Progymnasmata w teorii i praktyce szkoły humanistycznej od końca XV do połowy XVIII wieku: dzieje nowożytnej recepcji Aftoniosa od Rudolfa Agricoli do Johanna Christopha Gottscheda
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | Polish |
| Veröffentlicht: |
Toruń
Wydawnictwo Naukowe Uniwersytetu Mikołaja Kopernika
2008
|
| Ausgabe: | Wyd. 1. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Abstract |
| Beschreibung: | Zsfassung in engl. Sprache u.d.T.: Progymnasmata in the theory and practice of the humanistic school from the late 15th to the mid-18th century |
| Beschreibung: | 362 s. 24 cm |
| ISBN: | 9788323122012 |
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Datensatz im Suchindex
| _version_ | 1804140888714117120 |
|---|---|
| adam_text | Spis treści
1.
Wprowadzenie
............................................................................................. 11
1.1.
Definicja
................................................................................................ 11
1.2.
Dobór tekstów i ramy chronologiczne
............................................ 16
1.3.
Stan badań
............................................................................................. 18
2.
Progymnasmata w edukacji grecko-rzymskiej
..................................... 28
2.1.
Najwcześniejsze świadectwa o progymnasmatach i proces
kształtowania się schematu progymnasmatycznego w grecji
i Rzymie do I wieku po Chr
................................................................. 28
2.2.
Podręczniki retorycznych ćwiczeń wstępnych przed Aftoniosem
34
2.2.1.
Teon
............................................................................................. 35
2.2.2.
Kwintylian
................................................................................. 38
2.2.3.
Hermogenes
................................................................................ 41
2.3.
Dojrzały schemat progymnasmatyczny. podręcznik Aftoniosa
z
Antiochii
............................................................................................ 44
2.3.1.
Άφθονιοσ σοφιστής
i jego pisma
.................................................. 44
2.3.2.
Charakterystyka poszczególnych rozdziałów
Progymnasmatów Aftoniosa
..................................................... 46
2.3.2.1.
Bajka
............................................................................ 46
2.3.2.2.
Opowiadanie
................................................................. 48
2.3.2.3.
Chreja
........................................................................... 50
2.3.2.4.
Gnoma
........................................................................... 53
2.3.2.5.
Refutacja
...................................................................... 57
2.3.2.6.
Konfirmacja
................................................................. 58
2.3.2.7.
Miejsce wspólne
............................................................ 59
2.3.2.8.
Pochwała
...................................................................... 62
2.3.2.9.
Nagana
.......................................................................... 64
2.3.2.10.
Porównanie
................................................................. 65
2.3.2.11.
Etopeja
......................................................................... 67
2.3.2.12.
Opis
.............................................................................. 69
4.3.2.3.
Opowiadanie
................................................................. 236
4.3.2.4.
Chreja
........................................................................... 237
4.3.2.5.
Gnoma/sentencja
.......................................................... 240
4.3.2.6.
Refutacja
...................................................................... 241
4.3.2.7.
Konfirmacja
.................................................................. 244
4.3.2.8.
Miejsce wspólne
........................................................... 245
4.3.2.9.
Pochwała
....................................................................... 247
4.3.2.10.
Nagana
......................................................................... 251
4.3.2.11.
Porównanie
................................................................. 252
4.3.2.12.
Etopeja
......................................................................... 253
4.2.2.13.
Opis
............................................................................... 255
4.3.2.14.
Teza
............................................................................. 257
4.3.2.15.
Ocena prawa
............................................................... 259
4.3.2.16.
Kwestia oryginalności Scholiów
LORICHA W STOSUNKU DO KOMENTARZA AlARDUSA
z Amsterdamu
............................................................. 260
4.3.3.
Burchard Harbart
.................................................................... 261
4.4.
Progymnasmata w praktyce szkolnej
XVI
i pierwszej
połowy
XVII
wieku. Przykład Anglii i Rzeczypospolitej
............ 267
4.5.
Decydująca rola komentarzy w recepcji teorii
progymnasmatycznej w
xvi
i pierwszej połowie
xvii
wieku
........ 275
5.
Aphthonius
Reformatus.
Przemiany w schemacie
progymnasmatycznym od połowy
xvii
do
xviii
wieku
................... 276
5.1.
Aphthonii Progymnasmata
exemplis novis
illustrata
..................... 276
5.2.
Tradycyjny układ progymnasmatów
-
nowa treść.
Exercitia
oratoria Valentina
Thilona i Aphthonii progymnasmata
Johanna
MlCRAELIUSA
.......................................................................................... 280
5.2.1. Valentin Thilo........................................................................... 280
5.2.2. Johann MicRAELius ................................................................... 283
5.3.
Zmiany w układzie i liczbie ćwiczeń wstępnych. Podręczniki
Masena, Pomeya, Weisego i Gottscheda
.......................................... 287
5.3.1.
Jacob Masen i
jego
Palaestra
oratoria
.................................... 287
5.3.2.
Candidatos
rhetorical
і
Novus
candidatos rhetoricae
Françoisa
Pomeya.
Candidatos
rhetoricae
Josepha de
Jouvancy ego
............................................................................. 292
5.3.2.1.
Candidatos rhetoricae
............................................... 293
5.3.2.2.
NOVUS CANDIDATOS RHETORICAE
FraNÇOISA
POMEYA
i Candidatos rhetoricae Josepha de Jouvancy ego....
302
5.3.3.
Chreja w traktatach retorycznych
Christiana Weisego.... 303
5.3.4. Vorübungen der Beredsamkeit Johanna Christopha
gottscheda -
ostatni podręcznik
progymnasmatyczny
wczesnej epoki nowożytnej
...................................................... 306
5.4.
Progymnasmata w praktyce szkolnej w Polsce i na Litwie
........... 308
5.5.
Candidatus
rhetorical
i ogólny charakter przemian
w ćwiczeniach retorycznych drugiej połowy
xvii
i pierwszej
połowy
XVIII
wieku
............................................................................ 310
6.
Zakończenie
................................................................................................ 311
Wykaz skrótów stosowanych w bibliografii
............................................ 315
Bibliografia
.................................................................................................. 317
Indeks autorów i postaci historycznych
.................................................... 348
Summary
............................................................................................................. 357
Progymnasmata in the Theory and Practice
of the Humanistic School from the Late 15th
to the Mid-18™ Century*
Summary
Although the Greek noun progymnasmata denotes any elementary exercises,
since late antiquity up to the
1
8th century it was used mostly with respect to a range
of exercises in the composition of minor rhetorical forms and genres, ordered by the
level of difficulty, meant as a direct preparation for delivering declamations followed
by complete speeches in all three classical genres (deliberativum, demostrativum
and iudiciale). Progymnasmata are also handbooks with theoretical and practical
examples of such exercises. The most important ancient progymnasmatic text
seems to be the handbook by Aphthonius of Antioch, dated as of the end of the
4th century, which due to its inclusion in the Corpus Hermogenianum at the turn
of the 5th century has replaced the earlier treatises by Theon (1st cent. AD) and the
Progymnasmata attributed to Hermogenes (3rd cent.) and became the canonical
text for the Byzantine school. Later on, it has been included by the Greek emigres
in the rhetorical and Greek syllabus in 15*-century Italy, to become
-
in the
Іб 1
century
—
one of the major compendia of rhetorical composition in both Catholic
and Protestant humanistic schools.
The topic of the book is the progymnasmatic model of Aphthonius and its reception
and transformations that emerged in Europe since the end of the
15*
century until
the mid-
18*
century. In the last
60
years, this topic has been of interest to such
authors as D.L. Clark, H. Hunger, G.A. Kennedy, M.
Kraus
and J.-Cl. Margolin,
while in Poland particularly to Professors Helena Cichocka and
Jakub Z.
Lichański.
*
I would like to thank
Magdalena
Janie
and Patrycja Osiak for their help in translation.
357
Summary
However, modern scientific literature lacks a monographic treatment of rhetorical
progymnasmata from their ancient origins up to modern times.
Progymnasmata in the Theory and Practice of the Humanistic School from the
Late 15th to the Mid-18th Century fills this gap and is devoted to characterization of
the ancient progymnasmatic tradition, starting from the first traces of elementary
exercises in the sophists and in the Rhetorica
ad Alexandrům,
followed in Roman
times in the Rhetorica adHerennium, Cicero s and Quintilian s treatises, and finally
in the Greek rhetorical theory of the imperial period (Theon, Hermogenes) and in
the early Byzantine works by
Nicolaus.
However, most attention has been paid to
the Progymnasmata by Aphthonius. The paper discusses the following fourteen
exercises of the rhetorician of Antioch: fable (mythos,
fabula),
or, as defined by
Aphthonius,
a fictive
statement, imagining truth (Prog. I), narrative (diegema,
narratio),
that is an exposition of the happened or potentially happened event
(Prog. II), chreia (chreia, chria,
usus),
that is a brief reminiscence referring to some
person in a particular way (Prog. Ill), sentence or maxim (gnome, sententia), that
is a summary declarative statement, recommending or condemning something
(Prog. IV), refutation (anaskeue, destructio, refutatio) of some matter at hand
(Prog. V) and confirmation (kataskeue,
confirmatie),
that is its justification or
corroboration (Prog. VI), commonplace (koinos
topos,
locus
communis),
that is
a statement that amplifies particular bad deeds (Prog.
VII),
encomium or praise
(enkomion, encomium,
laus),
that is an expository of inherent excellences (Prog.
VIII),
invective (psogos, vituperatio), that is an expository of inherent evils
(Prog. IX), comparison (synkrisis, comparatio), that make comparison by setting
something side-by-side, bringing the greater together with what is compared to it
(Prog. X), ethopoeia, that is an imitation of the character (ethos) of a proposed
person (Prog. XI), description (ekphrasis,
descriptie),
a composition bringing
the subject clearly before the eyes (Prog.
XII),
thesis or argument (thesis),
a verbal examination of any subject under consideration (Prog.
ΧΠΙ)
and
introduction of a law (nomou eisphora, legislatio
-
Prog.
XIV).
Each chapter of
Aphthonius handbook consists of a theoretical part and elaborated examples of
particular exercises. And it was thanks to these examples, together with the clarity
of exposition, that these Progymnasmata came to obtain a dominant position in
the Byzantine education.
Starting from the 6th century, the rhetoric education system in both the Eastern
and Western part of the former Roman Empire became gradually differentiated. In
Byzantium, the Corpus Hermogenianum was formed, being the basic school text
up to the fall of Constantinople in
1453;
moreover, comments to Aphthonius (John
of
Sardes,
John
Géomètres,
John Doxopatres and anonymous scholia) and
exempla
based on his theory (e.g. those of John
Géomètres,
Constantine
Akropolites,
Nikephoros Basilakes, Nikephoros
Chrysoberges,
George of Cyprus or George
Pachymeres) were written. On the other hand, in the Latin West, the teaching
of the art of eloquence was subordinated to the
trivium
dominated by grammar,
while
ars
rhetorica gave way to
ars
dictaminis, which grew out of the theory of
358
___________________________________
Summary
__________________________________
letter and put a strong emphasis on written form. Therefore, the knowledge of the
progymnasmata in the Latin Middle Ages came mainly from the free translation
of Hermogenes made by Priscian of
Cesarea,
probably at the beginning of the
6th century. Apart from Aphthonius manuscripts, which were present in partially
Greek Calabria, Apulia and Sicily, his text appeared as late as the time of Leontius
Pilatus
and Manuel Chrysoloras.
The first form of reception of ancient progymnasmata attested in print were
translations into Latin. As early as
1507,
one year before the publication of
the Greek original text, the editio
princeps
of a translation by Joannes Maria
Catanaeus was published in Bologna. Even earlier, in
1489,
the editio
princeps
of a translation of Aphthonius narrative was published by
Angelo Poliziano
(Politianus) in his Miscellaneorum
centuria
prima. In
the seventies and eighties
of the
15*
century, translations of the whole work of the rhetorician of Antioch
were prepared by Rudolphus
Agricola
and
Antonius
Bonfinis.
Moreover, in
the
1
6th century, new translations were published: a translation by the French
humanist Gentianus Hervertus (ca.
1520),
a contamination of translations
by
Agricola
and Catanaeus made by the professor of rhetoric in Marburg,
Reinhard Lorich {ed.
pr.
1542),
a translation by
Natale Conti
(between
1550
and
1560),
and finally by the Spanish humanist Franciscus Scobarius
(ed. pr.
1558)
and the professor of universities in
Tübingen
and Leipzig, Joachim
Cemerarius
(ed. pr.
1567).
The only translations made in the 17th century were
by the professor of Latin and Greek in Leiden, Daniel Heinsius
(1626)
that
clearly related to Scobarius work, and a translation which in turn was based
on Heinsius, by the Swedish professor of Uppsala, Johannes Schefferus
(ed.
pr.
1670).
Among the translations listed above, the most remarkable are those
which marked their presence in the humanistic system of rhetoric teaching in
the form of textbooks printed and used in various Renaissance and Baroque
European centres. The comparison of the most important translations, i.e. the
earliest by
Agricola
and Catanaeus, followed by Lorich s contamination which
had been published about
150
times by
1718,
and less popular translations
by Scobarius and Camerarius, show the technical differences of individual
humanists in their attitude to the Greek original. In the most important
translations of Aphthonius handbook analysed in the dissertation, a kind of
development can been seen: from Bonfinis who depends largely on Priscian s
terminology and
Agricola
and Catanaeus whose versions still contained some
errors and omissions, through Scobarius, more rooted in the classical Roman
terminology (mainly that of Cicero and Quintilian) though still showing some
inconsistencies, up to the diligent and precise translation by Camerarius.
A separate place should be given here to Lorich s contamination, where some
parts of Aphthonius work were transferred to the commentary (Scholia).
Another trend in the ^ -century reception of progymnasmata was formed
by handbooks
-
compilations of a translation or a paraphrase of the work of
the rhetorician of Antioch and the theory of Quintilian and Priscian. Here, the
359
Summary
most important text is
De
primiš
apud
rhetorem exercitationibus praeceptiones
by
Petrus Mosellanus,
first published in
1523,
simultaneously in three different
places (Leipzig, Antwerp and Cologne). Praeceptiones are important not only on
account of their author, a renowned humanist called the
Leipziger Melanchthon ,
but also because they became one of the sources of the popular Scholia by Lorich.
On the other hand, important context for the work of Mosellanus itself is provided
by the Progymnasmata rhetorica by the professor of eloquence
Antonius Lullus
of Majorca
{ed. pr. ca.
1548).
Besides, an interesting point of reference for strictly
progymnasmatic texts is furnished by the following works:
De oratore libri
septem
by Lullus
(1558)
and
Elementa rhetoricae
by Camerarius
(ed. pr.
1541).
All three
treatises show changes in the sequence and number of Aphthonius exercises
which anticipate trends present in 17th-and ^-century handbooks, particularly
those by Jacob
Masen
and
Johann Christoph Gottsched.
Humanistic comments on the Latin translations of Aphthonius played a key
role in the reception of the Greek rhetorician s Progymnasmata. They played
a role similar to that of the Byzantine scholia, although their main sources (both
as regards theory and examples) were not the writings of Aristotle or in particular
Hermogenes, but most of all the works of Cicero, Quintilian, Vergil, Ovid and
Erasmus as well as other authors of ancient Rome and the early modern period.
The most important publication of that type were the Scholia by
Reinhard
Lorich, attached by the author to his contamination of Agricola s and Catanaeus
translations. They first appeared in Marburg in
1542,
and starting from the
Frankfurt edition of
1546
they were published in unchanged form until
1718.
Other texts of particular importance are: the earliest humanistic commentary on
Aphthonius by Alardus Aemstelredamus attached to the
1539
Cologne edition of
Agricola s works (including his translation of the Progymnasmata) and the later
publication Methodica explicatio atque
illustratio praeceptorum
of the Leipzig
theologian and eloquence professor, Burchard Harbart
(ed. pr.
1591).
It was the
Dutch humanist Alardus who first attempted to relate the Progymnasmata to
the Roman and humanistic rhetorical theory and his work can be seen as one
of the main sources of Lorich (who, however, limits the number of references to
De inventione
dialectica
by
Agricola, so
frequent in the Dutch writer s work);
he also refers less frequently to John Chrysostom and George of Trabizond and
more frequently to Quintilian and Priscian and seriously expands examples. On
the other hand, Harbart introduces pro-Lutheran and anti-Catholic topics which
influenced
Johann Micraelius
in the following century.
The manuscript rhetorical treatises are another proof of the presence of
progymnasmata in humanistic schools, e.g. Adam
Burski,
professor and long
time rector of the
Zamość
Academy, who in his In Aphthonii Progymnasmata
commentarius refers among others to Byzantine sources, or the manuscript notes
from Danzig lectures of
Johann
Mochinger: Tractatus
de
progymnasmatibus
oratoriis rudimentis and Progymnasmatum
oratoriorum
delineatìo.
The ubiquity of
preparatory exercises in rhetoric in the
16*
and
17*
centuries is also confirmed by
360
Summary
traces in the curricula of the Krakow Academy or the famous St. Paul s School and
in the works of such renowned authors as Montaigne, Shakespeare or Milton.
From the 1640s, two trends became prominent in the reception of
progymnasmata. On the one hand, the popularity of Lorich s contamination of
Agricola s and Cataneus translations supplemented by his Scholia which were
continuously published, and significantly expanded since
1655
with the additional
Auctarium continens variationem tractationis
fabularum,
et chreiarum,
and on
the other, a proliferation of textbooks largely modifying Aphthonius model of
preliminary exercises.
Moreover, in the initial period (1640s and 1650s) a clear difference can be
noticed between the reception of Aphthonius by Jesuit and Lutheran education.
Somewhat earlier are the treatises of Lutheran authors: Exercitia
Oratoria
by
Valentin
Thilo {ed.
pr.
1645)
and Progymnasmata Aphthoniana by the professor
of Paedagogium in Stettin,
Johann Micraelius
{ed. pr.
1656).
Both keep fourteen
exercises of Aphthonius unchanged with only slight modifications of their theory,
but at the same time they introduce completely new examples. While
Thilo
bases
the subject matter of his examples on the ideologically neutral ancient world,
Micraelius, especially in chapters dedicated to the narrative and refutation, starts
a bitter anti-Catholic dispute. Jesuit handbooks of greatest interest are Palaestra
Oratoria
by the German author Jacob
Masen {ed. pr.
1659)
and Candidatus
rhetoricae
{ed. pr.
1659)
and Novus candidatus rhetoricae
{ed. pr.
1667)
by the
French author
François Antoine Pomey.
The first author focuses in the 3rd book of
his comprehensive (over
1,000
pages long) treatise mainly on fables, narratives,
descriptions, loci communes, theseis and ultimately on chreiai and sentences. The
latter, on the other hand, describes fable and narrative, chreia, gnomei sentence,
and at the end, jointly, ethopooeia and thesis as well as commonplace, refutatio
and confirmation, encomium and invective. However, Pomey s greatest merit lies
in combining preliminary exercises of Aphthonius with the elocution theory of
Soarez taken from his
De arte poetica libri
tres,
comprising period, words and
figures of thoughts and amplification. This combination resulted in more than
160
editions of the French Jesuit s handbook (together with the Candidatus rhetoricae
version expanded in
1711
by Joseph
de Jouvancy)
until the end of the IS 1 century,
to become one of the most renowned textbooks of the Baroque.
Other remarkable works are Christian Weise s treatises which develop the
chreia theory:
Politischer Redner {ed.
pr.
1677),
its
Latin
equivalent Institutiones
oratoriae adpraxin hodierni
secuii
accommodatae {ed. pr.
1687)
and an excerpt
of the latter
Subsidium puerile
de artificio
&
usu
chriarum {ed. pr.
1689)
as
well as the last of the handbooks directly referring to
Aphthonius
and Theon:
Vorübungen der Beredsamkeit
by
Johann Christoph Gottsched {ed. pr. 1754).
Finally,
progymnasmata
can be found in numerous manuscripts of rhetoricians and
in the notes of students attending schools situated in the territory of the Kingdom
of Poland and the Grand Duchy of Lithuania (mainly in historical manuscripts
from Jesuit and Piarist colleges).
361
Summary
The progymnasmatic texts of the Renaissance, Baroque and early Enlightenment
periods prove that amongst ancient handbooks for preparatory exercises in rhetoric,
Progymnasmata by Aphthonius were the most popular, with three basic trends in
their reception:
-
translatory
-
developing mainly since the 1480s until the 1560s, represented
by massively reprinted translations by Rudolphus
Agricola,
Joannes Maria
Catanaeus, Franciscus Scobarius and Joachim Camerarius, as well as numerous
less popular translations from
Antonius
Bonfinis to Johannes Schefferus;
-
commentary
-
secondary to the translatory one, as referring usually to
both the translation and Latinized terminology. It is represented mainly by
the
16th-century
works by Alardus Aemstelredamus,
Reinhard Lorich
and
Burchard Harbart, which adapted the Greek preliminary exercises to the needs
of a Latin school by combining them with Roman rhetorical theory and new
translations;
-
compilatory
-
represented in the
16*
century by the handbooks of
Petrus
Mosellanus,
Antonius Lullus
and Joachim Camerarius which combined the
definitions and divisions of Aphthonius directly with theories of other ancient
rhetoricians (mainly the author of the Rhetorica ad Herennium, Cicero,
Quintilian and Priscian), while in the 17th century
-
by the works of
Johann
Micraelius, Jacob
Masen
and
François Pomey.
They compiled the work of
Aphthonius (in the contaminated translation of
Agricola
and Catanaeus) and
Lorich s Scholia with the 16th century treatises on poetics and rhetoric by
Melanchthon, Scaliger, and particularly Soarez.
A review of the most important humanistic translations of Aphthonius
Progymnasmata, their comments and handbooks referring to their preliminary
exercises leads to the conclusion that the most important role has been played by
those distinguished by:
-
relatively greatest simplicity and greatest possible degree of
latinisation
of Greek
terminology, which is particularly evident in earlier translations, including the
most popular contamination of Agricola s and Catanaeus translations;
-
fusion of progymnasmatic theory with Roman and humanistic rhetoric;
-
predominance of ancient and (to a lesser degree) biblical examples over the
contemporary (religious and political) ones.
These features can be found above all in the handbook developed by Lorich
and, in the 17th century, in the Candidatus rhetoricae by Pomey. No wonder that
these books dominated the education of almost all of Europe, and their popularity
is proven by, among others, a total of over
300
editions. They have also influenced
the Renaissance and Baroque literature to a degree not lesser than the treatises of
Aristotle, Cicero, Quintilian and, among modern authors, Melanchthon, Soarez
and others.
Bayerische
Staatsbibliothek
München
362
|
| any_adam_object | 1 |
| author | Awianowicz, Bartosz B. 1978- |
| author_GND | (DE-588)137452152 |
| author_facet | Awianowicz, Bartosz B. 1978- |
| author_role | aut |
| author_sort | Awianowicz, Bartosz B. 1978- |
| author_variant | b b a bb bba |
| building | Verbundindex |
| bvnumber | BV035906713 |
| contents | Bibliogr. s. 317-347. Indeks |
| ctrlnum | (OCoLC)316489807 (DE-599)BVBBV035906713 |
| edition | Wyd. 1. |
| era | Geschichte 1480-1750 gnd |
| era_facet | Geschichte 1480-1750 |
| format | Book |
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| id | DE-604.BV035906713 |
| illustrated | Not Illustrated |
| indexdate | 2024-07-09T22:07:08Z |
| institution | BVB |
| isbn | 9788323122012 |
| language | Polish |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-018764064 |
| oclc_num | 316489807 |
| open_access_boolean | |
| owner | DE-12 |
| owner_facet | DE-12 |
| physical | 362 s. 24 cm |
| publishDate | 2008 |
| publishDateSearch | 2008 |
| publishDateSort | 2008 |
| publisher | Wydawnictwo Naukowe Uniwersytetu Mikołaja Kopernika |
| record_format | marc |
| spelling | Awianowicz, Bartosz B. 1978- Verfasser (DE-588)137452152 aut Progymnasmata w teorii i praktyce szkoły humanistycznej od końca XV do połowy XVIII wieku dzieje nowożytnej recepcji Aftoniosa od Rudolfa Agricoli do Johanna Christopha Gottscheda Bartosz B. Awianowicz Wyd. 1. Toruń Wydawnictwo Naukowe Uniwersytetu Mikołaja Kopernika 2008 362 s. 24 cm txt rdacontent n rdamedia nc rdacarrier Zsfassung in engl. Sprache u.d.T.: Progymnasmata in the theory and practice of the humanistic school from the late 15th to the mid-18th century Bibliogr. s. 317-347. Indeks Aphthonius Antiochenus ca. 4./5. Jh. Progymnasmata (DE-588)7664198-3 gnd rswk-swf Geschichte 1480-1750 gnd rswk-swf Rezeption (DE-588)4049716-1 gnd rswk-swf Aphthonius Antiochenus ca. 4./5. Jh. Progymnasmata (DE-588)7664198-3 u Rezeption (DE-588)4049716-1 s Geschichte 1480-1750 z DE-604 Digitalisierung BSBMuenchen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018764064&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung BSB Muenchen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018764064&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Abstract |
| spellingShingle | Awianowicz, Bartosz B. 1978- Progymnasmata w teorii i praktyce szkoły humanistycznej od końca XV do połowy XVIII wieku dzieje nowożytnej recepcji Aftoniosa od Rudolfa Agricoli do Johanna Christopha Gottscheda Bibliogr. s. 317-347. Indeks Aphthonius Antiochenus ca. 4./5. Jh. Progymnasmata (DE-588)7664198-3 gnd Rezeption (DE-588)4049716-1 gnd |
| subject_GND | (DE-588)7664198-3 (DE-588)4049716-1 |
| title | Progymnasmata w teorii i praktyce szkoły humanistycznej od końca XV do połowy XVIII wieku dzieje nowożytnej recepcji Aftoniosa od Rudolfa Agricoli do Johanna Christopha Gottscheda |
| title_auth | Progymnasmata w teorii i praktyce szkoły humanistycznej od końca XV do połowy XVIII wieku dzieje nowożytnej recepcji Aftoniosa od Rudolfa Agricoli do Johanna Christopha Gottscheda |
| title_exact_search | Progymnasmata w teorii i praktyce szkoły humanistycznej od końca XV do połowy XVIII wieku dzieje nowożytnej recepcji Aftoniosa od Rudolfa Agricoli do Johanna Christopha Gottscheda |
| title_full | Progymnasmata w teorii i praktyce szkoły humanistycznej od końca XV do połowy XVIII wieku dzieje nowożytnej recepcji Aftoniosa od Rudolfa Agricoli do Johanna Christopha Gottscheda Bartosz B. Awianowicz |
| title_fullStr | Progymnasmata w teorii i praktyce szkoły humanistycznej od końca XV do połowy XVIII wieku dzieje nowożytnej recepcji Aftoniosa od Rudolfa Agricoli do Johanna Christopha Gottscheda Bartosz B. Awianowicz |
| title_full_unstemmed | Progymnasmata w teorii i praktyce szkoły humanistycznej od końca XV do połowy XVIII wieku dzieje nowożytnej recepcji Aftoniosa od Rudolfa Agricoli do Johanna Christopha Gottscheda Bartosz B. Awianowicz |
| title_short | Progymnasmata w teorii i praktyce szkoły humanistycznej od końca XV do połowy XVIII wieku |
| title_sort | progymnasmata w teorii i praktyce szkoly humanistycznej od konca xv do polowy xviii wieku dzieje nowozytnej recepcji aftoniosa od rudolfa agricoli do johanna christopha gottscheda |
| title_sub | dzieje nowożytnej recepcji Aftoniosa od Rudolfa Agricoli do Johanna Christopha Gottscheda |
| topic | Aphthonius Antiochenus ca. 4./5. Jh. Progymnasmata (DE-588)7664198-3 gnd Rezeption (DE-588)4049716-1 gnd |
| topic_facet | Aphthonius Antiochenus ca. 4./5. Jh. Progymnasmata Rezeption |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018764064&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018764064&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
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