The Sequence of Events

The full suite of sessions including roundtable on “Manuscripts as Worlds of Learning” is scheduled for the first day of the Congress, Monday 7 July. The session on “Knowledge Games” as transmitted by manuscripts is scheduled for the second day.

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“Manuscripts as Worlds of Learning”

1. Session I:
“Manuscripts as Instruments of Learning”

Session Number: 123
Monday, 7 July 2025: 11:15–12:45 pm GMT

Moderator:
N. Kıvılcım Yavuz (Institute for Medieval Studies / School of History, University of Leeds)

Co-Organisers:
Mildred Budny (Research Group on Manuscript Evidence)
Phillip Bernhardt-House (Research Group on Manuscript Evidence)

Abstract:

Whether substantial or slender, and even if now reduced to fragments, manuscripts small and large could in their own times, and still might in our own, open up worlds of exploration and learning. These virtues pertain to volumes as varied as massive authority texts, religious or secular (ranging from Bibles in full or Biblical Books to legal, scientific, medical, or alchemical texts); classbooks for diverse purposes and audiences; copies of poetry, recipes, or historical records; and scraps or segments of learning or lore gathered in commonplace books or miscellanies. Not only the original contents but also accretions, reworkings, and patterns of use, abuse, and transmission bring evidence to bear upon their abilities as witnesses across time and place to intentions for and practices of learning.

In many ways grounded upon their contents, including texts, glosses, commentaries, and navigational aids, medieval manuscripts can function as containers, conveyors, or embodiments of worlds to discover and teach. Their worlds speak volumes.

As Part I of three in our suite on “Manuscripts as Worlds of Learning”, this session welcomes papers on a wide variety of subjects, genres of manuscripts, approaches, and perspectives. We seek to explore how manuscripts of many kinds might effect learning, whether directly or indirectly, in the transmission of written materials between their makers, models or exemplars, readers, viewers, and users.

Speakers:

Antony R. Henk (Englisches Seminar, Ruhr-Universität Bochum)
“Looking After, Looking Up: Bede’s Martyrology as a Pastoral and Clerical Reference”

Bede’s Martyrology is notable amongst texts of its genre for its gruesome passion accounts and its unique arrangement according to the Julian year. One early witness to the Martyrologium Bedae is the handy-sized Verona, Biblioteca Capitolare, MS LXV (63), in which the text accompanies Isidore’s thematically similar De Ortu et de Obitum Patrum. In this manuscript, mise-en-page and scribal emendations offer suggestions to both actual and intended use, aligning with argument(s) from Kate Falardeau and Paul Hilliard regarding the text’s functional and instructional capacity. Through exhibition of these features and consideration of the way other ‘saintly rosters’ such as kalendars, resting-place lists, and relic lists can be read against the text, I will suggest additional ways in which such a manuscript may have served as a multifunctional clerical reference tool.

Justin Hastings (Research Group on Manuscript Evidence)
“Idem Sua Meretrix Putabat: Clerical Misogyny and a Scholiast’s Glossing of Horace”

In the Prologue to the Wife of Bath’s Tale, Alisoun calls out the totalizing efficacy of Scholasticism’s control over both textual production and literary interpretation in ways that left women powerless: ‘after thy text ne after thy rubric.’ Susan Reynolds aptly asserted that glosses on the Horatian corpus ‘are the traces of a reading undertaken by experts for the less expert, that is to say, by teachers for their pupils.’ This paper explores how the scholia in Paris BnF MS Latin 17897 inscribe the understanding of Horace’s odes within this clerical misogyny of the later Middle Ages.

Fedor Nekhaenko (Medieval Studies Program, Cornell University)
“Glosses for the Sentences of Peter Lombard in Biblioteca Apostolica Vaticana, Vat. lat. 691: Between Medieval Education, Anonymous Disputation, and Doctrinal Controversy”

Biblioteca Apostolica Vaticana, Codex Vaticanus Latinus 691 has challenged historians for a century, but no one has identified its author. I claim that at Paris ca. 1240 six different hands, including a censor’s, intervened to ‘gloss’ the Sentences of Peter Lombard. For purposes of instruction, Franciscans filled adjacent margins with passages derived from conflicting contemporary authorities or masters. For example, over a few pages, four interpretations clash over whether the world is eternal and what Aristotle says about it (folios 54r–55v). By describing the layout, classifying the hands and illuminating this doctrinal controversy, I argue that this codex unveils the world of medieval learning embodied by disputation, disregard of authorship and dialectics.

Paris, BnF, MS latin 17987, first opening with front endleaf and folio 1 recto. Ownership marks and first page of Horace's 'Carmina', with commentary. Via gallica.bnf through Creative Commons.

Paris, BnF, MS latin 17987, first opening with front endleaf and folio 1 recto. Ownership marks and first page of Horace’s ‘Carmina’, with commentary. Via gallica.bnf through Creative Commons.

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2. Session II:
“Manuscript Pedagogy and Pedagogy of Manuscripts”

Session Number: 223
Monday, 7 July 2025: 14:15–15:45 pm GMT

Moderator:
Mildred Budny (Research Group on Manuscript Evidence)

Co-Organisers:
Phillip Bernhardt-House (Research Group on Manuscript Evidence)
Mildred Budny

Abstract

As much as with later printed books used in scholastic settings, many manuscripts have been used for teaching purposes, and show evidence of this in various ways.  The glossing of texts in multilingual contexts (which all medieval cultures were where vernaculars and Latin are in use, whether or not the vernacular is being employed for literary purposes), the utilization of chapter headings or titles within established texts for easier referencing, marginal manicules highlighting particular passages, and any number of other pieces of on-page aids in finding or understanding the written material present all demonstrate such pedagogical motives where manuscript composition is concerned.  Classbooks, commonplace books, and miscellanies can be prepared with navigational aids for their study, while others acquire such aids as they are composed and subsequently used.

Further, manuscripts can be instruments of learning and teaching for modern people in medieval academic settings. The transferable skills of manuscript study include paleography, codicology, forensic examination, textual interpretation, and visual ornamentation, illustration, and organization, amongst other applications.  Manuscript facsimiles, diplomatic editions, and online electronic reproductions can all be employed in classroom settings for these purposes. Innovative hybrid analogue and digital approaches to use of these manuscript materials in teaching continue to proliferate.

Speakers:

Phillip Bernardt–House (Research Group on Manuscript Evidence)
Interpretatio Hibernica as Teaching Technique”

This paper continues inquiry initiated in my 2007 article, Interpretatio Hibernica,’ defined as the medieval Irish authorial usage of (primarily) classical Greek and Roman comparisons and equations, often expressed via glosses in manuscripts, to further medieval Irish self-understanding of their ancestral polytheistic Irish society, culture, and religion. The use of such material in glosses indicates that the content and characters would have been familiar to a literate Irish readership, whereas the native Irish figures may not have been. It is known that some classical sources—perhaps foremost among them the Aeneid and, especially, the patristic encyclopediast Isidore of Seville’s Etymologiae—were extremely well-known in medieval Ireland. Thus, the entire project of Interpretatio Hiberniae is one involved with the teaching technique of ‘going from the known to the unknown’ in providing such comparative classical material to illuminate the native material. Far from simply being showpieces of obscurantist trivia, these comparisons should be understood as having a primarily pedagogical purpose. Several texts and glosses in the manuscript Lebor na hUidre (‘Book of the Dun Cow’, now Dublin, Royal Irish Academy, MS 23 E 25) will be examined in this paper to illustrate this point, including portions of Táin Bó Cúailnge and Scéla na Esérgi.

Helena Gracià Castejón
(Facultat de Filologia I Comunicació, Universitat de Barcelona, Universitat de Barcelona)
“Arboreal Diagrams and Theological Education: The Dissemination of the Iconographic Motif lignum vitae in Manuscripts of the Specula Theologia

In medieval thought and various artistic expressions, trees functioned both as diagrams structuring knowledge and as iconographic symbols having distinct meanings. The use of arboreal diagrams as mnemonic tools has been a persistent feature across both secular and sacred domains of knowledge. This study examines the representation of the tree of life motif − lignum vitae or arbor vitae − which originates from St. Bonaventure’s thirteenth-century booklet titled Lignum vitae.

Initially a literary motif associated with meditative practices, the lignum vitae evolved into a significant visual tool in evangelisation, gradually detaching from its original literary source. Accordingly, beyond a brief analysis of the booklet’s content, this paper focuses on the dissemination and use of this arboreal iconography within the collection of theologically themed diagrams known as Speculum theologiae. By examining the process of manuscript production, the arrangement of the text and its interplay with the accompanying images, this study aims to illuminate the readership and context of these works. It is evident that, in most cases, the inclusion of the lignum vitae within the Speculum theologiae served a scholastic or pedagogical purpose.

David Porreca (Department of Classics, University of Waterloo)
Hermes Trismegistus in the Medieval Classroom”

Manuscripts of theoretical-philosophical works attributed to the pagan philosopher-theologian known as Hermes Trismegistus dating to the twelfth and thirteenth centuries reveal evidence of the works in question being taught in a classroom setting during that time period. Indeed, marginal notes in multiple manuscripts and the fragmentary survival of a full-scale commentary on the Asclepius dialogue demonstrate as much, as do the two layers of scholastic-style commentary on the Book of XXIV philosophers. The same cannot be said of the other major theoretical-philosophical work attributed to Hermes from the same period, the Book of VI Principles of Things. This paper explores the differences based upon the manuscript evidence.

Dublin, Royal Irish Academy, MS 23 E 25, p. 73. Lebor na hUidre (LU), or “The Book of the Dun Cow”, via RIA MS 23 E 25. Image via https://codecs.vanhamel.nl/Dublin,_Royal_Irish_Academy,_MS_23_E_25 via Creative Commons (CC BY-SA 3.0).

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3. Session III.
“Words, Scripts, and Maps as
Windows on Worlds of Learning”

Session Number: 323
Monday, 7 July 2025: 16:30-18:00

Moderator:
N. Kıvılcım Yavuz (Institute for Medieval Studies / School of History, University of Leeds)

Co-Organisers:
Mildred Budny (Research Group on Manuscript Evidence)
Hannah Goeselt (Research Group on Manuscript Evidence)

Speakers:

Jessica Cochran (Department of History, University of New Mexico)
“A Matter of Minims: Transmission of Scribal Knowledge in Three Manuscripts from Slovenia, the Latin Kingdom of Jerusalem, and Poland”

Manuscripts hold an abundance of knowledge within their covers. From the art-historical to the bio-codicological, medieval manuscripts can provide generous sources for accessing the past. This paper presents medieval handwriting as an entry point to the interconnected worlds of learning in medieval Europe. Drawing on manuscript evidence from Slovenia (the Freising Manuscripts), the Latin Kingdom of Jerusalem (the Pontifical of Apamea), and Poland (the Book of Henryków), this paper demonstrates the intricate exchange of Latin scribal knowledge that circulated throughout the Middle Ages. By approaching the various networks that ushered mainstream scribal trends into these polities, this paper argues for handwriting as a means of exploring European history on paleographic grounds.

Eleanor Congdon (Department of History, Youngstown State University, Ohio)
“Closing the Book: Margherita Datini’s Role in Closing One of Her Husband’s Companies after His Death — As Revealed by Identification of Handwriting among the Archives”

When Francesco di Marco Datini da Prato married Margherita Bandini (1360–1423) in 1376, he was a young merchant, residing in Avignon. He did not, at first, conceive of her as a partner in his business activities. After relocating to Prato in 1382, Margherita learned to read, write and keep accounts for the household and for the Prato branch of her husband’s business. She became important enough to his work that he named her to be one of his executors. She was so involved that the last ventures to be settled are recorded in her handwriting – an unusual responsibility for a woman.

Irina Boeru (Faculty of Medieval & Modern Languages, University of Oxford)
“Navigating More than One World: Production and Transmission of Late Medieval Majorcan Charts on Vellum as Instruments of Knowledge”

Illuminated maps on vellum produced by the Late Medieval Majorcan cartographic school open up multilayered worlds of learning – geographical, commercial and political – deploying a complex system of mapping knowledge about the world represented. This paper examines the potential of medieval charts, as products of social order and culture, to effect, through their constructed epistemologies, different types of learning in the transmission of knowledge between mapmakers, users and viewers of charts. Focusing at the same time on the material engagement required with this genre of medieval manuscripts, this paper aims to contribute to the broadening research into the nature of medieval charts produced in the context of a growing Western European market for nautical charts, increased maritime activity, exploration and discovery.
Prato, Civic Museum, Filippo Lippi (circa 1406-1469), Madonna del Ceppo, with Francesco Datini at lower left. Image Public Domain via Wikipedia.

Prato, Civic Museum, Filippo Lippi (circa 1406-1469), Madonna del Ceppo, with Francesco Datini at lower left. Image Public Domain via Wikipedia.

Prato, Palazzo Datini. Letter of 9 December 1402 by Margherita Bandini to Francesco Datini from Florence to Prato. Image via Sailko, CC BY 3.0 <https://creativecommons.org/licenses/by/3.0>, via Wikimedia Commons.

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4. Session IV: Round Table Discussion:
“Manuscripts in the Classroom, Then and Now”

Session Number: 423
Monday, 7 July 2025: 19:00-20:00 GMT

Moderator:
Phillip Bernhardt-House (Research Group on Manuscript Evidence)

Co-Organisers:
Mildred Budny (Research Group on Manuscript Evidence)
Phillip Bernhardt-House (Research Group on Manuscript Evidence)

Panelists:
Mildred Budny
Michael Allman Conrad (Kontextstudium, Universität St Gallen)
Hannah Goeselt (Research Group on Manuscript Evidence)
Antony R. Henk (Englisches Seminar, Ruhr-Universität Bochum)
David Porreca (Department of Classics, University of Waterloo)
N. Kıvılcım Yavuz (Institute for Medieval Studies / School of History, University of Leeds)

Abstract

Frontispiece image, with the prostrate figure of Saint Dunstan beside Christ, in Saint Dunstan's Classbook, MS. Auct. F. 4. 32, folio 1r, tenth century. Photo: © Bodleian Library, University of Oxford (2015)

Oxford, Bodleian Library, MS. Auct. F. 4. 32, folio 1r. Saint Dunstan’s so-called Classbook, frontispiece, 10th century with additions. Photo: © Bodleian Library, University of Oxford (2015).

The Round Table seeks to synthesize insights from both these thematic directions as it presents perspectives from individual and collaborative experiences, initiatives, projects, and case-studies using manuscripts and/or surrogates as sources for study, teaching, and learning, whether in or beyond the classroom.

We welcome discourse from various perspectives and subjects about the challenges and advantages of teaching or learning from manuscripts

  1. as viewed directly in person,
  2. represented at a distance in photographic, pre-photographic, and other forms, or
  3. accessed in a combination of these traditional and updated formats.

For example, what measures might come into place where access, physically or digitally, is interrupted, so that improvisatory or innovative approaches are indicated? What works, and what works best? We seek advice.

Our Sessions of papers and Round Table are intended to focus on pedagogical initiatives, examples, and future prospects for the uses, issues, discoveries, and delights of manuscript studies in the classroom and beyond.

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5. “Knowledge Games and Games of Knowledge:
A Global Perspective on How Manuscripts Conserve and
Transmit Ludic Knowledge”

Session Number: 545
Tuesday, 8 July 2025: 09:00–10:30 am GMT

Madrid, Real Biblioteca del Monasterio de El Escorial, MS T-I-6, folio 27 verso. Image in the Public Domain, Via Wikipedia Commons.

Madrid, Real Biblioteca del Monasterio de El Escorial, MS T-I-6, folio 27 verso. Image in the Public Domain, Via Wikipedia Commons.

Organiser:
Michael Allman Conrad (Kontextstudium, Universität St Gallen)

Moderator:
Michael Allman Conrad

Abstract:

See “Knowledge Games and Games of Knowledge”: An RGME Session for IMC 2025

Speakers:
Michael Allman Conrad
“What’s in a Game?: The Transmission of Game-Related Knowledge through Manuscripts and Its Transcultural History”

Despite the transient quality of games, we know of several medieval manuscripts that are solely dedicated to the transmission of game-related knowledge. For Christian Europe, the emergence of this genre of literature is intrinsically linked to older, non-European, traditions, with Arabic manuscripts providing some of the most influential models. This is evidenced by Alfonso X of Castile’s Book of Games (c. 1284), which shows clear traces of prior intercultural processes, including its terminology and iconography. By contrasting this work with other European and non-European examples, the paper will furthermore try to identify institutions relevant for the transmission of game-related knowledge.

Melissa Shao-Hsuan Tu
(Humanities, Arts & Social Sciences, Singapore University of Technology & Design)
“Once a Pawn a Time . . . : Chess as Knowledge in Les Escheìz d’Amours (The Chess of Love)”

The game of chess was one of the most widely referenced in medieval literature, being an object of allusion, metaphor, moralization, and allegory in numerous instances of teaching, romance, narrative, poetry, law, miscellany, and philosophy. My proposed paper focuses on the anonymous fourteenth-century poem Les Escheìz d’Amours (“The Chess of Love”). Less well known and studied than its main source of inspiration, the famous Romance of the Rose, this poem’s text is found today in only two extant manuscripts. In the spirit of the Rose, the discursive narrative surrounds an “acteur” who finds himself in a garden, and plays––and loses––a game of chess against a beloved lady. The poem invites tantalizing questions, not least because it lacks a conclusive ending: Why is a game of chess, specifically, the centrepiece within the narrative’s vast compendium of encyclopedic knowledge? What can chess teach us about love? Does the game’s generated knowledge reflect, or deflect, reality? Drawing on ideas from media theory, my paper suggests that the poem envisions chess as a “mirror medium”––one which ultimately forces the player to recognize that knowledge of another is embedded in knowledge of the self, and the limitations therein.

Respondent:
Mildred Budny (Research Group on Manuscript Evidence)

Cambridge, Trinity College, MS O.2.45, fols 2v-3r. Image copyright the Master and Fellows of Trinity College, Cambridge, via CC-NY 4.0.

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Dublin, Royal Irish Academy, MS 23 E 25, p. 73, top. Lebor na hUidre (LU), or “The Book of the Dun Cow”, via RIA MS 23 E 25. Image via https://codecs.vanhamel.nl/Dublin,_Royal_Irish_Academy,_MS_23_E_25 via Creative Commons (CC BY-SA 3.0).

Note on the Image

Dublin, Royal Irish Academy, MS 23 E 25, p. 73, detail. Lebor na hUidre (LU), or “The Book of the Dun Cow”, via RIA MS 23 E 25. Image via Creative Commons Attribution-ShareAlike 3.0 Unported (CC BY-SA 3.0). (Also online via isos.dias.ie.)

Dating from the 11th–12th centuries, the manuscript on vellum survives as a fragment of sixty-seven leaves, as a principal witness to medieval Irish texts.

In the manuscript’s copy of the first recension of Táin Bó Cúailnge (“The Cattle Raid of Cooley”), this page starts a table listing the Warrior-Feats of Cú Chulainn, and the incidents of the Death of Fer Baíth and the Combat with Lárine meic Nóis.

The text has section titles (standing with brackets to the left of initials) and gloss to right of the initial in column a with section title. and at end of that line.

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Dublin, Royal Irish Academy, MS 23 E 25, p. 73. Lebor na hUidre (LU), or “The Book of the Dun Cow”, via RIA MS 23 E 25. Image via https://codecs.vanhamel.nl/Dublin,_Royal_Irish_Academy,_MS_23_E_25 via Creative Commons (CC BY-SA 3.0).

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