Zrození renesančního kavalíra: výchova a vzdělávání šlechty z českých zemí na prahu novověku (1500 - 1620)
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | Czech |
| Veröffentlicht: |
Praha
Historický Ústav
2010
|
| Schriftenreihe: | Práce Historického Ústavu AV ČR
Řada A, Monographia ; 28 |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Abstract |
| Beschreibung: | Zsfassung in engl. Sprache u.d.T.: Birth of the Renaissance cavalier: upbringing and education of nobility from the Bohemian lands at the threshold of modern age (1500 - 1600) |
| Beschreibung: | 588 S. Ill., graph. Darst. |
| ISBN: | 9788072861668 |
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Datensatz im Suchindex
| _version_ | 1804143163568291840 |
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| adam_text | OBSAH
I. Úvod
..........................................................................................................................................................9
1.1. Stav pramenné základny
.......................................................................................................17
1.2.
Dosavadní bádání
......................................................................................................................26
1.2.1.
Domácí bádání
................................................................................................................26
1.2.2.
Zahraniční bádání
..........................................................................................................31
1.3.
Problémy, otázky, metody
....................................................................................................33
II.
Rané dětství, počátky výchovy a vzdělávání šlechty
.................................................41
III.
Soukromá výchova i výuka nobility a šlechtičtí vychovatelé
............................53
111.1. Vychovatelé české a moravské šlechty
............................................................................58
111.2. Zámecké školy
............................................................................................................................76
111.3. Obsah soukromé výuky
..........................................................................................................90
111.4. Vzdělávání šlechty
u
profesorů pražské utrakvistické univerzity
......................100
IV.
Šlechtici na partikulárních školách v zemích Koruny české
IV.
1.
Městské školy v českých zemích
.......................................................................................115
IV.2. Soukromé partikulární latinské školy v královských městech
............................137
IV.3. Církevní školství v českých zemích
..................................................................................152
W.3.1. Jezuitské školy
.............................................................................................................155
IV.3.2. Školy Jednoty bratrské
............................................................................................179
IV.4. Latinské školy ve vedlejších zemích Koruny české
...................................................200
IV.4.1. Lužice
.............................................................................................................................203
IV.4.2. Slezsko
............................................................................................................................217
V. Šlechtici na partikulárních školách v zahraničí
.........................................................241
V.l.
Rakouské země (latinské školství ve Vídni]
.................................................................243
V.2. Gymnázium při akademii v Altdorfu
...............................................................................251
V.3.
Štrasburské
gymnázium
.......................................................................................................259
V.4. Gymnasium
illustre
v Srbišti
...............................................................................................288
V.5. Gymnázium v Brémách
.........................................................................................................292
V.6. Paedagogium v Herbornu
....................................................................................................297
V.7. Latinská škola v Annaberku
................................................................................................302
V.8. Česká a moravská šlechta v Míšni
.....................................................................................305
V.9. Biskupská škola v Pasově
.....................................................................................................308
VI.
Dvoranska
výchova
..................................................................................................................
Λ
15
VII.
Kavalírské cesty jako poslední fáze výchovy a vzdělávání šlechtice
..........
H47
VIII.
Výchova a vzdělávání urozených dívek
.....................................................................
3H5
IX.
Závěr
.................................................................................................................................................399
Ediční příloha
Příloha č.
1-3.
Studijní a jiné předpisy soukromé školy Matouše Kollina
zChotěřiny
....................................................................................................................................................409
Příloha č.
4-5.
Instrukce pro hofmistra a
preceptora
edlknobů na dvoře
Ferdinanda I. z poloviny
16.
století
.............................................................................................420
Soupis pramenů
1.
Archivní a rukopisné prameny
.................................................................................................433
2.
Staré tisky
..........................................................................................................................................436
3.
Prameny vydané po roce
1800.................................................................................................449
Seznam literatury
.............................................................................................................................459
Použité zkratky
.................................................................................................................................549
Seznam tabulek,grafů, mapa obrázků
...............................................................................551
Summary
...............................................................................................................................................555
Rejstřík místní
...................................................................................................................................563
Rejstřík jmenný
................................................................................................................................569
Summary
BIRTH OF THE RENAISSANCE CAVALIER
Upbringing and Education of Nobility from the Bohemian Lands
at the Threshold of Modern Age
(1500-1620)
Besides tackling particular issues specified in individual chapters, this book
searches for answers to questions introduced in the preface. Most importantly, it
explains the main features of noblemen s upbringing and education such as: a) progress
trends within the researched period; b) their content, whereas contemporary school
system and structure of main elements of the nobles education served as starting
point; c) topography of the nobles studies. However, we had to elaborate on more
than these three issues; some other aspects (e.g. influence of individual confessions)
will be discussed below.
As a result of changing role of nobility in state and some other processes men¬
tioned in the introduction it came to gradual transformation of particular accents in
noblemen s education. Contrary to the earlier time, in the period of Renaissance,
Mannerism and Early Baroque less emphasis was put on bringing noble boys to
mediaeval knighthood. Together with grasping the basics of humanities, their training
was directed at acquiring skills, knowledge and social bonds which would safeguard
their positions in various functions of the growing bureaucracy on the royal and
aristocratic courts, in the army, land offices and in administration of their own estates.
When investigating transformation of the nobles approach to their education,
we encounter the fact that no essays covering the noblemen s education in the pre-
16th century and post-White Mountain period have been processed so far. As regards
Middle Ages (probably the late one, too) such research would probably encounter
serious sources limitations.
However, despite the above mentioned facts, the Bohemian and Moravian noble¬
men s interest in education seems to grew steadily from the late Middle Ages in contrast
with the
Jagiellon
period. Its subject was influenced by contemporary cultural trends,
affecting the entire society rather, more than estate-related requirements of the noble¬
men. Education thus gradually became one of the values included in the canon of
noble virtues. Study of humanities became a required element of the nobles curricula
vitae
at least in part independently of their objective needs. Similar tendencies can
also be observed elsewhere in Europe.
This, however, does not mean that such education had no benefit for the noble¬
men. But certain subjects, like Greek, did not have much use in the nobles future lives.
On the other hand, the reception of humanistic education contributed to their general
cultivation and caused increasing number of literary active noblemen, who left behind
555
larger or smaller works often written in Latin. Evident is that mainly after
1550
(see
below).
Certain elements of the nobles tutoring and education won recognition basically
outside of prevailing contemporary educational canon, such as mastering live languages
(e.g. German, Italian, French and Spanish). These were undoubtedly useful for the
noblemen. The so-called chivalry exercises, which are explained in Chapters VI and
VII,
represented thereafter a type of education specific to the estates. Whether the
noble exercises represented a relic of mediaeval chivalry or whether they were
adjusted to practical needs of the nobles (and, to some extent, the humanist ideal of
a general progress of the man and his physical power) cannot be clearly determined.
It seems that it was a combination of both elements.
Education of the noblemen differed only partially from low-born people s
schooling as regards its content and a way of its acquirement (this is particularly
true about courtly tutoring and, to a great extent, the cavalier journeys). This fact is
one of the elementary conclusions of this essay. Besides private teaching (refer to
Chapter III) and other forms of education, attendance of Latin schools learning was
crucial for the noblemen and became more and more customary. Most of the noble¬
men reached it at one of the many inland or foreign school institutions, mainly of
particular character (see Chapters IV and V).
Topography of the noblemen s studies represents one of the main areas of the
essay. Thanks to an analysis of less explored or even unknown materials, the author
managed to increase the existing level of research not only by the simple supple¬
mentation of certain new locations and schools in the Bohemian lands, Lusatia, Silesia
and abroad (e.g. concrete Latin schools in Prague,
Zatec,
Bautzen,
Breslau,
Vienna,
Graz
or Coburg), but also by referring to their importance within the overall system
of education of the nobles. Educational preferences of the Bohemian and Moravian
noblemen and other aspects of the researched issue has proved to be rather different
from what was previously assumed; for example:
1.
The significance of the so-called mansion schools was probably lower than the
existing research had assumed.
2.
By contrast, the significance of the Prague Utraquist University, which affected
tutoring and education of the nobles directly
(i.e.
on premises of the university)
and indirectly (i.e. tutoring and education by the university s professors outside
the university or by private tutors, who were often closely affiliated with the
Prague Utraquist University).
3.
Inland town educational institutions were less attractive than ecclesiastic schools
(see below), yet it provided one of the coveted potentialities of education. The
reason why the noblemen showed lower interest in Bohemian and Moravian
town schools than in other domestic educational arrangements did not mean
that they essentially contradicted the estate aspect The nobles did not mind
studying together with low-born students. It routinely happened at various types
of schools which the nobles attended.
556
4.
The existing research did not fully appreciate the significance of private, usually
lower-level Latin schools, which were regularly attended by noblemen from
the Bohemian Lands.
5.
Adjacent Lands of the Bohemian Crown, particularly Upper Lusatia and Lower
Silesia played a much more significant role in the educational process of Bohemian
and Moravian noblemen than it was previously assumed.
6.
In contrast to previous research, which often did not distinguish whether nobles
studied at foreign Latin particular schools or local academies/universities,
differentiation of this aspect has allowed the author to reach a number of new
findings clarifying educational migration. Newly, the significance of Strasbourg
Gymnasium, which frequently functioned as a starting point of the so-called
cavalier journeys, has been introduced.
7.
As a contrast to foreign cavalier journeys, which both Catholic and non-Catholic
nobles routinely undertook, there was a significant disproportion regarding
foreign Latin particular schools. Catholic noblemen chose this type of education
in a smaller extent probably due to a quality Latin school system of their own
confession (mainly Jesuit) in Bohemia and Moravia.
8.
The role of courtly training (mainly pagehood] was important, but as regards
quantitative aspects, it had a lesser impact in comparison with school education.
This affected a relatively low number of lords and knights from the Bohemian
lands. Some noblemen, however, passed both processes.
9.
The cavalier journeys, whose origins the author has newly formulated, cannot
be completely separated from the traditional
peregrinano
académica.
Both
features mutually interacted, were closely associated and their character was
partly similar: studies at universities, relations with European scholars, seeing
foreign countries, improvement and mastering of classical and live languages
and acquiring new pieces of knowledge in various spheres (e.g. law or theology).
10.
The schooling of lords and knights did not differ greatly. The factual process of
education depended more on other factors, such as financial situation of the
family, its contacts, approach to education and so forth.
Some older findings, however, have been confirmed and supplemented:
I. Private tutoring was most commonly achieved through hiring a preceptor.
A database containing bio-bibliographic data on more than three-hundred people
allowed the author to present many aspects of this feature in (not only) the
Bohemian and Moravian history of culture and education in Chapter III (e.g.
terminological issues, geographic, social, educational and confessional profiles
of noblemen s preceptors, duration of their service, their duties, etc.). In addition,
it disclosed certain facts, which are only marginally related to the essay s topic
(see below).
П.
An analysis of the previously unstudied ruler s instructions to the pages
Hof¬
meister
and preceptors on Ferdinand
I s
court has confirmed findings of older
557
research on the nobles training. It mostly involved chivalry exercises and
study of languages, which was influenced by humanism and growing needs of
communication in live languages. For the first time, it was possible to introduce
certain aspects of the everydayness of such education and dwell of the
Edel¬
knaben
(noble boys) on the royal court, i.e. the timetable on weekdays and holi¬
days, the pages duties, authorities of individual persons, etc.
III. The noblemen s upbringing and education strongly depended on the gender,
mainly after reaching seven years of age. Despite all dissimilarities (see below)
Chapter
VIII
explains that some of contemporaneous educational and cultural
trends partly affected noble girls education as well, like live languages and, in
some case, Latin.
Besides (a) progress trends, (b) the contents of education and (c) topography
of noble studies, the essay follows influence of certain other factors on the nobles
tutoring and education, e.g. confession. It affected the process of education mainly
from the late 16th century on, but did not touch its content very much. Tutoring and
education of noblemen in Catholic schools and Catholic extracurricular milieu almost
equalled the non-Catholic milieu, regardless of particular
protestant
confessions. Latin
education, modern languages or courtly manners prevailed in both Catholic and non-
Catholic environment.
However, there were certain distinctions in catechism. Although the basics of
Christianism were instilled in children of all confessions, further religious studies
and the entire confessional orientation of the education differed. The process of such
tutoring and education resulted in the fact that besides absorbing various skills and
knowledge, the noblemen strengthened their awareness of a particular confession,
which was often achieved by negative sentiments towards the false confessions.
Although the noblemen paid great attention to their children s religious edu¬
cation, they knowingly, unknowingly or out of necessity sent noble boys to a con¬
fessional milieu, which did not fully correspond to the family confession. We are largely
unaware of the reasons for such decisions, which were almost entirely taken by non-
Catholic nobles. Educational traditions in the family or among more distant relatives,
proximity of a school, well-known persons who worked at the school, quality of
teaching, desire to become acquainted with a particular region, etc. may have played
an important role. In most cases, however (perhaps with the exception of Italy and
France), educational institutions close to the family confession, or at least confessions,
which did not go against it, were preferred.
Following the mentioned aspects a) to c) and the confessional points allow the
author to draw basic outlines of upbringing and education of the nobility in the 16th
and the first two decades of the 17th century subsequently:
•
The earliest education of noble children took place in the femine milieu of the
family (in so called
Frauenzimmer).
Unlike the girls, the boys remained there
approximately up to the age of seven. In the process, they mastered their
558
mother tongue and acquired the basics in demeanour and catechism. In some
cases they became partly literate. Both genders were probably not approached
much differently in this stage.
When the boys reached the age of approximately seven, they passed under
supervision of the male element of the noble household. Hiring a preceptor
was the most common option for further tutoring and education. The choice of
a suitable candidate was determined by his confession and, importantly,
recommendation from the closest family, more distant relatives and other
persons, e.g. rector of the Prague Utraquist University. This is why students
and graduates of this university often became preceptors. However, persons
affiliated to other schools commonly appeared, too. They frequently came from
adjacent Lands of Bohemian Crown (mainly from Silesia), but also abroad,
usually from German spoken regions of the Holy Roman Empire or countries
outside of it, e.g. Upper Hungary and France.
Preceptors were responsible for their wards private education in the home
environment of the noble family and outside it. It was often supplemented
with parallel study at schools of various types. Besides the actual teaching, the
tutors were entrusted with other activities, like overall supervision of the boys,
material support during travels and staying away from home (e.g. transport,
boarding, accommodation, preparation of daily schedules, hiring of special
teachers, communication with parents or custodians, etc.).
Concentration of more noblemen for collective tutoring by a preceptor in
a particular noble house gave rise to the so-called mansion school. This usually
occurred ad hoc, in need of ensuring education to own descendants. Additional
boys from lords and knightly families, but sometimes even low-born students
often entered the classes.
Whether preceptors of Bohemian and Moravian noblemen looked after one or
more noble children had little effect on the basic content of tutoring. It included
elementary education (i.e. reading and writing), basic language education (i.e.
Latin and German) and catechism. The character of further education provided
by preceptors differed according to individual requirements of their employers
and whether the noblemen were educated in schools of the Bohemian Crown
or abroad. The preceptors often practiced the subjects taught in the school and
sometimes appended it with other subjects (e.g. live languages). The preceptors
tasks were a bit specific on cavalier journeys of the Bohemian and Moravian
noblemen (see Chapter
VII).
Noblemen from the Bohemian Lands could also obtain their elementary and
partly even Latin particular education in private with a professor of the Prague
Utraquist University on the premises of the colleges, e.g. with Martin
Bacháček
of
Nauměřice
or
Petr Kodicil
of Tulechov.
The noblemen could send their children/wards (usually accompanied by a pre¬
ceptor) to domestic town schools, private or religious particular schools. While
559
town schools were not often attended by noble boys, the both other types
enjoyed a great popularity.
Private particular schools, which were attended by noblemen from the Bohemian
lands, were mostly concentrated in Prague. Such educational institutions
probably existed in other royal towns. We observed in detail on the example
of Kollin s school (its prescripts are appended in the supplement) that they
provided similar education like other, mainly lower-level particular schools.
The noblemen showed great interest in ecclesiastic schools. As regards the
Society of Jesus Gymnasiums, we must primarily mention Prague,
Jindřichův
Hradec
and
Olomouc.
The teaching there was basically similar to other particular
schools. The main target of the education was comprehensive mastering of the
Latin language.
As concerns schools of Unity of Brethren, the
Ivančice
Gymnasium, where
foreign noblemen studied alongside the Bohemian and Moravian nobles, they
provided high quality education. Other schools of this specific church, which
were attended by nobles from Bohemia and Moravia, were located in
Lanškroun
(moved to
Zábřeh
in
1579),
Přerov, Prostějov
and
Lipník nad Bečvou.
They
probably provided relatively good basis for further studies.
Bohemian and Moravian noblemen also attended other inland Latin schools,
whose establishment was among others financed also by the nobles themselves,
i.e. the Neo-Utraquist Gymnasium
Illustre
in
Velké Meziříčí,
which was attended
by foreign noblemen (mainly Austrian), and the higher Latin school close to
Salvators
Church in the Prague Old Town, which was established after the issue
of the Rudolfs Letter of Majesty.
Some noblemen preferred educational institutions located in adjacent Lands
of Bohemian Crown or they attended them after previous studies at Bohemian
and Moravian schools. Although we are hampered by lack of material in judging
the popularity of such institutions among the nobility, some of them enjoyed
great recognition, such as the non-Catholic Gymnasium in Upper
Lusatian
Görlitz,
where more than seventy Bohemian and Moravian noblemen studied between
1580
and
1619.
Non-Catholic noblemen could also send their sons or wards to
Gymnasiums in Zittau and Bautzen in Upper Lusatia or Lower Silesian Latin
schools in Brieg,
Beuthen an der Oder,
Goldberg and
Breslau.
As regards institutions outside the Bohemian lands, some members of the
Bohemian and Moravian nobility received their education in the Austrian lands;
there were both Catholic and non-Catholic institutions which offered various
levels of Latin education. They included church and town schools in Vienna and
elsewhere (e.g.
Graz)
and special educational institutions, e.g. the so-called
Emperor s Latin school in Vienna.
Many members of the nobility from Bohemian lands were educated at Latin
particular schools in other areas of the Empire, e.g.
Altdorf, Strasbourg,
Zerbst,
560
Bremen, Herborn,
etc. As regards
Catholic
Latin
educational institutions, we
paid particular attention to the Passau Bishop school.
The above-described types of education were often combined. The noble boys
also received courtly lessons (see Chapter VI) in the dissimilar ages and stages
of their upbringing on various types of courts. This occurred on courts of
domestic aristocracy, on the royal court, members of the
Habsburg
family or
one of the many princely courts in Central, South and West Europe. In this
chapter, pagehood plays the key role. During the service, noblemen did not
only acquire noble manners or establish important contacts, but they also
increased their knowledge of Latin and other languages (e.g. German, Italian
or French). Naturally, this depended on particular courts.
The cavalier journeys represented the final phase of the Bohemian and
Moravian noblemen s training. Their frequency increased particularly after
1550.
Chapter
VII
explores the origins of this specific feature and an array of
aspects such as preparation (when they occurred, who accompanied the noble¬
men, procuring necessary documents etc.) and realisation of such journeys
(destinations, studies and other activities, financial safeguarding of the journey,
travel infrastructure, etc.), the personal level (expansion of geographical, cultural
and educational horizons [study of classical and modern languages, improve¬
ment in the so called chivalric exercises etc.] and establishing important con¬
tacts, determination of confessional political viewpoints) and the general level
(influence on the cultural, religious and political history [cavalier journeys
contributed to polarization of the confessional and political situation in the
Bohemian lands before the year
1618]).
Matriculation at academies and universities within the Empire, in Switzerland,
Italy, France, the Netherlands and other countries (see Chapter
VIII)
presented
a common ingredient of cavalier journeys. There were several reasons for these
inscriptions, such as tradition, prestige, economical and legal interests, etc.
Although genuine study of certain subjects taught at European universities
(e.g. theology or law) was not paramount for many noblemen (in part because
unlike low-born students they did not need to obtain academic grades), it can
be observed in some of the cases. Intensity of the education depended on the
adolescents interests and other factors, e.g. the parents or custodians volition,
ability of the noblemen s tutors to keep their students interest in education
and support it, etc.
Education of noble girls was largely specific. They usually stayed within the
ladies quarters
[Frauenzimmer)
with their mothers, other family members or
somebody from the circle of the social category of gentlemen and friends
[Herren und Freunde)
until their marriage. They could also serve the queen or
another member of the
Habsburg
family. Sometimes they found themselves in
such a situation outside the Bohemian Crown or even outside the
Habsburg
monarchy. The Bohemian and Moravia noble young ladies were able to see
561
foreign countries and their culture, although this happened on a smaller scale
than the male noble descendants from the Bohemian lands. Some of the noble
girls learned to read and write within the
Frauenzimmer,
mechanisms of his
recruitment could the author elucidate on Pernstein case. The girls were also
taught the basics of Christian dogmatism in such environment, but most
importantly they acquired social demeanour corresponding with their noble
status. The time spent there gave them a good opportunity to master some
practical skills such as handicrafts (embroidery and needlework) or herbalism.
The girls prepared for their future role of an honourable diligent woman, who
would run the noble family with the necessary personnel. Historical resources
only rarely document systematic (e.g. linguistic] education of Bohemian and
Moravian nobles daughters. Although there were certain educated noblewomen,
who mastered Latin and other languages (see Chapter
VIII),
it was rare for
girls to attain humanistic education comparable with the men in the 16th and
the first decades of the 17th century.
Although it has managed to answer a number of issues which were pointed out at
the beginning of this book, there are still many research items deserving future
research. It will certainly be possible to extend e.g. the topography of noble studies.
The amount of historical materials is there practically inexhaustible and new sources
are discovered and published. It would be commendable to further elaborate on the
long-term effects and impacts of noble education. They occurred on both individual
and general levels in many respects (e.g. general cultivation of the nobility, its literary
activity, noblemen s libraries, relations with noble European scholars, patronage
oriented on culture, science and education, etc.). In submitted work it was only able
to tackle these issues marginally.
Research on post-White Mountain upbringing and education of nobility represents
another potential target. It can show how significant restructuring of noblesse and
other all-society changes and processes influenced its education. A researcher who
would embark on this issue would have a larger amount of resources at his disposal,
but he would face a poor condition of research into the history of education and school
systems in Bohemia and Moravia in the post-White Mountain period. Nevertheless,
he would be able to draw from some of the first research activities, works by
Zdeněk
Hojda, Petr Maťa, Ivo Cerman, Jiří Kubeš
and other authors.
Translated by
Miroslav Košek
562
|
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| era | Geschichte 1500-1620 gnd |
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| geographic | Böhmische Länder (DE-588)4069573-6 gnd |
| geographic_facet | Böhmische Länder |
| id | DE-604.BV036577945 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T22:43:18Z |
| institution | BVB |
| isbn | 9788072861668 |
| language | Czech |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-020498914 |
| oclc_num | 705681478 |
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| physical | 588 S. Ill., graph. Darst. |
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| publishDate | 2010 |
| publishDateSearch | 2010 |
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| publisher | Historický Ústav |
| record_format | marc |
| series | Práce Historického Ústavu AV ČR |
| series2 | Práce Historického Ústavu AV ČR : Řada A, Monographia |
| spelling | Holý, Martin 1978- Verfasser (DE-588)133297136 aut Zrození renesančního kavalíra výchova a vzdělávání šlechty z českých zemí na prahu novověku (1500 - 1620) Martin Holý Praha Historický Ústav 2010 588 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Práce Historického Ústavu AV ČR : Řada A, Monographia 28 Zsfassung in engl. Sprache u.d.T.: Birth of the Renaissance cavalier: upbringing and education of nobility from the Bohemian lands at the threshold of modern age (1500 - 1600) Geschichte 1500-1620 gnd rswk-swf Adelserziehung (DE-588)4112452-2 gnd rswk-swf Böhmische Länder (DE-588)4069573-6 gnd rswk-swf Böhmische Länder (DE-588)4069573-6 g Adelserziehung (DE-588)4112452-2 s Geschichte 1500-1620 z DE-604 Práce Historického Ústavu AV ČR Řada A, Monographia ; 28 (DE-604)BV004856116 28 Digitalisierung BSB Muenchen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020498914&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=020498914&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Abstract |
| spellingShingle | Holý, Martin 1978- Zrození renesančního kavalíra výchova a vzdělávání šlechty z českých zemí na prahu novověku (1500 - 1620) Práce Historického Ústavu AV ČR Adelserziehung (DE-588)4112452-2 gnd |
| subject_GND | (DE-588)4112452-2 (DE-588)4069573-6 |
| title | Zrození renesančního kavalíra výchova a vzdělávání šlechty z českých zemí na prahu novověku (1500 - 1620) |
| title_auth | Zrození renesančního kavalíra výchova a vzdělávání šlechty z českých zemí na prahu novověku (1500 - 1620) |
| title_exact_search | Zrození renesančního kavalíra výchova a vzdělávání šlechty z českých zemí na prahu novověku (1500 - 1620) |
| title_full | Zrození renesančního kavalíra výchova a vzdělávání šlechty z českých zemí na prahu novověku (1500 - 1620) Martin Holý |
| title_fullStr | Zrození renesančního kavalíra výchova a vzdělávání šlechty z českých zemí na prahu novověku (1500 - 1620) Martin Holý |
| title_full_unstemmed | Zrození renesančního kavalíra výchova a vzdělávání šlechty z českých zemí na prahu novověku (1500 - 1620) Martin Holý |
| title_short | Zrození renesančního kavalíra |
| title_sort | zrozeni renesancniho kavalira vychova a vzdelavani slechty z ceskych zemi na prahu novoveku 1500 1620 |
| title_sub | výchova a vzdělávání šlechty z českých zemí na prahu novověku (1500 - 1620) |
| topic | Adelserziehung (DE-588)4112452-2 gnd |
| topic_facet | Adelserziehung Böhmische Länder |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020498914&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=020498914&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| volume_link | (DE-604)BV004856116 |
| work_keys_str_mv | AT holymartin zrozenirenesancnihokavaliravychovaavzdelavanislechtyzceskychzeminaprahunovoveku15001620 |