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After his return to Washington DC from his MSA mission to Athens (April 1952 to June 1953), Tenenbaum, in 1953, founded the Edward A. Tenenbaum Company for financial consulting in Washington DC. In February 1954, he announced to the press the formation of a partnership named Continental-Allied Company, Inc. with his former immediate boss in OMGUS Berlin, General Lucius D. Clay’s Financial Adviser Jack Bennett. The company’s purpose was described: “it will accept commissions for international and United States investments, exports and imports, consultation and advice in financial, economic and trade matters, as well as public relations.” The company mainly produced reports on financial and economic problems of developing countries, either commissioned by their governments or by the World Bank. In 1969, Tenenbaum changed focus. Rather than in financial consulting, he became more interested in sharing with his wife a greenhouse business on their own large property in rural Herndon VA, where the family had lived since 1949. By 1956, four kids had been born. The youngest, Charlie, was struck by a car in March 1969 in Herndon VA and was immediately dead. A second tragedy hit the family when Edward Tenenbaum was killed in a car crash at the age of 53.
This chapter explores the topics and didactic strategies involved in teaching grammar through poetry in twelfth-century Byzantium by taking the prolific grammarian John Tzetzes and his Homerizing Carmina Iliaca as its case study. Tzetzes furnished his poem with numerous explanatory scholia, which give us a glimpse into Tzetzes’ teaching practice and illustrate how works of poetry served as model texts in the classroom of a grammarian. The chapter studies Tzetzes’ scholia against the background of the Art of Grammar by Dionysius Thrax, which was central to the Byzantine study of grammar and as such provides a relevant framework for analysing the grammatical material in Tzetzes’ scholia. By considering Tzetzes’ grammar lessons in the context of the various technical resources at his disposal and placing his scholia into dialogue with the scholarly and didactic works of his contemporaries Eustathios of Thessalonike and Gregory of Corinth, the chapter augments our understanding of Byzantine linguistic and literary thought.